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The physiological factors underlying links between health and socioeconomic position in the Russian population are important to investigate. This population continues to face political and economic challenges, has experienced poor general health and high mortality for decades, and has exhibited widening health disparities. Dr. Dana A. Glei and colleagues used data from a population-based survey of Moscow residents 55 and older to investigate whether physiological dysregulation mediates the link between socioeconomic status and health. She will discuss the the results of their study, which revealed large educational disparities in health outcomes and physiological dysregulation, especially in men.

Dana A. Glei is a senior research investigator at Georgetown University and has worked on the Social Environment and Biomarkers of Aging Study (Taiwan) since 2001. From 2002 to 2009, she also served as project coordinator for the Human Mortality Database, a collaborative project involving research teams at the University of California, Berkeley and the Max Planck Institute for Demographic Research. Over the past 18 years, she has published articles on a variety of topics related to health, mortality, marriage and the family, and poverty. Her current research focuses on sex differences in health and mortality, the impact of stressors on subsequent health, and how bioindicators mediate the links between psychosocial factors and health outcomes. She has an MA from the University of Virginia and a PhD from Princeton University.

Philippines Conference Room

Dana A. Glei Senior Research Investigator Speaker Georgetown University
Seminars

China’s “rise” has elicited envy, admiration, and fear among its neighbors and more distant countries. Much of what has been written about the modalities and impact of China’s increased activism on the world stage comes close to depicting what has happened (and what presumably will happen in the future) as determined almost entirely by goals, approaches, and instruments conceived in Beijing and implemented as designed by their Chinese authors. Such descriptions and explanations minimize or ignore the other side of the equation, namely, what individuals, corporate actors, and governments in other countries do to attract, shape, exploit, or deflect Chinese involvement. The "China and the World" project will redress the imbalance by examining the actions of China’s partners and ways in which initiatives and reactions from partners have shaped Chinese policy and the outcome of engagements with other countries.

The ultimate objective of this study is to understand and anticipate China’s behavior on the world stage. But China’s objectives, methods, and impacts vary from one region to another, and differences between regions are as interesting and as important as are practices and patterns common to all parts of the globe. Describing and explaining regional differences (as well as differences among countries in the same region) is therefore a useful, if not necessary, prerequisite for examining behavior and interactions at the global level.

North America, to be sure, is arguably the most important partner and shaper of China’s international behavior in the decades since Deng Xiaoping launched the policy of “reform and opening” that has transformed China. The reason for not focusing specifically on the United States in this study is that U.S.-China relations have been studied more extensively than any other Chinese relationship. However, the extent and nature of U.S. relations with countries in all regions make it imperative to consider U.S.-China relations in each region and their role, if any, in shaping China’s relationships with other countries.

The “China and the World” project will focus initially on Northeast Asia and Southeast Asia.  China has a long history and deeply varied relationship with these two regions. At the next stage, the project will examine China’s relationship with South Asia. Additional regions, such as Central Asia, may be added.

The project will begin with a one-and-a-half day workshop on March 19–20, 2012, convened in Beijing at the new Stanford Center at Peking University. It will focus on China’s relationships with Japan, Korea, and Russia in Northeast Asia. The participation of scholars from Southeast Asia and North America will help ensure that the core questions developed at the workshop are broadly applicable to other regions as well.

Stanford Center at Peking University

Workshops
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36th Annual Stanford - Berkeley Conference on Russian, East European, and Eurasian Studies

 

 From Prague Spring to Arab Spring:  Global and Comparative Perspectives on Protest and Revolution,

1968-2012

 Friday, March 2, 2012

9:30 am - 5:00 pm

McCaw Hall, Arrillaga Alumni Center, Stanford 

9:30 a.m.

Coffee

9:45 a.m.

Welcome and Opening Remarks

Robert Crews (Director, Stanford CREEES)

 10:-00 – 11:45

Panel One – Who Makes Revolutions?

Chair:  Katherine Jolluck (Stanford) 

Jane Curry (Santa Clara Univ.), “Media - New and Old:  How It Has Made Protest and Revolutions” 

Joel Beinin (Stanford), “Working Classes and Regime Change in Egypt and Poland” 

Edith Sheffer (Stanford), “Global 1989?”  

1:00 – 3:00

Panel Two – How (Some) Revolutionaries Prevail and Others Fail

Chair: Gail Lapidus  (Stanford)

 Cihan Tuğal (UCB), “Islam and Neoliberalism in the Revolutionary Process”

 Sean Hanretta (Stanford), “The Arab Spring and West Africa: Influences and Consequences” 

Djordje Padejski (Stanford), “Serbian Fall:  Lessons from a Democratic Revolution”  

Natalya Koulinka (Stanford), “A Revolution that Persistently Fails:  The Case of Belarus” 

3:00-3:15

Break 

3:15 - 4:45

Panel Three – Interpreting Protest Movements

Chair: John Dunlop (Stanford)

Jason Wittenberg (UCB), “Political Protest and Democratic Consolidation in Hungary” 

Kathryn Stoner-Weiss (Stanford), “Arab Spring, Slavic Winter?” 

Edward Walker (UCB), “The Collapse of Soviet Socialism and the Arab Spring Compared” 

4:45-5:00

Closing Remarks

Yuri Slezkine (Director, UCB ISEEES) 

 

Co-sponsored by: the Institute of Slavic, East European, and Eurasian Studies at the University of California, Berkeley and the Center for Russian, East European & Eurasian Studies at Stanford University, with funding from the U.S. Department of Education Title VI National Resource Centers program

 

Frances C. Arrillaga Alumni Center

Robert Crews Speaker CREEES
Katherine Jolluck Speaker Stanford
Jane Curry Santa Clara University Speaker
Joel Beinin Speaker Stanford
Edith Sheffer Speaker Stanford
Gail W. Lapidus Speaker Stanford
Cihan Tugal Speaker UCB
Sean Hanretta Speaker Stanford
Djordje Padejski Speaker Stanford
Natalya Koulinka Speaker Stanford
Jason Wittenbrg Speaker UCB

FSI
Stanford University
Encina Hall C140
Stanford, CA 94305-6055

(650) 736-1820 (650) 724-2996
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Satre Family Senior Fellow, Freeman Spogli Institute for International Studies
kathryn_stoner_1_2022_v2.jpg MA, PhD

Kathryn Stoner is the Mosbacher Director of the Center on Democracy, Development, and the Rule of Law (CDDRL), and a Senior Fellow at CDDRL and the Center on International Security and Cooperation at FSI. From 2017 to 2021, she served as FSI's Deputy Director. She is Professor of Political Science (by courtesy) at Stanford and she teaches in the Department of Political Science, and in the Program on International Relations, as well as in the Ford Dorsey Master's in International Policy Program. She is also a Senior Fellow (by courtesy) at the Hoover Institution.

Prior to coming to Stanford in 2004, she was on the faculty at Princeton University for nine years, jointly appointed to the Department of Politics and the Princeton School for International and Public Affairs (formerly the Woodrow Wilson School). At Princeton she received the Ralph O. Glendinning Preceptorship awarded to outstanding junior faculty. She also served as a Visiting Associate Professor of Political Science at Columbia University, and an Assistant Professor of Political Science at McGill University. She has held fellowships at Harvard University as well as the Woodrow Wilson Center in Washington, DC. 

In addition to many articles and book chapters on contemporary Russia, she is the author or co-editor of six books: "Transitions to Democracy: A Comparative Perspective," written and edited with Michael A. McFaul (Johns Hopkins 2013);  "Autocracy and Democracy in the Post-Communist World," co-edited with Valerie Bunce and Michael A. McFaul (Cambridge, 2010);  "Resisting the State: Reform and Retrenchment in Post-Soviet Russia" (Cambridge, 2006); "After the Collapse of Communism: Comparative Lessons of Transitions" (Cambridge, 2004), coedited with Michael McFaul; and "Local Heroes: The Political Economy of Russian Regional" Governance (Princeton, 1997); and "Russia Resurrected: Its Power and Purpose in a New Global Order" (Oxford University Press, 2021).

She received a BA (1988) and MA (1989) in Political Science from the University of Toronto, and a PhD in Government from Harvard University (1995). In 2016 she was awarded an honorary doctorate from Iliad State University, Tbilisi, Republic of Georgia.

Download full-resolution headshot; photo credit: Rod Searcey.

Mosbacher Director, Center on Democracy, Development and the Rule of Law
Professor of Political Science (by courtesy), Stanford University
Senior Fellow (by courtesy), Hoover Institution
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Kathryn Stoner-Weiss Speaker Stanford
Edward Walker Speaker UCB
Yuri Slezkine Speaker UCB ISEEES
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The 2012 SPICE catalog is now available.  SPICE developed five new curriculum units in 2011.

 

Nuclear Tipping Point: A Teacher's Guide

The documentary Nuclear Tipping Point tells the story of how four Cold War-era leaders—former Secretary of State George Shultz, former Secretary of Defense Bill Perry, former Secretary of State Henry Kissinger, and former Senator Sam Nunn—came together to address the threat of nuclear power falling into the wrong hands. Produced by the Nuclear Threat Initiative (NTI), the film is narrated by actor Michael Douglas and earned wide media attention when it came out in 2010. 

Now, through a partnership between SPICE and NTI, the film is accompanied by a new teacher’s guide for classroom use of the documentary. The guide underscores the importance of teaching for critical literacy and addresses specific connections to the National Standards for History in the Schools. Student activities include multiple choice quizzes, persuasive writing and analysis, and ideas for creative projects. 

China in Transition: Economic Development, Migration, and Education

China in Transition introduces students to modern China as a case study of economic development. What are the characteristics of the development process, and why does it occur? How is development experienced by the people who live through it, and how are their lives impacted? How do traditional cultural values—such as China’s emphasis on education—contribute to and/or evolve as a result of modernization? Students examine these questions and others as they investigate the roles that migration, urbanization, wealth, poverty, and education play in a country in transition.


Legacies of the Vietnam War

The 20-year war in Vietnam was a prolonged and devastating conflict. In its aftermath, South Vietnamese civilians fled from the Communist takeover on perilous boat journeys that led to the formation of diasporic communities. Others faced lengthy detention in post-war re-education camps. This unit aims to help students learn and appreciate these and other important legacies that have shaped Vietnam and the world at large.


Angel Island: The Chinese-American Experience

Angel Island: The Chinese-American Experience is a graphic novel that tells the story of Chinese immigrants detained at Angel Island Immigration Station in San Francisco Bay between 1910 and 1940. It offers a stark contrast to the more celebrated stories of European immigrants arriving at Ellis Island on the East Coast and poses important questions about U.S. immigration policy, both past and present.


An Introduction to Ukraine

As the second-largest country in Europe, Ukraine has always stood at a crossroads of cultural influences. It is a key part of Europe–and the management of its relationships with other countries (in particular, Russia) is key to the future of the whole of eastern Europe. This unit seeks to provide high school teachers and students with a broad introduction to Ukrainian history with activities that touch upon Ukrainian culture.

 


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Since opening its doors to the world in 1978, China has pursued a sometimes erratic but reasonably steady course leading to increasing global economic and political interaction. Its interests now extend from Pyongyang to New York and Sydney to Riyadh. U.S. President Barack Obama’s announcement of a new “pivot” toward Asia, recent events on the Korean Peninsula, and China’s upcoming leadership transition provide additional reasons to seek greater understanding of China’s goals and interactions with other nations.

Thomas Fingar, Stanford’s Oksenberg-Rohlen Distinguished Fellow, is leading a new multiphase Shorenstein Asia-Pacific Research Center (Shorenstein APARC) initiative to explore the nuances and complexity of China’s foreign relations and domestic issues. The China and the World research project aims to contextualize and better understand China’s regional and global interactions, both from the perspective of China itself and from that of other countries. Beginning with Northeast Asia, the project will analyze China’s relations region-by-region throughout the world, and will involve experts from Stanford, China, and the regions studied. It kicks off with a Shorenstein APARC-organized workshop held Mar. 19 and 20 at the new Stanford Center at Peking University.

Fingar discusses the development of China’s foreign relations since 1978, and describes the project and workshop’s background.

In the three decades since Deng Xiaoping enacted his 1978 Open Door reforms, what have been the main trends in China’s global engagement?

The general trend since 1978 has been for China to become increasingly active and engaged in a growing number of places around the world. There have been a number of phases to this.

The “honeymoon period” of U.S.-China relations (1979–1989) was a period of essentially no competition to China’s interaction within the U.S.-led world economic system. China concentrated on the OECD countries—especially the United States, Japan, and Western Europe—that had money to invest and willingness to trade.

After the 1989 Tiananmen Square Incident, China’s international options became more constrained as its relations with the developed world plateaued. It began to reach out to the places that would deal with it: Southeast Asia and particularly Africa. This was in part diplomatically motivated, and in part a search for new markets for the low-end goods it was beginning to produce. It was also the beginning of its search for energy.

Around 2000, China transitioned from building a more modern economy towards being one—beginning the era of its “rise.” China’s demand for resources went up, as did its capacity to supply more markets and its ability to invest more of its growing foreign exchange earnings. It became globally active, proclaiming that it had a new, less exploitative model than what the United States and Europe offered.

What Northeast Asia issues do you think China will focus on this year, especially as it plans for a major leadership transition?

North Korea’s stability and China’s growing investments in the DPRK. Beijing is acutely interested in whether Kim Jong Un will prove a viable leader and whether the regime will be able to manage its new challenges. China is concerned about possible North Korean provocations that might trigger responses by South Korea and/or the United States, putting at risk the peaceful regional and international situation China needs for its political and economic development.

The second issue is answering the question: what does the U.S. pivot toward Asia mean? What does it mean in terms of security, economics, and relations with Japan and Korea? China is the largest trading partner for each of these countries. They value it as a market, and as a source of resources. Yet they also worry about being excessively dependent on China. They appear not to have worried about this quite so much when their dependence on the U.S. market was comparable.

Two full workshop sessions will be devoted to Japan and South Korea, both countries with close U.S. ties. What are the most important factors with regard to China’s rise for these two countries? What about for Southeast Asia?

One of the reasons for our upcoming Beijing workshop is to develop a general template of questions we can ask for each region. We want to avoid focusing the questions too narrowly on Northeast Asia.

For Japan and Korea, one factor has to do with economic opportunities and with their own vulnerabilities. The other has to do with the security challenges of China’s rise, and the uncertainty of its military aspirations. Japan and Korea do not want to be drawn into U.S.-led activities, but they still value the United States for protection. They are concerned about managing the decoupling of economic and security dependence, about no longer being dependent on the same country for both.

Many regional issues are interrelated, such as maritime territorial claims and naval expansion. China is an economic player in Southeast Asia, and the Philippines and Thailand have an alliance with the United States. Indonesia is a rising county in Southeast Asia, and India is an outside player in the region. The U.S. 7th Fleet currently defends the shipping lanes to Northeast Asia that go through Southeast Asia, which probably is not the long-term solution.  

Russia played an important role in shaping the political ideology in the early days of the People’s Republic of China, and the politics of both countries—especially Russia—have changed so much. What is their relationship like now?

Correct and limited. The West imposed a military hardware embargo on China after Tiananmen, so Russia is a limited alternative for that, and it is also a source of energy and other resources. It is fair to say China has something close to disdain for Russia, for what it sees as political confusion and economic mismanagement. The idea of a strategic triangle—using Russia to balance U.S. influence—is something China sees as unviable.

As you move forward with this project, what is the ultimate goal?

The goal is to understand the dynamics of interaction—to understand the bigger picture. Other countries have objectives and concerns with regard to China, while China has objectives and concerns of its own. It is about identifying things such as where they see the same and different kinds of opportunities; what concerns they have about third country interests or involvement; and how they evaluate the success of policies to date.  

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Listen to Stanford historian Edith Sheffer's seminar about what truly divided Germany. Her talk was co-sponsored by the Center for Russian, East European & Eurasian Studies (CREEES), the Center for International Security and Cooperation (CISAC), The Europe Center and the German Studies department.
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This talk presents an unconventional look at the creation of a deadly barrier between East and West Germany.  It reveals how the Iron Curtain was not simply imposed by communism, but had been emerging haphazardly in both East and West long before the construction of the Berlin Wall in 1961.  From the end of the Third Reich, ad hoc enforcement of the tenuous border between the two Germanys led to the creation of difference where there was no difference, institutionalization of violence among neighbors, popular participation in a system that was deeply unpopular--and people normalizing a monstrosity in their midst.

Edith Sheffer is assistant professor of Modern European History at Stanford. Edith Sheffer came to Stanford as an Andrew W. Mellon Fellow in the Humanities in 2008 and joined the History Department faculty in 2010.  She recently completed Burned Bridge: How East and West Germans Made the Iron Curtain, and was the winner of the 2011 Fraenkel Prize, awarded by the Wiener Library Institute of Contemporary History, London. 

Co-sponsored by The Europe Center (TEC), the Center for International Security and Cooperation (CISAC), the Center for Russian, East European & Eurasian Studies (CREEES) and the Department of German Studies

 

Event Summary

Professor Sheffer's presentation includes a social history of the Iron Curtain during the Cold War. She examines the process by which culturally homogenous populations internalized ideas of difference, and erected arbitrary physical and mental borders accordingly. She argues that the Iron Curtain was a "wall of the mind" reinforced not only by Communist authorities but by the everyday actions of ordinary Germans. 

Professor Sheffer first outlines her recent book, Burned Bridge: How East and West Germans Made the Iron Curtain. Drawing on archives, news stories, and personal interviews with people from East and West Germany, she argues that the Berlin Wall was simply a visible manifestation of an existing rift within the country that had been building for 16 years.  She examines the process of institutionalization of difference, by which people living in a once-cohesive community with no stark religious or cultural differences began to view those on the opposite side of an arbitrary border as "other." Professor Sheffer offers several explanations for why Germans largely accepted the divide, including the gradual internalization by individual citizens, on both sides of the wall, of what Sheffer describes as "the living wall" and a "wall in the head formed by a wall on the ground."  The fact that the wall was a structural response to a social set of conflicts can explain why it both went up and came down so quickly, as the result of many small steps and individual actions.

CISAC Conference Room

Department of History 200-120

(650) 724-0074
0
Former Assistant Professor of Modern European History
Former Assistant Professor, by courtesy, of German Studies
edith_sheffer_-_1.jpg PhD

Edith Sheffer joined the History Department faculty in 2010, having come to Stanford as an Andrew W. Mellon Fellow in the Humanities in 2008.  Her first book, Burned Bridge: How East and West Germans Made the Iron Curtain (Oxford University Press, 2011), challenges the moral myth of the Berlin Wall, the Cold War’s central symbol. It reveals how the barrier between East and West did not simply arise overnight from communism in Berlin in 1961, but that a longer, lethal 1,393 kilometer fence had been developing haphazardly between the two Germanys since 1945.

Her current book, Soulless Children of the Reich: Hans Asperger and the Nazi Origins of Autism, investigates Hans Asperger’s creation of the autism diagnosis in Nazi Vienna, examining Nazi psychiatry's emphasis on social spirit and Asperger's involvement in the euthanasia program that murdered disabled children. A related project through Stanford's Spatial History Lab, "Forming Selves: The Creation of Child Psychiatry from Red Vienna to the Third Reich and Abroad," maps the transnational development of child psychiatry as a discipline, tracing linkages among its pioneers in Vienna in the 1930s through their emigration from the Third Reich and establishment of different practices in the 1940s in England and the United States. Sheffer's next book project, Hidden Front: Switzerland and World War Two, tells an in-depth history of a nation whose pivotal role remains unexposed--yet was decisive in the course of the Second World War.

Affiliated faculty at The Europe Center
Edith Sheffer Speaker

CISAC
Stanford University
Encina Hall, C235
Stanford, CA 94305-6165

(650) 723-6927 (650) 725-0597
0
Senior Fellow, by courtesy, at the Freeman Spogli Institute for International Studies
Robert & Florence McDonnell Professor of East European Studies
Professor of History
Professor, by courtesy, of German Studies
Senior Fellow at the Hoover Institution
Naimark,_Norman.jpg MS, PhD

Norman M. Naimark is the Robert and Florence McDonnell Professor of East European Studies, a Professor of History and (by courtesy) of German Studies, and Senior Fellow of the Hoover Institution and (by courtesy) of the Freeman-Spogli Institute for International Studies. Norman formerly served as the Sakurako and William Fisher Family Director of the Stanford Global Studies Division, the Burke Family Director of the Bing Overseas Studies Program, the Convener of the European Forum (predecessor to The Europe Center), Chair of the History Department, and the Director of Stanford’s Center for Russian, East European, and Eurasian Studies.

Norman earned his Ph.D. in History from Stanford University in 1972 and before returning to join the faculty in 1988, he was a professor of history at Boston University and a fellow of the Russian Research Center at Harvard. He also held the visiting Catherine Wasserman Davis Chair of Slavic Studies at Wellesley College. He has been awarded the Officer's Cross of the Order of Merit of the Federal Republic of Germany (1996), the Richard W. Lyman Award for outstanding faculty volunteer service (1995), and the Dean's Teaching Award from Stanford University for 1991-92 and 2002-3.

Norman is interested in modern Eastern European and Russian history and his research focuses on Soviet policies and actions in Europe after World War II and on genocide and ethnic cleansing in the twentieth century. His published monographs on these topics include The History of the "Proletariat": The Emergence of Marxism in the Kingdom of Poland, 1870–1887 (1979, Columbia University Press), Terrorists and Social Democrats: The Russian Revolutionary Movement under Alexander III (1983, Harvard University Press), The Russians in Germany: The History of The Soviet Zone of Occupation, 1945–1949 (1995, Harvard University Press), The Establishment of Communist Regimes in Eastern Europe (1998, Westview Press), Fires of Hatred: Ethnic Cleansing In 20th Century Europe (2001, Harvard University Press), Stalin's Genocides (2010, Princeton University Press), and Genocide: A World History (2016, Oxford University Press). Naimark’s latest book, Stalin and the Fate of Europe: The Postwar Struggle for Sovereignty (Harvard 2019), explores seven case studies that illuminate Soviet policy in Europe and European attempts to build new, independent countries after World War II.

 

Affiliated faculty at The Europe Center
Affiliated faculty at the Center on Democracy, Development and the Rule of Law
Norman M. Naimark Moderator
Seminars
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Co-sponsored by the Center for Russian, East European & Eurasian Studies (CREEES), the Center for International Security and Cooperation (CISAC), The Europe Center and the German Studies department

About the topic:  This talk presents an unconventional look at the creation of a deadly barrier between East and West Germany.  It reveals how the Iron Curtain was not simply imposed by communism, but had been emerging haphazardly in both East and West long before the construction of the Berlin Wall in 1961.  From the end of the Third Reich, ad hoc enforcement of the tenuous border between the two Germanys led to the creation of difference where there was no difference, institutionalization of violence among neighbors, popular participation in a system that was deeply unpopular--and people normalizing a monstrosity in their midst.

About the Speaker: Edith Sheffer is assistant professor of Modern European History at Stanford. Edith Sheffer came to Stanford as an Andrew W. Mellon Fellow in the Humanities in 2008 and joined the History Department faculty in 2010.  She recently completed Burned Bridge: How East and West Germans Made the Iron Curtain, and was the winner of the 2011 Fraenkel Prize, awarded by the Wiener Library Institute of Contemporary History, London. 

Her future research will also examine the intersection of public events and private choices, from Germans’ “zero Hour” diaries in 1945 to the development and dissemination of corporate cultures.  Research and teaching interests span modern Europe and Germany, especially the social and cultural history of the twentieth century.

CISAC Conference Room

Department of History 200-120

(650) 724-0074
0
Former Assistant Professor of Modern European History
Former Assistant Professor, by courtesy, of German Studies
edith_sheffer_-_1.jpg PhD

Edith Sheffer joined the History Department faculty in 2010, having come to Stanford as an Andrew W. Mellon Fellow in the Humanities in 2008.  Her first book, Burned Bridge: How East and West Germans Made the Iron Curtain (Oxford University Press, 2011), challenges the moral myth of the Berlin Wall, the Cold War’s central symbol. It reveals how the barrier between East and West did not simply arise overnight from communism in Berlin in 1961, but that a longer, lethal 1,393 kilometer fence had been developing haphazardly between the two Germanys since 1945.

Her current book, Soulless Children of the Reich: Hans Asperger and the Nazi Origins of Autism, investigates Hans Asperger’s creation of the autism diagnosis in Nazi Vienna, examining Nazi psychiatry's emphasis on social spirit and Asperger's involvement in the euthanasia program that murdered disabled children. A related project through Stanford's Spatial History Lab, "Forming Selves: The Creation of Child Psychiatry from Red Vienna to the Third Reich and Abroad," maps the transnational development of child psychiatry as a discipline, tracing linkages among its pioneers in Vienna in the 1930s through their emigration from the Third Reich and establishment of different practices in the 1940s in England and the United States. Sheffer's next book project, Hidden Front: Switzerland and World War Two, tells an in-depth history of a nation whose pivotal role remains unexposed--yet was decisive in the course of the Second World War.

Affiliated faculty at The Europe Center
Edith Sheffer Assistant Professor of Modern European History, The Europe Center Research Affiliate Speaker
Seminars
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