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1. Q&A with Kristin Smith (MAAS ’14): A Day in the Life of Beirut’s Cultural Attaché

Author:
Vicki Valosik and Kristin Smith
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
For Kristin Smith, MAAS alum and Cultural Affairs Officer for the U.S. Embassy in Beirut, culture and diplomacy go hand-in-hand. “My job is really using culture and art to bring people closer together,” Smith told the Lebanese newspaper The Daily Star at a U.S. Embassy event celebrating the Lebanese writer Khalil Gibran. “It’s not just about deepening our ties and getting to know each other on a cultural level though. If we have these similarities in [the arts], then perhaps that will lead to future cooperation in other ways.” During her time in the MA in Arab Studies program, Smith—who holds a BA in Near Eastern Languages and Civilization from Harvard—pursued an academic concentration in Culture and Society, managed a yoga studio, and served as a Public Diplomacy Fellow at the U.S. Consulate General in Casablanca. Following graduation, she joined the Foreign Service, serving in Taiwan before beginning her current position in 2017. Her portfolio as Cultural Affairs Officer covers five primary issues: arts and culture, non-formal education, academic outreach, interfaith and minority outreach, and alumni programming.
Topic:
Diplomacy, Culture, Language, and Arabic
Political Geography:
Middle East, Lebanon, North America, Beirut, and United States of America

2. Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries

Author:
Maryam Akmal and Lant Pritchett
Publication Date:
02-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
The Sustainable Development Goals (SDGs) for education include the goal that “all youth...achieve literacy and numeracy” (Target 4.6). Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children. First, excluding Kenya, equalizing grade attainment between children from rich and poor households would only close between 8% (India) and 25% (Pakistan) of the gap to universal numeracy, and between 8% (Uganda) and 28% (Pakistan) of the gap to universal literacy. Second, children from the poorest 40% of households tend to have lower performance in literacy and numeracy at each grade. If such children had the learning profiles of children from rich households, we would close between 16% (Pakistan and Uganda) and 34% (India) of the gap to universal numeracy, and between 13% (Uganda) and 44% (India) of the gap to universal literacy. This shows that the “hidden exclusion” (WDR, 2018) of lower learning at the same grade levels—a gap that emerges in the earliest grades—is a substantial and often larger part of the equity gap compared to the more widely documented gaps in enrollment and grade attainment. Third, even with complete equality in grade attainment and learning achievement, children from poor households would be far from the equity goal of universal numeracy and literacy, as even children from the richest 20% of households are far from universal mastery of basic reading and math by ages 12-13. Achieving universal literacy and numeracy to accomplish even a minimal standard of global absolute equity will require more than just closing the rich-poor learning gap, it will take progress in learning for all.
Topic:
Development, Education, Sustainable Development Goals, and Language
Political Geography:
Pakistan, Kenya, Africa, Middle East, India, Asia, and Tanzania

3. The Power of the Words: Discourse in Turkish Foreign Policy | Kelimelerin Gücü: Türk Dış Politikasında Söylem

Author:
Gökhan Koçer
Publication Date:
04-2019
Content Type:
Journal Article
Journal:
Novus Orbis: Journal of Politics & International Relations
Institution:
Department of International Relations, Karadeniz Technical University
Abstract:
Language is one of the essential tools in politics. In this context, as for people, the importance of language is very high for states to express themselves politically. The language that states use to carry out their foreign policies has original qualities or at least is believed it should have. For this reason, the language used by the state in its foreign policy is different from the others. If it is not different, it is sometimes differentiated, or new meanings are assigned to the words in line with this purpose. It is a common practice that states produce and implement foreign policy by utilising the language and especially words. However, this can sometimes lead to various problems in foreign policy. Similar practices and problems exist in Turkish foreign policy as well. Naming, changing the name, naming it differently, labelling it in a negative manner, pronouncing the name differently, not-to-mention the name are of the tactics in this regard. In this study, two main topics on Turkish foreign policy are discussed. The first is the debate in Turkey on the last name of Syrian President "Bashar al-Assad" within the framework of what it is or how to pronounce it. Once the relationship between Turkey and Syria began to deteriorate, "Esed" instead of "Esad" has chosen to be used by some politicians, particularly Recep Tayyip Erdoğan. The second one is the name of the terrorist organisation "ISIS“(Islamic State of Iraq and al-Sham). The terrorist organisation formerly known as ISIS started to be named "DEAŞ", "DAİŞ", "DAEŞ" by a great number of people, especially Recep Tayyip Erdoğan. The main reason for this is that the word of Islam takes place in the name of this terrorist organisation. Two inferences can be made on the subject. First, the language debates that took place inside Turkey are more frequent than the debates done between Turkey and its counterparts in the international arena and made by the outside world without Turkey's involvement. Secondly, the interventions in language and playing with words did not give the desired results. | Dil, siyasetin en önemli araçlarından biridir. Bu bağlamda kişilerin olduğu gibi, devletlerin de kendilerini siyaseten ifade etmelerinde dilin önemi çok yüksektir. Devletlerin dış politikalarını gerçekleştirmek için kullandıkları dil, özgün niteliklere sahiptir ya da en azından öyle olması gerektiğine inanılır. Bu nedenle de, devletin dış politikada kullandığı dil başkalarınınkinden farklıdır, değilse bazen farklılaştırılır ya da kelimelere farklı anlamlar yüklenir. Dili ve özelde de kelimeleri kullanarak dış politika üretmeye ve uygulamaya çalışmak, rastlanılan bir durumdur. Ancak, bu durum, bazen çeşitli dış politika sorunlarına da neden olabilmektedir. Türk dış politikasında da benzer uygulamalar ve sorunların varlığı, zaman zaman söz konusudur. Adlandırma, ad değiştirme, farklı adlandırma, olumsuz adlandırma, adını farklı telaffuz etme, adını anmama, bu konuda taktiklere örnektirler. Bu çalışmada, esas olarak, Türk dış politikasında yakın zamanda gündemde yer almış iki tartışma konusu ele alınmıştır. Bunlardan birincisi Suriye Devlet Başkanı “Beşir Esad”ın soyadının ne olduğu ya da nasıl telaffuz edileceği konusunda Türkiye’de yaşanan çok ciddi tartışmadır. Türkiye ile Suriye arasındaki ilişkiler bozulmaya başladıktan sonra, Recep Tayyip Erdoğan başta olmak üzere bir kesim, “Esad” yerine “Esed” kelimesini kullanmayı tercih etmiştir. İkincisi ise, terör örgütü “IŞİD”in (Irak Şam İslam Devleti) adı konusunda olmuştur. Daha önce IŞİD adıyla anılan örgüt, sonraları Recep Tayyip Erdoğan başta olmak üzere, büyük bir kesim tarafından DEAŞ, DAİŞ, DAEŞ gibi adlarla ifade edilmeye başlanmıştır. Bu yaklaşımın temel nedeni, terör örgütünün adında yer alan “İslam” kelimesinin kullanılmak istenmemesi olmuştur. Konu hakkında, iki saptama yapılabilir. Birinci olarak, Türkiye’de yapılan tartışmalar, Türkiye dışında yapılanlardan ve Türkiye’nin dışarıyla yaptıklarından daha fazladır. İkinci olarak ise, dile yapılan müdahaleler, kelimelerle oynamalar, istenilen sonuçları vermemiştir.
Topic:
Foreign Policy, Politics, Islamic State, and Language
Political Geography:
Turkey, Middle East, and Syria

4. Choice of Language and the Quest for Israeli Identity in the Works of Tuvia Ruebner and Aharon Appelfeld

Author:
Michal Ben-Horin
Publication Date:
01-2018
Content Type:
Journal Article
Journal:
Polish Political Science Yearbook
Institution:
Polish Political Science Association (PPSA)
Abstract:
Immigration highlights the question of language and raises the dilemma of the relationship between the mother tongue and the language of the new land. For writers this question is even more crucial: should they write in the language of the place and its readers? Immigration to Israel is not exceptional, of course. What choices are open to those writers, and how are they to convey the complexities inherent in the formation of an Israeli identity? This paper focuses on two writers who demonstrate the role played by the “chosen language” in the cultural construction and deconstruction of Israeli identity. Tuvia Ruebner emigrated from Bratislava, Aharon Appelfeld from Bukovina. Ruebner shifted from German to Hebrew and back to German; Appelfeld wrote only in Hebrew. In both cases, their arrival in Israel en- abled them to survive. However, the loss of their families in Europe continued to haunt them. Inspired by Walter Benjamin’s concept of ‘translation’ and responding to Gilles Deleuze and Félix Guattari’s concept of ‘minor literature’, the paper shows how their work conveys a mul- tilayered interrelation between national and foreign languages, and between images of exile and homeland, past, present and future – all of which shed light on contemporary issues of Israeli identity.
Topic:
Nationalism, Immigration, Culture, Displacement, Language, and Identity
Political Geography:
Europe, Middle East, and Israel

5. Exiled in Babylon: Refugees and the Politics of Language

Author:
Noga Malkin
Publication Date:
10-2016
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
Abstract:
In the city of Mardin, the Tower of Babel cliché holds particular relevance. The old city—a beautiful array of historic stone houses stacked on a mountain slope in southeast Turkey—is located at the northern edge of Mesopotamia, once the land of Babylon. More than geography, the linguistic panorama of the area evokes the Genesis Babel story, the myth used to explain the variation of human tongues. Mardin is a microcosm of the Ottoman Empire’s ethnic, religious, linguistic and cultural diversity, largely eroded by nationalism’s drive for homogenization. A large Kurdish population lives in Mardin, holding on to their mother tongues despite decades-long Turkish “assimilation” policies. A sizable Arab population lives here too, separated from Arabs in Syria and Iraq after the fall of the Ottoman Empire. Linguists classify their language as “Mesopotamian Arabic,” related to bygone Iraqi dialects. Most Mardinites grow up speaking at least two—sometimes three—languages, learning either Kurdish or Arabic at home, the other on the streets, and Turkish at school. Further adding to the linguistic diversity, there remain several hundred neo-Aramaic speaking Assyrians and even fewer Armenians who once made up the majority of the city’s population; despite their now meager numbers, they attract tourists who come for the locally produced Assyrian wine and traditional Armenian and Assyrian silver crafts.
Topic:
Refugees, Research, Linguistics, Language, Kurds, and Arabic
Political Geography:
Turkey and Middle East