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Аннотация
Центральноазиатский регион Российской империи второй половины XIX – начала XX вв. представляет интерес с точки зрения модернизационных преобразований, которые имели специфику в связи с географическим положением, составом населения, положением в составе империи. Традиционно модернизацию рассматривают с точки зрения разных показателей, прежде всего, в контексте перехода от аграрного строя к индустриальному. Однако исследователи выделяют социокультурный контекст модернизации, в том числе систему образования, иногда относя его к духовному аспекту модернизации. Образование, как модернизационный показатель, является второстепенным, однако связанным со многими социально-экономическими факторами. Цель исследования – анализ развития системы образования центральноазиатского региона Российской империи в контексте модернизационных преобразований. В результате исследования установлено, что российские власти стремились к планомерной модернизации окраинных территорий, что видно, в том числе, на примере реорганизации сети образовательных учреждений. В частности, выстраивание системы образования для коренного населения Степного края и Туркестана носило продуманный характер, с ориентацией на тенденции к изменениям традиционного общества, в контексте социально-экономических преобразований, в том числе в аграрном и индустриальном секторах экономики. Статья может быть интересна специалистам, изучающим центральноазиатский регион Российской империи, а также развитие системы образования России.
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