DOI: 10.7256/2454-0609.2022.4.38512

Abstract: For Muslims, the early history of Islam is an important part of the religious meta-narrative. A special place in this story is occupied by the life and reign of Umar ibn al-Khattab, who is revered in Sunni historiography as the second righteous Caliph. The article analyzes the place of Umar ibn al-Khattab in the collective memory of Muslims in Russia. The work is based on the analysis of such sources as Russian-language theological literature, the 2012 TV series "Umar ibn-al Khattab", mentions in Russian-language media, statistics of Internet search queries based on the Google Trends tool, as well as the results of a survey of Muslims of Bashkortostan dedicated to cultural memory. The article is based on the hermeneutical method, quantitative analysis, and questioning of believers. For Islam, the biographies of companions are an important part of hagiography. The biographies of the companions are sinless, the actions are justified, the Muslims of the first centuries appear to be an ideal society. The results demonstrate that Umar ibn al-Khattab is the most interesting "place of memory" for believers among the companions of the Prophet Muhammad. The figure and narratives of Umar's rule are a space for the self–identification of Muslim believers for the whole world and Russia in particular, and his image is the basis for instrumentalization in the public life of the Muslim community. This is especially true of such aspects as power, law and relations with other faiths.

DOI: 10.25136/2409-8736.2022.1.37201

Abstract: The problem of conservation and transmission of their culture is important for the religious communities, namely for Muslims. The educational path of children born to Muslim families in the multicultural society may either coincide or differ from the path of their peers. This article examines the existing trajectories of public education in the Muslim community of Ufa. Analysis is conducted on such forms of education as: public schools for religious children; stay-at-home family education; and private schools. In the first instance, the restraining factors for believers are the absence of halal food and the difficulty of manifestation of identity through clothing. In the second instance, believers there are no two aforementioned problem, but lack of socialization. In the third instance, the financial situation of the religious families matters. Meanwhile, the Ufa Muslim community is discussing the creation of educational projects that would meet the needs of religious parents, produce and reproduce the Muslim elite, since the state education system is not yet capable of solving these issues.

DOI: 10.25136/2409-7144.2021.3.35154

Abstract: The subject of this research is the trajectories of extracurricular learning in Muslim families of the Republic of Bashkortostan. The educational trajectories of various ethno-confessional groups have certain focus areas or “blind zones” substantiated by the religious worldview, ethnic specificity, and other sociocultural factors. Muslim community of the Republic of Bashkortostan is also concerned with the problem of conveying cultural values to the next generation. The trajectories of extracurricular leaning of the children from religious families are reflected in a number of patterns that differ from the educational path of their agemates. The author determines the focus areas in upbringing and educational tasks of the Muslim families, the range of pedagogical literature of Muslim parents, as well as the main forms of extracurricular learning of children in Muslim families and the role of religious education therein. The article provides the results of sociological survey, which demonstrates that the physical and intellectual development of children is the priority vectors for the Muslim parents; while, for example, aesthetic development is not as important. It is also underlined that Muslim families not always can afford the desirable amount of activities for their children.

DOI: 10.25136/2409-8736.2019.4.31075

Abstract:   This article describes the main problems emerging at the intersection of the two developing subdisciplines of anthropological science: anthropology of education and anthropology of religion. The author lists such problems as atheistic and religious socialization of school students, correlation of confessional self-identification with educational process, religious minorities at school, religious organizations at school, consumption and reproduction of religious media, language, role of class culture, religious literacy, and link between anthropology of education and religion. Each of the aforementioned problems requires particularization and explication; all of them are quite broad, and in sense, just the attempts of comprehending the extensive locus of the anthropology of education and the anthropology of religion. This study just outlines the framework of future vectors of development on the topic. The indicated directions may also be used in arrangement of curriculum for religious studies in the educational establishments.

DOI: 10.7256/2454-0609.2017.6.24796

Abstract: The aim of this theoretical article is to discuss the relevance of the field of education for the subject area of the specialization "Ethnography, Ethnology and Anthropology." The content of the specialization "Ethnography, Ethnology and Anthropology" is the study of the history and of the modern state of mankind in the form of its specific groups - ethnoses. The directions indicated in the passport of the named specialization cannot be limited to only the study of ethnoses. The field of application of ethnography and of the ethnographic method can be linked to the study of such a sphere of culture as education. The conclusions of this study are based on an analysis of domestic and foreign scientific anthropological theoretical literature on education. The study of the field of education for the specialization "Ethnography, Ethnology and Anthropology" is tied to the following reasons: education is part of culture; education is an important element of everyday life; education as a state institution can influence and level out certain elements of ethnic culture; the interaction of different ethnic groups with the sphere of education is different from one another; education is the tracing-paper with the ethnic processes in society; the state provides the variability of the forms of individual elements within the content of education in view of the ethnic factors; education is an important part of research within applied ethnology.