NEWS RELEASE

April 27, 2011

Contact:

Marie-Pierre Ulloa

Executive Officer for International Programs, Stanford Humanities Center,

(650) 724 8106, mpulloa@stanford.edu

International Scholars in Residence at the Humanities Center 2011-2012

Distinguished scholars from Australia, Hong Kong - Ghana, Spain, the United Kingdom and France chosen as joint Stanford Humanities Center/FSI international visitors.

The Stanford Humanities Center and the Freeman Spogli Institute for International Studies (FSI) are pleased to announce that four international scholars have been chosen to come to Stanford in 2011-12 as part of a jointly sponsored international program entering its third year. Nominated by Stanford departments and research centers, the international scholars will be on campus for four-week residencies. They will have offices at the Humanities Center and will be affiliated with their nominating unit, the Humanities Center, and FSI.

A major purpose of the residencies is to bring high-profile international scholars into the intellectual life of the university, targeting scholars whose research and writing engage with the missions of both the Humanities Center and FSI.

The following six scholars have chosen to be in residence during the 2011-2012 academic year:

• Adams Bodomo (October-November 2011) is the Chair of the Department of Linguistics in the School of Humanities at the University of Hong Kong and the Director of the University’s African Studies Program. A linguist hailing from Ghana, his primary expertise resides in the structure of West-African languages (Akan, Dagaare). He has recently undertaken research on the African diaspora in Asia, as well as conducted fieldwork on Zhuang, a minority language in China. He was nominated by the Department of Linguistics.

• Mario Carretero (January 2012) is a Professor of Psychology at Autonoma University of Madrid, and one of the most prominent leaders studying how young people develop historical consciousness and how they understand history. His work has been at the forefront of the “history wars” since the 1990s over what and who should determine the curriculum on the Spanish-speaking world. Carretero’s research, unlike scholars who explore such issues by dissecting textbooks, is unique in its commitment to fieldwork - conducting interviews with adolescents and observing them in real life situations to understand the dynamics of cultural transmission and resistance. He was nominated by the School of Education.

• Catherine Gousseff (February 2012) is a world-renowned leading figure in East-Central European history, politics and society of the twentieth Century, as well as of the former Soviet Union. A researcher at the French CNRS (Centre National de la Recherche Scientifique) she is currently affiliated with the Marc Bloch Center in Berlin. While at Stanford, she will share insights into her new research project on collective memories of displacements, diaspora politics in wartime and post-war eras, notably the Polish-Ukrainian population exchange (1944-1950). She was nominated by the Europe Center.

• James Laidlaw (April 2012) is an anthropologist at Cambridge University. Professor Laidlaw is deeply engaged in fieldwork in Asia, researching the Buddhist ethics of self-cultivation, looking at how the traditional means by which Buddhists practice self-cultivation –asceticism, meditation- are undergoing a massive restructuring. Practices once reserved for male monks are now being adopted by women and laity. James Laidlaw has edited seven books, the two latest ones on the cognitive approaches to religion, exploring them from an ethnographic perspective. He is also an expert on Jainism, a tradition of monastic renunciation like Buddhism that is also the religion of choice of a larger lay population. He was nominated by the Department of Anthropology.

•    Monica Quijada (October-November 2011) is a public intellectual and historian of Spain and Latin America at the Consejo Superior de Investigaciones Cientificas (CSIC) in Madrid. Her engagement with the UN in Argentina (working with refugees) and her directorship of the investigation carried out in the late 1990s regarding Nazi activities during the Second World War and in post-war Argentina shows her commitment to the public space. She has written extensively on dictatorship, populism, and war and their effect on the public sphere in Argentina and Spain as well as on the relationship between nineteenth-century Latin American states and their indigenous populations. She was nominated by the History Department and the Center for Latin American Studies.

•    Patrick Wolfe (May-June 2012) is a historian at La Trobe University in Melbourne, Australia. He is a premier historian of settler colonialism, currently working on a comparative transnational history of settler-colonial discourses of race in Australia, Brazil, the United States, and Israel/Palestine. While at Stanford, he will give lectures based on his core work on Australia and also on his forthcoming book Settler Colonialism and the American West, 1865-1904 (Princeton University Press). He was nominated by the Bill Lane Center for the American West.

While at Stanford, the scholars will offer informal seminars and public lectures and will also be available for consultations with interested faculty and students. For additional information, please contact Marie-Pierre Ulloa, mpulloa@stanford.edu.

Relevant URLs:

Stanford Humanities Center

http://shc.stanford.edu/

Freeman Spogli Institute for International Studies

http://fsi.stanford.edu/

China today is in the midst of sweeping changes. The economy is roaring ahead. Millions of rural families are uprooting themselves in search of better lives in the city. Traditional ways of living, working, and playing are transforming. This image of China often gives an impression of instability, confusion, extreme inequality, and despair, but in fact, every country that has developed—including the United States—has undergone a similar process.

China in Transition, SPICE’s latest curriculum-in-development, introduces high school 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 urbanization, migration, wealth, poverty, and education play in a country in transition.

This curriculum project represents a new and unique joint venture between SPICE and the Rural Education Action Project (REAP) to bring modern China alive in U.S. high school classrooms. It is the first project of its kind for SPICE and an exciting new intramural collaboration for FSI. “When I first heard about the work of REAP from Professor Scott Rozelle and his staff, I was immediately struck by the significance of REAP’s efforts to help students from poor rural households in China overcome obstacles and harvest their educational dreams,” says SPICE Director Gary Mukai. “This grew into a REAP-SPICE collaborative, which has the goal of making REAP’s efforts and its many important lessons accessible to U.S. high school students through interactive, interdisciplinary activities.”

The partnership capitalizes on the strengths of both organizations, pairing REAP’s rigorous scholarship and field research in China with SPICE’s expertise in curriculum development. The resulting synergies are helping to refine China in Transition into a rich and dynamic resource for high school classrooms. 

Much of the research for China in Transition was gathered in Fall 2010 by an international team of students who participated in REAP’s “Across the Pacific” program (ATP). The “Across the Pacific” team—which comprised students from Stanford University and Chinese universities such as Peking University, Tsinghua University, and Renmin University—conducted academic and field research to investigate key topics in modern China (e.g., its shifting economy, urbanization, migration trends, education system) and produced a collection of original multimedia content that will be incorporated into the final publication. These teaching resources, created by U.S. and Chinese college students, will soon be used to build cross-cultural understanding among high school students. 

REAP and SPICE have worked in close consultation with each other throughout the curriculum development process, and they continue to work together to produce the final curriculum unit, due to be published in Fall 2011.

“Anticipating the future is difficult in any situation, but assessing the prospects for nuclear power in the next fifty years presents especially complex challenges," write Katherine D. Marvel and Michael M. May in a new paper published by the American Academy of Arts & Sciences.

"The public perception of nuclear power has changed and continues to change. Once viewed as a miracle of modern technology, nuclear power came to be perceived by many as a potential catastrophe; now it is viewed as a potential, albeit potentially still dangerous, source of green power. Conventional wisdom in the 1960s held that nuclear power could dominate the electricity sectors of developed countries, while less than twenty years later, many predicted the complete demise of the U.S. nuclear industry following the Three Mile Island accident in 1979. Yet neither attitude fully forecast the situation today: a nuclear industry that is not dominant, but is far from dead. Indeed, the history of long-range planning for nuclear power serves as a caution for anyone wishing to make predictions about the state of the industry over the next half-century.

Nonetheless, it is critical to assess its role in the future energy mix: decisions taken now will impact the energy sector for many years. This assessment requires both a review of past planning strategies and a new approach that considers alternate scenarios hat may differ radically from business as usual. While a number of studies have explored the future of nuclear power under various circumstances, the purpose of this paper is to consider gamechanging events for nuclear energy.”

The Center for International Security and Cooperation is pleased to welcome Dr. Amy Zegart as an affiliated faculty member at CISAC in conjunction with her position as a senior fellow at the Hoover Institution. 

Zegart comes to Stanford after serving as professor of public policy at UCLA's Luskin School of Public Affairs, where she taught graduate and undergraduate courses in U.S. national security policy, U.S. intelligence, global studies, and public policy. She has won three UCLA teaching awards, including the 2010 Outstanding Public Policy Professor of the Year for excellence in undergraduate teaching.

Zegart has been featured by The National Journal as one of the ten most influential experts in intelligence reform. Her research examines the organizational deficiencies of American national security agencies. Her first book, Flawed By Design: The Evolution of the CIA, JCS and NSC, which chronicled the politics of bureaucratic design of the Central Intelligence Agency, Joint Chiefs of Staff, and the National Security Council, won the American Political Science Association's Leonard D. White Dissertation Award and has become standard reading for several U.S. military and intelligence training programs.

Her second book, Spying Blind: The CIA, the FBI, and the Origins of 9/11, which examined why U.S. intelligence agencies failed to adapt to the rise of terrorism before 9/11, won the 2008 Louis Brownlow Book Award, the top literary prize given by the National Academy of Public Administration for outstanding contributions to the field.

She has also published in International Security, Political Science Quarterly, Presidential Studies Quarterly, and other leading academic journals.

Zegart served on the Clinton Administration's National Security Council staff. She has testified before the Senate Select Committee on Intelligence, provided intelligence training to the Marine Corps and the Office of the Director of National Intelligence, and was a member of The National Academics of Science Panel to Improve Intelligence Analysis.  

She currently serves on the FBI Intelligence Analysts Association National Advisory Board, the Los Angeles Police Department's Counter-terrorism and Community Police Advisory Board, and advises local, state, and federal officials on intelligence and homeland security matters.

She will arrive at Stanford on June 17.