Navigating the Third Space Between Local and Global Pedagogical Paradigms in Teaching Indigenous Language in Post-Soviet Kazakhstan

• In Event: Topics in Comparative and International Education: large language models, teaching indigenous languages, digital education, and teacher turnover

Proposal

The collapse of the Soviet Union triggered profound transformations in the educational landscape of Kazakhstan, particularly in indigenous language instruction. The shift from a centralized, teacher-centered Soviet model to a learner-centered paradigm aligned with Western educational philosophies has presented unique challenges and opportunities for Kazakh language teacher educators whose ideologies or beliefs often exacerbated by borrowed policies, cause misalignment with their existing beliefs and values regarding language teaching, learning, and assessment (Tanrıverdi & Apak, 2014). The introduction of the updated curriculum, as part of state-mandated reforms has necessitated a re-evaluation of traditional pedagogical approaches and a navigation of the complexities inherent in reconciling local and global educational paradigms.

This paper explores the lived experiences and curriculum ideologies of Kazakh language teacher educators as they navigate the “third space” – a dynamic and hybrid space where Soviet legacies intersect with contemporary educational reforms. Drawing on Bhabha's (1994) postcolonial third space theory, the research explores how these educators perceive, interpret, and enact the updated curriculum, and how their pedagogical practices are shaped by the interplay between local and global influences.

The study employed a qualitative phenomenological research design. Data were collected from five experienced Kazakh language teacher educators through a multimodal questionnaire, an art-based research tool (significant circles), and semi-structured interviews with image cards. This methodological triangulation allowed for a rich and nuanced exploration of the participants' perspectives and experiences. The data analysis involved a hybrid coding strategy, combining deductive coding based on Schiro's (2013) curriculum ideologies with inductive coding to identify emergent themes.

The findings reveal that Kazakh language teacher educators are navigating a third space where they actively negotiate between their deeply ingrained beliefs in traditional, grammar-focused instruction and the demands of a modernized curriculum that emphasizes communicative language teaching and learner-centered approaches and where they blend and adapt global pedagogical approaches with their local funds of knowledge and cultural values. The educators express a desire to preserve the rigor and depth of Kazakh language education while also adapting to contemporary pedagogical trends. The findings challenge the prevailing narrative of Kazakhstani educators as being stuck in outdated Soviet practices (Fimyar & Kurakbayev, 2016; Yakavets et al., 2022), highlighting their agency and adaptability in navigating educational change (Bhabha, 1994)and the importance of recognizing and valuing local knowledge and pedagogical traditions in educational reform efforts (Bedeker & Kerimkulova, 2023).

The implications of this research extend beyond the Kazakhstani context, offering insights into the challenges and possibilities inherent in educational reforms in post-Soviet countries and other contexts grappling with the complexities of globalization and cultural preservation. By understanding the lived experiences and curriculum ideologies of language teacher educators, we can develop more nuanced and effective approaches to language education that bridge the gap between local traditions and global aspirations. The study advocates for a critical and reflective approach to curriculum development and teacher training that empowers educators to navigate the third space, fostering a dynamic and inclusive learning environment that is both locally grounded and globally engaged.

Authors

• Aigerim Pazylbekova

• Sulushash I. Kerimkulova, Nazarbayev University

• Michelle Bedeker, Nazarbayev University