Browsing by Author "Badanova, Aisulu"

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    ‘THE FEARFUL KHAN AND THE DELIGHTFUL BEAUTIES’: THE CONSTRUCTION OF GENDER IN SECONDARY SCHOOL TEXTBOOKS IN KAZAKHSTAN
    (International Journal of Educational Development, 2021-11-19) Durrani, Naureen; Cohen Miller, Anna; Kataeva, Zumrad; Bekzhanova, Zhazira; Seitkhadyrova, Assem; Badanova, Aisulu
    This paper analyses how secondary school textbooks enact gender in post-Soviet Kazakhstan. As a ‘gender paradox’, with universal literacy and yet a higher representation of women at the tertiary level co-existing with multi-sectoral gaps at the expense of women, Kazakhstan offers an interesting context to empirically investigate the taken for granted relationship between education, gender equality and sustainable development. Poststructuralist discursive analysis is complemented with non-discursive methods to illuminate how textbooks entrench gender power relations, construct dominant masculinities and enact emphasised femininities, producing gender hierarchies and naturalising gendered national belonging. Possibilities for transforming gender relations in and through education are discussed.....
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    LEADERSHIP IDENTITY CONSTRUCTION: AN EXPLORATORY EMBEDDED MULTIPLE CASE-STUDY OF HEADS OF DEPARTMENTS IN TWO SCHOOLS IN KAZAKHSTAN
    (Nazarbayev University Graduate School of Education, 2024-08-02) Badanova, Aisulu
    Educational systems around the world are focused on enhancing the quality and equity in education. Kazakhstan, with aspirations to rank among the 30 most developed economies by 2050, recognizes the role of education in developing competitive human capital for economic growth. Thus, the nation initiated rapid educational changes aimed at improving the teaching and learning quality and standards in schools. Despite ongoing decentralization efforts, the Kazakhstani education system remains centralized and bureaucratic due to the legacy of the Soviet era, which is still present in teachers’ memories and professional beliefs, and internal structures of the school system including school administration, leadership and management. While traditionally, school leadership has been solely associated with school principal, there has been a shift towards more distributed forms of leadership. Middle leaders, particularly heads of departments (HoDs), are well placed in between the policy and practice and teachers and senior leaders. They can play a pivotal role in enacting leadership within schools. Their leadership potential to impact the improvement of teaching and learning practices, contribute to the overall school improvement, and negotiate and interpret school reforms has been increasingly recognized worldwide.