Navigating Kazakhstani postgraduate students intercultural citizenship development and future vision in Türkiye: a qualitative inquiry
Hajar A. Aypay A. Özdemir M.
2025Routledge
Discourse
2025
This qualitative study examines Kazakhstani postgraduate students motivations, intercultural experiences, and aspirations at a Turkish-medium university in Türkiye. Framed by Byram’s (2008. From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Multilingual Matters) model of intercultural citizenship, it investigates how students navigated cultural differences and developed their identities within different contexts. Data were collected through written narratives and semi-structured interviews with ten students. Participants were initially motivated by financial accessibility, cultural proximity, and academic reputation. Despite valuing Turkish hospitality, many encountered racial stereotyping and linguistic racism, hindering meaningful intercultural engagement. Challenges were compounded by limited international diversity, Turkish-medium instruction, and insufficient institutional support. The study underscores the importance of increasing awareness about international students learning the local language(s) in non-English speaking countries and embedding intercultural citizenship education into institutional structures, particularly within emerging study-abroad contexts.
Central Asian students , Intercultural citizenship , linguistic racism , qualitative inquiry , south–south student mobility
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Multilingual Education, Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Faculty of Education, Anadolu University, Eskişehir, Turkey
Multilingual Education
Graduate School of Education
Faculty of Education
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Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026