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Trapped in a Virtual Cage: Chinese State Repression of Uyghurs Online
Trapped in a Virtual Cage: Chinese State Repression of Uyghurs Online Table of Contents I. Executive Summary..................................................................................................................... 2 II. Methodology .............................................................................................................................. 5 III. Background............................................................................................................................... 6 IV. Legislation .............................................................................................................................. 17 V. Ten Month Shutdown............................................................................................................... 33 VI. Detentions............................................................................................................................... 44 VII. Online Freedom for Uyghurs Before and After the Shutdown ............................................ 61 VIII. Recommendations................................................................................................................ 84 IX. Acknowledgements................................................................................................................. 88 Cover image: Composite of 9 Uyghurs imprisoned for their online activity assembled by the Uyghur Human Rights Project. Image credits: Top left: Memetjan Abdullah, courtesy of Radio Free Asia Top center: Mehbube Ablesh, courtesy of -
Without Land, There Is No Life: Chinese State Suppression of Uyghur Environmental Activism
Without land, there is no life: Chinese state suppression of Uyghur environmental activism Table of Contents Summary ..............................................................................................................................2 Cultural Significance of the Environment and Environmentalism ......................................5 Nuclear Testing: Suppression of Uyghur Activism ...........................................................15 Pollution and Ecological Destruction in East Turkestan ...................................................30 Lack of Participation in Decision Making: Development and Displacement ....................45 Legal Instruments...............................................................................................................61 Recommendations ..............................................................................................................66 Acknowledgements ............................................................................................................69 Endnotes .............................................................................................................................70 Cover image: Dead toghrak (populus nigra) tree in Niya. Photo courtesy of Flickr 1 Summary The intimate connection between the Uyghur people and the land of East Turkestan is celebrated in songs and poetry written and performed in the Uyghur language. Proverbs in Uyghur convey how the Uyghur culture is tied to reverence of the land and that an individual’s identity is inseparable -
Teach Uyghur Project Educational Outreach Document
TEACH UYGHUR PROJECT EDUCATIONAL OUTREACH DOCUMENT UYGHUR AMERICAN ASSOCIATION / NOVEMBER 2020 Who are the Uyghurs? The Uyghurs are a Turkic, majority Muslim ethnic group indigenous to Central Asia. The Uyghur homeland is known to Uyghurs as East Turkistan, but is officially known and internationally recognized as the Xinjiang Uyghur Autonomous Region of the People's Republic of China. Due to the occupation of their homeland by the Qing Dynasty of China and the colonization of East Turkistan initiated by the Chinese Communist Party, many Uyghurs have fled abroad. There are several hundred thousand Uyghurs living in the independent Central Asian states of Uzbekistan, Kazakhstan, and Kyrgyzstan, as well as a large diaspora in Turkey and in Europe. There are and estimated 8,000 to 10,000 Uyghurs in the United States. The Uyghur people are currently being subjected to a campaign of mass incarceration, mass surveillance, forced labor, population control, and genocide, perpetrated by the Chinese Communist Party (CCP). About the Uyghur American Association (UAA) Established in 1998, the Uyghur American Association (UAA) is a non-partisan organization with the chief goals of promoting and preserving Uyghur culture, and supporting the right of Uyghur people to use peaceful, democratic means to determine their own political futures. Based in the Washington D.C. Metropolitan Area, the UAA serves as the primary hub for the Uyghur diaspora community in the United States. About the "Teach Uyghur Project" Education is a powerful tool for facilitating change. The goal of this project is to encourage teachers to teach about Uyghurs, and to persuade schools, and eventually state legislatures, to incorporate Uyghurs into primary and secondary school curriculum. -
Experiences of Uyghur Migration to Turkey and the United States: Issues of Religion, Law, Society, Residence, and Citizenship
_full_alt_author_running_head (neem stramien B2 voor dit chapter en dubbelklik nul hierna en zet 2 auteursnamen neer op die plek met and): 0 _full_articletitle_deel (kopregel rechts, vul hierna in): Uyghur Migration to Turkey and the Usa _full_article_language: en indien anders: engelse articletitle: 0 174 Beydulla Chapter 10 Experiences of Uyghur Migration to Turkey and the United States: Issues of Religion, Law, Society, Residence, and Citizenship Mettursun Beydulla 1 Introduction At least one million Uyghurs now live outside their homeland Xinjiang, also known as the Xinjiang Uyghur Autonomous Region (XUAR) and East Turkistan. The experience of migration has been a reality for many years for these Dias- pora Uyghurs. They reside in about 50 different countries around the world, but two locales where Uyghurs reside, Turkey and the US, will be the focus of this paper. First, I will describe the migrations to Turkey—when, why and how they were treated. Then I will focus on the US. Following that, I will describe and analyze the differing experiences of the various waves of migrants in light of five topics. The first topic is religion, where I will compare the traditional dichotomy of migration to a Muslim and/or a non-Muslim state, the Dār al- Islām and Dār al-Kufr. The second topic will be the issue of law and the imple- mentation of changing laws during the periods of migration. The third topic is society, specifically the integration of migrants into their new home cultures. The fourth is residence, which encompasses both legal and illegal means of staying or residing in a country and how this impacts the fifth topic, citizen- ship. -
Sacred Right Defiled: China’S Iron-Fisted Repression of Uyghur Religious Freedom
Sacred Right Defiled: China’s Iron-Fisted Repression of Uyghur Religious Freedom A Report by the Uyghur Human Rights Project Table of Contents Executive Summary...........................................................................................................2 Methodology.......................................................................................................................5 Background ........................................................................................................................6 Features of Uyghur Islam ........................................................................................6 Religious History.....................................................................................................7 History of Religious Persecution under the CCP since 1949 ..................................9 Religious Administration and Regulations....................................................................13 Religious Administration in the People’s Republic of China................................13 National and Regional Regulations to 2005..........................................................14 National Regulations since 2005 ...........................................................................16 Regional Regulations since 2005 ..........................................................................19 Crackdown on “Three Evil Forces”—Terrorism, Separatism and Religious Extremism..............................................................................................................23 -
Real Camels, Unreal Monkeys, and Man Made Sound: an Elaboration on the Context of Curiosity
REAL CAMELS, UNREAL MONKEYS, AND MAN MADE SOUND: AN ELABORATION ON THE CONTEXT OF CURIOSITY Gisa Jähnichen Shanghai Conservatory of Music [email protected] Abstract This exp oration of how a speci!c environment shapes research is to re"ind ourse ves of so"e core tas#s of acade"ic thinking. $ a" an acade"ician. %cade"icians are given space& ti"e& and often "ateria support to do what they are "eant to do. On the one hand& it is sure y a sha"e how acade"icians are often deva ued by non-acade"ic decisions and bureaucratic actions even in the "ost deve oped and supposed y civi i)ed societies. On the other hand& as it is cha enging to beco"e an acade"ician, "any of us "ay think that the "ateria support has a ready been earned just by being an acade"ician thus not showing "uch co""it"ent to engage with further research activities. This is a fruit ess approach, a dead end. Support in whatever shape is a ways a credit given based on trust and hope into one*s own intrinsic capacity for curiosity. $t is not usua y given through an o+cia institution or awarding body. $ think& no authority or re igious be ief can ever co"p ete y eradicate a sense of adventurous curiosity a"ong peop e a over the wor d. Sure y& only a few dare to satisfy it. Therefore& despite the rea di"ensions of supportive behavior practiced in institutions& universities& or fa"i ies& the credit given in advance is in any case an invest"ent in the better"ent of ife& in the creation of #now edge or of too s to gain #now edge& that faci itate understanding even of so"e see"ing y use ess "atters and their potentia app ication. -
Society, Culture and Politics in Xinjiang Course No: SA 661 Total Credits: Three (3) Course Teacher: Dr
Course Title: Society, Culture and Politics in Xinjiang Course No: SA 661 Total Credits: Three (3) Course Teacher: Dr. Mahesh Ranjan Debata INTRODUCTION China’s Xinjiang Uyghur Autonomous Region (XUAR) borders three Central Asian Republics - Kazakhstan, Kyrgyzstan and Tajikistan, as well as Russia, Mongolia, Afghanistan, Pakistan and India. In terms of territory, XUAR is the largest province of China with Uyghur Muslims as the majority. A sizeable Muslim population in almost all the countries bordering this region, a complex geography, history, ethno-cultural and religious diversity as well as abundant natural resources have catapulted XUAR into one of China’s most important and strategic regions. Against this backdrop, the Course, “Society, Culture and Politics in Xinjiang”, begins with a brief historical outline of the Xinjiang region. It discusses social, cultural and political aspects of the situation in Xinjiang with emphasis on the problems of ethnicity, ethno-nationalism, religion etc. The Course analyses the nature of radical Islam in Xinjiang leading to violent separatist and terrorist activities. The Course deals with the regional government structure in Xinjiang with special focus on Chinese policy towards the minority nationalities. EVALUATION PATTERN 1. Term Paper and Presentation 2. Book Review 3. End Semester Examination COURSE CONTENTS 1. History of Xinjiang A. Han Rule; Tang Period; Xinjiang under Yuan Dynasty; Ming Rule; Manchu Qing Era B. Yakub Beg Regime: Creation of first Islamic Republic in Xinjiang C. Xinjiang under Republican China: Rule by Chinese Warlords: Yang Tseng Hsin; Chin Shu-jen; Sheng Shih-tsai) D. Soviet Influence in Xinjiang E. East Turkestan Republic in 1930s and 1940s F. -
Loanwords in Uyghur in a Historical and Socio-Cultural Perspective (1), DOI: 10.46400/Uygur.712733 , Sayı: 2020/15, S
Uluslararası Uygur Araştırmaları Dergisi Sulaiman, Eset (2020). Loanwords in Uyghur in a Historical and Socio-Cultural Perspective (1), DOI: 10.46400/uygur.712733 , Sayı: 2020/15, s. 31-69. LOANWORDS IN UYGHUR IN A HISTORICAL AND SOCIO-CULTURAL PERSPECTIVE (1) [Araştırma Makalesi-Research Article] Eset SULAIMAN* Geliş Tarihi: 01.04.2020 Kabul Tarihi: 13.06.2020 Abstract Modern Uyghur is one of the Eastern Turkic languages which serves as the regional lingua franca and spoken by the Uyghur people living in the Xinjiang Uyghur Autonomous Region (XUAR) of China, whose first language is not Mandarin Chinese. The number of native Uyghur speakers is currently estimated to be more than 12 million all over the world (Uyghur language is spoken by more than 11 million people in East Turkistan, the Uyghur homeland. It is also spoken by more than 300,000 people in Kazakhstan, and there are Uyghur-speaking communities in Kyrgyzstan, Uzbekistan, Tajikistan, Pakistan, India, Saudi Arabia, Turkey, Mongolia, Australia, Germany, the United States of America, Canada and other countries). The Old Uyghur language has a great number of loanwords adopted from different languages at different historical periods. The loanwords come from sources such as ancient Chinese, the ancient Eastern Iranian languages of Saka, Tocharian and Soghdian of the Tarim Basin. Medieval Uyghur, which developed from Old Uyghur and Karakhanid Turkic, is in contrast to Old Uyghur, is a language containing a substantial amount of Arabic and Persian lexical elements. Modern Uyghur was developed on the basis of Chaghatay Turki, which had also been heavily influenced by Arabic and Persian vocabularies. -
Uyghur Art Music and the Ambiguities of Chinese Silk Roadism
political projects of modern times. Uyghur Art Music and the After Russian and Qing expansion divided Central Eurasia into Ambiguities of Chinese discrete empires in the eighteenth and nineteenth centuries, their * Silk Roadism in Xinjiang twentieth-century successor states hardened the border James A. Millward between Chinese and Soviet Georgetown University, Central Asia and further sub- Washington, D. C. divided the heart of the Silk Road into peoples and lands organized The Silk Road is at once an The performers themselves, on national lines as “republics” object of scholarly inquiry, a as well as the audiences, learned and “autonomous” administrative romantic notion, and a potent much from the unprecedented units. As Theodore Levin has metaphor. Its metaphorical juxtaposition of related tradi- shown in his Central Asian impact was clear from the 2002 tions; musicians attended each musicological ethnography Ten- Summer Smithsonian Folklife other’s performances, and using thousand Fools of God, Soviet Festival in Washington DC, which whatever common languages nationality projects had a deep was devoted to Silk Road they could (mostly Turkic and and complex impact upon the cultures. The two-week event Russian) they shared songs, musics of the Central Asian was staged in a series of lavishly techniques and fellowship both republics (Levin 1996). Below, I decorated tents and pavilions on during the festival and after- explore a similar process at work the National Mall (the open hours at a local Holiday Inn. And under the PRC in Xinjiang. space between the Smithsonian over it all shone the smile of Yo- Popularity, Utility and Irony of the Museums) while Al Qaeda Yo Ma, whose intellectual and Silk Road Notion in China terrorism, the on-going Afghan musical contribution to the war, and the crescendoing festival was great, and whose Though the Silk Road idea has campaign for war against Iraq own Silk Road Ensemble proved popular in many places, were not far from anyone’s mind. -
Mountain Music Fromkyrgyzstan
Ten g ir- To o Mountain Music from Kyrg yzstan Nurlanbek Nyshanov, Artistic Director, wooden and metal jew’s harps, sybyzgy, choor, chopo choor Gulbara Baigashkaeva, komuz and jew’s harp Zainidin Imanaliev, vocal and komuz Rysbek Jumabaev, manaschi (Manas epic reciter) Kenjekul Kubatova, vocal and komuz Asylbek Nasirdinov, komuz, jew’s harp, qyl-qiyak Azamat Otunchiev, qyl-qiyak Tengir-Too is a new ensemble that plays old music. The group takes its name from the eponymous mountain range that towers over the high alpine passes linking Kyrgyzstan and China, and is better known by its Chinese name, Tien Shan, or “Celestial Mountains.” Founded and directed by Nurlanbek Nyshanov, a gifted composer, arranger, and multi-instrumentalist who grew up in the city of Naryn, Tengir-Too provides a living laboratory for Nyshanov’s efforts to find a voice for Kyrgyz music in the contemporary cultural marketplace. Kyrgyz music is rooted in the sensibility of nomads who AGA KHAN TRUST FOR CULTURE Music Initiative in Central Asia inhabit an awe-inspiring landscape of mountains, lakes, and pristine grasslands. During the Soviet era, however, much of this music was lost or adapted to European musical ideals. Nurlanbek Nyshanov has helped restore its integrity and authenticity, not through an uncritical attempt to reproduce tradition, but by innovating within it. Nyshanov draws on his compositional skills to craft striking arrange- ments for small ensembles of repertories formerly performed by solo players. Members of Tengir-Too include Kenjegul Kubatova, whose lush alto voice is the perfect medium for Kyrgyz lyrical song, Gulbara Baigashkaeva, a master performer on the komuz – the three- stringed lute that Kyrgyz regard as their national instrument, and Asylbek Nasirdinov, who plays the qyl-qiyak, a two-stringed upright fiddle with archaic ties to shamanism. -
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Advances in Social Science, Education and Humanities Research, volume 368 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019) Study on China's Uyghur Twelve Muqam in the Past 40 Years of Reform and Opening up Nurbiye Imin School of Uyghur Language and Culture Northwest Minzu University Lanzhou, China 730030 Rehemitulla Tudaji Osman Juma* School of Uyghur Language and Culture School of Uyghur Language and Culture Northwest Minzu University Northwest Minzu University Lanzhou, China 730030 Lanzhou, China 730030 *Corresponding Author Abstract—Uyghur Muqam is one of the treasures of "'China's Uyghur muqam' is the general name of all kinds Chinese cultural heritages. After the founding of People's of muqam popular in the communities of Uyghur people in Republic of China, especially since the reform and opening up Xinjiang, China. It is a large-scale comprehensive art form 40 years ago, with the care of the Party and the government, integrating song, dance and music." [2](P.2) It is the and the support of leaders at all levels and relevant crystallization of culture and art created by the Uyghur departments, great achievements have been made in the rescue, people in the long-term production and living practice, and excavation, collation and research of Uyghur Muqam. This the product of the highly developed Uyghur song and dance paper focuses on the introduction of the Uyghur Twelve music. The representative of "China's Uyghur Muqam" in Muqam, discusses the Uyghur Twelve Muqam published in Xinjiang, China is "Twelve Muqam", which also contains Chinese and Uyghur over the past 40 years, monographs and muqam with local characteristics, including "Dulan Muqam", collections of papers related to the Uyghur Muqam, and analyzes the achievements in the study and inheritance of "Turpan Muqam" and "Kumul Muqam". -
Musical Instruments and Animal Art of Asia Curriculum Guide MUSICAL INSTRUMENT MUSEUM
MUSICAL INSTRUMENTS AND ANIMAL ART OF ASIA Curriculum Guide MUSICAL INSTRUMENT MUSEUM Overview Home to some fifty countries and around five hundred languages, Asia—the world’s largest continent—hosts many rich musical traditions. Through exposure to Asian folktales, musical traditions, and instruments, students will gain an appreciation of the continent’s material culture as well as of world diversity. Through project-based learning, students will be able to discuss and identify specific musical traditions, instruments, and folktales from Asia. These lessons are meant to extend and deepen the learning following a K–2 field trip to MIM. K–2 students make music together on a field trip to MIM. The following project-based lessons MIM Field Trip Highlights address Arizona K–2 standards in During a field trip to MIM, K–2 students will see and hear these areas: musical instruments from across the Asian continent. They will engage in interactive questioning, as MIM Common Core Standards in English museum guides encourage them to come to conclusions, Language Arts (ELA) make predictions, and compare and contrast musical Literature instruments from many Asian cultures. Lastly, students will build language skills by learning names of Information Text instruments in several Asian languages and by expanding Writing their descriptive vocabulary. Speaking and Listening To book a field trip for your K–2 students, visit Language MIM.org/education/school-tours/. Common Core Standards in Math Geometry Arizona Social Studies Standards Geography World History Arizona Academic Standards in Arts Dance Visual Arts Arizona State Standards in Science Arizona Physical Education Standards K–2 students learn about Asian material culture on a field trip to MIM.