TEACHING CONDITIONS AND YOUTH CITIZENSHIP FORMATION IN KYRGYZSTAN AND CHINA DURING SOCIOPOLITICAL TRANSFORMATION (1990–2000)
DOI:
https://doi.org/10.18623/rvd.v23.5681Palabras clave:
Citizenship Education, Youth Citizenship Formation, Teaching Conditions, Comparative Education, Sociopolitical TransformationResumen
Citizenship education plays a central role in shaping young people’s civic identities during periods of sociopolitical transformation. This study examines how youth citizenship formation was shaped by teaching conditions in the Kyrgyz Republic and the People’s Republic of China between 1990 and 2000. Adopting a qualitative comparative-historical design, the study conceptualizes citizenship formation as an institutionally mediated process rather than a direct outcome of policy intent or curriculum content. Drawing on policy documents, curriculum frameworks, and qualitative scholarship, a directed qualitative content analysis was conducted across six dimensions of teaching conditions: curriculum governance, civic narratives, teacher support, school routines, pedagogy, and participation structures. The findings reveal distinct national configurations. In China, citizenship formation was shaped by a centralized and coherent governance framework, promoting a state-integrative and developmentalist model of citizenship through patriotic education and standardized curricula. In Kyrgyzstan, citizenship formation unfolded within a post-Soviet context of system rebuilding and uneven institutional capacity, resulting in a more transitional and negotiated model of citizenship. The study demonstrates that youth citizenship formation is best understood through the configuration and coherence of teaching conditions, offering insights for comparative education research and citizenship education reform in transforming societies.
Citas
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