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This paper interrogates the complex process of value transformation among women who have migrated from Central Asia to the United States, focusing on the dynamic shifts that occur between first-generation mothers and their second-generation daughters. While migration from Central Asia is a growing demographic trend, the gendered and generational experiences of this community remain a gap. Drawing on qualitative data from in-depth, semi-structured interviews with mother-daughter dyads of Central Asian heritage, this study employs a thematic analysis to map the landscape of value transmission and adaptation, examining central questions: How are traditional values concerning family, career, personal autonomy, and social obligations negotiated, contested, and reshaped across generations in the context of post-Soviet and American cultural influences? The analysis illuminates key points of divergence and negotiation, particularly surrounding educational attainment, marriage choices, demonstrating how women forge identities that challenge both the patriarchal norms of their heritage and the monolithic expectations of American society. This research contributes critical insights to the fields of migration studies, gender studies, and the sociology of the family, highlighting the unique adaptation patterns of a resilient and evolving diaspora community

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This paper examines the Ilkhom Theatre in Tashkent, Uzbekistan, as a unique site of queer aesthetic resistance and cultural subversion in post-Soviet Central Asia. Founded in 1976 by director Mark Weil, Ilkhom began as an experimental youth studio navigating the ideological boundaries of late Soviet culture. However, in the wake of Uzbekistan’s independence, Ilkhom’s productions underwent a profound shift: they began openly confronting topics of sexuality, gender, and identity at a moment of rising nationalism, religious conservatism, and moral censorship.

Focusing on key productions from the 1990s to early 2000s—My White Mercedes (1991), White White Black Stork (1998), and Ecstasy with the Pomegranate (2006)—this paper traces how Weil infused classical and contemporary Uzbek literature with queer subtexts, appropriating and queering canonical narratives to interrogate both Soviet and national discourses. While many cultural institutions in the region distanced themselves from controversial topics, Ilkhom provocatively staged same-sex desire, cross-dressing, and gender ambiguity, often at great personal and political risk. These productions not only challenged local taboos but also reimagined the very role of theater as a space of embodied dissent.

Drawing on archival materials, interviews, and contemporary criticism, this paper positions Ilkhom as a radical outlier within the cultural landscape of Central Asia. It argues that queerness at Ilkhom was not merely thematic but structural, shaping its dramaturgical strategies, pedagogy, and performative aesthetics. Ultimately, the paper contends that Ilkhom’s queer theatrical language constituted a form of political resistance that continues to resonate in contemporary discussions around censorship, identity, and cultural autonomy in Central Asia.

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The primary purpose of this study is to explore the usage lived experiences of adult (18+) queer men using geosocial dating applications (apps) in two Kazakhstani cites: Shymkent and Almaty. I conceive of dating apps as ‘partner markets’, and examine their usage in these two cities to deepen academic understanding of how online media is reshaping the everyday lives of a stigmatised minority. Drawing on 20 interviews – 10 per city – I demonstrate that queer men use several different dating apps, such as VKontakte, Hornet, Grindr, and Tinder, and when doing face both positive and negative experiences. My research discusses the risks and challenges of using queer dating apps in Kazakhstani cultural and socio-political realities; how in Kazakhstan’s authoritarian context and LGBTQIA+-intolerant society, dating apps can, at times, be unsafe and non-stigma-free spaces. My research also explores how users navigate their digital intimacy, namely, safety strategies in online dating environments amidst the marketisation of dating apps. My research also compares my results with references and comparisons obtained from Western democracies and the Eurasian region.

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This monograph was developed as part of the national research project “The Scientific Concept of Gender Education in the Universities of Kazakhstan: Theoretical and Methodological Foundations” (2023-2025), funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan. It offers a comprehensive academic framework for understanding and institutionalizing gender education in Kazakhstani higher education, integrating both theoretical perspectives and methodological approaches.

The monograph begins by exploring the historical evolution of gender discourse and situates contemporary gender issues within the broader context of globalization. It examines how global movements and international frameworks have shaped gender equality initiatives in education, particularly in post-Soviet contexts. Drawing from interdisciplinary fields—including sociology, history, pedagogy, and cultural studies—the authors review key theoretical paradigms and diverse methodologies such as feminist, qualitative, and comparative approaches, emphasizing the importance of intersectionality and context in analyzing gender issues.

A central focus of the monograph is the development of gender education both globally and within Kazakhstan. While gender studies gained academic recognition in the West during the latter half of the twentieth century, Kazakhstan began integrating gender-related content into higher education curricula during the early years of its independence. Today, nearly half of Kazakhstan’s universities offer courses related to gender, reflecting a growing interest and institutional support. However, the study finds that gender education remains inconsistently implemented, lacking a unified interdisciplinary structure and often limited to elective or siloed courses.

Through case studies, institutional reviews, and policy analysis, the monograph assesses the challenges to effective gender education in Kazakhstan, including persistent gender stereotypes, gaps in educator preparedness, and the lack of systemic policy support. A dedicated section outlines strategies for building gender competence in both educators and students, emphasizing curricular reform and inclusive pedagogical practices. Practical examples illustrate how gender-sensitive teaching fosters more equitable and inclusive learning environments.

The work culminates in a draft Concept of Gender Education for Kazakhstan, synthesizing the research into actionable policy recommendations for higher education institutions. These include curriculum design, faculty development, and institutional support mechanisms that are aligned with Kazakhstan’s gender equality strategies and global frameworks, such as the Sustainable Development Goals.

This monograph serves as both a theoretical resource and a policy-oriented roadmap, contributing to national education reform and the broader discourse on gender equality. It aims to support academic researchers, educators, and policymakers in integrating gender perspectives into the structure and values of higher education in Kazakhstan.