Rethinking Schooling for the 21st Century

and natural wealth of Kyrgyzstan’ 84 (p. 2). Attempts to foster a consciousness
of national identity have focused on ‘cultural and ethnic history’ (Chapman et
al., 2005, p. 522). The ‘Ideological Programme of Kyrgyzstan: Charter for the
Future’ (Ideologicheskaya Programma, 2003) and ‘Development through Unity:
The Comprehensive National Idea of Kyrgyzstan’ (Razvitie cherez edinstvo, 2007)
are among the most comprehensive statements of the ideological underpinnings
for nation-building in independent Kyrgyzstan. They were accompanied by
the publication of various books and brochures, as well as the performance of
state-orchestrated celebrations, such as those commemorating the 1,000-year
anniversary of the epic of Manas and the 2,200th anniversary of Kyrgyz statehood
(ibid). The History curriculum of grades 7-9 emphasises the importance of
understanding and taking pride in the national identity and cultural heritage
of Kyrgyzstan (p. 12, 16), but it also evinces acknowledgement of ESD/GCED
categories such as multiculturalism (p. 12), gender equality (p. 11), tolerance (p. 9,
11, 16, 17) and the rule of law (p. 11). This seems to suggest that concepts aligned
with democratic principles have to some extent complemented the state-driven
effort to forge a national identity based on celebration of a shared ancestral
past. But the attempt to construct a cohesive sense of Kyrgyz national identity
has been a far from harmonious process, as discussed in the next section.
Managing Diversity
Representations of national identity that emphasise a
shared immemorial past can be in tension with respect
or tolerance for domestic ethno-cultural diversity.
In Kyrgyzstan, the new state-sponsored ideology of
the nation has been perceived differently by ethnic
minorities. A substantial change occurred in the ethnic
composition of the country in the post-Soviet period.
In 1989, Kyrgyz made up only 52.4 per cent of the
population and Uzbeks 12.9 per cent, while Russians
— many of whom emigrated after the Soviet collapse
Representations of
national identity that
emphasise a shared
immemorial past can
be in tension with
respect or tolerance
for domestic ethnocultural
diversity
— accounted for 21.5 per cent. The Kyrgyz state adopted a predominantly ethnic
model of nationalism in the early years of independence, which highlighted the
importance of Kyrgyz culture and identity. This understanding of the nation
contributed to growing discontent among the minorities, mostly Russians and
Uzbeks. In the early 1990s, many Russians left Kyrgyzstan, so that Uzbeks become
the largest minority ethnic group. As of 2017, the country’s ethnic mix is: Kyrgyz
(73.2 per cent), Uzbeks (14.6 per cent) and Russians (5.8 per cent) (NSCoKR, 2017).
Reflecting the need to manage interethnic tensions, the concepts of tolerance
(Appendix II-12e), solidarity (Appendix II-12g) and respect for diversity (Appendix
II-10c) are extensively mentioned in the policy and curricular documents.
84 Original in Russian: ‘любовь к Отчизне, уважение национальных традиций и бережное
отношение к культурному и природному богатству Кыргызстана’ (Kyrgyzstan, 2014).
Rethinking Schooling for the 21 st Century:
The State of Education for Peace, Sustainable Development and Global Citizenship in Asia
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