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Abstract

This paper explores the historical and ideological transformations in Kyrgyzstan’s education system since the collapse of the Soviet Union, with a particular focus on language policy, cultural identity, and the need for decolonial reform. Drawing on personal narrative and insights gained from participation in the “Esimde” platform (2024–2025), a collaborative initiative of the “Disrupting Peace” school, the research reflects on how education remains a contested space in the struggle between colonial legacy and national self-definition.

The Soviet model imposed a centralized, Russian-dominant education system that suppressed local languages, histories, and knowledge systems. After gaining independence in 1991, Kyrgyzstan faced the challenge of rebuilding its education sector to reflect national values and indigenous identity. The 1989 law recognizing Kyrgyz as the state language marked a critical shift, but its implementation revealed deep-rooted resistance from both Russian-speaking communities and Kyrgyz citizens who had internalized colonial hierarchies. Despite ongoing reforms, Russian remains dominant in public institutions, media, and elite schools—undermining efforts to promote Kyrgyz as the primary language of instruction and communication.

The paper further examines the dual impact of globalization and internationalization on education, particularly the rise of English-medium instruction and Western-style higher education. While these trends offer global mobility and academic advancement, they also introduce a new form of linguistic and cultural marginalization, creating socio-economic divides and weakening the role of the Kyrgyz language in intellectual life.

Through an autoethnographic lens, the author traces personal and generational experiences of navigating post-Soviet schooling, bilingualism, and identity formation. These reflections reveal both the symbolic and practical challenges of decolonizing the education system—from curriculum content to language use, teacher training, and institutional accountability.

The paper argues that meaningful decolonial change requires more than symbolic legislation. It calls for systemic reform including mandatory Kyrgyz-language use in public institutions, culturally responsive pedagogy, and consistent language policies in both rural and urban contexts. Strengthening Kyrgyz-language media, academic resources, and early childhood education is vital for reversing linguistic decline and fostering national identity.

In conclusion, Kyrgyzstan’s education system must serve not only as a means of academic advancement but also as a foundation for cultural survival, linguistic justice, and postcolonial renewal.