The State of Armenian Studies

ii.umich.edu/asp Newsletter Fall 2014, Issue 8

The State of Armenian Studies One Hundred Years after the Genocide 2 Armenian Studies Program Fall 2014 ii.umich.edu/asp 3 Notes from the Director Commemorating the Genocide & WWI

In this issue This year marks the centennial of the Armenian Foundation fellows, Eric Bogosian, Ruken Genocide. How does one commemorate such a Sengul, Hayarpi Papikyan, and Michael momentous event in Armenian history? To continue Pifer, each of whom is engaged in innovative 3 Notes from the Director in the spirit of our faculty and graduate students’ scholarship and the arts, shaping new turns Commemorating the Genocide & WWI efforts to push scholarship on the Genocide in in the field that break with the insularity new directions, we chose to focus on the State of of Armenian studies, as they enter into State of Armenian Studies Armenian Studies, a field produced by the Genocide performative spaces and conversations 4 itself. We will highlight the hallmark of our program, with sister fields of scholarship. One-on-One with ASP Faculty inviting innovative approaches to the event itself; Finally, I am thrilled to be working with fostering an environment of dialogue between Melanie Tanielian as we organize the exhibit 6 Manoogian Fellows Turkish and Armenian scholars; and placing the “Now or Never”: Collecting, Documenting, study of the Armenian case in larger discussions and Photographing World War I in the Kathryn Babayan 10 Profiles and Reflections of human rights, humanitarianism, and genocide Middle East. We are drawing on the rich archive of ASP Students and Alumni studies. How have we come to study and teach the Francis Kelsey (1858–1927) housed in the Bentley Genocide, as well as evaluate a historiography that Library. Kelsey was a professor of archaeology at the ASP Faculty 12 ASP’s Fifth Annual Graduate Student Workshop has taken shape as a result of the Genocide? What are University of Michigan who traveled to Anatolia and Kathryn Babayan Armenia and the Diaspora the directions we have taken and what possible future Syria together with the university’s staff photographer, Director, Armenian turns can we anticipate? These are the underlying George Swain (1866–1947). They visited a region of Studies Program; questions we will consider in our series of workshops, the world that had experienced four years of destructive Associate Professor 14 ASP Community Updates lectures, and exhibit. war and devastating famine and was the site of genocide. of Iranian History Multidisciplinary Workshop for Armenian Studies Expands in Scope and Size The State of Armenian Studies project was first Kelsey’s diaries and Swain’s photographs on exhibit and Culture Alex Manoogian Chair in Modern Armenian History conceived of by Gerard Libaridian, former director are an important historical record that links them Kevork Bardakjian of ASP and Manoogian Chair in Modern Armenian personally and the University of Michigan to one of Marie Manoogian History. In 2008, Libaridian together with two graduate the largest humanitarian efforts in history. Professor of Armenian 15 Our Donors Language and Literature students, Naira Tumanyan and Vahe Sahakyan, I hope you will participate in our activities, embarked upon a grand assessment of the field outside whether in person or in cyberspace as we post these Arsène Saparov of Armenia. They invited a group of scholars working events on our website. Lecturer of History in different geographic locations to collaborate on Ronald G. Suny Let us know what you think at [email protected]. this project. Thanks to the Charles Tilly Collegiate generous support of the Harry Professor of Social Follow us on Facebook: ASPumichAA. and Political History Ardashes Paul Memorial Fund Newsletter Credits Regents of the University of Michigan and Dr. Ara Paul and Shirley Paul, Melanie Tanielian Editor: Kathryn Babayan Mark J. Bernstein, Ann Arbor the first phase of this project, Assistant Professor Managing Editor: Zana Kwaiser Julia Donovan Darlow, Ann Arbor of History Contributors: Naira Tumanyan, Rachel Brichta Laurence B. Deitch, Bloomfield Hills which was an institutional and Design: Savitski Design Shauna Ryder Diggs, Grosse Pointe bibliographical survey of the field, Photographs: Peter Smith, unless otherwise noted Denise Ilitch, Bingham Farms was completed. We will make this Printer: Goetzcraft Printers, Inc. Andrea Fischer Newman, Ann Arbor material available on the ASP Printed on recycled paper. Andrew C. Richner, Grosse Pointe Park Katherine E. White, Ann Arbor website for the general public. Mark S. Schlissel, ex officio This year’s workshops and events Letter addressed are designed to critically evaluate The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding to Mr. Kelsey with this historiography and publish nondiscrimination and affirmative action. The University of Michigan is committed to a policy of equal opportunity for all persons and does not note: “containing five discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, an edited volume on the state of volumes of Armenian height, weight, or veteran status in employment, educational programs and activities, and admissions. Inquiries or complaints may be addressed to the the field. Senior Director for Institutional Equity, and Title IX/Section 504/ADA Coordinator, Office of Institutional Equity, 2072 Administrative Services Building, MSS [manuscripts].” Ann Arbor, Michigan 48109-1432, 734-763-0235, TTY 734-647-1388. For other University of Michigan information call 734-764-1817. We are particularly excited about our Manoogian Simone Photo: Kathryn Babayan © 2014 Regents of the University of Michigan

Cover: Refuge Home in Adana, December 1919. Photo: George Swain papers, box 1, Bentley Historical Library, University of Michigan 4 Armenian Studies Program Fall 2014 ii.umich.edu/asp 5 State of Armenian Studies One-on-One with ASP Faculty

Gerard Libaridian the early periods in Armenian history and a better “One of the key challenges in teaching In my own understanding, the major contributions Origins of the State of Armenian look at the medieval period; so much of what we see human rights history is that more of this work are two-fold: a readable analytical, synthetic today reflects old patterns. Third, we need to get further narrative that tells the story of what happened in Studies project away from a narrow nationalistic interpretation of often than not the expansion of 1915-16 and why, based on the mountains of research Alex Manoogian Chair in Modern Armenian History Armenian history. Fourth, we need to make more use human rights is reduced to a stimulus and documentation that have been building up over (2001–12), U-M of theoretical frameworks that can help us explain (violence)/response (human rights the last decades (in part due to the inspiration of As you embarked upon the “State of Armenian Studies” things, but also use the Armenian case to challenge or humanitarian action) narrative.” WATS and the development of new scholarship in project in 2008, you sought to create a forum for scholars larger theoretical frameworks. Turkey); and an explanation of the Genocide that to discuss and comprehend the trajectory of the field of places the story of the Armenians, Turks, Kurds, Armenian studies over the last half a century. What were Melanie Tanielian action) narrative. The approach produces human and Assyrians in the larger context of the Ottoman some of the challenges you encountered? The Pedagogy of Genocide rights course syllabi that are dominated by mass Empire and the multiple threats that the leaders of violence and genocide. Are there alternative Libaridian The field of Armenian studies may be small compared Assistant Professor of History, U-M the empire perceived. My own analysis has been to Suny to others, but it is still too wide to be covered by the narratives? Or can we at least complicate it? emphasize the emotional and cognitive universe, What are some of the motivating questions and goals concepts and resources we had available. First, we what I call the “affective disposition,” within which for your pedagogy workshop, “Teaching about Genocide: Ronald Suny had to limit the study to focus beyond Armenia itself, the Young Turks constructed the Armenians as an Approaches and Challenges”? especially since the term is defined and understood On the Question of Genocide existential threat to the empire and the Turkish people, The primary goal of this workshop is to bring together differently there. Second, it is not always easy to gather Charles Tilly Collegiate Professor of Social and deserving of physical and cultural annihilation. a group of scholars, who teach university courses on information from institutions and organizations Political History, U-M mass atrocities, and to examine strategies and solutions Professor Suny’s new book, Why Genocide? The Fate involved in Armenian studies. There are many to common pedagogical challenges when teaching You have been a key architect of the Workshop for of the Armenians and Assyrians at the End of the reasons for this; the main ones are (1) the lack of such emotive subjects. The fact that participating Armenian/Turkish Scholarship (WATS) that invited Ottoman Empire, is forthcoming from Princeton human resources to compile inventories and quantify scholars’ expertise not only lie in vastly different Turkish and Armenian scholars to discuss the events of University Press. holdings, and (2) the lack of interest in placing one’s geographical areas and time periods, but also draw 1915 and address some of the unexplored dimensions own resources and accomplishments within a larger on methodological differences will add range to our of the Genocide. After a series of eight workshops since Tamar Boyadjian context. We do not have collective thinking. But, the year 2000 and a co-edited book with Müge Göçek discussion and perhaps generate new approaches, or Challenging Armenian Literary Studies Boyadjian Tanielian nevertheless, we had good cooperation from so and Norman Naimark, A Question of Genocide (Oxford at the very least produce new questions. Assistant Professor of Medieval Literature, many individuals and institutions. University Press, 2011), what inspired you to write a book Michigan State University How have you designed the workshop to address some devoted to the Armenian Genocide? What lacuna does Now that much of the material for the project has been of the pedagogical challenges you face? your work fill in the historiography of the Genocide? What do you hope to accomplish at the upcoming collected, how do you assess the state of the field of The workshop is split into three sessions addressing Sixth Annual International Graduate Student Workshop, Armenian studies today? After twelve years of working with WATS, Müge different, although clearly related, questions and “Challenging Entrenched Categories: Re-Exploring It seems to me that the field has matured quite a bit, [Göçek], Gerard Libaridian, and I decided to turn approaches in teaching about genocide. The first panel Approaches to Armenian Literature”? although there are too many gaps in what is studied, over that project to a younger group of scholars. tackles issues related to the use of images depicting mass This workshop aims to facilitate and encourage how works and projects in our field fit into a larger At about that time an editor at Princeton University killings in the classroom and film as an educational critical dialogue between Ph.D. students, young pattern in the social sciences and the humanities and Press, Britgitta van Rhineberg, and a colleague and media. How may we use images productively and scholars, and faculty who engage in transcultural ready to be critical of our own field and own works. friend, the historian of Germany Eric D. Weitz, asked beyond simply a sensationalist viewing of suffering? and interdisciplinary work in the field of Armenian In these respects I am very encouraged by the new me if I would write a short history of the Armenian How can we use film—documentary and/or fiction— literature, broadly defined. Pre-circulated papers and generation of scholars who need all the encouragement Genocide for Eric’s series on human rights that to teach students the skills of critical analysis? In the sessions will engage participants in comparative and we can offer them. Princeton University Press is publishing. At first second panel we will discuss how to develop a frame- I was hesitant, as I am not an Ottoman historian, analytical exchange regarding the past and current What are some important turns in the field of Armenian work for comparative analysis that does not privilege but since I had been working on and around the position of Armenian literature, as well as its future studies not yet taken? a particular event, while assuring historical specificity topic for several decades, and was engaged with my in a digital and rapidly changing world. First, we need to make more use of fields such as in broad thematic discussions. The last panel of late wife Armena Marderosian learning Turkish, sociology and anthropology; not everything in our the day will complicate the often taken for granted I decided to take on this book. Sadly, my work was history, society, and culture can be explained by relationship between the fields of human rights and interrupted by Armena’s illness and death, but in historians. Second, we need to have a closer look at genocide studies. One of the key challenges in teaching the last year with fellowships from the United States human rights history is that more often than not the Holocaust Memorial Museum and the American “I am very encouraged by the new expansion of human rights is reduced to a stimulus Academy in Berlin, I completed the writing of generation of scholars” (violence)/response (human rights or humanitarian the book. 6 Armenian Studies Program Fall 2014 ii.umich.edu/asp 7 Manoogian Fellows

Eric Bogosian artist should in some way be confrontational, but this Marie-Aude Baronian through an artificial but nevertheless Fall 2014 Manoogian Simone has not always been the case. Our sense of artistry is Winter 2014 Manoogian Simone Foundation vital visual language, there is an Foundation Visiting Fellow; Artist in still shaped by Romantic ideas of the “genius” and Visiting Fellow inextricable desire to “prove” or to modernist notions that the “artist is the antenna of transmit the traumatic memory of Residence, Institute for the Humanities Tell us about your experience as a Manoogian Visiting the race.” I will be asking a simple question, “How do their people and ancestors. This is What will you be working on as an Fellow at U-M. What are some of the memories you have we define ‘artist’?” precisely the effect of transgenerational Artist in Residence at U-M? taken and challenges you encountered in the classroom In a previous interview with ASP, you spoke about your trauma, which brings us to this During my residency at U-M, I hope and beyond? interest in examining humanity, in putting yourself in “that impossible situation. In other words, to transpose my new book, Operation My experience was definitely very enriching! First of man’s shoes.” How does the medium of theater facilitate this is what it means to be the heirs Nemesis, to other media, particularly all I was so pleased to be able to present and “translate” entry into the attitudes and sentiments of the other? of (denied!) genocidal violence. film and theater. I will be looking at my work outside of Europe. The U-M context is very Theater operates on the audience’s imagination in a Be it consciously or unconsciously, and outlining these different formats. stimulating and I was so impressed by the quality of way no other medium does. Theater is primal; people I suppose that it is not a coincidence the Armenian Studies Program. I now understand Your talk that inaugurates this year’s have been performing for other people as along as that I am writing on this topic. why the program is so unique and has such a good ASP Lecture Series is entitled, “An humans have been self-conscious, perhaps even before reputation. It was great having an inspiring platform In April you participated in a roundtable Armenian American Artist—Back to the that time. (Story-telling, performing, and orating are for sharing ideas. organized by our graduate student run Front.” What are some of the questions all forms of theater.) The audience invariably identifies I very much appreciated teaching non-European Multidisciplinary Workshop for Armenian you ask in this forward-facing encounter with the speaker or protagonist, even sympathizes and students; it was thoroughly rewarding. Students Studies (MWAS) about the state of with your Armenian past? tries to see things from the central actor’s point of were keen to learn and to participate in discussions. Armenian studies. Can you encapsulate In the lecture, I will discuss my life view. In this way, theater is essentially empathetic. My class touched upon a pretty difficult topic: mainly for us your assessment of the field? as an artist and how my identity— It asks the viewer to imagine, to re-enact in one’s the representation of genocides in film. At the end I really liked this idea of framing my both as a grandchild of Ottoman mind, the trials and tribulations of the key performer. Bogosian of the semester many students came to me or wrote own work in the context of Armenian Baronian Armenians and as a suburban This experience is amplified for the viewer by immersion to me that the class had changed and opened their studies. It forced me to reflect upon American—set the stage for my in a group—the audience. Drama and comedy depend perception on mass atrocities but also on the role my own research and commitment to the field. evolution as an artist. This talk will intersect with on the reaction of the audience to measure “success” of film in our contemporary visual culture. As a How does my research and writing fit into Armenian my talk for the Institute for the Humanities, “Don’t as performance. In effective theater, laughter or any philosopher and a film scholar this meant a lot to me! studies? What does it say about the field and how it Look Before You Leap: A Punk Aesthetic for Acting emotional group reaction generates a collective attitude. Moreover, many students got really interested in can it extend or orientate the future of Armenian and Writing.” I will sum up my disparate creative In this way, theater is not only empathetic; it is essen- Armenian visual culture and history. studies? These were the questions that the students efforts as an actor, play- tially ethical in a way that other media are not. Theater In your 2014 Haidostian Lecture, “Missing Images: Textures had to address. I think that every (academic) research wright, monologist, and is a deeply entertaining way for us to experience of Memory in Diaspora,” you spoke about the trope of starts with focusing on the relevancy and “creativity” novelist while examining “walking in another man’s shoes.” repetition in the work of Egoyan, Garabedian, and Torossian of what it means to do the underlying “logic” Eric Bogosian’s residency is made possible by generous as an echo of the genocide and the construction of research in the first place. of my work. Parallel to contributions from the Institute for the Humanities memory and images. How does this trope affect your This self-reflection looking at my own personal and the Department of Screen Arts and Cultures. own research and writing? allows you not only to experience as a creative communicate it to the Indeed repetition affects my own work as an academic, actor, I want to set contem- social world but also to whether I like it or not. I do think that most (Western) porary notions of “the commit yourself to it. Armenians are caught in repetition; we cannot define artist” in a deeper historical Moreover, there are still ourselves outside of the genocidal legacy, even if we context. For example, we so many fascinating are able to move on and open up other trajectories. accept the idea that the Armenian terrains to For instance, I argued that these singular artistic explore and to debunk! practices are somehow repeating over and over again,

“Our sense of artistry is still shaped by Romantic ideas of the ‘genius’ “...most (Western) Armenians are caught in repetition; we cannot and modernist notions that the ‘artist is the antenna of the race.’” define ourselves outside of the genocidal legacy...” 8 Armenian Studies Program Fall 2014 ii.umich.edu/asp 9

Ruken Sengul Michael Pifer of different literatures in premodern Anatolia. Hayarpi Papikyan 2014-15 Manoogian Simone Foundation Post-doctoral 2014-15 Manoogian Simone Foundation Post-doctoral In particular, my work will focus on the migration 2014-15 Manoogian Simone Foundation Pre-doctoral Fellow, Doctoral Program in Anthropology and History Fellow, Department of Comparative Literatures of literature on the gharib, meaning stranger or Fellow, Department of Near Eastern Studies exile, across Arabic, Persian, Turkish, and Armenian in the Department of History What are you currently working on? Tell us about your research interests. What are you poetry. For me, the figure of the stranger, which What are your current projects? currently working on? What do you hope to achieve My current research focuses on the relationship by definition comes from elsewhere, serves as a as a student at the University of Michigan? I am working on two articles that draw upon my between different literary cultures in premodern fruitful site for rethinking what is shared or non- doctoral research on the transitivities between Anatolia and its neighboring regions during the native about literary production in any language My doctoral research concentrates on the education Kurdish and Armenian collective experiences of the 13th-15th centuries. This was a period when authors or tradition. Therefore, in telling the story of the of Armenian girls in the South Caucasus from 1880 past century. The first is a historical ethnographic like Dante and Chaucer were writing in their own ever-wandering gharib, I hope to shed light on until 1921, during which time the dominant cultural study on sexual body politics. It explores the processes literary vernaculars, but it was also a time when a much larger question: how different literary and political discourse emphasized national interest of making the Turkish state in the former Ottoman Armenian and Turkish speaking authors were cultures shaped and were shaped by one another in education. It examines the large number of schools Kurdo-Armenia region from the fin-de-siècle Armenian beginning to compose in new literary languages before the modern age. opened by Armenian writers, pedagogues, and massacres to the present Kurdish war. The second of their own. How were these diverse cultures of philanthropists during this period, which created What classes will you teach? article studies the effects of the Armenian Genocide literary production interrelated or interconnected? networks of girls’ institutions within urban centers Papikyan Sengul I’ll be teaching a course on border-crossings on contemporary Kurdish national imaginaries based How did they develop alongside, in concert with, and of the South Caucasus and major Armenian towns. and cross-cultural contact in world literature, on popular narratives of history and justice that in opposition to one another? My work seeks to make I study how the growth of these institutions stimulated with an emphasis on Near Eastern and Armenian inscribe Kurdish accounts on self, history, and home a contribution to our understanding of cross-cultural the first efforts to establish the contours of a teaching perspectives. Through novels by Orhan Pamuk, in Diyarbakir. In addition, I started a new line of exchange across literatures in the premodern world. profession and contributed to the emergence of Shahan Shahnour, Elif Shafak, and the science-fiction research this summer on the formations of Armenian What do you hope to accomplish while you are a Armenian pedagogues and pedagogy. The creation of author China Miéville, we’ll rethink borders as subjectivity in the present-day Diyarbakir region. post-doctoral fellow? girls’ schools was a national political decision on the state constructions, cultural dividing lines, and A renewed research interest of mine on Anatolia’s part of the Armenian intelligentsia, who transmitted Throughout this year, I’ll be revising my dissertation metaphors that structure our world. remaining Armenian communities has crucially into a book on the interconnected development to girls their vision of becoming responsible mothers, served to unsettle the latter’s public invisibility and wives, and caregivers of the nation. silence. Preoccupied with “problems” of identity, much New Testament illuminated During my year at U-M, I will make use of the of the recent scholarship brings these communities by Mkrtich‘ Naghash, the rich collection of books and archives housed at the into public view through the prism of lack or excess— 15th-century bishop of Hatcher Graduate Library. I will add this to material as implied by categories like “Muslimized Armenians” Diyarbakır, famed for his that I compiled during my research in the National or “Kurdified Armenians.” Shifting focus onto Library and Archives in Armenia. I am auditing poetry on strangers and subjectivity, I wish to understand how various— classes on feminism and historical methodology to exiles. On the left, Christ possibly adversely positioned—genealogies, fill in these important pedagogical gaps in the French Pifer meets with Pontius Pilate. affinities, and experiences interact in deployments academy. I am confident that the seminars I take and of Armenian selves in the region today. Photo: John Hodian at the Mekhitarist discussions with professors and graduate students Library, San Lazzaro What courses will you teach during your stay? will help me situate the history of Armenian girls’ I will teach an upper-level undergraduate course on schools within current historical scholarship in the gender and militarism in the Department of History fields of gender and nationality. in Winter 2015. Taking gender as an analytical optic into militarization, the seminar will explore fusions between these two phenomena at multiple registers, such as national formations of identity, culture and citizenship, neoliberal securitization processes, everyday life, and deployments of sexual violence in contexts of ethnic conflicts, genocide, and their aftermaths in different geographical settings. 10 Armenian Studies Program Fall 2014 ii.umich.edu/asp 11 Profiles and Reflections ASP Students and Alumni

Tugce Kayaal How have you been challenged intellectually? PhD student, Department of Near Eastern Studies As a PhD student in NES and also in ASP, I had a ASP Graduate Students chance to take courses in different disciplines such How did you become interested in Armenian studies? as history, anthropology, and literature. All these Ali Bolcakan Dzovinar Derderian Since my high school years, I have been interested in courses provide me with a new academic perspective, studying history, but I also questioned the exclusion of and have encouraged me to ask different and original PhD pre-candidate, Department of PhD candidate, Department of Near Ottoman Armenians and non-Muslim communities questions. As an aspiring historian, integrating Comparative Literature Eastern Studies in the national narratives taught in Turkish schools. different disciplines into my field of study was both Area of concentration: Armenian, Area of concentration: 19th-century social As an undergraduate student, I began to work at the a challenging and intellectually enriching process. Greek, and Turkish literatures in the and cultural history in the Ottoman East Hrant Dink Foundation voluntarily. During my work late Ottoman Empire at the foundation I had a chance to be involved in Jeremy Johnson projects related to Ottoman Armenians. This experi- Shanda Eisel Etienne Charriere PhD candidate, Interdepartmental Kayaal ence showed me the immediate need for writing an BA Arabic, Armenian, Persian, Turkish, PhD candidate, Department of Program in Anthropology and History Islamic Studies, 2014 alternative Ottoman history, which must go beyond Comparative Literature Area of concentration: Soviet history, the Turkish nationalist narratives. This is how my How did you become interested in the Armenian language? Area of concentration: 19th-century languages of the Caucasus, gender particular interest in Armenian studies began. My love for the Armenian language and culture prose fiction, Greek and Armenian Tugce Kayaal Tell us about your first-year experience as a graduate stems from my interest in learning about other novels in the late Ottoman Empire student at NES, ASP and more generally at U-M? PhD pre-candidate, Department of cultures, especially those which are not well-known. Eisel My first year at U-M was my first year in the U.S. After hearing about the Armenian Genocide, I decided Near Eastern Studies as well. For this reason, it was a new life challenge to to look into Armenian history, and since I loved How did your experience in the ASP community help you Area of concentration: Childhood history adapt to an entirely different environment. However, languages as well, I got the Pimsleur lessons for grow as an undergraduate? and the history of Armenian orphans the unconditional support of my professors and both Western and Eastern Armenian dialects, and My experiences in ASP have exposed me to a more during the late 19th and early 20th century friends at U-M helped me survive this process. really liked the language. Besides being interested thorough understanding of the Armenian language Vahe Sahakyan The camaraderie among students, and between in Armenia’s rich language and history, I love the and history than I had gotten from reading many professors and students both in the Department of emphasis on keeping close relationships with families books on my own. I have gained the ability to think PhD candidate, Department of Near Near Eastern Studies and ASP, helped me adapt to and friends, and feel that it is a very important aspect more critically about what I read and not to take Eastern Studies Area of concentration: Diaspora studies, an intellectually and culturally vibrant environment. of the culture. things at face value, but to understand that there Greek and Armenian bibliographies: are motives for why different authors write history. Armenian diaspora essential tools that help map the Armenian Orphans, For example, some early historians wanted to territory of late-Ottoman prose fiction. Pietro Shakarian Merzifon, 1918. strengthen an Armenian Christian identity by Photo: Etienne Charriere. Photo: Trustees of writing a history that connected the Armenian MA student, Center for Russian, Anatolia College people with the descendants of the biblical Noah. East European, and Eurasian Studies I would not have thought in depth about the history Area of concentration: Soviet and books I was reading before taking classes taught post-Soviet Armenia and Caucasus through the Armenian Studies Program. The program has also given me the opportunity to study abroad in Yerevan to learn Eastern Armenian and immerse Congratulations to 2014 Graduates! myself in a culture that is not like my own. Richard Antaramian Michael Pifer What directions will you be taking now that you have graduated? Turpanjian Early Career Chair in Manoogian Simone Foundation I will now begin attending Eastern Michigan Armenian Studies and Assistant Post-doctoral Fellow, Department of University for my MA in teaching English as a second Professor of History, Department of Comparative Literature, U-M language. I will use my experience with the Armenian History, University of Southern California Area of concentration: Comparative language and studying abroad to help my students Area of concentration: Modern Ottoman literature and Armenian, Persian, and gain an understanding and empathy they will need in and comparative empire Turkish poetry from the 13th-15th centuries order to learn English more effectively. This is a tool necessary for many of their future endeavors. 12 Armenian Studies Program Fall 2014 ii.umich.edu/asp 13 ASP’s Fifth Annual International Graduate Student Workshop Armenia and the Diaspora

Q&A with workshop organizer organize a workshop on diasporas, I should take the What role did faculty play in your workshop? Vahe Sahakyan initiative. The idea matured during my research trips The encouragement I received from Kathryn Babayan to Lebanon and France in 2012, and upon my return and Kevork Bardakjian prompted me to start working Why was the theme of your workshop “diasporas”? I began actively pursuing it. Thanks to the encourage- out the call for papers and think of the structure, What did you set out to accomplish for ASP’s Fifth Annual ment and support I received from Kathryn Babayan focus, and scope of the workshop. I was delighted International Graduate Student Workshop? and from my advisor Kevork Bardakjian, I was finally that Khachig Tölölyan, professor of English and I have been following the themes of the International able to accomplish the idea I had nurtured for several comparative literature at Wesleyan University, and Graduate Student Workshops since I started my years. My primary interest in organizing the workshop one of the most renowned scholars in Armenian PhD program in 2008 and have been looking was to bring graduate students from other countries, diaspora studies, and Kevork Bardakjian kindly forward to participating in a workshop on modern universities, and disciplines together and learn about agreed to serve as faculty advisors. I was happy I and contemporary Armenian diaspora—the theme their research on Armenian diaspora, about new could benefit from their valuable advice and suggestions of my dissertation. While I enjoyed attending the approaches and methodologies. I also hoped the without feeling pressure. As I proceeded through the workshops and even presented a paper in 2011 on workshop would contribute to the participants’ steps of the behind-the-scenes organizational process, the meaning of azg-”Nation” in Arakel Dawrizhetsi’s and my own work, as well as allowing us to make I learned from the valuable comments and suggestions Book of History (17th c), I realized that if I wanted to professional connections. I received from my faculty advisors. Besides Professors Bardakjian and Tölölyan, I was lucky to have Dr. Ara Sanjian, associate professor of history and director of the Armenian Resource Commemorating the Armenian Genocide Center at the University of Michigan–Dearborn, and How will the workshop shape your research and Fifth Annual International in New York, NY, April 24, 2014. Dr. Marie-Aude Baronian, associate professor in professional development in the following years? Graduate Workshop Photo: Vahe Sahakyan visual culture and film at the University of Amsterdam, My research and professional development have as panel discussants. Discussions facilitated by faculty already been shaped by the workshop in several ways. representing different universities and academic The fruitful discussions at the workshop clarified backgrounds provided an outlet for exploring various some methodological issues for my own work in theoretical, methodological, and practical aspects progress. Some of the papers provided interesting of the questions raised in the papers. I am glad to and new perspectives on the internal dynamics occasionally hear that after the workshop some within various Armenian diasporic communities participants still keep in touch with each other and on the construction of diasporic identities, and with faculty for possible future projects. which will contribute to my theorizing on some parallel aspects of the Armenian diaspora. In terms What do you feel was the workshop’s biggest success? of professional development, the networks created As a workshop on diaspora, the biggest success thanks to the workshop have certainly opened new was the academic and geographical diversity and opportunities for future projects and collaborations. interdisciplinarity provided by the diverse academic Finally, the process of organizing a workshop has backgrounds of both faculty and participants. been a invaluable experience for my professional The workshop brought together graduate students career. I am very thankful to Kathryn Babayan, and recent PhDs from several different universities the ASP executive committee, and particularly the in Armenia, Brazil, Germany, Turkey, the United Manoogian family, whose generous contributions Kingdom, and the United States. The panels make the ASP International Graduate Students and closing round table discussion provided Workshop possible. a comprehensive framework for our discussions that extended beyond the scope of papers. 14 Armenian Studies Program Fall 2014 ii.umich.edu/asp 15 ASP Community Updates Our Donors 2015 Event Calendar Multidisciplinary Workshop for Armenian This year, Derderian will be joined by Tugce We gratefully acknowledge the following individuals for their generous contributions in 2013-14 (donations as The State of Armenian Studies Wed, Jan 21, 1–6 pm Fri, Apr 3, 9:30 am–5:30 pm Kayaal (Near Eastern studies) to continue to shape of September 15, 2014). A special thanks to donors of books and films to the ASP library, which is located in Workshops, Lectures, and Exhibit Workshop Sat, Apr 4, 10 am–4 pm Studies Expands in Scope and Size Armenian History as World History— Workshop the MWAS community with the assistance of faculty the International Institute. Lastly, we extend a very warm thank you to the Manoogian Simone Foundation and or the last two years, students and scholars have Jan 14–Apr 24 Approaches to Teaching & Methods From the Armenian Genocide to advisor Kathryn Babayan. In particular, Derderian Alex and Marie Manoogian Foundation. the Holocaust: The Foundations of Fmet regularly to exchange new work and ideas at Francis W. Kelsey Exhibit Organizer: Arsene Saparov, lecturer in and Kayaal are seeking to invite younger and up- ‘Now or Never’: Collecting, Documenting, Modern Human Rights during the the Multidisciplinary Workshop for Armenian Studies history, U-M. 1644 International Institute, and-coming scholars, especially those who have not Armenian Endowment Center for Armenian Studies Strategic Fund and Photographing the Aftermath Inter-War Years (MWAS), a student-run organization funded by a 1080 S. University. previously workshopped their work or presented in a of World War I in the Middle East Organizers: Ronald Grigor Suny, Charles Gifts from $1-99 Gifts from $1-99 This workshop will explore ways to grant from the Rackham Graduate School. During public setting. The organizers will also invite graduate Tilly Collegiate Professor of Social and Organizers: Kathryn Babayan, associate integrate the teaching of Armenian history that time, MWAS has steadily grown in scope and John Hancock Financial Services, Inc. Mr. Stephen and Mrs. Kristina Findikyan Political History, U-M; and Fatma Müge students on the verge of defending their dissertation to professor of history and Near Eastern within the wider context of world history, Barkey and David H. Mossoian Mr. Garbis and Mrs. Seta Sariyan Göçek, professor of sociology, U-M. size, attracting participants from a wide array of discuss their scholarship with interested faculty at U-M. studies, U-M; and Melanie Tanielian, and how to make Armenian history Mr. Noray Sarkisian Gifts from $100-499 Great Lakes Room, Palmer Commons, departments, including history, comparative literature, For more information, please visit https://sites. assistant professor of history, U-M. relevant to students from a variety of Gifts from $100-499 Mr. Garabed M. Hoplamazian 100 Washtenaw. art and architecture, Romance languages, and google.com/a/umich.edu/mwas/ Audubon Room, Hatcher Graduate backgrounds and disciplines. political science. Armenian Renaissance Association, Inc. Mr. Edward J. Keledjian Library, 913 S. University. The workshop will bring scholars of the Fri, Mar 13, 7–8:30 pm Mr. Robert M. Hodakowski and Ms. Susan S. Angelastro Mr. Osep and Dr. Nadya Sarafian World War I was far from over in the Armenian Genocide, the Holocaust, and “Our original goal was to foster a small Alex Manoogian Chair in Berj H. Haidostian Annual Middle East when Germany officially human rights together in a common community of students and scholars who could (in memory of Lydia Hovakimian Hodakowski) Distinguished Lecture Modern Armenian History surrendered to the Entente forces on discussion of scholarly papers to illuminate meet regularly to discuss their work in Armenian Mrs. Takouhi Kazarian Dr. Berj H. Haidostian Lecture The State of Armenian Genocide November 11, 1918. It was in the context the connections between the events of the Mr. Diane P. Monnier Studies: Problems and Challenges studies,” says Michael Pifer (comparative literature), he University of Michigan Department of History Gifts from $100-499 of continued conflict that U-M professor two world wars and the emerging subject who co-organized MWAS last year with Dzovinar Tis conducting an open search for a tenure-track Ms. Lisa A. Sarkisian of archaeology Francis Willey Kelsey Taner Akcam, Kaloosdian/Mugar Professor of human rights. Gifts from $500-999 Dr. Michael S. and Mrs. Christine H. Garry Derderian (Near Eastern studies). “At the same time, position to fill the Alex Manoogian Chair in Modern Gifts from $500-999 (1858–1927) and U-M staff photographer of History, Clark University. Forum Hall, we tried to be broad-minded about what we considered Armenian History. The Alex Manoogian Chair is an Cultural Society of Armenians from Istanbul George Robert Swain (1866–1947) traveled Palmer Commons, 100 Washtenaw. Sixth Annual International Gifts from $1,000-4,999 Mr. Roy E. and Mrs. Cynthia H. Wilbanks to the Near East. The initial mission was ‘Armenian studies’ in the first place, and we welcomed endowed chair established for the purpose of teaching Akcam will address the problems that are Graduate Student Workshop to collect ancient manuscripts that were alternative perspectives and methodologies in addition courses in Armenian history, politics, and culture, and Kirakos Vapurciyan Trust of the endemic to the field of Armenian genocide destined to disappear in the post war Armenian Missionary Association of America studies. What challenges do we face? How Fri-Sat, Apr 17-18, 9 am–4 pm to those commonplace in the field.” creating a locus of Armenian historical studies at the chaos. Kelsey writes, “unless peace comes can we continue to develop an academically Challenging Entrenched Categories: For example, last year, MWAS organizers University of Michigan. U-M’s Department of History Mr. Harutun and Mrs. NadyaVaporciyan soon enough to save the remnants” of rigorous field amidst a toxic and politicized Re-Exploring Approaches to Greek and Armenian society, who have Derderian and Pifer invited Dr. Sabri Ateş from seeks a dynamic colleague with a sound record of environment resulting from a policy of Armenian Literature Southern Methodist University to lead a workshop both scholarly achievement and successful teaching “been practically exterminated in certain denial by the Turkish state? Organizer: Tamar Boyadjian, assistant on a chapter from his book, The Kurdish Frontier that covers the full range of Armenian history, with large regions of Asia Minor” no record The Armenian Studies Program of these Christian communities would Sat, Mar 14, 9 am–6 pm professor of English and medieval and Ottoman-Qajar Relations, which served as emphasis on the modern (since the 18th century) remain. Kelsey’s diaries and Swain’s Workshop literature, Michigan State University. 1644 an opportunity to deepen an understanding of period, and the relationship of that history to the serves the university and community by: photographs are an important historical Teaching about Genocide: International Institute, 1080 S. University. how frontiers and borderlands are conceptualized wider region and the larger issues of world history. record that links them personally—and Approaches and Challenges This workshop invites conversations in Armenian studies as well. Dr. Ateş also gave a The holder of this position is also expected to play a • Preparing the next generation of scholars in the field of the University of Michigan—to one of the surrounding Armenian literary sources Organizer: Melanie Tanielian, assistant Armenian studies largest humanitarian efforts in history. by asking participants to consider, public lecture on sectarianism and conflict in the central role in the Armenian Studies Program, an professor of history, U-M. West Conference challenge, and offer theoretical and premodern period. endowed program housed in the International Institute. Wed, Jan 14, 4–7:30 pm Room, Rackham Graduate School, • Offering a comprehensive university-level education in Armenian methodological alternatives to Exhibit Opening Reception and Lecture 915 E. Washington. studies, including undergraduate majors, MA and PhD degrees, frameworks presently utilized in Art, Heritage, and the Armenian MWAS members with Sabri Ates¸ Alex and Marie Manoogian This workshop will invite an interdisciplinary studying Armenian literature from the and post-doctoral studies Genocide: Toros Roslin’s Zeytun conversation to generate pedagogical classical to the contemporary period. • Teaching language, culture, literature, history, anthropology, Gospels between 1915 and 2015 methodologies and address difficulties international relations, and political science Heghnar Watenpaugh, associate professor that scholars encounter in teaching beyond of art history, University of California, paradigmatic frames. • Reaching out to the larger community with an intensive program Davis. Room 100, Hatcher Graduate of public lectures, workshops, and international conferences Library, 913 S. University. Right: Professors Kathryn • Answering student and researcher questions on Armenian Watenpaugh traces the path of a single Babayan and Melanie Tanielian working with the history and culture from the US and throughout the world. work of art, the Zeytun Gospels, during the 1915 deportations. She reconstructs Francis W. Kelsey archive and other Bentley Historical The Armenian Studies Program at the University of Michigan, Ann the way in which Armenians viewed works of art, especially religious manuscripts, as Library collections. Arbor, has been there for you since its founding in 1981; we want to they witnessed their own extermination, Photo: Yasmeen Hanoosh be there in the future and do more. Please use the envelope inserted the confiscation of their possessions, and in this newsletter to make your tax-deductible contribution. the destruction of their cultural heritage.

Right: Mesrop Mashtots Manuscript Museum, Yerevan, Armenia. Photo: Dzovinar Derderian ii.umich.edu/asp ii.umich.edu/asp

University of Michigan 734.763.0622 1080 S. University Ave., Suite 3663 [email protected] Ann Arbor, MI 48109-1106 ii.umich.edu/asp

Eternal flame at Tsitsernakaberd, dedicated to the victims of the 1915 Armenian Genocide, Yerevan,

Armenia. Photo: Marianna Meliksetyan

Jan 14–Apr 24 Francis W. Kelsey Exhibit ‘Now or Never’: Collecting, Documenting, and Photographing the Aftermath of World War I in the Middle East Audubon Room, Hatcher Graduate Library, 913 S. University Above: Kelsey Diary, December 20, 1919 (Bentley Historical Library, University of Michigan.) Photo: Kathryn Babayan

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