Талфик аль-ахбар ва талких аль-асар фи вакаи‘ Казан ва Булгар ва мулюк ат-татар
A number of papers on the sociology of Islam are based on an assumption about the domination of a negative, or at least “problematic” nature of Islam. Many authors connect such image with terrorism, violence and migration. A securitization of Islam occurs not only in the media, but even in academic research through reproducing the Orientalist approach. Despite the fact that the narrative of Islamophobia is firmly entrenched in many types of discourse about Islam, the simple question remains unanswered: how is this happening? In this paper we try to answer this question by studying the materials of the Russian media. What are the mechanisms of creating the discourse of Islamophobia? How is the opposition of traditional and radical Islam being created? How important is the agenda of the Islam experts our in forging knowledge about Islam? The main goal of this work is to show the mechanism that makes Islamophobia a hegemonic discourse in the Russian media.
In this volume, based on a symposium organized by the Aleksanteri Institute, six scholars representing different fields of social research are presenting their points of view on the "Stalinism phenomenon".
This article is focused on problematic points of the perception of Shoa (Holocaust) in the late Soviet and post-Soviet society/-ies.
There has been a recent upsurge of interest to the Krushchev’s Thaw as not only the period of ideological liberalization, but also as a moment of broadening and deepening of social control. Yet the primary Soviet institution responsible for the social control of children and adolescents, the school, has been largely overlooked in this respect. In this paper I position the school disciplinary practices of the Thaw in the context of the high‐profile discursive and institutional trends of the epoch, including hooliganism, obshchestvennost’, and outsourcing of social control to vigilante brigades and comrades’ courts. The data come from a case study of documented disciplinary action in one rank‐and‐file school in the town of Toropetz in 1953–68. The part played by the school in the ensemble of formal and informal institutions that regulated adolescent behavior is analyzed by the systematic inquiry into the accusations worded, punishments meted out, and references to other institutions made in the disciplinary records. I argue that one of the effects of the broadening of horizontal supervision during the Thaw was a more pronounced in‐school disciplinary reaction to the out‐of‐school infringements. Seeing the school as the primary institution to exert peer pressure on the adolescent and his parents, as obshchestvennost’, the teachers felt the urge to duplicate the functions of the official penal system by their own quasi‐judicial disciplinary procedures.