A Postcolonial Pedagogical Framework for Developing Literary Competence in Teaching Central Asian Jadid Prose in Upper-Secondary Education (1900-1937)

Abstract

This study proposes a postcolonial pedagogical framework for developing upper-secondary students’ literary competence through the teaching of Central Asian Jadid prose (1900-1937). Although Jadid literature emerged as a cultural response to colonial domination, it remains underused in current literature classrooms. Using a qualitative text-based analysis of selected canonical Jadid texts, the framework integrates postcolonial literacy principles to strengthen students’ interpretive depth, contextual awareness, understanding of power relations, and aesthetic appreciation. The three-stage instructional model – contextual orientation, dialogic interpretation, and reflective engagement – encourages critical engagement with colonial modernity while supporting culturally responsive thinking. The study emphasizes the value of anti-colonial narratives for enriching Grades 10-11 literature curricula in Uzbekistan and outlines practical implications for classroom pedagogy.