Home – Home – Jornals – "Philosophy of Education" 2022 number 2

Introduction. Mongolia, like many countries in the post-Soviet space, was twice subjected to a process of peripheralization during the 20th century, namely by an expanding system of socialism and a capitalist world-economy. The study of educational inequality using Mongolia as an example makes it possible to see the differences in the results of these two variants of peripheralization. Methodology. The dynamics of educational inequality in Mongolia is interpreted on the basis of the world-system approach (I. Wallerstein), the concept of peripheralization of societies by S. Amin, a number of theoretical statements of the world-system paradigm in comparative education and critical pedagogy (R. F. Arnove, T. G. Griffiths, G. Steinert-Khamsi, I. Stolpe). The idea of the possibility of the existence of multiple and structurally diverse centers capable of performing peripherization is developed on the basis of Mongolia. Discussion. The educational system of Mongolia, formed in the process of socialist peripherization, corresponded to the tasks of developing the national economy and took into account the specifics of its agriculture. The results of Mongolia’s integration into the system of the socialist division of labor and the creation of an appropriate system of production, as well as an education system, can be seen as an example of social co-evolution, when the presence of a hierarchy leads to the growth of the periphery. The collapse of the socialist system in Mongolia was accompanied by the growth of social and educational inequality. The school education system is in demand by the general population and is able to clearly reflect the dynamics of social inequality in modern Mongolian society. The fact of the introduction of educational patterns of countries with high incomes and a settled population into the education system of a society where a third of the population is nomadic pastoralists reveals obvious discrepancies between the borrowed elements and the realities of modern Mongolia. Conclusion. The educational system of Mongolia in the context of the current peripherization of the post-Soviet space by the core of the world-system contributes to the consolidation of social inequality. In the absence of the necessary funding, educational samples imported to Mongolia are transformed in the realities of the educational process of Mongolian schools, and also become a factor in the transformation of households of pastoralists-nomads.