Qualities of Childhood: Kyrgyz Preschoolers Between Local Exigencies and Global Promises

Bühler-Niederberger, Doris

doi:10.1007/978-3-319-31111-1_12

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…Transmitting high educational expectations from mothers to their daughters seems to be related to parents' concerns about their own old age. Bühler-Niederberger (2016) in her study on the life world of Kyrgyz preschoolers suggests that parental ambitious expectations regarding children's university education and successful careers might be caused by children's potential future contribution to the welfare and prosperity 1 3 of their immediate families. In the context of risks and uncertainties of today's reality and state social welfare conditions, parents expect their children to be the main resource of their future subsistence, maintaining life-long obligations towards elder parents (Bühler-Niederberger, 2020).…”

Section: Family As the Main Source Of Support For Girls In Their Educ...mentioning

confidence: 99%

Construction of Girls’ Educational Projects in Kyrgyzstan from the Intergenerational Perspective

Chicherina

2022

Child Ind Res

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The present paper considers the main constraints and opportunities in the construction of girls’ educational projects in Kyrgyzstan in relation to their subjective well-being from the intergenerational perspective.Today children have got new educational opportunities brought by various social transformations; at the same time, they come across new challenges which are often related to social inequality and economic problems on the local level. Especially female educational trajectories seem to experience noticeable effects of these transformations.The author uses the theoretical concept of social capital to observe the role of the family in the construction of girls’ educational projects. In addition to this, the applied intergenerational approach allows to observe the changes and continuities in parent-child relations.The findings show that in Kyrgyzstan “being well-educated” continues to be an essential element, the foundation of girls’ educational projects, similar to how it was for girls’ mothers in the same age. In the context of a strong hierarchical family structure and low level of state opportunities, today girls tend to rely only on family social and cultural capital for the realisation of educational projects. However, families’ actions are often aimed at the future prosperity, neglecting children’s interests at the present time. Besides, girls face gender-specific limitations related to the perception of women’s roles in the society. The frames within which girls can take decisions regarding educational trajectories are strongly defined by their families. This often leads to the feeling of uncertainty among girls and ambivalence between global promises and the “actual” local opportunity structures.

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Section: Family As the Main Source Of Support For Girls In Their Educ...mentioning

confidence: 99%

Construction of Girls’ Educational Projects in Kyrgyzstan from the Intergenerational Perspective

Chicherina

2022

Child Ind Res

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The Relevance of Nation in Children’s Understanding of Well-Being in Azerbaijan and Germany from an Intersectional Perspective

Hunner-Kreisel

Huseynova

Jafarov

et al. 2021

Children’s Concepts of Well-Being

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The Value of Transnational, Qualitative Comparative Research on Children’s Vulnerability: Methodological and Epistemological Reflections

Fattore

Fegter

Hunner-Kreisel

2022

Handbook of Children’s Risk, Vulnerability and Quality of Life

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Qualities of Childhood: Kyrgyz Preschoolers Between Local Exigencies and Global Promises

Cited by 3 publications

References 12 publications

Construction of Girls’ Educational Projects in Kyrgyzstan from the Intergenerational Perspective

Construction of Girls’ Educational Projects in Kyrgyzstan from the Intergenerational Perspective

The Relevance of Nation in Children’s Understanding of Well-Being in Azerbaijan and Germany from an Intersectional Perspective

The Value of Transnational, Qualitative Comparative Research on Children’s Vulnerability: Methodological and Epistemological Reflections

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