The Impact of Translation Strategies on the Interpretation of Culture-Specific Terms in Cross-Cultural Communication

Odilova Diyora Dilshodbek qizi

Uzbekistan State World Languages University

English first Faculty

Abstract This study explores how translation strategies influence the interpretation of culture-specific terms (CSTs) within the context of cross-cultural communication. Drawing on both theoretical frameworks and practical examples, it highlights the challenges translators face when rendering culturally embedded concepts and evaluates the strategies they employ to maintain semantic accuracy and cultural resonance. The paper analyzes several case studies from literary, media, and political texts, with a focus on English-Uzbek and Uzbek-English translation. Findings suggest that the choice of strategy—domestication, foreignization, equivalence, or omission—can significantly affect audience perception, comprehension, and emotional response. The study underscores the importance of cultural competence in translation practice and calls for more nuanced translator training to enhance intercultural understanding. By offering a multi-faceted analysis based on real-world translations and reader feedback, the paper provides valuable insights into the practical and cognitive impact of strategic decisions in cross-cultural translation.

Keywords: translation strategies, culture-specific terms, cross-cultural communication, domestication, foreignization, equivalence, Uzbek-English translation

Language does more than communicate ideas—it conveys cultural identity, values, and worldviews. As such, translation is not merely a linguistic operation but a cultural negotiation. One of the most intricate challenges in translation is dealing with culture-specific terms (CSTs)—lexical units that encapsulate unique cultural concepts, rituals, or social norms that often lack direct equivalents in the target language. The translation of CSTs demands not only linguistic proficiency but also cultural awareness and strategic thinking.

In the context of increasingly globalized communication, especially in multilingual societies like Uzbekistan, effective translation becomes crucial for preserving cultural nuances while facilitating mutual understanding. Translators must navigate between two competing imperatives: remaining faithful to the source culture and ensuring accessibility for the target audience. This tension is particularly evident in the translation of CSTs, where choices such as domestication (making the text familiar to the target culture) or foreignization (retaining foreign cultural elements) have far-reaching implications. This study aims to examine how these translation strategies impact the interpretation of CSTs in English-Uzbek and Uzbek-English translation, particularly in literary, political, and media texts. By identifying patterns and assessing reader reception, the paper seeks to illuminate how strategic translation choices influence cross-cultural comprehension and emotional resonance.

Scholars such as Venuti (1995) and Newmark (1988) have categorized translation strategies into two primary modes: domestication and foreignization. Domestication minimizes cultural distance, making the text accessible to target readers, while foreignization maintains cultural distinctiveness. Nida’s (1964) concept of dynamic equivalence shifts the focus from literal translation to conveying the same effect to the target audience as intended in the source text. Nord (1997) introduced the skopos theory, which emphasizes the purpose and function of the translation in determining strategy.

More recent work by Baker (1992) and Bassnett (2014) emphasizes the socio-political dimensions of translation, viewing it as an act shaped by power dynamics, audience expectations, and institutional norms. Despite the extensive theoretical landscape, empirical studies focusing on Uzbek-English translation remain scarce. This gap motivates the present study to provide data-driven insights into how translation strategies affect the interpretation of CSTs in this particular linguistic and cultural context.

This study adopts a qualitative and comparative methodology to examine how different translation strategies impact the interpretation of culture-specific terms. A corpus of 50 culture-specific terms was compiled from diverse genres, including Uzbek literary works (e.g., Abdulla Qodiriy, O’tkir Hoshimov), newspaper articles (e.g., Gazeta.uz, BBC Uzbek), and political speeches. Their corresponding English translations were sourced from published translations or translated manually by professional bilingual translators.

Each term was analyzed according to the translation strategy employed: domestication, foreignization, equivalence, or omission. The classification framework used was based on Vinay & Darbelnet (1958) and refined by Baker (1992). To assess the cognitive and emotional impact of these strategies, semi-structured interviews were conducted with 15 bilingual speakers (Uzbek and English), ranging from undergraduate students to professional translators.

Participants were asked to evaluate translated CSTs based on three criteria: (1) clarity, (2) cultural authenticity, and (3) emotional impact. Their responses were transcribed, coded thematically, and triangulated with textual analysis to draw conclusions about the interpretive outcomes of different strategies.

The corpus analysis showed a distinct pattern in strategy selection across genres. In literary texts, domestication was more prevalent, especially when translators sought to evoke an emotional connection with readers unfamiliar with Uzbek customs. For instance, the term “kelin salom” was translated as “wedding bow,” which evoked a relatable image for Western audiences, but lost the ceremonial and familial nuance embedded in the original. Conversely, political and journalistic texts favored foreignization to maintain cultural and ideological integrity. Terms such as “mahalla” and “Navruz” were often retained in transliterated form with footnotes or short explanations. This preserved authenticity but required reader effort.

Equivalence strategies were successful when a functional equivalent existed in both languages. For instance, “duo” was easily translated as “prayer” without significant cultural loss. However, in cases where no clear equivalent was available—such as “osh” (communal rice dish)—generalization or omission led to decreased reader comprehension and engagement. Interview data supported these findings. Respondents appreciated foreignized translations for their educational value and cultural authenticity but often found them harder to understand without context. Domesticated terms were easier to grasp but perceived as diluted or Westernized.

These findings emphasize that the strategy chosen not only influences comprehension but also shapes emotional and ideological resonance. Translators must thus consider both linguistic fidelity and audience expectation when handling CSTs. The findings underscore the complex role translation strategies play in mediating cross-cultural communication. While domestication facilitates reader accessibility and immediate comprehension, it may come at the cost of cultural authenticity. Foreignization, on the other hand, respects source-culture integrity but often necessitates additional reader effort or contextual explanation.

The reception analysis showed that bilingual readers’ preferences were influenced by their cultural affiliation and familiarity with the source culture. Those with higher cultural literacy favored foreignization, viewing it as a means to preserve and transmit cultural identity. In contrast, less culturally engaged readers preferred domesticated renderings for ease of understanding. From a theoretical standpoint, this aligns with the idea that translation is a context-bound activity shaped by audience expectations, translator agency, and sociopolitical considerations. It also supports Nord’s (1997) skopos theory, which emphasizes that the function of the translation—educational, literary, or ideological—should determine the strategic approach. These findings have important pedagogical implications. Translator training programs should equip students with not only linguistic skills but also cultural analytical tools. Incorporating real-world case studies and reader reception analysis into curricula can help aspiring translators develop the judgment necessary for navigating complex CSTs.

Translation strategies play a pivotal role in shaping the interpretation and reception of culture-specific terms (CSTs) across linguistic and cultural boundaries. As evidenced by the findings of this study, cross-cultural communication cannot rely solely on direct lexical substitution; rather, it requires a deep understanding of cultural frameworks, contextual awareness, and deliberate strategic decision-making. Translation is thus not a purely mechanical activity but a culturally situated practice that mediates meaning between worldviews.

The present analysis of Uzbek-English translations illustrates that each translation strategy—namely, domestication, foreignization, equivalence, and omission—offers both benefits and limitations. Domestication enhances readability and facilitates target audience comprehension by adapting foreign concepts to familiar frameworks. However, this approach risks erasing the unique cultural markers that characterize the source text. Conversely, foreignization maintains the authenticity and integrity of the source culture, yet may impose cognitive strain on readers unfamiliar with the original cultural context. Equivalence serves as an effective solution when conceptual parallels exist between languages, while omission, though sometimes necessary, can result in significant semantic and cultural loss if not applied judiciously. The reception data gathered through semi-structured interviews further reinforces the conclusion that audience expectations, cultural familiarity, and contextual cues significantly influence the effectiveness of translation strategies. Bilingual readers with strong cultural ties to the source language preferred foreignized renderings for their educational and ethnographic value. In contrast, readers with less exposure to the source culture favored domesticated or equivalent translations for ease of understanding. This highlights the need for translators to consider not only linguistic accuracy but also socio-cultural alignment in their translational choices.

From a pedagogical standpoint, these findings underscore the necessity for translator training programs to move beyond language proficiency and integrate interdisciplinary competencies. A holistic translation curriculum should encompass cultural theory, critical discourse analysis, sociolinguistics, and cognitive aspects of language processing. Exposure to diverse text genres, authentic translation scenarios, and reception-based feedback can enhance trainees’ strategic competence and intercultural sensitivity.

Furthermore, institutions and academic bodies should encourage cross-disciplinary collaboration that links translation studies with fields such as anthropology, media studies, and cognitive neuroscience. Such interdisciplinary engagement can provide innovative perspectives and methodological tools—for instance, the use of neuroimaging or eye-tracking techniques—to better understand how readers cognitively process and emotionally react to various translation strategies. Future research can build upon the current study by exploring CST translation in underrepresented genres such as audiovisual media, legal discourse, religious texts, and folklore. Comparative studies involving other Turkic or Central Asian languages could reveal broader typological patterns in translation strategy effectiveness and cultural negotiation.

In conclusion, translation strategies are not merely instrumental choices made for clarity or fluency; they are deeply embedded in the cultural politics of representation and identity. An informed, reflective, and context-sensitive approach to translating CSTs is essential for producing translations that not only convey meaning but also foster genuine intercultural understanding and respect. As such, the practice of translation must be acknowledged as a dynamic, ethical, and dialogic act within the broader spectrum of global communication.

References

1. Baker, M. (1992). In Other Words: A Coursebook on Translation. Routledge.
2. Bassnett, S. (2014). Translation Studies (4th ed.). Routledge.
3. Newmark, P. (1988). A Textbook of Translation. Prentice Hall.
4. Nida, E. A. (1964). Toward a Science of Translating. Brill.
5. Nord, C. (1997). Translating as a Purposeful Activity. St. Jerome Publishing.
6. Venuti, L. (1995). The Translator’s Invisibility: A History of Translation. Routledge.
7. Vinay, J.P., & Darbelnet, J. (1958). Comparative Stylistics of French and English. Translated by Sager & Hamel. John Benjamins.

A Devoted Soul
(To the President of the Republic of Uzbekistan, Shavkat Miromonovich Mirziyoyev)

You burn with care both day and night,
For your homeland, you bear the pain.
Even the sharpest, finest pen
Would fall short trying to explain.

You’re a true heir of Amir Temur,
We’ve seen justice’s mighty reign.
The people pray with lifted hands,
For you have shared in all their pain.

You have sought the children’s future,
Your Five Initiatives show this well.
Science and high spirituality—
The only paths where hope may dwell.

Culture shows our humanity,
And sport ensures our health today.
This age we live—technology’s own,
Let readers’ numbers rise, we pray.

“A woman is the world’s stronghold,” they say,
Now they are under the state’s protection.
Thanks to you, their worth has risen,
You’ll live in history’s reflection.

Today our homeland shines with pride,
Sky-touching buildings rise so tall.
Great minds like Navoi and Sino,
Would smile to see our youth at all.

Because of you, our skies are clear,
You lead us swiftly toward success.
For our nation’s growth and glory—
Know we stand with you, nothing less!

Gulshoda Jo‘rabekovna Baxtiyorova was born in 2004 in Bogʻot district of the Khorezm region. From 2011 to 2020, she studied at Secondary School No. 17 in Bogʻot district. She actively participated in the “Knowledge Competition” in the subject of mother tongue and literature, earning honorary places. In 2018, her poetry collection titled “Ona yurtim” (“My Homeland”) was published. From 2020 to 2022, she studied at the academic lyceum under Urgench State University.

In 2022, she became the winner of the regional stage of the Science Olympiad in the subject of mother tongue and literature and actively participated in the national stage. Currently, she is a 3rd-year student at the Faculty of Philology and Arts at Urgench State University. Under the scientific supervision of Nasiba Jumaniyazova, Candidate of Philological Sciences and Associate Professor at Urgench State University, she is conducting research on the works and unique characteristics of the Tajik poet Asqar Mahkam. Her scientific articles have been published in prestigious journals in Indonesia, India, the USA, and Germany.

She is an official member of Kazakhstan’s “Qo‘sh qanot” Writers’ Union, Egypt’s Iqra Foundation, the All India Council for Technical Skill Development, the National Human Rights and Humanitarian Federation, and the Global Friends Club. She has successfully completed training courses organized by the International Europe Academy, Great Learning Academy, and UNICEF.

The Crucial Role of Environmental Education in Fostering Sustainable Development: Challenges and Prospects

Bahodirova Odina Azamat qizi

Uzbekistan State World Languages University

English first faculty

Phone number: +998944280144

Email : bahodirovaodina72@gamil.com

Abstract: This article presents a comprehensive analysis of environmental education and its pivotal role in advancing sustainable development. It systematically delineates the concept of sustainable development by explicating its three fundamental pillars: environmental integrity, economic viability, and social equity. The discussion further elucidates how environmental education enhances ecological literacy, fosters environmentally responsible behaviors, and underpins the formulation and implementation of sustainable policies. Various pedagogical approaches are examined in detail, accompanied by practical examples to demonstrate the effective promotion of sustainability through education. Finally, the article addresses the prevailing challenges within environmental education systems and offers strategic recommendations aimed at their global enhancement, thereby informing future policy and educational practice.

Keywords: environmental education, sustainable development, ecological literacy, environmental awareness, pedagogical methods, social equity, resource management.

In recent decades, the world has witnessed unprecedented environmental challenges, including climate change, biodiversity loss, deforestation, soil degradation, water scarcity, and pollution. These issues threaten the delicate balance of ecosystems and the very foundations of human well-being. The concept of sustainable development has emerged as a global paradigm aimed at harmonizing economic growth, social inclusion, and environmental protection. It recognizes that economic advancement should not come at the expense of the natural environment or social equity. The success of sustainable development initiatives depends significantly on the ability of societies to understand and address the complex interrelations between human activities and the environment.

Environmental education is a crucial instrument in achieving this understanding. It equips individuals with the scientific knowledge, critical thinking skills, ethical values, and practical competencies needed to confront and mitigate environmental problems. By fostering ecological literacy, environmental education enables learners to recognize the causes and consequences of environmental degradation and to participate actively in conservation and sustainability efforts. Furthermore, it supports the development of environmentally responsible citizens who can influence policy-making and promote sustainable lifestyles.

Given the multifaceted nature of sustainability challenges, environmental education must transcend traditional disciplinary boundaries and integrate scientific, social, economic, and ethical dimensions. It should be inclusive and accessible, reaching diverse audiences across different age groups and social backgrounds. The educational process must also be continuous, adapting to emerging environmental issues and scientific advancements. In this context, environmental education represents not only a tool for raising awareness but also a catalyst for transformative change toward sustainable development. This article aims to explore the fundamental concepts of environmental education and sustainable development, their interconnections, pedagogical approaches, challenges, and prospects for effective implementation globally.

Environmental education is a systematic and multidisciplinary approach that integrates ecological, economic, social, and cultural dimensions to foster an understanding of the natural world and humanity’s role within it. It aims to equip learners with a blend of knowledge, skills, attitudes, and values necessary for responsible environmental stewardship. Its core objectives are multifaceted:

-it facilitates the acquisition of scientific knowledge about ecosystems, biodiversity, pollution, and climate dynamics;

-it cultivates critical thinking and problem-solving skills that empower learners to assess complex environmental challenges;

-it instills ethical attitudes that promote respect for the environment and a commitment to sustainable behavior;

-it encourages active participation in community and policy initiatives aimed at environmental conservation.

By bridging disciplines, environmental education encourages holistic perspectives that transcend fragmented views of nature and society. For example, understanding climate change requires knowledge of atmospheric science, economics of energy consumption, social justice implications, and political governance. Thus, environmental education prepares individuals to navigate and address environmental issues with a comprehensive and integrative mindset.

Sustainable development is conceptualized through three interrelated pillars—environmental integrity, economic viability, and social equity—that collectively aim to secure human well-being and planetary health. The environmental pillar emphasizes maintaining ecosystem services, conserving biodiversity, minimizing pollution, and ensuring sustainable resource use. Environmental education promotes this by fostering awareness of ecological limits and the consequences of unsustainable practices. It informs individuals about ecosystem functions, human impacts such as deforestation and pollution, and the urgency of mitigating climate change.

The economic pillar focuses on fostering economic systems that support growth without degrading natural capital. Environmental education facilitates sustainable economic behaviors by teaching principles of resource efficiency, green technologies, and circular economy models. It encourages consumers and producers alike to adopt sustainable consumption and production patterns that reduce waste and energy use. The social pillar addresses issues of equity, justice, education, and participation. Education is fundamental here, as it empowers marginalized populations to engage in environmental governance, ensures equitable access to environmental benefits, and fosters inclusive decision-making processes. By promoting social awareness and equity, environmental education contributes to building resilient and just communities capable of sustainable development. Together, these pillars require a synergistic approach where environmental education acts as the connecting force. It provides the knowledge and values that underpin sustainable policies and practices, enabling societies to reconcile ecological health, economic development, and social well-being.

Furthermore, ecological awareness entails an in-depth understanding of the environment’s structure, functions, and the complex interrelations between natural and human systems. Environmental education enhances this awareness by delivering scientific literacy, systems thinking, ethical frameworks, and actionable skills. Scientific literacy involves educating learners about fundamental ecological concepts such as energy flow, nutrient cycles, species interactions, and climate processes. This knowledge equips individuals to grasp how ecosystems operate and the consequences of disturbances caused by pollution, habitat destruction, or overconsumption. Systems thinking is crucial for comprehending the interdependencies between environment, economy, and society. Learners are encouraged to analyze how changes in one component, such as industrial activity, cascade through ecosystems and affect human health and livelihoods. This holistic perspective prevents reductionist views and promotes integrated solutions. Ethical education within environmental curricula fosters values such as stewardship, responsibility, and intergenerational equity. It challenges anthropocentric attitudes and emphasizes the intrinsic worth of all living organisms and ecosystems. Lastly, environmental education imparts practical skills and encourages behavior changes. For example, it teaches waste segregation, energy conservation techniques, sustainable agriculture, and participation in local environmental initiatives. By combining knowledge with action, environmental education ensures that ecological awareness translates into sustainable lifestyles.

Effective environmental education is grounded in a diverse array of interactive and learner-centered pedagogical strategies that stimulate active engagement and promote deeper conceptual understanding. Central to this approach is experiential learning, wherein learners engage directly with natural environments through activities such as fieldwork, ecological restoration projects, and community-based environmental service. These immersive experiences not only bridge the gap between theoretical knowledge and practical application but also cultivate intrinsic motivation and foster affective connections with nature.

An interdisciplinary pedagogical framework is essential for addressing the complexity of sustainability-related challenges. By integrating perspectives from natural sciences, economics, sociology, and ethics, environmental education encourages holistic thinking and equips learners with the capacity to navigate and resolve problems that transcend disciplinary boundaries. Moreover, the incorporation of advanced digital tools—such as simulations, virtual and augmented reality, and multimedia platforms—enhances accessibility, caters to diverse learning preferences, and enables the visualization of complex environmental data in engaging and comprehensible formats.

Community engagement plays a critical role in reinforcing environmental education. By participating in locally-relevant educational initiatives and collaborating with stakeholders, learners gain practical experience with the social and cultural dimensions of environmental issues. Such involvement reinforces the real-world applicability of classroom instruction and nurtures a sense of civic responsibility. Furthermore, critical pedagogy—which emphasizes reflection, dialogue, and critical inquiry—encourages learners to interrogate dominant environmental narratives and consider transformative pathways toward sustainable futures. When integrated, these pedagogical approaches render environmental education a dynamic, participatory, and empowering process, cultivating informed and proactive agents of change.

Despite its significance, the global implementation of environmental education faces persistent challenges. In many educational systems, environmental topics are treated peripherally within curricula, lacking comprehensive integration across disciplines. This marginalization reduces their effectiveness and limits student exposure to sustainability principles. A significant barrier is the inadequate preparation of educators; many teachers lack both subject-matter expertise in environmental science and the pedagogical skills necessary for delivering interdisciplinary, experiential instruction. Consequently, environmental issues are often addressed superficially or in isolation.

Infrastructural and resource limitations further impede effective environmental education, particularly in under-resourced schools and communities. The absence of necessary materials, experiential learning opportunities, and digital technologies constrains educational quality and inclusivity. Socioeconomic inequalities and cultural priorities may also diminish the perceived relevance of environmental education, especially in regions where immediate survival needs supersede long-term environmental considerations.

Additionally, fragmented institutional frameworks and weak policy support hinder the systematic integration of environmental education into national educational agendas. A lack of coordination among governmental ministries—particularly those overseeing education, environment, and sustainable development—exacerbates this issue and results in disjointed programming.

Addressing these challenges requires a multifaceted and collaborative approach. Key strategies include the development of coherent policy frameworks, increased investment in educator training and professional development, curriculum reform that embeds sustainability across subject areas, and the establishment of cross-sectoral partnerships that mobilize expertise, funding, and community engagement. Only through such concerted efforts can environmental education realize its full potential as a transformative force for sustainable development.

To strengthen environmental education’s contribution to the realization of sustainable development goals, a set of strategic, evidence-based actions must be prioritized and systematically implemented. Foremost among these is the institutionalization of environmental education as a mandatory and integral element of formal education systems at all levels—from primary through tertiary education. Curricula should be structured with clearly defined learning outcomes that align with globally recognized sustainability competencies, such as systems thinking, anticipatory skills, normative competence, strategic thinking, and collaboration.

Equally critical is the establishment of continuous professional development (CPD) frameworks for educators. These programs must not only provide up-to-date scientific knowledge on environmental and sustainability issues, but also equip teachers with innovative, learner-centered pedagogical techniques. Moreover, CPD initiatives should promote interdisciplinary collaboration and integrate critical pedagogical approaches that empower educators to foster analytical thinking, ethical reasoning, and transformative learning among students.

The development of robust multisectoral partnerships is another key pillar. Collaboration among government institutions, civil society organizations, academic institutions, and the private sector can facilitate the mobilization of technical expertise, financial resources, and diverse perspectives. Such synergies enrich the relevance, contextualization, and impact of environmental education by bridging formal instruction with real-world challenges and community-based action.

Promoting inclusivity is fundamental to ensuring that environmental education advances both sustainability and social justice. Educational initiatives must be culturally responsive, linguistically accessible, and sensitive to the socio-economic realities of marginalized and vulnerable populations, including indigenous communities, rural dwellers, and low-income groups. Tailored interventions are necessary to overcome structural barriers to participation and to foster equitable learning environments.

Finally, the implementation of rigorous monitoring and evaluation (M&E) systems is essential for tracking progress, assessing pedagogical effectiveness, and measuring behavioral and attitudinal change over time. These systems should include both quantitative and qualitative indicators, employ participatory evaluation methods, and be embedded within broader education policy frameworks. Continuous feedback mechanisms will enable adaptive learning, ensure accountability, and enhance the ability of environmental education to meaningfully contribute to long-term sustainable development outcomes.

Environmental education stands as an indispensable pillar in the pursuit of sustainable development, embodying the intersection of knowledge, values, and action. As the global community faces escalating environmental crises, the need for informed and engaged citizens has never been more urgent. By imparting comprehensive scientific knowledge and fostering critical thinking, environmental education empowers individuals to understand the complexities of environmental issues and the intricate linkages between ecological, economic, and social systems.

Moreover, environmental education instills ethical principles that nurture a profound respect for nature and a sense of responsibility toward future generations. This moral foundation is essential for motivating behavioral changes necessary for sustainability, including resource conservation, pollution reduction, and support for environmentally sound policies. In addition, by promoting inclusivity and social equity, environmental education ensures that sustainable development benefits all members of society and addresses the needs of marginalized populations.

Ultimately, environmental education is more than an academic discipline; it is a transformative process that shapes attitudes, skills, and actions toward a sustainable future. Prioritizing and strengthening environmental education within formal and informal learning systems is critical for fostering resilient communities capable of meeting the environmental, economic, and social challenges of the 21st century. Only through such comprehensive and sustained educational efforts can humanity secure the well-being of the planet and generations to come.

References

1. UNESCO. (2023). What you need to know about education for sustainable development. Retrieved from https://www.unesco.org/en/sustainable-development/education/need-know 

2. UNESCO. (2021). UNESCO declares environmental education must be a core curriculum component by 2025. Retrieved from https://www.unesco.org/en/articles/unesco-declares-environmental-education-must-be-core-curriculum-component-2025 

3. UNESCO. (2020). Education for sustainable development: a roadmap. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=fr 

4. Cambers, G. (2010). Sandwatch: Adapting to climate change and educating for sustainable development. UNESCO.

A Road Trip To The Distant South

Beneath the watchful

gaze of the ivory moon,

amidst the natural

air conditioning of the

very quiet breeze.

I boarded a rickety

Suzuki of vintage 

Japanese technology.

I had my ear drums

nearly punctured by

the piercing sounds from

revving engines at the 

chaotic bus terminus.

The yelling from uncouth passengers

and bus drivers did very little 

to cheer me up.

But when we left the frenzied

motor park, I delightfully hummed

my first hymn, as we drove

into the ambience of the 

serene highway, to begin

our long but silent journey 

to the distant Nigerian south.

From our take off point,

I suddenly felt the warm

reception of the cool night’s breeze.

And the hushed discussions

of fellow passengers, some of whom

had been involved in altercations with

insolent transporters at the rowdy

terminus.

They verbally re-enacted the 

unpleasant events at the terminus,

as they cursed in absentia, the transport 

agents and drivers they had bitter feuds

with. But as we ventured further,

everything seemed to be forgotten.

With a fixed gaze across my window,

I watched the placid landscapes of 

the arid Nigerian north-east.

The nocturnal monkeys flitting from

branch to branch, revealed slightly

by the full moon in October.

Our exciting but somewhat strenuous 

journey ended with the refreshing dew

of the distant Nigerian south before

sunrise.

We enjoyed discussions about politics,

current affairs, relationships, fashion, 

spirituality and entertainment.

All of which strengthened new bonds

for a night’s odyssey.

The exhaustion and attendant sleep 

that characterized our lengthy discussions,

all equally contributed to making our road

trip, a real vacation on wheels.

All Afternoon Long

past wordless fields

of music

& ruined barns

a tattered necktie

& a drawing of young trees

he knew every crazy road

from his favorite chair.

My Father’s God

blotted out the sun

the wind was perfect

the autumn world

marveled at me

in my one good suit.

A Desperate Neighborhood

at heart

america

is long mornings

with obvious motives

alone & delicate

silent hillsides of red poppies

poor sons & dreadful movies.

John Dorsey is the former Poet Laureate of Belle, MO. He is the author of several collections of poetry, including Which Way to the River: Selected Poems: 2016-2020 (OAC Books, 2020), Sundown at the Redneck Carnival, (Spartan Press, 2022, Pocatello Wildflower, (Crisis Chronicles Press, 2023) and Dead Photographs, (Stubborn Mule Press, 2024). He may be reached at archerevans@yahoo.com.

Where the Warmth Comes Not from Radiators, but from People: Chorsu Awakens!

Bustling life, the lively exchange between seller and buyer, the noise of hundreds of conversations, Assalomu alaykum – the motto of everyone in this beautifully historic place.

It’s just past five in the morning. The air is still warm, touched by a cool breeze that sends a light shiver through the skin. While some people are only beginning to wake up, life at Chorsu is already in full swing. Vendors’ hands are deep in dough, while buyers clutch white plastic bags filled with fresh herbs sticking out on top, alongside warm, delicious flatbreads. This is not just a marketplace – it’s a way of life, like a massive mansion where millions of different people live together each day.

“Come here, daughter! I’ve got tasty khanym – just give it a try!” shouts a woman in a green apron and headscarf. At the same time, she gives change, places a fresh portion of food on a plate topped with onions, and manages to smile warmly and kindly.

The Uzbek bazaar Eski Juva (Chorsu) is not about buying and leaving. It’s an ancient theatre, formed over 2,000 years ago in the heart of the old city, at the crossroads of four trading streets.

Since ancient times, it has served as a convenient gathering place for merchants from many countries. Here, anyone could sell their crafts, food, clothing, and more. This tradition has been passed down through generations, which is why every tourist visiting Uzbekistan eagerly awaits their chance to visit the bazaar – to become a participant and a member of this living family. It’s a place where grandmothers argue over the price of potatoes, grandfathers discuss football and the latest news while browsing goods, girls try on dresses made of adras and atlas, and boys pick out their perfect tubeteika.

“I’m here every Saturday. Not to buy – to chat,” says Hikmat-ota, playing backgammon right on a carpet spread over the asphalt. “Chorsu is like a mini Uzbek mahalla, filled with bright colors. Everyone here belongs.”

Here, you don’t just buy food – you experience the real atmosphere of Uzbekistan. Stalls overflow with mountains of raisins and figs, rows of pahlava and nuts, spices of every shade and aroma – from the sharp scent of zira to the rich fragrance of saffron.

This bazaar is more than just a place of trade – it’s a mirror of the Uzbek soul, where every respected vendor is something of a philosopher, and every customer is not a guest, but a neighbor. Here, people know how to slow down, how to listen, and how to genuinely enjoy meeting each other.

By evening, the shopping bags are heavier, but the mood is lighter. And as the sun dips lower and the market begins to exhale after the day’s hustle, it becomes clear: Chorsu is not just a market.

It is the heartbeat of the city, its soul. It is the living memory of Tashkent, where every morning begins with a friendly shout, a hot flatbread, and the feeling that you are home.

Sultonova Mohidil, student of journalism and mass communications

Raising Eco-Conscious Leaders: My Journey with the ʼʼEcoMarathon ʼʼProject

In a world grappling with climate change, pollution, and the degradation of nature, the importance of environmental awareness cannot be overstated. Among the many initiatives working toward a greener planet, the ʼʼEkoMarathonʼʼ  stands out as a remarkable and impactful project that not only educates youth but also transforms them into active defenders of the environment. I am honored to have been part of this inspiring journey.

The EkoMarathon is the brainchild of the dynamic and visionary Xusayn Tursunboyev—a person who wears many prestigious titles and plays several key roles in the field of youth activism and environmental advocacy. He is a member of the Youth Parliament, part of the TOP 20 Eco-Activists, recipient of the Ulughbek State Scholarship, the first-ever laureate of the Nature Protector Award, mentor-trainer at @uva_uz, Chairman of the Youth Ecologists Council (@yoshekologlar), and founder of the @ekonuruz and its flagship initiative, the ʼʼEkoMarafonʼʼ.

Launched in 2023 by the ECONUR team, the project has already completed ten successful seasons, growing in impact and recognition with each passing year. It is designed not only to equip young people with theoretical knowledge about ecology but also to guide them in putting that knowledge into practice. The project instills responsibility, awakens love for nature, and creates a ripple effect by encouraging participants to initiate their own environmental efforts within their communities.

My First Step Into a Green Future

I became part of this movement during its 7th season, and currently, I am proud to be participating in the 10th season as well. Thousands of young people apply for each season of the marathon, yet only 150 delegates are carefully selected based on merit, commitment, and potential to make a difference. The competitive nature of the selection process itself speaks volumes about the credibility and seriousness of the project.

Participating in the 7th season was a turning point in my life. Before that, I had a general interest in nature, but the EcoMarathon deepened my understanding and strengthened my emotional connection to the environment. It turned my curiosity into a calling. As a result, I not only became more environmentally responsible in my daily life but also took the initiative to create my own project called EkoZakovat, which focuses on ecological knowledge and awareness through educational games and challenges.

What Makes the EcoMarathon Unique

The EcoMarathon is structured as a 3-day program. Though it is technically an online project, the actual activities and assignments are performed offline by the participants, ensuring practical engagement. Delegates are divided into teams, each supervised by coordinators who monitor progress, ensure participation, and maintain discipline throughout the program.

Despite the online nature of coordination, the atmosphere is incredibly vibrant and unifying. In just three days, strangers from different corners of the country become like a family—sharing experiences, solving real-life ecological challenges, and motivating each other to do better. One of the most admirable features of the project is its balance between strong discipline and a supportive environment. Delegates who do not fulfill their responsibilities are respectfully removed, maintaining the quality and seriousness of the marathon.

The sessions include hands-on ecological training, creative challenges, recycling activities, awareness campaigns, and much more. The training sessions are delivered by environmental experts and mentors who offer valuable insights into various ecological issues and solutions. Each day of the marathon is carefully planned to be meaningful, motivational, and memorable.

EcoMarathon’s Deeper Impact

The EcoMarathon is not just about cleaning up parks or planting trees—it is about changing mindsets. It encourages participants to see the environment not as a separate entity, but as an extension of themselves. It teaches us that every small action, from using reusable bags to conserving water, can have a meaningful impact if multiplied across society.

Moreover, the project fosters leadership, communication, teamwork, and time management skills. Delegates learn to handle pressure, cooperate with people from diverse backgrounds, and take ownership of responsibilities. These are life-long skills that serve well beyond the ecological context.

The ripple effect is truly visible—many former participants have gone on to lead their own eco-initiatives, conduct local training sessions, and become influential voices in their communities for sustainable living.

My Personal Growth Through the Project

Looking back, I can confidently say that being a part of the EcoMarathon helped shape who I am today. It was not just a program I attended—it was a transformational experience. It changed my perspective on life, strengthened my belief in youth power, and most importantly, showed me that even a single individual can contribute to global change.

I still remember how nervous I was before my first season. But within the first day, I realized I was in a space where everyone shared the same dream—a greener, cleaner, and more conscious world. That sense of unity, shared purpose, and boundless energy still motivates me today.

After my 7th season, I continued to stay active in ecological work. I volunteered for other environmental events, helped organize eco-quizzes, and even mentored younger students who were interested in environmental protection. I now feel a sense of responsibility not only to nature but to future generations.

The Power of Youth and the Road Ahead

The EcoMarathon proves that youth are not just the leaders of tomorrow—they are the changemakers of today. When given the right guidance, tools, and opportunities, they are capable of tackling the world’s biggest challenges. Projects like the EcoMarathon are essential in building this bridge between knowledge and action.

As the 10th season continues, the dream is to expand the program even further—to reach more young people, create more awareness, and amplify the impact. The organizers hope to one day involve hundreds, if not thousands, of delegates per season, bringing ecological education into the mainstream of youth development.

I deeply support this vision. I believe that if every young person could go through an experience like the EcoMarathon, we would be living in a vastly different world—one where empathy for the planet is a natural part of our daily decisions.

Final Reflections

In conclusion, the ʼʼEkoMarathonʼʼ is more than just a project; it is a movement. A movement that brings together knowledge, action, and emotion in the most powerful way. It awakens the inner environmentalist in each participant and empowers them to carry that fire into the real world. For me, it wasn’t just a season of training—it was the season where I found purpose.

I am grateful to Xusayn Tursunboyev and the ECONUR team for their relentless efforts, their belief in youth, and their dedication to making this world a better place. The EcoMarathon is a testament to what can be achieved when passion meets purpose, and when young hearts come together for a common cause.

As I continue on my own journey of environmental activism, I carry with me the lessons, memories, and friendships built during the EcoMarathon. I hope my story inspires others to participate, to care, and most importantly—to act.

Because the future of our planet begins with the choices we make today.

Surayyo Nosirova Elyor qizi was born on May 13, 2006, in the Narpay district of the Samarkand region, Uzbekistan. From an early age, she showed a deep interest in literature, languages, and creative expression. Her passion for learning and writing became evident during her school years, where she actively participated in various academic, literary, and cultural activities. Currently, Surayyo is a first-year student at the Uzbekistan State University of World Languages, specializing in English Philology and Teaching. She is known for her strong academic performance and her dedication to mastering the English language. Her commitment to education extends beyond the classroom—she is the author of three published books: Heartfelt Thoughts, Voices in Writing, and Beyond Words: Mastering English. Each of these works reflects her insights into language learning, writing skills, and the emotional depth of student life. In addition to her books, Surayyo has written numerous articles.