No. 5 (114), 2025 · 522–524 · DOI: 10.24412/1991-5497-2025-5114-522-524
THE FEMALE SUBCULTURE OF THE NORTH CAUCASUS IN THE ARTISTIC INTERPRETATION OF RUSSIAN WRITERS OF THE 19TH CENTURY
Abstract
The article examines the female subculture in the North Caucasus in the artistic interpretation of Russian writers of the 19th century. This topic has been little studied in the literature. Caucasian themes occupy an extensive place in the creative heritage of Russian writers of the 19th century. A Caucasian woman through the eyes of Russian writers is a realistic phenomenon. The topic under discussion sheds light on many issues of society, as gender relations have always been at the forefront of Caucasian society. A large number of works have been written about Caucasian women, in which she is shown as an abstract “Oriental woman.” In this regard, the works of Russian classics played an important identifying role. Each of these writers is an eyewitness to the situation in the North Caucasus in the retrospective period. The North Caucasian gender worldview, which was compiled by Russian authors, accurately describes, without exaggeration, the true level of women and men in the mountainous archaic society, aggravated by the factors of war. Each of them has individual creative artifacts in the artistic and philosophical solution of ideological and gender problems. Under the influence of Western European Romanticism, Russian romantic writers of the 1820s and 1830s developed a great and sustained interest in the image of a Muslim woman in the North Caucasus. In this regard, Russian literature of the 19th century is an objective, uncluttered mirror in which the diversity of ideas about the Caucasian woman is imprinted.
Keywords: women’s subculture, interpretation, Russian writers, Caucasian themes, North Caucasian literature, gender discourse
Full text in Russian.
How to cite
Mankieva E.Kh. THE FEMALE SUBCULTURE OF THE NORTH CAUCASUS IN THE ARTISTIC INTERPRETATION OF RUSSIAN WRITERS OF THE 19TH CENTURY. The World of Science, Culture and Education. 2025. No. 5 (114). 522–524. DOI: 10.24412/1991-5497-2025-5114-522-524