Visible Men and Elusive Women

Early gender archaeology formulated two statements: men are visible, women are invisible, and men work in hard materials, women work in soft materials. We discuss these dichotomies in connection with nineteenth-century folklore and an excavated eighteenth-century cottage at a summer-farm. We conclude that much of the gendered order-of-work tasks broke down in pragmatic day-to-day life, especially by women crossing the gender border. However, social chaos was held at bay by ritual acts and magic objects.     

Qajar Ambitions in the Great Game: Notes on the Embassy of ‘Abbas Qoli Khan to the Amir of Bokhara, 1844

Literature on the Great Game presents a strong dichotomy between European aggressors and Oriental victims. However, Qajar Iran possessed its own forgotten imperial project in Central Asia, explored here through an 1844 travelogue published anonymously in Iran as Safarnameh-ye Bokhara. This text, whose author is identified here as Qajar statesman ‘Abbas Qoli Khan, details a diplomatic exchange with the amir of Bokhara over the life and death of Rev. Joseph Wolff and the infamous disappearance of British agents Stoddart and Conolly. Notably, ‘Abbas Qoli Khan pressed Qajar claims to Marv to the amir, utilizing a discourse of historical and cultural unity between Iran and Greater Khorasan, in contrast to that of difference and hierarchy common in Anglo-Russian imperial projects.     

No-go- area,no-go- school: community discourses,local school market and children's identity work

This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that the choosing process was also an important part of the children's identity work. The results show differentiations among the children with a majority of children involved in re-constructing both a neighbourhood and the neighbourhood's school as no-go-areas while other children rather choose that school.