Teaching Islam at a home school: Muslim women and critical thinking in Uzbekistan

In this article I describe and analyse non-institutionalized religious education among local women in Uzbekistan. I argue that while exhibiting vestiges of ‘traditional’ objectives, methods of teaching, and models of knowledge transmission, and incorporating elements of educational reforms advocated by the Central Asian reformers in the early 1900s, and of Soviet pedagogy, the dynamics of such education foster students' critical thinking. By enabling students to think critically about their lives and social environment, the non-institutionalized religious education does not have one predetermined outcome, but ensures social change that starts on an individual level, whereby a student can, but does not have to, engage politically with the state, which systematically intervenes in shaping its citizens' religious lives.     

Analysing the new Taliban Code of Conduct (Layeha): an assessment of changing perspectives and strategies of the Afghan Taliban

Periodically, Afghanistan's Taliban leadership formally issues Layeha or ‘codes of conduct’ for their fighters and supporters. Layeha offer important insights into the Afghan Taliban's objectives, strategies and the psyche/perspective of Taliban leadership. This article presents an analysis of the Taliban's code of conduct and examines what Layeha tell us about Taliban objectives, strategy and organization. Such information would seem particularly important as the United States as well as its coalition allies assess their Afghan operational strategy as well as exit strategy from Afghanistan. This analysis of the Layeha suggests that the Taliban remain most concerned with: chain of command principles preventing the fragmentation of the various Taliban networks; obtaining and maintaining public support by winning ‘hearts and minds’ of local residents; ensuring enough fighters remain engaged in combat; and galvanizing the perception that the Taliban represent a capable, desirable and fair alternative to the current Afghan political establishment.     

The exclusionary side of (women’s) social citizenship in Southeastern Europe: childcare policy development in Bosnia-Herzegovina and gender,social and territorial inequalities

ABSTRACT

The article explores the shifts in (women’s) social citizenship in Bosnia-Herzegovina and its effect on the development of childcare policy in the 1945–2019 period. Gendered, selective childcare policy, which was inherent in the socialist notion of social citizenship and aimed to emancipate women as ‘worker-mothers’, deteriorated in the transition period when ethnicity became prioritized over gender and class. Exclusionary citizenship practices increased with the post-1990 reforms as gender and social inequalities incorporated into childcare policy design become intertwined with inequalities based on ethnicity and/or locality. The post-1990 period is characterized by discontinuity, retrenchment and weak implementation of childcare-related rights.     

Chinese foreign policy and American social science

Abstract

Karl Marx and Mao Tse-tung, C. Wright Mills, Barrington Moore, Jr. and Fei Hsiao-t'ung also described themselves as social scientists. Thus when Boardman contrasts radical scholarship with authentic social science he is merely using a debater's tactic, using a label to place his adversaries at a rhetorical disadvantage, trying to monopolize the term science for only his outlook on events.