Education systems across post-Soviet Central Asia, and heritage-based curricula elsewhere, instruct schools to build values education on national oral tradition. The material they mandate encodes the gender order of the society that produced it, so curricula are asked to recommend as moral exemplars figures whose admired virtues were formed inside relations of dependence and asymmetric obligation. Existing scholarship names this tension without turning it into anything usable: culturally sustaining pedagogy insists that heritage may be contested as well as sustained, indigenous-knowledge scholarship warns against extracting content as method-free material, and multicultural political theory has long argued that group culture and women's equality can conflict. None supplies an operational rule for deciding, about a particular figure in a particular text, what may be endorsed, what must be historicised, what must be contested and what should be withdrawn from the exemplar repertoire. This conceptual paper offers one. It proposes three decision tests – reciprocity, conditions and addressee – and a four-relation typology of transfer: direct endorsement, historical contextualisation, critical contestation and non-exemplary use. An analysis protocol sequences the tests into teacher moves and leaves a written record. The framework is worked through six quoted episodes from two Uzbek oral heroic epics, treated as one instance of a general problem rather than as a regional curiosity. The paper defends a deliberately weak claim: it does not dissolve the tension between heritage and equality, but makes that tension decidable case by case and auditable by a third party. The framework is untested; the paper states what would test it and what failure would look like.
Teaching Virtue from Unequal Texts: A Framework for The Critical Transfer of Values from Heritage Narrative
DOI:
Keywords:
Abstract
Downloads
References
Alpomish / H. Zarif, T. Mirzaev tahriri ostida. – Toshkent: Sharq, 1998. – Fozil Yo‘ldosh o‘g‘li ijrosida.
Appiah K. A. The Ethics of Identity. – Princeton: Princeton University Press, 2005.
Appiah K. A. The Honor Code: How Moral Revolutions Happen. – New York: W. W. Norton, 2010.
Battiste M. Decolonizing Education: Nourishing the Learning Spirit. – Saskatoon: Purich Publishing, 2013.
Benhabib S. The Claims of Culture: Equality and Diversity in the Global Era. – Princeton: Princeton University Press, 2002.
Freire P. Pedagogy of the Oppressed. 30th Anniversary Edition. – New York: Continuum, 2000. – 256 p.
Gay G. Culturally Responsive Teaching: Theory, Research, and Practice. 3rd ed. – New York: Teachers College Press, 2018. – 280 p.
Giroux H. A. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. – South Hadley: Bergin & Garvey, 1988. – 216 p.
Halstead J. M., Taylor M. J. Learning and Teaching about Values: A Review of Recent Research // Cambridge Journal of Education. – 2000. – Vol. 30, No. 2. – P. 169–202.
Kandiyoti D. Bargaining with Patriarchy // Gender & Society. – 1988. – Vol. 2, No. 3. – P. 274–290.
Kristjansson K. Emulation and the Use of Role Models in Moral Education // Journal of Moral Education. – 2006. – Vol. 35, No. 1. – P. 37–49.
Kristjansson K. Aristotelian Character Education. – London; New York: Routledge, 2015.
Kymlicka W. Multicultural Citizenship: A Liberal Theory of Minority Rights. – Oxford: Oxford University Press, 1995. – 280 p.
Ladson-Billings G. Toward a Theory of Culturally Relevant Pedagogy // American Educational Research Journal. – 1995. – Vol. 32, No. 3. – P. 465–491.
Lord A. B. The Singer of Tales. 2nd ed. – Cambridge, MA: Harvard University Press, 2000. – 309 p.
Lovat T., Toomey R. (eds.). Values Education and Quality Teaching: The Double Helix Effect. – Dordrecht: Springer, 2009.
MacIntyre A. After Virtue: A Study in Moral Theory. 3rd ed. – Notre Dame: University of Notre Dame Press, 2007. – 286 p.
Noddings N. Caring: A Relational Approach to Ethics and Moral Education. 2nd ed. – Berkeley: University of California Press, 2013. – 256 p.
Northrop D. Veiled Empire: Gender and Power in Stalinist Central Asia. – Ithaca: Cornell University Press, 2004. – 320 p.
Nussbaum M. C. Women and Human Development: The Capabilities Approach. – Cambridge: Cambridge University Press, 2000. – 312 p.
Okin S. M. Is Multiculturalism Bad for Women? – Princeton: Princeton University Press, 1999. – 152 p.
Paris D. Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice // Educational Researcher. – 2012. – Vol. 41, No. 3. – P. 93–97.
Paris D., Alim H. S. (eds.). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. – New York: Teachers College Press, 2017. – 272 p.
Phillips A. Multiculturalism without Culture. – Princeton: Princeton University Press, 2007. – 224 p.
Propp V. Morphology of the Folktale. 2nd ed. – Austin: University of Texas Press, 1968. – 158 p.
Reichl K. Turkic Oral Epic Poetry: Traditions, Forms, Poetic Structure. – New York: Garland Publishing, 1992. – 384 p.
Rustamxon / J. Eshonqul, S. Fidokor tahriri ostida. – Toshkent: Cho‘lpon, 2007. – H. Zarif tomonidan yozib olingan; Fozil Yo‘ldosh o‘g‘li ijrosida.
Semali L. M., Kincheloe J. L. (eds.). What Is Indigenous Knowledge? Voices from the Academy. – New York: Falmer Press, 1999. – 320 p.
Silova I., Niyozov S. (eds.). Globalization on the Margins: Education and Post-Socialist Transformations in Central Asia. 2nd ed. – Charlotte, NC: Information Age Publishing, 2020.
Smith L. T. Decolonizing Methodologies: Research and Indigenous Peoples. 2nd ed. – London: Zed Books, 2012. – 240 p.
Tappan M. B., Brown L. M. Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education // Harvard Educational Review. – 1989. – Vol. 59, No. 2. – P. 182–205.
Taylor C. Sources of the Self: The Making of the Modern Identity. – Cambridge, MA: Harvard University Press, 1989. – 601 p.
Ushinsky K. D. O narodnosti v obshchestvennom vospitanii [On the National Principle in Public Education] // Collected Works. – Moscow: APN RSFSR, 1948. – Vol. 2. – P. 69–166.
Volkov G. N. Etnopedagogika [Ethnopedagogy]. – Moscow: Akademiya, 1999.
Zagzebski L. T. Exemplarist Moral Theory. – Oxford: Oxford University Press, 2017. – 240 p.