Knowledge hegemony and epistemic reclamation in Central Asian higher education: a community case study of Eastern scholastic heritage integration, sociological field dynamics, and the conditions for decolonizing economic reasoning across STEM and social science disciplines in Uzbekistan
This community case study provides a broad sociological account of a pilot curriculum intervention conducted at a regional public university in Uzbekistan, in which modules drawing on Eastern scholastic economic heritage, specifically the thought of Ibn Khaldun, Al-Farabi, Al-Biruni, Al-Ghazali, and Yusuf Khas Hajib we...