the Bolsheviks in 1919 left the Alash leaders few other alternatives but to dissolve
the Orenburg-based Alash Orda government and collaborate with the Bolsheviks
from 1919 onwards in pursuit of national autonomy, land reforms and literacy.
Most Alash leaders were amnestied as the Bolsheviks were in a dire need of native
support and the most prominent stratum of Russian-educated Kazakh elites were
affiliated with the Alash.
Alash’s members had gravitated towards forging closer ties with the Tatars and
the Bashkirs, two prominent Turkic peoples of the Tsarist Empire, and saw their
destiny as linked primarily with Russia, rather than with the Muslims of Turkestan
and the khanates of Kokand, Bukhara and Khiva. Jadidism, a movement of
cultural reforms initiated by Muslims in the Volga region, also found a following
among the intellectuals in the Kazakh steppe. It brought together a diverse group
of reform-minded Muslims who saw themselves as proponents of a new reformist
education, Usul-e-jadid or the ‘New School’.
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Although the Alash leaders and
Jadids were presented as the Russian-educated stratum of elites, they also had an
Islamic upbringing and were well-versed in Arabic, Persian and Turkic languages.
Like the Tatars and Bashkirs, the Kazakh national elites called for autonomy and
self-determination within the territorial and juridical framework of Russia, and
did not conceive of themselves as a nation outside of Russian borders.
The Alash leader Alikhan Bukeikhanov drew attention to the presence of two
competing elites in 1910, one formed in Russian institutions, which was open to
European values (like him), and the other increasingly Muslim and formed in the
madrasas of Central Asia and the Volga.
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The Russian-educated stratum of the
Kazakh intelligentsia was concentrated in Orenburg and the Volga region,
whereas a predominantly Arabic-educated stream was based in Turkestan, around
the Tashkent region. The members of the whitebone tribal aristocracy were a
major beneficiary of Russian colonial rule and were well-placed to take advantage
of the extremely limited openings for education in Russian academic institutions,
a privilege that also distanced them from the Kazakh social fabric anchored in the
aul and kinship structure. The tsarist colonial structure provided no regular
channels for absorbing the Kazakh inorodtsy into the administration. The second
stream of Kazakh elites, although less influential, leaned towards Islamic education
and symbols, opposing Russian incursions and tsarist economic and political
policies. These were known as the Zar Zaman (‘Time of Trouble’) poets, notably
Shortambai Kanai uli (1818–81), Dulat Babatai uli (1802–71), Murat Monke uli
(1843–1906) and Abubakir Kerderi (1858–1903). Together, they represented the
first generation of Kazakhs to write in Kazakh.
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It is unclear to what extent the divergent educational and ideological upbringing
of these elites acquired a crucial political meaning. The Russian conquest of
Turkestan in 1865 not only increased the influence of Islam and the madrasas in
the southern regions of the Kazakh steppe, but it also facilitated Kazakh access to
Russian educational institutions in Syr Darya and Semirech’e, in the north and
north-western part of the steppe.
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At the same time, both ‘Russian-educated’ and
‘Islamic’ streams of elites were multilingual, displaying various levels of
proficiency in Russian, Turkish, Arabic and Persian. Predictably, Soviet scholars
From nomadism to national consciousness 43