Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia
The rural boarding schools that were established in the socialist era to serve children in Mongolia’s herding communities remain integral to national policy for ensuring universal access to formal education. Education policy actors demonstrate commitment to the socialist legacy of the schooled herde...
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| Format: | Article |
| Language: | English |
| Published: |
Journal of Childhood, Education and Society
2022-11-01
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| Series: | Journal of Childhood, Education & Society |
| Subjects: | |
| Online Access: | https://www.j-ces.com/index.php/jces/article/view/208 |
| _version_ | 1797921537720844288 |
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| author | Caroline Dyer Anne Luke Narantuya Sanjaa |
| author_facet | Caroline Dyer Anne Luke Narantuya Sanjaa |
| author_sort | Caroline Dyer |
| collection | DOAJ |
| description | The rural boarding schools that were established in the socialist era to serve children in Mongolia’s herding communities remain integral to national policy for ensuring universal access to formal education. Education policy actors demonstrate commitment to the socialist legacy of the schooled herder child, while at the same posing legitimate questions as to boarding schools’ quality and contemporary relevance. This questioning is framed with reference to a globally-orientated discourse of standards, outcomes measurement and skills for employability. The paper argues from a post-socialist perspective that this orientation forecloses a nuanced, contextualised understanding of “relevance” as a complex educational policy problem. Drawing on policy documents and secondary literature, it develops and applies a post-socialist conceptual framework to explore the temporal and spatial orientations of rural boarding schools and their “relevance”. The analysis evidences multiple, intersecting layers of change which situate the schooled herder child and constitute Mongolia”s “unfinished business of socialism” in education. The paper concludes that the layering revealed in this analysis needs to be more visible to educational policy; and that to resist oversimplifying the complex problem of education”s relevance is an ontological imperative. |
| first_indexed | 2024-04-10T14:17:20Z |
| format | Article |
| id | doaj.art-395678d6c0a74386887f6c685d000137 |
| institution | Directory Open Access Journal |
| issn | 2717-638X |
| language | English |
| last_indexed | 2024-04-10T14:17:20Z |
| publishDate | 2022-11-01 |
| publisher | Journal of Childhood, Education and Society |
| record_format | Article |
| series | Journal of Childhood, Education & Society |
| spelling | doaj.art-395678d6c0a74386887f6c685d0001372023-02-15T16:09:28ZengJournal of Childhood, Education and SocietyJournal of Childhood, Education & Society2717-638X2022-11-013330832110.37291/2717638X.202233208196Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in MongoliaCaroline Dyer0https://orcid.org/0000-0002-9227-7554Anne Luke1https://orcid.org/0000-0002-8389-7524Narantuya Sanjaa2https://orcid.org/0000-0002-1622-8312University of Leeds University of Leeds Mongolian University of Science and Technology The rural boarding schools that were established in the socialist era to serve children in Mongolia’s herding communities remain integral to national policy for ensuring universal access to formal education. Education policy actors demonstrate commitment to the socialist legacy of the schooled herder child, while at the same posing legitimate questions as to boarding schools’ quality and contemporary relevance. This questioning is framed with reference to a globally-orientated discourse of standards, outcomes measurement and skills for employability. The paper argues from a post-socialist perspective that this orientation forecloses a nuanced, contextualised understanding of “relevance” as a complex educational policy problem. Drawing on policy documents and secondary literature, it develops and applies a post-socialist conceptual framework to explore the temporal and spatial orientations of rural boarding schools and their “relevance”. The analysis evidences multiple, intersecting layers of change which situate the schooled herder child and constitute Mongolia”s “unfinished business of socialism” in education. The paper concludes that the layering revealed in this analysis needs to be more visible to educational policy; and that to resist oversimplifying the complex problem of education”s relevance is an ontological imperative.https://www.j-ces.com/index.php/jces/article/view/208mongoliaboarding schoolsnomadic herderspost-socialist childhoodeducation policy |
| spellingShingle | Caroline Dyer Anne Luke Narantuya Sanjaa Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia Journal of Childhood, Education & Society mongolia boarding schools nomadic herders post-socialist childhood education policy |
| title | Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia |
| title_full | Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia |
| title_fullStr | Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia |
| title_full_unstemmed | Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia |
| title_short | Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia |
| title_sort | boarding schools in transition a post socialist analysis of relevance as an education policy problem in mongolia |
| topic | mongolia boarding schools nomadic herders post-socialist childhood education policy |
| url | https://www.j-ces.com/index.php/jces/article/view/208 |
| work_keys_str_mv | AT carolinedyer boardingschoolsintransitionapostsocialistanalysisofrelevanceasaneducationpolicyprobleminmongolia AT anneluke boardingschoolsintransitionapostsocialistanalysisofrelevanceasaneducationpolicyprobleminmongolia AT narantuyasanjaa boardingschoolsintransitionapostsocialistanalysisofrelevanceasaneducationpolicyprobleminmongolia |