This article is based on an analysis of data gathered through two qualitative studies conducted by the authors in Tajikistan and Kyrgyzstan. The article examines a complex picture of teachers’ lives and work in Central Asia. It analyses the way teachers are seeking various means
for survival and coping with the multiple challenges they face in their everyday practices. In particular, the authors discuss the role of trade and trading in teachers’ lives and the implications of this for education and society in Central Asia. The authors conclude that genuine effort
is needed to change the mentality of both local and external policy makers and change agents in realizing the priorities of approaches to sustainable development, and in promoting the role of quality and critical education as the best way to achieve development, peace, and harmony and evolve
Central Asia into knowledge-based societies.
University of Toronto 2:
Aga Khan University/Osh State University
Publication date: January 1, 2009
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Political Crossroads is a bi-annual, international, refereed journal which, since 1990, publishes critical and empirical scholarship in political science and international relations. Its areas of focus include global security, terrorism, national identity, migration and citizenship, and the politics of resources and trade.