Creating and contesting meanings of place and community in the Ylay Talaa Valley of Kyrgyzstan

Abstract

Formal schooling was virtually non-existent before the Soviet power in nomadic Kyrgyzstan, as communal life and learning was organized informally at the household and clan level. During the Soviet period, however, educational success became an avenue to a new form of upward social and geographical mobility, and the school provided new and prestigious positions for local teachers and administrators. This paper explores how the externally imposed Soviet collectivization policies reshaped the understandings and meanings of place and community during the twentieth century, a reshaping that centrally involved redefining education and the importance of ‘the school’. In the post-Soviet period, the utility of secondary and higher education in local and national labour markets has diminished, as has the power and prestige of educators. Yet the appeal of education lingers on. The authors seek to document these claims using oral histories, ethnographic interviews and participant observations in the Ylay Talaa Valley of the Kyrgyz Republic.