THE REPRESENTATION OF NATIONAL IDENTITY OF KAZAKHSTANI CITIZENS IN MINISTRY-ENDORSED TEXTBOOKS FOR SECONDARY SCHOOLS

Abstract

This study analyzes the representation of national identity in Grade 9 Ministry-approved textbooks in Kazakhstan, published in Kazakh, Russian, and English. The purpose of the research is to examine the representation of national identity in textbooks, within the context of Kazakhstan's multifaceted nation-building process. This study uses Critical Discourse Analysis (CDA) to examine textual and graphic elements in textbooks of various subjects, focusing on the framing and presentation of identity markers, including language use, cultural symbols, historical references, and values. The findings show inconsistencies among subjects and languages of instruction, revealing a conflict between the promotion of Kazakh ethnonational elements and the development of a cohesive civic identity. Some parts of Kazakh- and Russian-language textbooks are more likely to highlight ethnic Kazakh heritage, history, and symbols, whereas English-language textbooks are more inclined to promote an inclusive, civic-oriented Kazakhstani identity, which reflects multiculturalism and linguistic diversity. This study contributes to understanding of the interplay of language policy, educational resources, and nation-building approaches in post-Soviet Kazakhstan.