Takhmina Shokirova

Permanent URI for this collectionhttps://hdl.handle.net/10294/15579

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    ItemOpen Access
    Familial Tensions: Morphing Gender Relations of Power Among Tajik Migrant Workers in Russia
    (SAGE Publications, 2022) Shokirova, Takhmina
    International labor migration impacts gender relations between migrant workers and their families. Social workers need a more nuanced understanding of the gendered aspects of international migration for developing ethical social work practices and research. This article discusses morphing gender relations of power within the family context. The data presented in this paper originated from conversational interviews that were conducted in Tajikistan and Russia. Using social constructivism and intersectionality as the main theoretical approaches, this paper illustrates how male–male, male–female, and female–female gender relations are constantly negotiated and renegotiated within the family in the midst of labor mobility. This distinct understanding is critical for social workers who work with migrant workers and their families both locally and globally.
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    ItemOpen Access
    Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach
    (University of Windsor, 2022-09-08) Shokirova, Takhmina; Lisa, Brunner; Karki, Karun; Coustere, Capucine; Valizadeh, Negar
    This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) international graduate students in Canada. Through collaborative autoethnography, we destabilize the notion of “orientation.” We argue that international student orientation should be understood as a fluid, ongoing process rather than one with rigid boundaries and timelines. Furthermore, orientation programming should more deeply consider the intersecting identities and positionalities of international students as multifaced individuals, as well as the implicit expectations of one-way “integration” into settler-colonial Canadian society. We suggest a different approach to orientation and offer a conceptual framework to guide future practice, highlighting the role universities play in not only supporting students academically but also in (im)migrant settlement.