Diana currently works as a Lecturer in Public Administration and Policy in the School of Applied Social and Policy Sciences at Ulster University. She has an MSc degree in Educational Leadership from the Nazarbayev University and Ph.D. in Non-Traditional Security from the Zhejiang University. He PhD thesis covered perspectives and problems of the knowledge-based economy in Kazakhstan as means of quality economic diversification and socio-political development. Her research interests include mixed method research in inclusive governance, political economy of education and energy security in order to ensure the sustainable development and inclusive growth in natural-resources rich developing countries, particularly, Kazakhstan.
Diana Toimbek
My research project
My research project delves into the educational landscape of early Soviet Kazakhstan, aiming to unravel how the educational system reflected the overarching policies aimed at cultivating Soviet citizenry. Employing an archival methodology, I analysed primary sources such as protocols, decrees, and acts within the educational sphere. Through this research, I built an argument that states that the foundational Marxist-Leninist philosophy was intricately woven into the fabric of educational institutions, serving as a conduit for ideological indoctrination and the promotion of “political enlightenment” among the masses.
Through examination and contextualization of historical documents, my study sought to offer insights into the multifaceted interplay between educational policies, political ideologies, and societal transformations during this formative period in Soviet history.
What were your findings?
The findings of my research underscore the tumultuous and transformative nature of the Soviet administration’s pursuit of communism in early Soviet Kazakhstan. Through rapid and abrupt “transformations” towards socialism, the administration prioritised ideological agendas over the region’s socio-cultural and economic realities, resulting in significant human costs and a profound alteration of the ethnic composition in the Kazakh Autonomous Soviet Socialist Republic (KASSR).
While the October Revolution ostensibly provided formerly marginalised regions with unprecedented opportunities for education and professional advancement, these opportunities were contingent upon adherence to highly politicised and dogmatic Marxist-Leninist doctrines. The Central Committee’s imposition of a narrowly utilitarian approach to science education, under the guise of ideological suitability, effectively marginalised opposing concepts deemed “anti-Soviet” or “bourgeoisie.” This approach aimed not at pedagogical superiority but at aligning education with Soviet principles.
The educational system of the 1920s in Soviet Kazakhstan was characterised by a deliberate emphasis on “productive work” and vocational training, shifting away from traditional notions of education towards a focus on “social upbringing.” This legacy continues to reverberate in contemporary Kazakhstan, shaping ongoing debates surrounding national identity.
What have you learnt about Political Economy Analysis, has it been a useful lens through which to view your work?
Engaging in my first exploration of the political economy of education offered invaluable insights into the research process. Supported by mentors and administrators from the PEER Network Central Asian Hub, navigating the intricacies of this endeavour proved more manageable, especially as an early career researcher.
Political Economy Analysis served as a comprehensive lens through which to scrutinize my work, enabling a nuanced examination of the intricate interplay between political structures, economic dynamics, and educational policies. This framework facilitated a deeper exploration of how political decisions and economic forces influence educational systems, shedding light on the broader socio-political context surrounding my research.
How has PEER supported you in your work, how has it been useful to your development as a researcher?
During the early stages of academic career, navigating various aspects of academia, including applying for grants, managing research projects, and conducting studies, usually presents significant challenges.
Recognizing the importance of these skills for career development, PEER Network emerged as a crucial support system, offering unique guidance and lessons. PEER Network not only provided practical insights into managing and leading research projects but also delved into essential nuances such as organising and delivering seminars, applying for conferences, participating in dissemination events, networking, and managing and budgeting your own research teams. This comprehensive support framework has been instrumental in my development as a researcher, equipping me with the necessary tools to navigate the complexities of academic research grants.
I am sincerely grateful to the organisers and mentors of the PEER Network for their commitment to fostering a strong foundation in my academic career. Their guidance has been invaluable, and I am thankful for the opportunities they have provided for growth and development in my journey as a researcher.
