‘Stop corrupting our children!’: the backlash against global competence
Urkunova A. Kennedy K. Karabassova L.
2025Routledge
Globalisation, Societies and Education
2025
This study examines global competence (GC) course implementation in Kazakhstans mainstream schools and explores stakeholder perceptions and implementation challenges. A qualitative approach was employed, including curriculum analysis, thematic analysis of parental feedback, and surveys of in-service teachers. The results showed that teachers value GC but face barriers such as insufficient training and unclear guidelines. Parents oppose the course, fearing cultural erosion and curriculum overload. Thus, successful integration requires enhanced teacher training, transparent stakeholder engagement, and a balanced curriculum integrating global and national perspectives. These findings inform policies and practices for embedding GC within Kazakhstan and similar post-Soviet contexts.
curriculum , Global competence , Kazakhstan , parents , teachers
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Department of Preschool and Primary Education, K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan
Department of Languages, Marat Ospanov West Kazakhstan Medical University, Aktobe, Kazakhstan
Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong
Department of Education and Curriculum Studies, University of Johannesburg, Johannesburg, South Africa
Department of Preschool and Primary Education
Department of Languages
Department of Curriculum and Instruction
Department of Education and Curriculum Studies
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