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2011 - 55th Annual Conference of the Comparative and International Education Society Words: 235 words || 
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1. Dastambuev, Nazarkhudo. and Niyozov aka Niezov, Sarfaroz. "Nazarkhudo Dastambuev and Sarfaroz Niyozov: Teaching sociology of education in Central Asia, challenges and opportunities" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2019-08-22 <http://citation.allacademic.com/meta/p487520_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper is based on our data from our reflections, memories and our 15 participants’ feedback on the rationale and resources for, goals, pedagogy, and evaluation of an introductory course in sociology of education taught at the OSI premise in Dushanbe, Tajikistan. The participants’ active and enthusiastic participation, their empirically-rich, emotionally-intensive experiences, as well as their open-minded discussions were the key to course’s success. The challenges included identification of theoretical frameworks and connecting their experiences to them, lack of skills in developing sociological explanations, absence of local sociological models, unavailability of sociologically-grounded readings in Tajik and Russian, lack of skills and conceptual background in handling the readings in English, translation of the terms and concepts into Tajik and Russian; limited exposure to social science concepts such as structural-functionalism, reproduction, contestation, knowledge/power nexus, social constructivism, Eurocentrism, Orientalism, Occidentalism. The course, both exploratory and strategic, exposed the participants to these and other sociological concepts, approaches and theories, relevant to education. This turned to be useful for developing local intellectual capacities of the participants to do sociological thinking around and analysis of education and society in Central Asia. The course participants and organizers found the course as valuable and suggested more courses in future and for a larger audience. Our analysis of the course program and processes suggests implications for policy and practice of developing education specialists and the future of sociology in Tajikistan and Central Asia.


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