{"title":"切胡萝卜和成为“真正的”男人:乌兹别克男孩,家务劳动和后苏联乌兹别克斯坦男子气概的再生产","authors":"Yang Zhao","doi":"10.1080/09540253.2023.2263024","DOIUrl":null,"url":null,"abstract":"ABSTRACTSince Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males’ daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys’ domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan’s nation building process. Through domesticity – a contentious concept in feminist criticism – this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.KEYWORDS: Boyhooddomestic masculinitieshousehold workinformal learninggendered nationalism AcknowledgementThis work would not have been possible without the support and help of Dr. Jenny Munro and Prof. Garth Stahl, who provided many insightful and constructive comments on the preliminary drafts of this article. I want to express my heartfelt thanks to the editors and reviewers for their thoughtful comments and hard work in helping improve the manuscript. I also would like to acknowledge Kate Leeson’s editorial support, which significantly enhanced the manuscript’s polish and clarity.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Queensland Research Training Scholarship.Notes on contributorsYang ZhaoYang Zhao is a PhD candidate in anthropology in the School of Social Science at the University of Queensland, Australia. His doctoral project examines how young Uzbek men, mostly rural-urban migrants, navigate between social expectations and personal aspirations in Tashkent, the capital city of Uzbekistan amidst recent social change such as Islamic revival, ethnic nationalism and economic liberalization. Yang Zhao’s research is closely aligned with anthropology scholarship in gender and ethnic inequalities, with reference to sexual health, particularly HIV/AIDS.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"25 1","pages":"0"},"PeriodicalIF":2.0000,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Chopping carrots and becoming ‘real’ men: Uzbek boys, household work and the reproduction of masculinities in post-Soviet Uzbekistan\",\"authors\":\"Yang Zhao\",\"doi\":\"10.1080/09540253.2023.2263024\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTSince Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males’ daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys’ domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan’s nation building process. Through domesticity – a contentious concept in feminist criticism – this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.KEYWORDS: Boyhooddomestic masculinitieshousehold workinformal learninggendered nationalism AcknowledgementThis work would not have been possible without the support and help of Dr. Jenny Munro and Prof. Garth Stahl, who provided many insightful and constructive comments on the preliminary drafts of this article. I want to express my heartfelt thanks to the editors and reviewers for their thoughtful comments and hard work in helping improve the manuscript. I also would like to acknowledge Kate Leeson’s editorial support, which significantly enhanced the manuscript’s polish and clarity.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Queensland Research Training Scholarship.Notes on contributorsYang ZhaoYang Zhao is a PhD candidate in anthropology in the School of Social Science at the University of Queensland, Australia. His doctoral project examines how young Uzbek men, mostly rural-urban migrants, navigate between social expectations and personal aspirations in Tashkent, the capital city of Uzbekistan amidst recent social change such as Islamic revival, ethnic nationalism and economic liberalization. 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Chopping carrots and becoming ‘real’ men: Uzbek boys, household work and the reproduction of masculinities in post-Soviet Uzbekistan
ABSTRACTSince Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males’ daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys’ domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan’s nation building process. Through domesticity – a contentious concept in feminist criticism – this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.KEYWORDS: Boyhooddomestic masculinitieshousehold workinformal learninggendered nationalism AcknowledgementThis work would not have been possible without the support and help of Dr. Jenny Munro and Prof. Garth Stahl, who provided many insightful and constructive comments on the preliminary drafts of this article. I want to express my heartfelt thanks to the editors and reviewers for their thoughtful comments and hard work in helping improve the manuscript. I also would like to acknowledge Kate Leeson’s editorial support, which significantly enhanced the manuscript’s polish and clarity.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Queensland Research Training Scholarship.Notes on contributorsYang ZhaoYang Zhao is a PhD candidate in anthropology in the School of Social Science at the University of Queensland, Australia. His doctoral project examines how young Uzbek men, mostly rural-urban migrants, navigate between social expectations and personal aspirations in Tashkent, the capital city of Uzbekistan amidst recent social change such as Islamic revival, ethnic nationalism and economic liberalization. Yang Zhao’s research is closely aligned with anthropology scholarship in gender and ethnic inequalities, with reference to sexual health, particularly HIV/AIDS.
期刊介绍:
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.