☰ Contents · History of Uzbekistan

Industrialisation and the women’s question

Lessons 12–13 · 2 lessons · Q. Rajabov, A. Zamonov. History of Uzbekistan (1917–1991): textbook for Grade 10 of secondary schools and for students of secondary specialised and vocational institutions. 1st edition. G‘afur G‘ulom Publishing-Printing Creative House, Tashkent, 2017
13

The campaign for the “liberation” of Uzbek women and its problems

Textbook: pp. 71–74
GoalAssess the aims, course and consequences of the “Hujum” campaign and the changes in women’s lives.
New words
“Hujum” (“Attack”): the 1927 campaign to unveil women and draw them into public life · «Hujum»paranji (long robe) and chachvon (horsehair face veil) · paranji va chachvonartel: a craft cooperative · artelliquidation of illiteracy: mass literacy courses · savodsizlikni tugatish
Explanation

Soviet power aimed to “liberate” Uzbek women, that is, to make them give up the paranji and chachvon and to draw them into education and production. The “Hujum” campaign was announced in September 1926 at the Central Asian Women’s Council and began on 8 March 1927 with mass rallies; many women cast off the paranji at the rallies. But part of traditional society opposed this policy, carried out fast and under pressure: in 1927–1928 women were subjected to violence, and the textbook says over 2,500 active women died in this period (figures differ among sources). On the other hand, women’s clubs, libraries, kindergartens and nurseries were opened and women’s artels were set up (in 1926, 814 women worked in 16 artels; in 1930, more than 5,000 women in over 50 artels), and women began to earn wages. Women also held leading posts (in 1927 20 percent of the members of district executive committees were women; Jahon Obidova became deputy chair of the CEC Presidium) but were later repressed. For this reason historians assess the policy as a process that both widened women’s rights and, through fast, compulsory methods, brought heavy losses.

Worked examples
Example (two-sided assessment): positive – women gained education and work (artels, literacy courses); negative – the rushed, pressured approach led to violence and losses. A balanced assessment shows both sides.
Example (calculation): in 1930 over 5,000 women worked in over 50 artels: on average about 100 women per artel (5000 : 50 = 100).
Class activity

Debate: “Change – fast or step by step?” Groups discuss the advantages and risks of introducing reforms gradually versus quickly.

Practice
1
When did the “Hujum” campaign begin?
2
If 5,000 women worked in 50 artels, how many women were there on average per artel?
3
Give one positive and one negative side of the campaign.
4
Why did drawing women into production also serve an economic aim?