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Building on an examination of comparative and international literature and their research and development experiences, the authors highlight a number of continuities, changes, and issues between Soviet and post-Soviet, international and Central Asian experiences of borrowing and lending of education reforms. Even though Central Asian actors and institutions are not totally helpless victims and though international experts and NGOs appear well-meaning in these globalizing education transfers, the processes are leading toward reproducing global and local dependencies and inequalities. The trajectory of education reforms in Central Asia echo those of other developing countries. In response, the authors urge local policy makers and comparative educators to join in a critical and reflexive strategic venture of re-encountering and reshaping the global and neoliberal offers to serve the needs of interconnected local and global justice.ResumeLes auteurs de cet article discutent le transfert et l'appropriation des reformes educatives sovietiques et post sovietiques en Asie centrale. Ils se basent sur une etude comparative et internationale de la recherche en la matiere et sur des experiences de developpement afin d'evaluer les points communs et les changements entre les differentes reformes. Meme si les acteurs et les institutions d'Asie centrale ne sont pas tout a fait des victimes sans recours, et que les experts internationaux et les ONG paraissent etre bien intentionnes en cherchant a intensifier les transferts educatifs globaux, ces processus reproduisent des dependances et des inegalites entre pays riches et pauvres. La trajectoire des reformes educatives en Asie centrale est la meme que celle d'autres pays en voie de developpement. Les auteurs cherchent de ce fait a ce que les decideurs politiques locaux et les specialistes en education comparative travaillent en conjoint afin d'evaluer et de refaconner de facon critique et reflexive les propositions globales et neoliberales qui cherchent a repondre aux besoins d'une justice globale et locale de plus en plus interconnectee.Keywords: globalization; Central Asia; neoliberalism; borrowing and lendingMots-clefs: globalisation; Asie centrale; neoliberalisme; transfert et appropriationIntroduction and methodThis article builds on the scholarly literature on globalization, aid, and education in Central Asia (e. g., De Young, Reeves, & Valyaeva, 2006; Silova, 2011; Steiner-Khamsi, Silova, & Johnson, 2006), our own research on, and professional engagement with post-Soviet education in Central Asia in general and Tajikistan in particular (e.g., Niyozov, 2001-2012; Niyozov & Dastambuev, 2010), and a limited number of interviews with the educators representing public and international agencies in Tajikistan. We also examine the broader literature on globalization, culture, and education in developing countries (e.g., Chisholm & Steiner-Khamsi, 2009; Klees, 2008; Popkewitz & Rizvi, 2009; Silova, 2010). The key concern of the article is that the current (post-Soviet) globalization has been leading Central Asian education systems and societies to reproduce their dependence on external forces with serious implications for their societies' futures. They have moved from being dependent consumers of Soviet outside-in, top-down policies and practices to becoming similarly dependent consumers of western-led, neoliberalist, top-down, outside-in reform policies and practices.There is a debate on whether globalization and neoliberalism are or are not the same things/phenomena. We are of the view that while globalization may be inevitable and even desirable, neoliberalism is not and should not be its only face and outcome. Globalization is a product of human minds and actions. It is an outcome of the human's evolutional/historical journey (social, economic, technological, cultural, and ideological). There is a need to de- monopolize and de-essentialize the discourse of globalization. …

Exploiting globalization while being exploited by it:Insights from post-Soviet education reforms in Central Asia