Bibliographic record
Abstract
Critical theories on the relationship of education and the state argue that school curricular materials are means to shape “official” knowledge and ideology through education (Apple, 1993). The existing literature on the former Soviet education argued that the official curricular materials, including school textbooks, intended to instill the Soviet communist ideology as “the official knowledge,” shaped a certain version of “truth” in the minds of young students, and controlled alternative interpretations and positions. The emerging literature in post-Soviet education documents the changes in early literacy textbooks such as bukvar (Russian name for primers) and exposes the process of “official knowledge” production. Such studies reveal how childhood, motherland, and citizenship are being reimagined in the process of nation-state building in Latvia, Ukraine, and Armenia (Mead & Silova, 2013; Silova, 1996). The existing studies on the ideological changes of citizenship, childhood, nation-state, and education do not include gender as another significant unit of analysis to fully understand how contemporary nationalist ideologies of citizenship and childhood shape certain perspectives of gender and identity. Acknowledging the critical role of textbooks in the process of national and gendered identity construction and positioning, this study addresses the existing gap in the literature. This study examines this issue by analyzing early literacy textbooks in Kazakhstan and Kyrgyzstan. We employ feminist critical discourse analysis framework (Fairclough, 2013; Lazar 2007; Sunderland & Litosseliti, 2002) to investigate the relationship between ideology, literacy, ethnicity, and gender in 2 early literacy textbooks in each country—Alippe in Kazakh and Kyrgyz and Bukvar’ in Russian. The multilevel analysis of textbook content, visual representation, and language, and the comparison within and across these countries reveal that the official knowledge is not only nationalist but it further promotes gendered ethnicity and citizenship, often demonstrating contradictions with what young people observe in their daily interactions and experiences.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.018 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".