DRAMATIC COLLISION IN SHUKRULLO’S “BURIED WITHOUT A SHROUD”                                                                                             

Iroda Ibragimova 

Jizzakh State Pedagogical University

Faculty of Philology, 1st-year student

​E-mail:  irodaibragimova896@gmail.com

This article examines the devastating impact of the totalitarian regime on human personality and destiny through the example of Shukrullo’s work “Buried Without a Shroud”. The main issue of the work is interpreted from a literary and psychological perspective, focusing on the spiritual resilience of the lyrical protagonist (the author himself) and his struggle to preserve inner freedom amid the horrors of the 1937 repression period. The conducted research proves that the work is not merely a historical document, but a true tragedy demonstrating that personal courage and universal human values are capable of surviving even under totalitarianism.

Keywords:

Buried Without a Shroud, Repression Period, Autobiographical Prose, Victims of Stalinism, Totalitarianism, Forced Labor Camp System, Psychological Analysis, Personal Tragedy.

INTRODUCTION

In the history of Uzbek literature, Shukrullo’s work “Buried Without a Shroud” is recognized as one of the most significant and courageous examples of prose from the independence period. This work is a literary and historical document that reflects the cruel reality of the political repressions that affected the intellectuals of Uzbekistan during the 1930s–1950s, conveyed through personal experiences. The autobiographical nature of the work and the author’s depiction of the severe trials within the system of forced labor camps further intensify its emotional impact on the reader.

The purpose of this study is to analyze the pressure of the totalitarian regime on the individual as portrayed in “Buried Without a Shroud”, as well as the protagonist’s inner spiritual struggle against this oppression and the motives behind his moral choices. The work also depicts how many innocent Uzbek young men were falsely accused, brutally executed, and thrown into the soil without shrouds. The main thesis of the article is that Shukrullo presents the forced labor settlements not merely as physical prisons, but as a system aimed at destroying the human spirit; however, through the lyrical protagonist’s inner monologues and moral resistance, the narrative demonstrates a spiritual victory over the regime.

MAIN PART

1. The Psychology of the Repression Period and Inner Loneliness

The psychological state of the protagonist becomes an object of analysis from the very beginning of the work. The scenes of interrogation and arrest reveal the complete helplessness of the individual in the face of totalitarianism. By depicting the protagonist’s extremely delicate inner experiences, the author demonstrates that spiritual suffering is deeper and more devastating than physical torture.

The protagonist’s first experiences in prison are particularly significant for psychological analysis. He describes himself as “a soul crying between invisible walls” [Shukrullo, 2015, p. 32]. This image signifies the individual’s isolation from society and confinement within a spiritual cage. A direct example reflecting the protagonist’s sense of loneliness and despair is expressed in the following lines: “It was not an iron cage that surrounded me, but walls of facelessness and conscience-lessness. I felt completely cut off from the world” [Shukrullo, 2015, p. 45].

2. The Struggle for Human Dignity in the Life of Totalitarian Labor Camps

The central part of the work — the detailed depiction of life in repression camps — is presented as a field of moral choices. Despite hunger, cold, and constant threats in the лагер conditions, the author shows through his protagonist that supreme human values such as compassion, friendship, and conscience can still be preserved. This struggle forms the core idea of the work. The cruelty inflicted upon prisoners and the harsh treatment they endured are clearly portrayed.

Scenes depicting the author’s spiritual closeness with other prisoners strengthen the motif of preserving inner freedom. He writes: “To share a piece of bread, to look at one another in silence — this had become the highest expression of human life” [Shukrullo, 2015, p. 115]. Their monologues about “seeking light within the darkness” demonstrate spiritual resilience and unbreakable will [Shukrullo, 2015, p. 128].

3. “Buried Without a Shroud” – Interpretation of Its Symbolic Meaning

The title of the work — “Buried Without a Shroud” — carries a powerful symbolic meaning that reveals the inhuman essence of the totalitarian regime. A shroud is not only a material object, but also a spiritual ritual and a sign of respect. To be buried without a shroud signifies not only physical death, but also the erasure of a person from social memory and the loss of human dignity.

The term is used by the author to represent the spiritual death of repression victims and the attempt to erase their names from history. In the work, the forced labor settlements themselves are depicted as vast graves: “Here they do not shroud us; they simply kill our memory and bury it” [Shukrullo, 2015, p. 210]. One of the most powerful expressions of the author’s lyrical voice appears in the following line: “It was not the road to death itself, but the loss of dignity that was the most terrible tragedy” [Shukrullo, 2015, p. 230].

4. The Literary Value of Memory and Resistance

The value of this work also lies in the fact that it was created years after the tragic events it describes. It is not merely a journalistic account, but a spiritual victory of memory over tragedy. The author’s later reflections further enhance the literary significance of the work.

As an example of autobiographical prose, its scientific and historical value is strengthened, presenting it as an important source for preserving historical memory for future generations. Memory itself becomes a weapon of resistance, as the author writes: “I was compelled to write this work so that the horror of those past days might continue to flow in the blood of the next generation” [Shukrullo, 2015, p. 255].

CONCLUSION

Through “Buried Without a Shroud,” Shukrullo introduced a new dimension to the tradition of psychological realism in Uzbek literature within the context of the repression period. The findings of this study confirm that despite the overwhelming pressure of the totalitarian regime on the individual, the lyrical protagonist preserves his inner moral independence and spiritual freedom.

This article strengthens the theoretical approach to “Buried Without a Shroud” and presents it as a valuable source for studying the prose of forced labor camps in post-Soviet literature.

                         List of References

1. Shukrullo. Kafansiz koʻmilganlar (Qayta nashr). Toshkent: Yangi asr avlodi. 2015.
2. Joʻrayev M. Jadid adabiyotining psixologik qatlamlari. Toshkent: Akademnashr. 2023
3. Normatov U. Adabiyot moʻjizasi: Tanlangan maqolalar. Toshkent: Sharq. 2018

She Said She Could

She said she could

feel

everyone’s

pain

all types of pain

ever since

she was

a small child

behind the bars

of her crib

alone in her room

especially when

they walked by

thinking she was

asleep

but she was awake

with her eyes

closed

sensing emotions

of every type

and degree

hot or cold

whispering

or silent

she was

there

within

them

moments magnified

breath to breath

heartbeat to heartbeat

she couldn’t

die

to all the slow dying

so she

kept them from dying.

The Wait

I’m approaching

my peak

feeling

it

every second

I think

and feel

tip and tease

heading straight

into years

down that path

street turning

into corners

I’ll make the max

of what I’ve got

so wait until

you’re ready

to understand

the years of fate

are

great!

To Be or Not to Be

I don’t want

to be

crazy

but sometimes

I am

enjoying it

so much

I’m not sure

if I should

stop

or just pop

open

to everything!

THE CLOCK 

On the wall of heaven hangs a clock, 

invisible, silent, without hands, 

and yet — it is everywhere. 

It does not measure minutes, 

but the tremors of the soul. 

Its mechanism is moved by truth, 

and its hands stop 

when a man lies. 

It knows the difference between 

words and feelings, 

it hears the silence of the heart 

when it trembles under the weight of guilt. 

It is no ordinary clock — 

it is God’s measure of goodness,

 a secret guardian of sincerity. 

Every thought, every intention,

every shadow in one’s gaze 

leaves a trace upon its glass. 

When you love purely, it shines, 

when you envy, a gear breaks within it. 

It does not tick “tick-tock,” 

but whispers: 

“were you truthful,” 

“have you touched souls,” 

“were you truly you.” 

Its time does not pass, 

it judges. 

And while the world turns in false seconds, 

that clock — unseen, eternal — 

quietly measures souls, 

not days.

Maja Milojković was born in Zaječar and divides her life between Serbia and Denmark. In Serbia, she serves as the deputy editor-in-chief at the publishing house Sfairos in Belgrade. She is also the founder and vice president of the Rtanj and Mesečev Poets’ Circle, which counts 800 members, and the editor-in-chief of the international e-magazine Area Felix, a bilingual Serbian-English publication. She writes literary reviews, and as a poet, she is represented in numerous domestic and international literary magazines, anthologies, and electronic media. Some of her poems are also available on the YouTube platform. Maja Milojković has won many international awards. She is an active member of various associations and organizations advocating for peace in the world, animal protection, and the fight against racism. She is the author of two books: Mesečev krug (Moon Circle) and Drveće Želje (Trees of Desire). She is one of the founders of the first mixed-gender club Area Felix from Zaječar, Serbia, and is currently a member of the same club. She is a member of the literary club Zlatno Pero from Knjaževac, and the association of writers and artists Gorski Vidici from Podgorica, Montenegro.

Longing

Far away, the roads stretch long,

Though no lamp glows, my heart is strong.

A piercing pain within me throng,

I miss your soil, my homeland’s song.

In hand, the hoe on fields so wide,

Restless toil, no pause to bide.

I wait along the street with pride,

I miss my father, homeland’s side.

Warm bread held tightly in my hand,

My suffering, my silent stand.

Awaited my return, close at hand,

I miss my mother, homeland’s land.

Sweet words that charm and softly bind,

Love engraved deep in heart and mind.

Daily, roads to you I find,

I miss my beloved, homeland kind.

A child who plays with toy in glee,

Sees my face and hugs with spree.

They are the tears within my sea,

I miss my children, homeland, thee.

Village… oven… that warm bread’s scent,

Every living soul with labor spent.

Life for daily bread is gently lent,

I miss my village, homeland’s tent.

Neighbors, kin, all close and dear,

Loved ones who to my heart adhere.

In every feast, may they appear,

I miss them truly, homeland near.

In labor’s work, your thoughts abide,

Before your greatness, I stand wide.

I need you, homeland, as my guide,

I miss your soil, my nation’s pride.

Orzigul Sharobiddinovna Ibragimova was born on January 5, 1990, in Uchko‘prik District, Fergana Region. She is currently a first-year student in Group 25 64 at the Agrarian Joint Faculty, majoring in Zootechnics. She has a special interest in community activities, radio, and motivational speeches. She enjoys working with students, preparing presentations, and participating in creative projects. She is also a member of the Fergana State University Mushoira Club.

Student of Fergana State University

Faculty of Foreign Philology

Major in Foreign Language and Literature (English)

2nd-year student

OLIGOFREN CHILDREN: PSYCHIC DEVELOPMENT CHARACTERISTICS AND EDUCATIONAL CHALLENGES

Annotation: This article provides a scientific analysis of the concept of oligofrenic children, their cognitive development characteristics, and the challenges encountered in the education and upbringing process. The study examines cognitive activity, thinking, memory, attention, and speech delays in oligofrenic children, as well as the special pedagogical methods used in their teaching and upbringing. Methodologically, the article is based on theoretical analysis, observation, and comparison. The results indicate that early identification of oligofrenic children and the implementation of individualized programs and specialized approaches effectively promote their development and social adaptation.

Keywords: oligofrenic children, special pedagogy, psychology, oligophrenopedagogy, cognitive development, correctional lessons, pedagogical methods.

Introduction: In modern society, the socio-economic development of a country places new and responsible demands on the education system. In particular, identifying children with intellectual disabilities and organizing effective educational and upbringing processes for them is one of the pressing issues. Failure to adequately consider the psychological and individual characteristics of oligofrenic children during instruction reduces educational effectiveness and prevents children from fully realizing their potential. Practical experience shows that many oligofrenic children are forced to study in general education institutions, which creates additional difficulties in their cognitive activity. Insufficient use of special pedagogical approaches and the lack of individualized educational programs exacerbate the problem, leading to decreased interest in learning and slower social adaptation.

Proper inclusion of oligofrenic children in educational processes is not only pedagogically but also socially important. Scientific, systematic, and goal-oriented approaches are necessary to prepare them for independent life and societal integration. Therefore, it is crucial to study the cognitive development characteristics of oligofrenic children, identify challenges in education, and develop solutions. This article examines the concept of oligofrenic children, their levels of intellectual development, psychological characteristics, and educational challenges from a scientific perspective.

Methodology: The study used theoretical and practical research methods to explore issues related to oligofrenic children, based on scientific perspectives from special pedagogy, psychology, and oligophrenopedagogy. The analysis of scientific and pedagogical literature was employed to examine the concept of oligofrenia, its causes, levels of cognitive development, and psychological characteristics of oligofrenic children. Comparative analysis and generalization of sources were used to draw key conclusions. Observational methods were applied to identify difficulties in cognitive activity, speech, behavior, and learning. Data were analyzed using synthesis methods to ensure scientific validity. Pedagogical approaches were also assessed to evaluate their effectiveness in teaching and upbringing oligofrenic children. This methodology ensured achievement of research objectives, scientific substantiation of the topic, and practical conclusions.

Discussion and Results: Theoretical analysis and pedagogical observations indicate that the unique characteristics of cognitive development in oligofrenic children require special approaches in the educational process. Cognitive processes—thinking, memory, attention, and speech—develop slowly, making it difficult to assimilate learning materials. Therefore, traditional teaching methods alone do not yield sufficient results and may cause excessive stress and discouragement. Visual aids, repetition, and activity-rich lessons demonstrate high effectiveness. Individualized lessons increase students’ engagement, strengthen self-confidence, and positively influence social adaptation.

Early identification and referral to specialized educational institutions significantly enhance educational effectiveness. Special methods, including individualized programs, correctional lessons, labor activities, and daily life skill tasks, play a crucial role in developing independent functioning. Additionally, teachers’ knowledge, preparation, and empathetic approach directly impact the social and psychological development of children. Family and social support further contribute to personal development, facilitate social integration, and enhance self-awareness.

Conclusion: Research and analysis confirm that scientific, systematic, and individualized approaches are essential in working with oligofrenic children. Cognitive delays in thinking, memory, attention, and speech determine challenges in education. Specialized pedagogical methods—visualization, practical activities, repetition, individual approaches, and labor-based tasks—ensure high effectiveness. These methods enhance engagement, independent functioning, and social adaptation. Teacher expertise, family support, and societal conditions directly influence children’s development. Early identification, referral to special educational institutions, and individualized programs maximize developmental potential. Applying scientifically-based, individualized pedagogical methodologies not only improves educational outcomes but also ensures social adaptation and preparation for independent life. Continued research and development of effective methods in special pedagogy remain critical both scientifically and socially.

References:

V.S. Rakhmonova. Fundamentals of Defectology and Speech Therapy. Tashkent, 1991.

S.Sh. Aytmetova. Oligophrenopedagogy. Tashkent, 1996.

C.Sh. Aytmetova. Psychological Development Characteristics of Students in Auxiliary Schools. Tashkent, “Teacher”, 1984.

Sh.B. Akhmedov. Methodology for Teaching and Educating Oligofrenic Children. Tashkent: Teacher, 2018.

T.M. Boboev. Special Pedagogy and Corrective Education. Tashkent: Fan, 2020.

A.R. Karimov. Oligofrenia and Intellectual Development Disorders. Tashkent: Ilm, 2019.

І love you more than dried pineapple

death teaches us to read sugared lips

we die near the source from which sweet syrup flows instead of water

І love you more than

death is the dried body of my beloved

every time I stand by the bridge I remember that I can’t swim

I like to drown myself but every time I accidentally swim up but alas in vain

I love

I’m learning silence to drink silence

I teach you death

І love to remember the skin and pretty ass of my lover

my memory floats in a cemetery that is not able to live without graves

I can’t live a day without flowers

standing at the grave, I can not live a single day without flowers

these flowers are for you my love

I teach all birds to turn into stones

I am learning the wind and composure

I’m dying of thirst in the rain

I die when I realize that I am standing in a cemetery

I’m dying

I’m dying

***

the sky is for the birds

the sky is meant for mosquitoes

the sky is not meant for airplanes

heaven orally pleases military pilots

***

I fucked so loud that the wall burst

I moaned so loud that my veins burst

I didn’t hear the bombs fall

our fingers were intertwined during the kiss

semen washes away any blood

nightingales outside the window sing incredibly quietly

The Love of a Colorful Envelope

‎

‎I will live without love forever

‎Without you, I am a water lotus in you

‎Like a bumblebee l won’t look for flowers

‎My addiction has evaporated since then

‎The thorns pricking the soles of my feet

‎The blood cells will not touch you

‎I will not say, embracing the body of expectation-

‎I am only yours.

‎

‎I won’t say like a grasshopper touching the sky –

‎The sky above your head is mine

‎The mind will not fly like a kite along the path, like a bird

‎I will walk like a waterfall

‎However, I will not look for footprints

‎I will not search for a lifetime

‎The love of a colorful envelope

‎My mind is incorporeal like a butterfly.

‎

‎In this city, the game of the heart is forbidden

‎Love is traded according to necessity

‎Anyone is sold as they please

‎Walking naked time north and south

‎The past hangs on the wall of distance

‎The stranger becomes familiar.

‎I won’t ask anyone to tell me

‎The juncture of love

‎I have torn my heart

‎With the sword of barren love

‎I have never forgotten

‎I love flowers.

‎