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SUMMARY:Making sense of school autonomy: the case of Kazakhstan - David Br
 idges (University of Cambridge)\, Kairat Kurakbayev (Nazarbayev University
 ) and Aizhan Omarbekova (Nazarbayev University)
DTSTART:20141009T160000Z
DTEND:20141009T164500Z
UID:TALK54947@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:Notions of ‘autonomy’ feature widely in official papers an
 d in discussions about school reform in Kazakhstan. This paper discusses t
 he notion of autonomy from perspectives of school leaders\, teachers\, boa
 rds of trustees and parents. The purpose is to trace ‘policy rationaliti
 es’ and understandings of different stakeholders of the school autonomy 
 reform. In the first part of this paper\, we examine different concepts of
  school autonomy developed internationally\, distinguished by reference to
  (i) who rules the autonomous school (ii) what spheres of autonomy are per
 mitted (iii) what forms of accountability are maintained\, and\, important
 ly\, (iv) the underlying normative or ideological framework. In the second
  part we turn to the ways in which the concept of school autonomy is being
  understood and expressed in the official discourses of educational reform
  in Kazakhstan. Finally\, we draw on 153 extended interviews and observati
 ons conducted in schools in five regions of Kazakhstan during the Spring o
 f 2014. 
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room 2S7
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