Stanford University

Culture

Translating Cultures: Multilingualism and Identity in the Medieval and Early Modern World -- Stanford CMEMS Primary Source Symposium (Day 1 of 2)

Annual Stanford Primary Source Symposium

 

For further information, including the speakers and talk titles, please visit https://cmems.stanford.edu/primary-source-symposium

 

Co-sponsored by the Europe Center, the Department of Religious Studies, the Department of History, the Division of Literatures, Cultures, and Languages, the Department of Art & Art History, the Stanford Humanities Center, and Stanford University Libraries.

Stanford Humanities Center
424 Santa Teresa St.

Symposiums

Paul Sniderman

(650) 723 3591
0
Fairleigh S. Dickinson, Jr. Professor in Public Policy.
Professor of Political Science
paul.sniderman_photo.jpg

Paul M. Sniderman is the Fairleigh S. Dickinson, Jr. Professor in Public Policy.

Sniderman’s current research focuses on the institutional organization of political choice; multiculturalism and inclusion of Muslims in Western Europe; and the politics of race in the United States.

Most recently, he authored The Democratic Faith and co-authored Paradoxes of Liberal Democracy: Islam, Western Europe and the Danish Cartoon Crisis (with Michael Bang Petersen, Rune Slothuus, and Rune Stubager).

He has published many other books, including The Reputational Premium: A Theory of Party Identification and Policy Reasoning, Reasoning and Choice, The Scar of Race, Reaching beyond Race, The Outsider, and Black Pride and Black Prejudice, in addition to a plethora of articles. He initiated the use of computer-assisted interviewing to combine randomized experiments and general population survey research.

A fellow of the American Academy of Arts and Sciences and of the American Association for the Advancement of Science, he has been awarded the Woodrow Wilson Prize, 1992; the Franklin L. Burdette Pi Sigma Alpha Award, 1994; an award for the Outstanding Book on the Subject of Human Rights from the Gustavus Meyers Center, 1994; the Gladys M. Kammerer Award, 1998; the Pi Sigma Alpha Award; and the Ralph J. Bunche Award, 2003.

Sniderman received his B.A. degree (philosophy) from the University of Toronto and his M.A. and Ph.D. degrees from the University of California, Berkeley.

 

Affiliated faculty of The Europe Center
CV

Colleen Anderson

0
Lecturer of German Studies
anderson_profile_picture.jpg

Colleen Anderson studies the culture, history, and technology of Cold War Germany. She received her PhD from Harvard University in 2017 and has received funding from the American Historical Association & NASA, the Berlin Program for Advanced German and European Studies, DAAD, the American Institute for Contemporary German Studies, and the Central European History Society. Her current project, “‘Two Kinds of Infinity’: East Germany, West Germany, and the Cold War Cosmos, 1945-1995,” studies Germans’ participation in and imaginations about outer space exploration during the Cold War. Her manuscript traces the changing ways in which East and West Germans both saw their own futures as connected to space travel and used outer space to confront the past and envision the world around them.

 

Affiliated lecturer of The Europe Center
Mellon Postdoctoral Fellow

Authenticity, Complaint, and the Russianness of American Jewish Literature

Paragraphs

Bernard Malamud, Saul Bellow, Philip Roth, and their critics embraced the notion that their work displayed an affinity to Russian and Yiddish literature, especially to the work of Fyodor Dostoevsky, Nikolai Gogol, and Sholem Aleichem. Like these writers, the prominent American Jewish writers of the 1960s were understood as producing writing that emerged from their authentic, often negative emotions, work that voiced complaints. I first describe this generation's playful claiming of a Russian and Jewish genealogy, their definition of the Russian and Yiddish writers as a collective worthy of copying. I then use close readings of six passages to evaluate the American writers' assertions about their influence by the Russian and Yiddish ones. I compare the inset oral and written complaints in Roth and Bellow with those in Gogol, Dostoevsky, and Sholem Aleichem, both acknowledging their striking formal similarities and distinguishing the comic, satirically presented literary complaints of prerevolutionary Russia from the potentially more therapeutically oriented—albeit still satirical—literary complaints of postwar America. Finally, I look outside the literary texts to understand why it was appealing to 1960s American writers to think of themselves as influenced by prerevolutionary Russian and Yiddish verbal art. This article situates the American Jewish writers and their critics in an aural environment where Russian and Yiddish sounds were increasingly available in entertainment and where they were associated with authenticity and political opposition. In spite of the formal parallels among the American Jewish, Russian, and Yiddish literary complaints, and in spite of Roth and Bellow representing themselves compellingly as imitators, I argue that they need to be understood instead in their own national and temporal communicative context.

All Publications button
1
Publication Type
Journal Articles
Publication Date
Journal Publisher
Prooftexts
Authors
Gabriella Safran
Number
3
External URL

The Litsevoi Svod as Graphic Novel Narrativity in Iconographic Style

Paragraphs

In Orhan Pamuk’s brilliant novel about seeing and beauty, My Name Is Red, miniaturists at the Sultan’s court exemplify historical tensions in 16th-century Ottoman artistic culture. They deplore the “Frankish” style of painting as a “temptation of Satan”: portraiture was “a sin of desire, like growing arrogant before God, like considering oneself of utmost importance, like situating oneself at the center of the world”; true perspective “removes the painting from God’s perspective and lowers it to the level of a street dog.” In their view, “painting is the act of seeking out Allah’s memories and seeing the world as He sees the world.” Murders ensue among miniaturists corrupted by the Western desire to develop their own “style.”

All Publications button
1
Publication Type
Journal Articles
Publication Date
Journal Publisher
Kritika: Explorations in Russian and Eurasian History
Authors
Nancy Kollmann
Number
1
External URL

Teaching the Language of Wider Communication, Minority Students, and Overall Educational Performance: Evidence from a Randomized Experiment in Qinghai Province, China

Paragraphs

The education of poor and disadvantaged populations, particularly those from minority subgroups, has been a long-standing challenge to education systems in both developed and developing countries (e.g., World Bank 2001, 2004; Glewwe and Kremer 2006; Planty et al. 2008). For example, over the past decade in the United States the high school dropout rate of Hispanic students has remained at least twice as high as that of white students (Aud et al. 2011). Using data from the German Microzensus and the German Socio-Economic Panel, Alba, Handl, and Müller (1994) found that, relative to young Germans with identical sociodemographic characteristics, Italian, Turkish, and Yugoslav children are overrepresented in the lowest academic track of the German school system.

All Publications button
1
Publication Type
Journal Articles
Publication Date
Journal Publisher
Economic Development and Cultural Change
Authors
Matthew Boswell
Scott Rozelle

Stanford scholars discuss the benefits and risks of using talking software to address mental health

News Type
News
Date
Paragraphs

Conversational software programs might provide patients a less risky environment for discussing mental health, but they come with some risks to privacy or accuracy. Stanford scholars discuss the pros and cons of this trend.

 

Interacting with a machine may seem like a strange and impersonal way to seek mental health care, but advances in technology and artificial intelligence are making that type of engagement more and more a reality. Online sites such as 7 Cups of Tea and Crisis Text Line are providing counseling services via web and text, but this style of treatment has not been widely utilized by hospitals and mental health facilities.

Stanford scholars Adam Miner, Arnold Milstein and Jeff Hancockexamined the benefits and risks associated with this trend in a Sept. 21 article in the Journal of the American Medical Association. They discuss how technological advances now offer the capability for patients to have personal health discussions with devices like smartphones and digital assistants.

Stanford News Service interviewed Miner, Milstein and Hancock about this trend.

Read more: https://news.stanford.edu/2017/09/25/scholars-discuss-mental-health-technology/

Hero Image
mental health
Conversational software programs are making it possible for people to seek mental health care online and via text, but the risks and benefits need further study, Stanford experts say. (Image credit: roshinio / Getty Images)
All News button
1

Applications for Travel Awards: Conference on Future Visions in Korean Studies

News Type
News
Date
Paragraphs

The Korea Program invites junior faculty, post-doctoral fellows, and graduate students to apply for travel awards to attend an upcoming two-day conference organized by the Korea Program at Stanford' Asia-Pacific Research Center. The workshop titled "Future Visions: Challanges and Possibilities of Korean Studies in North America" will be held on November 1st and 2nd, 2018 at Stanford University.

The awards will cover accepted applicants' lodging, domestic airfares, and/or ground transportation. To apply for the travel awards, please submit your CV and 2-page statement as a single file by July 15 here.

About the conference:

“Future Visions: Challenges and Possibilities of Korean Studies in North America,” is designed to bring together leading scholars in the fields of language education, literature, history, social sciences, and library studies. Each panel will consist of three-four scholars who will be tasked with presenting a report on the state of the field. The purpose of the panels is to generate discussion around some of the following questions: 

  • What are the research trends in each field?
  • What kinds of directions can we expect in the near future?
  • What are some of the disciplinary or other challenges in each field?
  • How does each field interact with related fields?
  • What are some of the limitations and possibilities around graduate student training?
  • How can faculty with graduate students cultivate supportive and critical scholarly communities?
  • ​How are junior faculty encouraged, and what institutional structures may offer better support?

Accepted applicants are expected to actively participate in discussion sessions and to engage in networking with other scholars during the 2-day conference.

Please direct questions on the conference to hjahn@stanford.edu.

Hero Image
encina columns
All News button
1

Integrating global issues into community college curricula

News Type
News
Date
Paragraphs

During the 2017–18 academic year, SPICE’s Jonas Edman worked with six community college instructors from Las Positas College and Foothill College on their plans for integrating global issues into their classrooms. These six instructors were among ten Education Partnership for Internationalizing Curriculum (EPIC) Fellows to work collaboratively with colleagues at Stanford on projects aimed at internationalizing course curricula and producing innovative curricular materials for use in community college classrooms.

On May 19, 2018, an EPIC Symposium, “Integrating Global Issues into Community College Curricula,” was held at Stanford University that featured presentations by the EPIC Fellows as well as presentations from Stanford faculty. Community college faculty and administrators from across California gathered at Stanford University to discuss ways to prepare students for a world that is increasingly interconnected.

The six EPIC Fellows, with whom Edman worked, and their presentation topics are:

  • Brian Evans, Foothill College: The Latin American Lost Decade
  • Ann Hight, Las Positas College: Using Global Lifestyles as a Platform to Teach Gene Expression and Longevity
  • Natasha Mancuso, Foothill College: Using Online Games to Teach Business and Marketing from a Global Perspective
  • Kali Rippel, Las Positas College: Internationalizing the Research Project Using Wikipedia
  • Colin Schatz, Las Positas College: Globalized and Inclusive: Redesigning a Community College Honors Program
  • Antonella Vitale, Las Positas College: Global Voices in American History

Since 2010, Stanford Global Studies (SGS) has partnered with community colleges through innovative projects such as the Stanford Human Rights Education Initiative (SHREI) and EPIC to bring together faculty and administrators committed to developing global and international studies. Fellows join a growing network of EPIC alumni from across the state who are developing innovative programs to internationalize curricula. SPICE as well as Stanford’s Lacuna Stories have been working with SGS National Resource Centers—Center for East Asian Studies, Center for Latin American Studies, Center for Russian, East European and Eurasian Studies—on these efforts.

 

Hero Image
2017–18 EPIC Fellows Colin Schatz, Antonella Vitale, and Kali Rippel (Las Positas College) with SPICE Director Gary Mukai
2017–18 EPIC Fellows Colin Schatz, Antonella Vitale, and Kali Rippel (Las Positas College) with SPICE Director Gary Mukai
All News button
1

Southern France and the Latin East in the 13th Century: Crusade, Networks, Exchanges (Day 2)

-

This is day 2 of the two-day conference presented by The France-Stanford Center for Interdisciplinary Studies, the Center for Medieval and Early Modern Studies (CMEMS), and the Centre d'études Supérieures de Civilisation Médiévale at the University of Poitiers. 

All sessions are in Levinthal Hall at the Stanford Humanties Center unless otherwise noted in the agenda.

 

April 20, 2018

Session 4: 9-10.30am   Circulation and Borrowings

Moderator: Fiona Griffiths (Stanford)

Nicolas Prouteau (U Poitiers): “Circulation and Borrowings between East and West in the Thirteenth Century : The case of Military Architecture”

Estelle Ingrand-Varenne (U Poitiers): “Holy Land Epigraphy in Comparison with Thirteenth-Century Inscriptions of Southern France”

 

Visit to Stanford Libraries Special Collections: 10.30-11.30am

Stanford University Libraries, First Floor of Green East

 

Lunch for Conference Participants and Attendees: 11.30-1pm

Picnic tables outside Stanford Humanities Center

 

Session 5: 1-3pm   Modes of Transmission: Stories and Song

Moderator: Marie-Pierre Ulloa (Stanford)

Rachel Golden (U of Tennessee): “Gendered Grief, Disruptive Motion, and Reinvention in French Crusade Song”

Susan Noakes (U of Minnesota—Twin Cities): “Boccaccio’s Cyprus and Multi-Lingual Aspects of Mediterranean Trade Revealed in Song”

Lynn Ramey (Vanderbilt): “Storytelling on Crusade: Modeling Textual Transmission using a Video Game Engine”

 

Coffee Break: 3-3.30pm   Stanford Humanities Center Lobby

 

Session 6: 3.30-5.30pm   Theories of Translatio and Reception

Stanford Humanities Center Board Room. Moderator: Marisa Galvez (Stanford)  

Francisco Prado-Vilar (Harvard): “The Beauty and Pathos of Crusader Bodies: Art, Antiquity, and Eschatology from Bohemond to the Leper King”

Shirin Khanmohamadi (SFCU): “Saracens, Objects, and Translatio in the Crusade Cycle”

 

Discussion with Concluding Response: 4.30-5.30pm

Stanford Humanities Center Board Room.

Jessica Goldberg (UCLA), introduced by Laura Stokes (Stanford)

 

Closing Reception: 5.30-7pm   Stanford Humanities Center Lobby

 

For more information, please contact
mgalvez@stanford.edu
 
Co-sponsored by:  The Europe Center, the Division of Literatures, Cultures, and Languages, and the Department of History

 

Levinthal Hall,
Stanford Humanities Center
 

Conferences
Subscribe to Culture