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I Was First Assigned to the American Embassy in Moscow in 1961
Remembering Vasya Aksyonov With Bella Akhmadulina and Vasily Aksyonov Photo by Rebecca Matlock I was first assigned to the American Embassy in Moscow in 1961. This was when the “Generation of the Sixties” (шестидесятники) was beginning to rise in prominence. It was an exciting development for those of us who admired Russian literature and were appalled at the crushing of creativity brought on by Stalin’s enforced “socialist realism.” I read Vasya’s Starry Ticket with great interest, particularly since it seemed to deal with the same theme as the American writer J.D. Salinger did in his The Catcher in the Rye—a disaffected adolescent who runs away from humdrum reality to what he imagines will be a more glamorous life elsewhere. I then began to follow the stories Vasya published in Yunost’. “Oranges from Morocco” was one that impressed me. Much later, he told me that the story was inspired by an experience while he was in school in Magadan. The original title had been “Oranges from Israel.” He was instructed to replace Israel with Morocco in the title after the Soviet Union broke relations with Israel following the 1967 war. Although I was a young diplomat not much older than Vasya, my academic specialty had been Russian literature and I was eager to meet as many Soviet writers as possible. In fact, one of the reasons I entered the American Foreign Service was because it seemed, while Stalin was still alive, one of the few ways an American could live for a time in the Soviet Union and thus have direct contact with Russian culture. -
Peregrination in the Age of the Numerus Clausus: Hungarian
DOI: 10.14754/CEU.2019.10 PEREGRINATION IN THE AGE OF THE NUMERUS CLAUSUS: HUNGARIAN JEWISH STUDENTS IN INTERWAR EUROPE Ágnes Katalin Kelemen A DISSERTATION In History Presented to the Faculties of the Central European University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Budapest, Hungary 2019 Supervisors Victor Karády CEU eTD Collection Michael Laurence Miller DOI: 10.14754/CEU.2019.10 Copyright in the text of this dissertation rests with the Author. Copies by any process, either in full or part, may be made only in accordance with the instructions given by the Author and lodged in the Central European University Library. Details may be obtained from the librarian. This page must form a part of any such copies made. Further copies made in accordance with such instructions may not be made without the written permission of the Author. I hereby declare that this dissertation contains no materials accepted for any other degrees in any other institutions and no materials previously written and/or published by another person unless otherwise noted. CEU eTD Collection II DOI: 10.14754/CEU.2019.10 Abstract This dissertation investigates the dynamics between academic antisemitism, Jewish social mobility and Jewish migration through the case study of the “numerus clausus exiles” – as Jewish students who left interwar Hungary due to the antisemitic numerus clausus law (Law XXV of 1920) were called by contemporaries and historians. After a conceptual and historiographic introduction in the first chapter embedding this work in the contexts of Jewish studies, social history and exile studies; interwar Hungarian Jewish peregrination is examined from four different aspects in four chapters based on four different types of sources. -
Fourteenth Annual University of California Undergraduate Research Conference on Slavic and East/Central European Studies
FOURTEENTH ANNUAL UNIVERSITY OF CALIFORNIA UNDERGRADUATE RESEARCH CONFERENCE ON SLAVIC AND EAST/CENTRAL EUROPEAN STUDIES APRIL 30, 2011 UCLA Jonathan Blaisdell [email protected] Majors: Russian Studies, Political Sciences, Central and East European Languages and Cultures Minor: North African and Middle Eastern Studies, UCLA “The Threat of Russian Disintegration” One major concern for Russia during the early 1990’s was a looming fear of massive territorial fragmentation and erosion of power. Moscow was presenting itself as being incapable of governing effectively and many regions within the Russian Federation felt disinclined to hand over their tax revenues to the central budget. Many regional leaders proclaimed a reluctance to invest in what seemed to be shaping into another failed Russian central authority. President Yeltsin found himself dealing with a very real and fragile situation, which could have easily ended in the complete disintegration of the Russian Federation. In modern Russia, Putin has moved towards a more centralized, authoritarian regime. However, the establishment of a “power vertical” has not been a cure-all remedy against the possible disintegration of the modern Russian state. Through a deeper analysis of Yeltsin’s and Putin’s regimes, this paper will challenge modern concerns of disaggregation of the existing Russian political system. Nadya Dorsht [email protected] Major: Russian Studies, UCLA “The Russian Energy State: An Economic and Legal Assessment” After the collapse of the Soviet Union, the Russian Federation was no longer the bastion of a superpower the world once feared. Plagued by economic troubles, ethnic movements, and mass immigration, Russia was to experience a myriad of phenomena, some novel and others perpetuated from the former regime, that would dictate Russia’s political and business landscape !1 for the next two decades. -
POLES and JEWS TODAY Madeline G. Levine "Everyone Knows That Poles Imbibe Anti~Semitism with Their M
WRESTLING WITH GHOSTS: POLES AND JEWS TODAY Madeline G. Levine "Everyone knows that Poles imbibe anti~Semitism with their mothers' milk." '1t's a well-known fact that those who accuse Poles of anti-Semitism are enemies of Poland." Everyone who has spent any time talking to Poles and Jews about the relations between them has heard some version of the sentiments paraphrased in these two comments. Even though Jews and Poles no longer live together in Poland, the simple phrase "Poles and Jews" evokes powerful emotions. Jews have bitter memories of friction and conflict, of being despised and threatened by Poles. Distrust of and dislike of Poles is handed down within the culture; most Jews today have had no personal experience of living among Poles. In contrast, when challenged to think about Polish-Jewish relations, Poles are quite likely to recall the good old days before the Nazis came when Poles and Jews got along very well with each other. But this sentimental memory is often linked with a sense of betrayal; since Jewish-Polish relations are remembered as good, Jewish accusations of Polish anti-Semitism are perceived as base ingratitude, if not treachery. In the ethnic cauldron that is Eastern Europe, there is nothing unusual about the historic frictions between Poles and Jews, for there can be little doubt that intense ethnic animosity is one of the principal features of the region. To be sure, Eastern Europe is not unique in this regard Ethnic conflict is a universal phenomenon, emerging from a tangled web of linguistic, religious, economic, and (broadly defined) cultural differences. -
Russian Civilization in the 20Th Century
General Education Course Information Sheet Please submit this sheet for each proposed course Department & Course Number Russian 90B Course Title Russian Civilization in the Twentieth Century Indicate if Seminar and/or Writing II course 1 Check the recommended GE foundation area(s) and subgroups(s) for this course Foundations of the Arts and Humanities • Literary and Cultural Analysis X • Philosophic and Linguistic Analysis • Visual and Performance Arts Analysis and Practice Foundations of Society and Culture • Historical Analysis • Social Analysis Foundations of Scientific Inquiry • Physical Science With Laboratory or Demonstration Component must be 5 units (or more) • Life Science With Laboratory or Demonstration Component must be 5 units (or more) 2. Briefly describe the rationale for assignment to foundation area(s) and subgroup(s) chosen. This course has been a GE in the above category since 1985 (first as Russian 99B, more recently as Russian 90B). When I started teaching it as a Writing II course, Russian 90BW, it remained a GE course. Unbeknownst to me, however, Russian 90B was dropped from the GE list. I did not discover this until last year, when because of reduced funding, I could not teach it as a Writing II course and offered it as Russian 90B. The content of Russian 90B and Russian 90BW is identical; only the writing assignments differ. All I am requesting is that Russian 90B be reinstated as a GE course. Because I will be teaching it in the spring, I would appreciate your acting on my request as soon as possible. 3. "List faculty member(s) who will serve as instructor (give academic rank): Michael Heim, Professor Do you intend to use graduate student instructors (TAs) in this course? Yes No X If yes, please indicate the number of TAs 4. -
Iuliia Kysla
Rethinking the Postwar Era: Soviet Ukrainian Writers Under Late Stalinism, 1945-1949 by Iuliia Kysla A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Department of History and Classics University of Alberta © Iuliia Kysla, 2018 Abstract This dissertation advances the study of late Stalinism, which has until recently been regarded as a bizarre appendage to Stalin’s rule, and aims to answer the question of whether late Stalinism was a rupture with or continuation of its prewar precursor. I analyze the reintegration of Ukrainian writers into the postwar Soviet polity and their adaptation to the new realities following the dramatic upheavals of war. Focusing on two parallel case studies, Lviv and Kyiv, this study explores how the Soviet regime worked with members of the intelligentsia in these two cities after 1945, at a time when both sides were engaged in “identification games.” This dissertation demonstrates that, despite the regime’s obsession with control, there was some room for independent action on the part of Ukrainian writers and other intellectuals. Authors exploited gaps in Soviet discourse to reclaim agency, which they used as a vehicle to promote their own cultural agendas. Unlike the 1930s, when all official writers had to internalize the tropes of Soviet culture, in the postwar years there was some flexibility in an author’s ability to accept or reject the Soviet system. Moreover, this dissertation suggests that Stalin’s postwar cultural policy—unlike the strategies of the 1930s, which relied predominantly on coercive tactics—was defined mainly by discipline by humiliation, which often involved bullying and threatening members of the creative intelligentsia. -
Talking Fish: on Soviet Dissident Memoirs*
Talking Fish: On Soviet Dissident Memoirs* Benjamin Nathans University of Pennsylvania My article may appear to be idle chatter, but for Western sovietolo- gists at any rate it has the same interest that a fish would have for an ichthyologist if it were suddenly to begin to talk. ðAndrei Amalrik, Will the Soviet Union Survive until 1984? ½samizdat, 1969Þ All Soviet émigrés write ½or: make up something. Am I any worse than they are? ðAleksandr Zinoviev, Homo Sovieticus ½Lausanne, 1981Þ IfIamasked,“Did this happen?” I will reply, “No.” If I am asked, “Is this true?” Iwillsay,“Of course.” ðElena Bonner, Mothers and Daughters ½New York, 1991Þ I On July 6, 1968, at a party in Moscow celebrating the twenty-eighth birthday of Pavel Litvinov, two guests who had never met before lingered late into the night. Litvinov, a physics teacher and the grandson of Stalin’s Commissar of Foreign Affairs, Maxim Litvinov, had recently made a name for himself as the coauthor of a samizdat text, “An Appeal to World Opinion,” thathadgarneredwideattention inside and outside the Soviet Union. He had been summoned several times by the Committee for State Security ðKGBÞ for what it called “prophylactic talks.” Many of those present at the party were, like Litvinov, connected in one way or another to the dissident movement, a loose conglomeration of Soviet citizens who had initially coalesced around the 1966 trial of the writers Andrei Sinyavsky and Yuli Daniel, seeking to defend civil rights inscribed in the Soviet constitution and * For comments on previous drafts of this article, I would like to thank the anonymous readers for the Journal of Modern History as well as Alexander Gribanov, Jochen Hell- beck, Edward Kline, Ann Komaromi, Eli Nathans, Sydney Nathans, Serguei Oushakine, Kevin M. -
Acta 109.Indd
Acta Poloniae Historica 109, 2014 PL ISSN 0001–6892 Natalia Aleksiun TOGETHER BUT APART: UNIVERSITY EXPERIENCE OF JEWISH STUDENTS IN THE SECOND POLISH REPUBLIC* Abstract This paper examines the experiences of Jewish university students in Warsaw, Lvov, Wilno and Cracow, focusing on their interactions with each other as well as with other students. These experiences are divided into three categories: daily encoun- ters and mutual relations (or the lack thereof), the vision of the academic com- munity to which the students aspired, and Jewish students' reactions to anti- semitism. I argue that for many Jewish students, these daily university experiences both on campuses and beyond strengthened their sense of being outsiders. Having been excluded from most of the general student organizations they had to form their own, which limited their interactions with other students even further, and, above all, strengthened feeling that they were being singled out and victimized. Keywords: Second Polish Republic, Jewish students, Jewish student organizations, ‘ghetto benches’, Polonization. I INTRODUCTION In 1931 Hersz Wolf Sztolcman graduated from the state gymnasium in Sochaczew and enrolled at the Department of Law at the University of Warsaw. In his autobiography, Sztolcman1 described the way in which his university experiences infl uenced his political views. * The title of the article refers to Shimon Redlich’s study of interethnic relations in the local setting of a town in Eastern Galicia. See Shimon Redlich, Together and Apart in Brzezany: Poles, Jews and Ukrainians, 1919–1945 (Bloomington, IN, 2002). In his book, Redlich presents “the multi-ethnic community of Brzeżany, where Poles, Jews, and Ukrainians lived side by side” (p. -
Irena Sendler and the Children of the Warsaw Ghetto by Susan Goldman Rubin Illustrated by Bill Farnsworth
Holiday House Common Educator’s Guide Core Connections Inside H “A moving tribute to a courageous woman.” —Booklist (starred review) H “Arresting oil paintings pair with vivid prose [in this] haunting and unflinching portrait of human valiance.” —Publishers Weekly (starred review) Themes • Anti-Semitism • Survival • Hope • Fear • Courage • Identity Grades 3 up HC: 978-0-8234-2251-7 • $18.95 PB: 978-0-8234-2595-2 • $8.99 Irena Sendler and the Children of the Warsaw Ghetto by Susan Goldman Rubin illustrated by Bill Farnsworth About the Book Irena Sendler was a diminutive Polish social worker who helped spirit nearly four hundred children out of the Warsaw Ghetto during World War II. Irena Sendler was a young Catholic social worker in Warsaw when the Germans invaded Poland in 1939. Realizing that the fate of the Jews in the Warsaw Ghetto was death, Sendler joined an underground organization called the Council for Aid to Jews. Operating under the code name of “Sister Jolanta,” Irena arranged for nearly four hundred children to be smuggled out of the ghetto. Older children left through the sewers or with “work brigades,” and younger ones were taken out in ambulances and toolboxes. They were all placed in safe houses or orphanages. Their names were changed to protect them; but Irena kept a list of their real identities, which she safely buried in two bottles beneath an apple tree. This is her story. 1 4.L.4, 4.RI.2 Pre-Reading Activity Ask students to read about anti-Semitism at the following website: www.ushmm.org/wlc/en/article.php?ModuleId=10005175. -
THE FATE of the JEWS DURING WORLD WAR II by Sister Mary
j THE FATE OF THE JEWS IN POLAND DURING WORLD WAR II by Sister Mary Frumentla MIkula, Phe. A Thesis submitted to the Faculty of the Graduate School, Marquette University In Partial Fulfillment of the Re quIrements for the Degree of Mas ter of Arts Mtl ..uke., Wisconsin July. 1962 j PREFACE At no other time In hIstory have European Jews suffered as uch 8' between the years of 1939 and 1945 . .t .... s then that Nazi Germany un 1eashed I ts fury agal ns t the bearers of the Jewl sh re 1191 on and Jewish nation•• culture. The events of this period present some of the saddest and most tragic chapters of contemporary European history. It Is essential to make the study of these happenings an object; of historical research and to evaluate them from the viewpoint of moral law. Such Is the aim of this paper. In presenting my research on the fate of the Jews In Poland during World War I', t am restricting It to the area occupied by the Germans. Documentary facts show that Poland .... s the central extermi nation area for Jews driven there from parts of Poland and from other Nazi-enslaved countrIes, I wish to express my gratitude to Dr. Roman Smal-Stockl, of Marquette University who gave so generously of time, scholarly criticism. and evaluation, and to Dr . Judah Rosenthal of the College of Jewish Studies, Chicago, for the loan of Invaluable reading materIals. I am also Indebted to my Community Superior, Reverend Kother Leona, for making study at Marquette possible. -
Jewish Labor Bund's
THE STARS BEAR WITNESS: THE JEWISH LABOR BUND 1897-2017 112020 cubs בונד ∞≥± — A 120TH ANNIVERSARY CELEBRATION OF THE FOUNDING OF THE JEWISH LABOR BUND October 22, 2017 YIVO Institute for Jewish Research at the Center for Jewish History Sponsors YIVO Institute for Jewish Research, Jonathan Brent, Executive Director Workmen’s Circle, Ann Toback, Executive Director Media Sponsor Jewish Currents Executive Committee Irena Klepisz, Moishe Rosenfeld, Alex Weiser Ad Hoc Committee Rochelle Diogenes, Adi Diner, Francine Dunkel, Mimi Erlich Nelly Furman, Abe Goldwasser, Ettie Goldwasser, Deborah Grace Rosenstein Leo Greenbaum, Jack Jacobs, Rita Meed, Zalmen Mlotek Elliot Palevsky, Irene Kronhill Pletka, Fay Rosenfeld Gabriel Ross, Daniel Soyer, Vivian Kahan Weston Editors Irena Klepisz and Daniel Soyer Typography and Book Design Yankl Salant with invaluable sources and assistance from Cara Beckenstein, Hakan Blomqvist, Hinde Ena Burstin, Mimi Erlich, Gwen Fogel Nelly Furman, Bernard Flam, Jerry Glickson, Abe Goldwasser Ettie Goldwasser, Leo Greenbaum, Avi Hoffman, Jack Jacobs, Magdelana Micinski Ruth Mlotek, Freydi Mrocki, Eugene Orenstein, Eddy Portnoy, Moishe Rosenfeld George Rothe, Paula Sawicka, David Slucki, Alex Weiser, Vivian Kahan Weston Marvin Zuckerman, Michael Zylberman, Reyzl Zylberman and the following YIVO publications: The Story of the Jewish Labor Bund 1897-1997: A Centennial Exhibition Here and Now: The Vision of the Jewish Labor Bund in Interwar Poland Program Editor Finance Committee Nelly Furman Adi Diner and Abe Goldwasser -
Board Members, Participants, and Faculty in the 2019 TOLI Summer Seminar in New York City
® Board members, participants, and faculty in the 2019 TOLI Summer Seminar in New York City. 2019 P a g e | 1 Table of Contents I. About The Olga Lengyel Institute for Holocaust Studies and Human Rights 2 Programs in the United States II. The 2019 Summer Seminar on Holocaust Education in New York City 2 III. Leadership Institute 6 IV. Professional Development & Conferences 8 V. Mini-grant Program 11 VI. Satellite Seminar Program 22 Programs in Europe VII. Summer seminars 30 VIII. Mini-grant Program 34 Faculty and Staff of The Olga Lengyel Institute for Holocaust Studies and Human Rights: Sondra Perl, PhD, Senior Director, US Programs Jennifer Lemberg, PhD, Associate Director, US Programs Wendy Warren, EdD, Satellite Seminar Coordinator Oana Nestian Sandu, PhD, Director, International Programs Alice Braziller, MA, Teaching Staff, New York P a g e | 2 I. The Olga Legyel Institute for Holocaust Studies and Human Rights (TOLI) Never Again Begins in the Classroom ® The mission of TOLI is to provide educators with professional development seminars that link the lessons of the Holocaust and other genocides to current world events, thereby working with teachers to promote a human rights and social justice agenda in their classrooms. II. 2019 Summer Seminar on Holocaust Education The TOLI Summer Seminar, now entering its 15th year, is held every June at the Memorial Library in New York City. This 11-day seminar is led by TOLI Senior Director Sondra Perl and Associate Director Jennifer Lemberg. In 2019, 25 middle school, high school, and college teachers from across the United States and Europe were accepted through a competitive application.