Curriculum and Teaching Policy Enactment in Kazakhstan's Higher Education: Perspectives From Faculty Members

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Critical Enactments and Perspectives of Curricular Reforms (Table 14)

Abstract

The purpose of this ethnographic study was to explore how faculty members of one foreign languages department were enacting the changes in curriculum and teaching policy implemented in Kazakhstan’s public higher education system and their perspectives on changing their teaching and learning practices. Policy enactment theory into practice guided this study (Ball et al., 2012). The current study employed an ethnographic research design. Twenty semi-structured interviews were conducted in this study. As preliminary findings indicate, faculty members' responses to curriculum reforms were diverse. The research findings of this study will contribute to existing knowledge by contributing to the limited literature on higher education curriculum and policy enactment in Kazakhstan.

Author

• Saule Yeszhanova, Nazarbayev University