Seminar Synopsis:

The memory euphoria of the past half-century has, if anything, raised awareness of the constructed or invented nature of national memories and their complexity. Because the articulation between the normative rules of public memory and the at times politically incorrect claim to a right to private memory is representational and discursive, cultural artefacts, such as literary texts, films, photographs, videos or monuments have seismically materialized as go-betweens in the memory wars. The memories of empire in the Portuguese cultural tissue have been over the past 40 years after independence of the former colonies contentious sites, where a certain colonial melancholia clashes with a critical nostalgia that has been growing particularly amongst a generation of artists born after decolonization. Colonial melancholia is not simply a result of recent traumatic events, but spreads over two centuries in a pathological inheritance filled with resentment, humiliation, violence, denial, myth and mystification. This melancholic vision of the past has been mediated and disseminated by several media from texts to monuments, photos and films, which have either become accomplices in this regime of power, or have sought to subvert it and have finally created spaces of ambivalence and hybridity. A notorious example of the mediation of the colonial regime was of course photography.  Visibility was pivotal to the image world of the imperial regime, that not only needed to dominate the reality portrayed in the new medium, but which also made use of it for the sake of its own assertive self-representation. The talk inquires into this regime of visibility and seeks by means of a practice of interference to unravel the colonial discourse that used the perceived essentializing of reality supported by visual ‘objectivity’ to create a structure of feeling based on melancholy and nostalgia that would become the dominant  memory of empire in Portuguese culture.  Arguably, in this practice of interference resonates a practice of cultural literacy that allows for the reinterpretation and re-contextualization not only of what the images showed, but  what they meant. Then again, it is precisely a regained cultural literacy in the reading of the visual that lies at the root of the project of critical visual nostalgia enacted by contemporary video artists in the fragmented deconstruction of the imaginary wholeness of nostalgic thinking embedded in home movies.

Ever since December 1999, when Greece lifted its longstanding veto and Turkey became an EU candidate state, Greece and Turkey have attempted to overcome animosity and mistrust and resolve their perennial disputes. I argue that despite significant improvements at the level of economic, energy cooperation and minority rights, no breakthrough has been achieved on high-politics issues. The intractable Cyprus question has remained the biggest burden to any reconciliation attempt. Positive spillover of functional cooperation cannot by itself overcome the legacy of decades of acrimonious relations and accumulated disputes. Greece’s mounting economic and social crisis and Turkey’s new foreign policy activism can pose additional obstacles to the resolution of longstanding disputes, absent determined leadership on both sides. Only strong, visionary leadership on both sides can help overcome the pending stalemate.

Ioannis Grigoriadis is Assistant Professor of Political Science at Bilkent University (Ankara, Turkey) and Research Fellow at the Hellenic Foundation for European and Foreign Policy (ELIAMEP). He received his M.A. in International Affairs from the School of International & Public Affairs at Columbia University, and his Ph.D. in Politics from the School of Oriental & African Studies at the University of London. He specializes in European, Middle Eastern and comparative politics with a particular focus on energy politics, nationalism, and democratization. Among his publications are “Redefining the Nation: The Shifting Boundaries of the ‘Other’ in Greece and Turkey” (in Middle Eastern Studies, 2011), “Europe and the Impasse of Centre-Left Politics in Turkey: Lessons from the Greek Experience” ( in Journal of Balkan and Near Eastern Studies, 2010), Trials of Europeanization: Turkish Political Culture and the European Union (2009), “Friends No More?: The Rise of Anti-American Nationalism in Turkey” (in Middle East Journal, 2010),  “Islam and Democratization in Turkey: Secularism and Trust in a Divided Society” (in Democratization, 2009), and “On the Europeanization of Minority Rights Protection: Comparing the Cases of Greece and Turkey” (in Mediterranean Politics, 2008)

Part of the 2011-12 lecture series on Greece and Turkey, sponsored by The Mediterranean Studies Forum and the Europe Center

About the topic: This talk will provide a current affairs assessment of the situation in Afghanistan. It will present the trajectory of the counterinsurgency campaign highlighting the security and governance challenges--including the building up of the Afghan National Security Forces, the economic sustainability of the state and private sector, as well as issues pertaining to minority and women's rights. The talk will also offer a range of likely endgames in light of the 2014 withdrawal.

About the Speaker: Fotini Christia joined the MIT faculty in the fall of 2008. She received her PhD in Public Policy at Harvard University, and has been a recipient of research fellowships from the Harvard Academy for International and Area Studies, the Weatherhead Center for International Affairs, the Olin Institute for Strategic Studies and the Belfer Center for Science and International Affairs among others. Her research interests deal with issues of ethnicity, conflict and cooperation in the Muslim world. Fotini has written opinion pieces on her experiences from Afghanistan, Iran, the West Bank and Gaza and Uzbekistan for Foreign Affairs, the New York Times, the Washington Post and the Boston Globe. She graduated magna cum laude with a joint BA in Economics-Operations Research from Columbia College and a Masters in International Affairs from the School of International and Public Affairs at Columbia University.

The Modern European History Lecture Series presents “Everyday Empire: Habsburg Central Europe in the Nineteenth Century” a talk by Pieter M. Judson, the Isaac H. Clothier Professor of History and International Relations at Swarthmore College.

Sponsored by the Department of History, the Europe Center and Introduction to the Humanities

China’s future economic growth is dependent on skilled and educated workers. However, recent studies have shown that only a little more than half of the students from poor, rural areas finish junior high school and enter academic or vocational high school. The low level of educational attainment of these students is not surprising given that China has a high level of poverty in rural areas, rapidly rising wages for unskilled work and a highly competitive education system. One problem behind the low rates of matriculation to high school is that, as early as grade 7, students may be misinformed about the returns to high school education and lack other career planning information and skills, such that they drop out before even graduating, lose motivation to perform well academically, and exclude high school from their future plans.

The purpose of this study is to explore the effectiveness of providing information and career counseling in reducing dropout, improving academic performance, and increasing the number of grade 7 students who plan to attend high school in China’s poor, rural areas. To meet this objective, we conducted a cluster-randomized controlled trial (RCT) using a sample of 132 junior high schools and roughly 20,000 students in 15 nationally-designated poor counties in Shaanxi and Hebei provinces. In the RCT we randomly selected and provided training for junior high school teachers to give students either a) information on the returns and costs associated with higher levels of schooling or b) career counseling to help students plan for their school and career options. We then evaluated whether students dropped out less, performed better academically, or planned to matriculate in academic and vocational high school more.