Review of Bolashak Programme and Nazarbayev University using the Conflict Theory and Critical Pedagogy Theory

Abstract

Major revolutions across the business and educational world in the 21st century have increased internationalisa-tion. According to Knight (2004), internationalisation is viewed as the process of incorporating international, in-tercultural, or global perspectives into the objectives, ac-tivities, and delivery of higher education. Additionally, Schoorman (2000) defined internationalisation as a con-tinuous educational process dominated by countries, tak-ing place within the global context of knowledge and practice, where societies are perceived as part of a broad-er, inclusive world. Recently, internationalisation has be-come a significant subject in the higher education arena, with higher education institutions being challenged to incorporate international standards into their system and principles (Knight, 2008). In this paper, I will explore the two major internationalisation policies implemented in Kazakhstan. Through the lenses of conflict theory and Pierre Bourdieu's theoretical framework, I will examine how these policies perpetuate inequality in Kazakhstan.