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ID:
110788
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| Publication |
2012.
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| Summary/Abstract |
This article examines the way the cultural revival in post-Soviet Kazakhstan is perceived by both the state and militants from non-titular nationalities. Based on ethnographic material, the author analyses state engineering of cultural diversity and the strategies elaborated by militants of Tatar cultural associations to manage the status quo, as well as the preservation of 'cultural intimacy'. The study points to convergences between the state discourse about inter-ethnic concord and the practices of cultural national militants. It also shows that behind this apparent status quo, the cultural sphere has become the arena where the issue of the recognition of full-fledged citizenship and the legitimacy to reside in Kazakhstan is raised and disputed by non-Kazakh groups, albeit implicitly.
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| 2 |
ID:
190185
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| Summary/Abstract |
Since the 1980s, the Confucian revival in contemporary Chinese society has grown as a local, national, and even global phenomenon (Billioud and Thoraval 2015; Hubbert 2019). While the Confucian revival is often perceived as propelled by the official endorsement of the Chinese Communist Party (CCP), this article focuses on a grassroots Confucian movement called dujing that is conducted in private settings outside state schools by adherents of the pedagogy, often contradicting the official educational policy and mainstream habit of reading. Dujing mobilises students (aged 4 to 18) to spend intensive time (eight hours a day) on repetitive reading aloud of ancient canonical texts without pedagogical exegesis (Billioud and Thoraval 2015; Wang 2018), which entails relinquishing mainstream schooling. Based on immersive and embodied participant observation, this article illustrates why and how students, teachers, and parents have become devoted to the radical practice of reading classics. Combining social study of Confucianism and anthropological scholarship on language and reading, this article articulates how the experiential repetition, long-term commitment, listening, interaction, and discipline in dujing schools help participants make sense of the dujing reading practice as the pursuit of dao, although this reading practice does not involve immediate interpretative labour to make sense of the classical texts being read. By comparing two dujing schools that practice distinct methods of reading, this article also shows the internal dynamic that drives the development, split, and reflection of dujing.
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