HIST349: Greece: From Ottoman to the European Union Professor: Tassos Anastassiadis Fall 2012, MW 8:35-9:55, RPHYS 114

The first flag of the Kolokotronis band during the Greek war of Independence, 1820s, Benaki Museum, Athens.

Office Hours (Leacock 827): Monday & Wednesday 10:15-11:45, or by appointment E-mail: [email protected] Office phone: 514-398-4400 x-094283

1 Course description:

Why has a tiny 10 million people state been capturing the world’s headlines during the last two years within the context of one of the most severe economic crisis of our times? Trying to tackle this question, this course has a two-fold objective. First of all, it examines the main aspects and events in political, economic, social and cultural history, which shaped the formation of Modern Greece and Greeks. Adopting a longue durée perspective, it will kick off during the 18th c. We will explore life in the Ottoman Empire and the subsequent emergence and development of a new national state from the status of a component of a multiethnic, albeit Islamic empire, to its present position of a full-fledged member of the world’s wealthiest association of states, i.e. the European Union. Topics to be addressed include: the position of non-Muslims under Ottoman rule; the role of language and religion in the formation of ethnic and national identities; the usage of the past and culture in the debates about the identity of the Greeks; the War of Independence and the role of foreign Powers; anthropological readings of violence and corruption; political, social, cultural and economic developments during the 19th-20th c.; emigration and the Greek diaspora; the impact of the Balkan wars and WWI on state formation; the interwar period and the impact of refugees on food, music and culture in general; Questions of Gender and Women’s history; WWII: occupation, resistance and the subsequent Civil War; Greece and the Balkans during the Cold War and after. Finally, the relationship between Greece, the world economic crisis and the debate about European federalism. The course will alternate macro and micro approaches of the subjects dealt with. Moreover, this course will serve as an introduction to an epistemology of History and its relationship to the Social sciences. Each week, the lecture will address a certain number of concepts, theories, authors and/or scientific debates, which have structured the way history is practiced as a scientific discipline, using our object (Greece) as a case study.

Concept Map

Individuals

Societies Modern States

2 Learning outcomes

Skills: -Reading challenging academic texts and identifying their key elements -Assessing critically a historical document according to the established methodology -Compiling a selective and commented bibliography presented in an organized manner -Mastering the methodology of an oral history/fieldwork project -Writing a research/policy essay

Knowledge: -Identifying the key stages, figures and factors of modern Greek state formation -Remembering the key factors having contributed to the transformation of the Greek state in regards with its Ottoman past, its Balkan, Mediterranean and European environment from the 18th c. onwards -Being at ease with the concepts figuring in the concept map and their interaction -Critically assessing the socio-political impact of internal vis-à-vis external elements in state formation (cultural traditions, religions, geography, demographics vs international relations)

Course textbooks, readings, audiovisual material and Mycourses:

Richard CLOGG, A Concise History of Greece, Cambridge: Cambridge UP, 2nd ed., 2002. (Henceforth RC) Mark MAZOWER, Salonica: City of Ghosts, Christians, Muslims and Jews 1430-1950, London: Harper, 2004. (Henceforth MM)

NB: There are supplementary reading assignments and audio-visual material for every week. All these readings are indicated with an asterisk in the course’s calendar. They are provided in pdf form in Mycourses. You are responsible for checking Mycourses and obtaining the course material.

Guiding study questions: I provide a series of questions to guide you through each week’s readings. These questions are posted on Mycourses one week ahead of time. NB: These questions also show up during the evaluation process (see section Coursework and Grading).

Readings: Unless otherwise indicated in the course calendar each week’s readings are supposed to be done for the first lecture of the corresponding week. That is when we tackle the guiding questions.

A supplementary selective bibliography (useful for your oral/history fieldwork project) will also be posted on Mycourses. All these books have been put on 3hr-Reserve in the Library.

Course evaluation:

Participation: 10% Quizzes (4/ one every 2 weeks) 20% Midterm Exam 20% Collaborative Oral history /fieldwork project (presentation + written outline) 20% Take-home final exam (essay + document analysis) 30%

3 Specific policies regarding Coursework and Grading in HIST349

As a member of this class, you are responsible for understanding and complying with these policies.

- Class Participation & Punctuality: Each class meeting contributes to your participation grade. Adequate participation also means being on time for class, having your class materials with you, having completed the readings, and any other assignments for that day. More specifically your participation grade is calculated according to the three following ways:

-Every class starts with the analysis of the session’s readings on the basis of the guiding relevant study questions. You talk and I listen. Then vice versa. Finding correct answers and asking challenging questions counts.

-Some people are less talkative than others. Therefore, participating should also take the form of writing at least 2 short (200-300 word maximum) blog entries on Mycourses. They can be either: a) a report of one of the many events that we’ll be having (guest lectures, movie screenings etc.); b) a critical appreciation of a recent newspaper/digital media article about the Greek crisis (the hyperlink to the original article should be included).

-As you gain progressively more and more knowledge and insight about the subject we are dealing with, we will start experimenting some “role-game” type of situations and questions in class (“What if you were… how would you act and why?”). These short collaborative role-game situations will usually take place on Wednesdays.

- Lectures – slides. The slides for each lecture (but without the notes) are posted on Mycourses before the lecture. Students can download the slides in order to write their notes on them.

- Quizzes: There will be 4 quizzes scheduled during the term (see calendar). Each one of them covers approximately two weeks of material (i.e. 4-5 lectures). Each 15-minute quiz will evaluate your acquisition of concepts/notions/events and your comprehension of the debates seen during the lectures. Each quiz has two components (definitions and short questions). The questions component draws entirely from the pool of Guiding study questions of the material covered by the quiz. The quizzes are returned to the students at the end of the following lecture.

NB: If you are late for class or absent and miss a quiz you will not be able to make it up.

- Attendance: There is a two (2) absences leniency for everyone whatever the reason (and I don’t want to know it, though it is considered courteous to excuse yourself in advance if you know that you will be absent). Use this right wisely (as a matter of fact, don’t use it before the day you really need it!), because… from then on, every absence = a drop of one percentage point from your participation grade. There are of course some serious cases in which a student may be forced to miss two or more lectures in a row. These cases (and only these cases) will be considered on an individual basis upon presentation of proper documentation.

4 Mid-term exam

The mid-term exam has two components. The first one has the same structure as a quiz but covers all the material seen till then (half of the questions have already appeared in a quiz and half haven’t). Review your graded quizzes! The second one is a list of historical documents seen in class or from the textbooks. You will be supposed to make a short examination of these documents according to the historical methodology (external/internal; i.e. conditions of production and meaning/significance). The mid-term is returned after 1 week.

Collaborative Oral history /fieldwork project

This is teamwork. By the end of the second week, you will be grouped in teams of 3. Montreal has a vibrant Greek-Canadian community. You will contribute to a research project on the history of Greek immigration in Montreal. You can identify one of the three following entries to the topic: -interview a community leader, ( i.e. an association officer, an elected official etc.); -interview shopowners or professionals in the Greek neighborhoods of the city; -identify an original document (newspaper or other media reference about the Greek immigration to Montreal, archival document). Analyze critically your document according to historical methodology.

To help you with your project, you’ll view the 1969 Canadian National Film documentary The (bus) 80 goes to Sparta http://www.youtube.com/watch?v=rDmM3EyCpD4

NB: You are encouraged to use digital technologies for your project (video etc.) However in this case, please ensure yourself that you are not infringing any copyright, image or personal data protection law. If you have doubts about these laws/regulations conduct me.

This project will be conducted according to the following timetable.  October 3: Title, one-paragraph long proposition and a short annotated bibliography;  November 7: One page outlined description of the project (in the case of an interview, you will have to present an organized and hierarchized list of questions).  December 5: Oral presentation of your project in class. Written form handed in.

Penalty for Late Submission These elements are due on a scheduled date and should be sent via email to the instructor’s address. Late submissions will incur a penalty of one point for each day late (out of the twenty percentage points the project is worth). There is no leniency on this issue. Dura lex, sed lex.

Take-home Final exam

The final exam follows the general rules and policies of McGill, which is also responsible for scheduling and organizing it. The final exam, will also have two components. The first component is a short “role-game” part, in which you will put your knowledge of facts/theories “in action”. Two scenarios will be provided and you choose one of them. This is basically an essay following the standard rules of essay writing in academia. In the second part of the exam, you will have to select one of the three primary sources indicated and not-seen in class (choose the one, which appeals the most to you).

5 A source may be in print (archival document, press cartoon, poster, journal, photo, literary extract) but it can also be a painting, a movie, a song, a play, a tv extract. Your source is one part of the intricate fabric representing the sum total of all materials created by and regarding the period and area under study. You will then have to practice what historians call the external and internal analysis of the source (as we have been doing during the whole term). This means that following the introduction, first you have to think about the context of this source. When is it produced? Who is the author of this source? Why is he/she important? What is the document dealing with? Which audience is the author trying to reach? How representative is this document of our general knowledge about the events/people it deals with? Then you can tackle the analysis of the document per sé. What are the major topics dealt with in the document? How is the document structured and is there a hierarchy? What arguments are mobilized? How can we put these arguments/events mentioned in context by referring it to other documents and/or our general knowledge of a period/area?

General McGill policies regarding Coursework and Grading

- Academic Integrity: McGill values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offenses under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/students/srr/honest/) for more information. If you have questions or doubts about what constitutes an academic offense, address the issue with your Instructor or a Faculty of Arts OASIS officer. French version : L'université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l'on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l'étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site www.mcgill.ca/students/srr/honest/ ).

- Language policy: In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. I have no problem grading work either in French or English. However, you are requested to choose the language you are going to use, and use it solely and consistently throughout the exam or quiz. - - Class attitude: Be courteous to your instructor and to your fellow students. Remember to turn off miscellaneous electronic devices (pagers, cellphones, Ipods) during class! Laptop computers are authorized only for taking notes. NB: Using one’s computer for unrelated matter (ex. checking the latest NHL results or one’s own webmail account) will result to that student’s loss of computer-use privileges in class. - - Text matching software: Trust is an important aspect of the academic community. However, in certain cases of doubt, the instructor may use the University’s text matching software to verify the academic originality of a student’s handed-in written course work. - - Student counseling: Students are encouraged to see the instructor for any questions or advice concerning their evolution and work during office hours or by appointment. However, office hours are not designed to repeat/replace missed material/lectures. Correspondence with the instructor regarding the course should take place only through the Mycourses webmail function.

6 Indicative Timeline

330 Foundation of Constantinople becoming new capital of a re-unified Roman empire 395 New division of the Roman empire (West/East) 476 Overthrow of the last emperor of the Western Roman empire 6th c. Beginning of the Slav invasions/settlements in the Eastern Roman empire 7th c. Palestine/Syria and Egypt pass under the control of the Arabs converted to the new religion of Islam 1071 First major defeat of the Eastern Roman empire (Byzantines) vs Seljuk Turks 1204 Sack of Constantinople by the Fourth Crusade/ Blow to the Eastern Roman (Byzantine) empire 14th c. Apparition of the Ottoman Turks and progressive conquest of Balkans after 1352 1453 Ottomans conquer Constantinople – End of the Byzantine empire 15th c. Ottomans welcome and install Sephardi Jews fleeing Iberia in the empire 1526 Ottomans defeat Hungarians and German Empire at Mohacs and seize Buda 1529 First unsuccessful Ottoman siege of Vienna by Suleiman the Magnificent 1572 Ottoman fleet defeated at Lepante by an allied western European fleet 1669 Ottomans seize Crete from the Venetians 1683 Second unsuccessful siege of Vienna by the Ottomans 1699 Treaty of Carlowitz between Habsburg and Ottoman empires 1711 Beginning of Phanariot rule in the Danubian principalities 1718 Treaty of Passarowitz 1774 Treaty of Kücük Kainarca ending the Russo-Turkish war of 1768-1774 1804 First Serbian uprising 1815 Second Serbian uprising 1821 Beginning of the Greek war of Independence 1827 Allied Russo-Franco-British fleet defeats Turco-Egyptian one at battle of Navarino 1829 Treaty of Adrianople granting Serbian and Greek autonomy 1830 Greek independence following London protocol 1833 Greek Orthodox Church self-proclaims independence from Constantinople patriarchate 1839 Beginning of the Reform Legislation in the Ottoman empire (Tanzimat) 1856 Protocol of Paris puts an end to the Crimean war (1853-1856). Second stage of Tanzimat begins 1858 The Danubian principalities are unified and become autonomous Romania 1870 Creation of a Bulgarian Exarchate independent from Constantinople patriarchate. Beginning of the Bulgarian question 1878 Treaty of San Stefano superseded by Congress of Berlin put end to Russo-Turkish war of 1877-1878. Introduces major geopolitical changes in the Balkans. 1903 Revolt of Iliden. Intensification of Greek-Bulgarian guerilla fighting in Ottoman Macedonia 1908 Young Turk Revolution 1912 First Balkan war. Independence of Albania. The Greek army enters in Thessaloniki/Salonica. 1913 Second Balkan war. Greece increases substantially its territory. 1914-1918 WW I. The National Schism between Venizelists and Royalists. 1920 Treaty of Sevres putting end to WWI between the allies and the Ottoman empire 1919-1922 Turkish war of Independence led by Mustafa Kemal Ataturk in Anatolia 1922 Greek defeat in Anatolia 1923 Treaty of Lausanne and Greek-Turkish exchange of populations 1924-1935 Greece becomes a Republic 1939 Italy annexes Albania 1940-1945 WW II. Major communist resistance movements in Yugoslavia, Greece, Albania 1945 Establishment of Communist regimes in Albania and Yugoslavia following Nazi withdrawal 1946-1949 Greek civil war following Nazi withdrawal. American intervention succeeds British one. 1967-1974 Greek military dictatorship 1974 Greek dictatorship-supported military coup d’état in Cyprus followed by Turkish invasion of the island 1981 Greece joins EEC 1989 End of communist regimes in Europe 1992-1995 Yugoslav wars in Bosnia and Croatia 1999 NATO intervention in war in Kosovo against Serbia 2002 Greece joins the European Monetary Union and adopts the Euro as currency 2007 Bulgaria and Romania join EU 2009 Beginning of the Greek debt crisis

7 Weekly Schedule and Reading Assignments

W, September 5: Introduction

EVENT 1: Friday September 7, 11.30-1.30 ARTS 160 (Council Room) Coming to a City near you? Economic crisis and social order breakdown in Greece and Europe (a light lunch will be served)

Prof. Stathis KALYVAS, Yale University, Arnold Wolfers Professor of Political Science and Director of the Program on Order, Conflict, and Violence

MW, September 12 & 14: The Ottoman Rule i) Glory and Decline of the Ottoman empire ii) The role of Christians in a Muslim empire

Readings: 1/RC ch.2 p. 7-32 2/MM chs 1,2,4,5 3/*Marios Hatzopoulos, “From resurrection to insurrection: ‘sacred’ myths, motifs and synbols in the Greek War of Independence”, in Roderick Beaton & David Ricks (eds), The Making of Modern Greece: Nationalism, Romanticism, and the Uses of the Past (1797-1896), Burlington: Ashgate, 2009, p. 81-94.

MW, September 17 & 19: The Greek War of Independence i) Ottoman and European origins ii) One nation?

Readings: 1/ RC, ch.2 p. 32-45 2/ MM ch. 6 3/*Dean Konstantaras, Infamy and Revolt: the rise of the national problem in early modern Greek thought, Boulder: East European Monographs, 2006, ch. 3 “The mature Enlightenment”, p. 67-122 4/*Mark Mazower, “Villagers, Notables and Imperial Collapse: The Virgin Mary of Tinos” in Mark Mazower (ed.), Networks of Power in Modern Greece:essays in honor of John Campbell, New York: Columbia University Press, 2008, p. 69-88 5/*John Koliopoulos, “Military Entrepreneurship in Central Greece During the Greek War of National Liberation (1821-1830), Journal of Modern Greek Studies, 2:2 (october 1984): 163-187

Monday September 24: Quiz #1 (Ottoman Empire and War of Independence)

MW, September 24 & 26: First experiences in state formation i) Fighting an entropic state: Capodistria and anarchy ii) The Bavarian experience in state formation

Readings: 1/ RC, ch. 2 p. 45-55 2/ *William McGrew, Land and Revolution in Modern Greece 1800-1881: the transition in the tenure and exploitation of land from Ottoman rule to

8 Independence, Kent: Kent State University Press, ch. 6 p. 95-110 and ch. 8 p. 130-135 3/ *John Koliopoulos, Brigands with a Cause: Brigandage and irredentism in Modern Greece 1821-1912, Oxford: Clarendon Press, 1987, chs 4, 5 & 6 p. 66- 166 4/ *Thomas Gallant, “Women, Crime and the Courts in the Ionian islands during the 19th c.”, Historein, 11 (2011): 136-174

MW, October 1 & 3: A Liberal parliamentary democracy in a competitive geopolitical environment (1862-1909) i) From Crimea to San Stefano and beyond ii) From enthusiasm to spleen

Readings: 1/ RC, ch.2 p. 55-71 2/ MM ch.8 3/*Maria Christina Chatziioannou, “Relations between the state and the private sphere: speculation and corruption in nineteenth-century Greece”, Mediterranean Historical Review 23:1 (2008): 1-14 4/ *Evangelos Kofos, “Patriarch Joachim III (1878-1884) and the Irredentist Policy of the Greek State”, Journal of Modern Greek Studies, 4:2 (October 1986): 107-120 5/ *Sokratis Petmezas, “Foreign Trade and Capital Flows in 19th c. Greece” in Edhem Eldem & Sokratis Petmezas (eds.) The Economic Development of Southeastern Europe in the 19th c., Athens: Alpha Bank Historical Archive, 2011, p. 447-492

Wednesday October 3: Collaborative project proposition deadline

EVENT2. Thursday October 5, McGill Faculty Club Ballroom: 3 distinguished economists discuss the Greek-European economic crisis

M, October 8: Thanksgiving: No class

Wednesday October 10: Quiz #2 (Greek State formation during the 19th c.)

W, October 10: The bandit, the politician, the priest and the tourist: Questions of legitimacy, politics, honor and corruption

Readings: 1/*Max Weber, Politics as a vocation (extracts) 2/* Thomas Gallant, “Greek Bandits: Lone Wolves or a Family Affair?”, Journal of Modern Greek Studies, 6:2 (October 1988): 269-290 3/ *Thomas Doulis, “Pavlos Kalligas and Thanos Vlekas: The Lack of Common Sense among the Greeks”, Journal of Modern Greek Studies, 17:1 (May 1999): 85-106 4/ (FILM) Extracts of John Ford, The Man who shot Liberty Valance, 1962

M, October 15: Transformation of fin de siècle Eastern Mediterranean and Greece

Readings: 1/ RC ch. 2, p. 72-78

9 2/ MM chs. 9, 12 3/ *Philip Carabott, “Politics, Orthodoxy and the language question in Greece: the Gospel riots of November 1901”, Journal of Mediterranean Studies, 3:1 (1993): 117-138 4/ *Vangelis Kechriotis, “Greek-orthodox, Ottoman Greeks or just Greeks? theories of coexistence in the aftermath of the Young Turk revolution”, Etudes Balkaniques 1 (2005): 51-71

Wednesday October 17: Mid-term exam

F, October 19: Skyped discussion from Thessaloniki

MW, October 22 & 24: The National Schism and the Decade of War

Readings: 1/ RC, ch. 2, p. 79-97. 2/ MM, ch. 14,15 3/ *Erik Goldstein, “Greater Britain and Greater Greece, 1917-1920”, History Journal 32 (1989): 339-356 4/ George Andreopoulos, “Liberalism and the Formation of the Nation State”, Journal of Modern Greek Studies, 7:2 (October 1989): 193-224

October 25/November 3rd Montreal Greek Film Festival, Cinéma du Parc (program tba)

M, October 29 & 31: The Interwar (re)foundation of the Greek state i) From Smyrna to Nea Smyrni: end of an era & new challenges ii) The (failed?) Republican experience in state-formation

Readings: 1/ RC, ch. 4, p. 98-118 2/ MM, chs 17,18,19,20,21

EVENT W, October 31: Karaghioz, Moussaka and Rebetiko: How the Refugees shaped Greek culture Discussion following the screening of either Rebetiko or Politiki Kouzina

Monday November 5: Quiz #3 (National schism and interwar years)

M, November 5: Greek women, Women in Greece (in relation with the Montreal Greek film festival)

Readings: 1/ *Evdoxios Doxiadis, “Property and morality: women in the communal courts of late Ottoman Greece”, Journal of Byzantine and Modern Greek Studies, 34:1 (2010): 61-80 2/ *Efi Avdela & Angelika Psarra, “Engendering ‘Greekness’: Women's Emancipation and Irredentist Politics in Nineteenth-Century Greece”, Mediterranean Historical Review, 20:1 (2005): 67-79 3/ *Tassoula Vervenioti, “Left-wing Women between Politics and Family”, in Mark Mazower (ed.), After the War was Over: Reconstructing the Family,

10 Nation and State in Greece, 1943-1960, Princeton:Princeton University Press, 2000, p. 105-121 4/ *Stratos Dordanas, “‘Common women’ or ‘women of free morals’: the suppression of prostitution in post-war Thessaloniki (1945–1955)”, Journal of Byzantine and Modern Greek Studies, 35:2 (2011): 212-232 5/ *Vassiliki Tsitsopoulou, “Greekness, Gender Stereotypes, and the Hollywood Musical in Jules Dassin's Never on Sunday, Journal of Modern Greek Studies, 18: 1 (May 2000): 79-93

W, November 7: From Nazis to NATO: The entanglement of Occupation, Resistance and Civil War

Readings: 1/ RC, ch. 4 p. 118-141. 2/ MM, ch 22. 3/ * Violetta Hionidou, “Famine in Occupied Greece: Causes and consequences”, in Richard Clogg (ed.), Bearing Gifts to Greeks: Humanitarian aid to Greece in the 1940s, New York: Palgrave Macmillan, 2008, p. 14-38 4/ * Kevin Andrews, Travels in Greece during a Civil War, London: Weidenfeld & Nicholson: 1959, ch. 7 “Unrecorded villages”, p. 113-125 5/ * Thanasis Sfikas & Anna Mahera, “Does the Iliad need an Agamemnon Version? History, Politics and the Greek 1940s”, Historein, 11 (2011): 80-98 6/ *Nikos Marantzidis and Giorgos Antoniou, “The Axis Occupation and Civil War: Changing Trends in Greek Historiography, 1941-2002”, Journal of Peace Research, 41:2 (March 2004): 223-231

Wednesday November 7: Collaborative project outline deadline

MW, November 12 & 14: Greece during the Cold War i) The inevitable retreat of authoritarianism ii) The challenges of socioeconomic modernization: from Zorba to membership in the world’s most select club: the EU

Readings: 1/ RC, chs. 5,6 (p. 142-200) 2/ *Yannis Hamilakis, “The Other "Parthenon": Antiquity and National Memory at Makronisos”, Journal of Modern Greek Studies, 20:2 (October 2002): 307- 338 3/ *Evanthis Hatzivassiliou, “Greek Reformism and its Models: The Impact of the Truman Doctrine and the Marshall Plan”, Journal of Modern Greek Studies, 28:1 (May 2010): 1-25 4/ * TBA

MW, November 19 & 21: Facing the challenges of the post-Cold War era i) The post-Cold War context ii) The new challenges

Readings: 1/ RC, ch. 7. 2/ *Kevin Featherstone, “Greece and the European Union in the 1990s: the challenge to the domestic state”, Journal of Byzantine and Modern Greek Studies, 22 (1998): 121-135 3/ *Vassiliki Yakoumaki, “ ‘Local,’ ‘Ethnic,’ and ‘Rural’ Food: On the Emergence of ‘Cultural Diversity’ in Greece since its Integration in the

11 European Union”, Journal of Modern Greek Studies, 24:2 (October 2006): 415- 445 4/ * Anastassios Giamouridis, “Policy, Politics, and Social Inequality in the Educational System of Greece”, Journal of Modern Greek Studies, 24 :1 (May 2006) : 1-21

Monday November 26: Quiz #4 (From WWII to the 1990s)

M, November 26: Sea, Sex and Sun? Economic development and its discontents in the Mediterranean margins of Europe

Readings: 1/ * Kevin Featherstone and Dimitris Papadimitriou, The Limits of Europeanization: reform capacity and policy conflict in Greece, New York, Palgrave-Macmillan, 2008, “Conclusion”, p. 188-209 2/ * George Agapitos, “VAT Evasion: Overview of the Greek Experience”, Journal of Modern Greek Studies, 17:1 (1999): 151-162 3/ * extracts of Sotiris Goritsas, Brazilero, 2001

W, November 28: From land of emigration to land of immigration

Readings: 1/ Documentary: Violent August: the 1918 anti-Greek riot in Toronto 2/ *Yorgos Anagnostou, “Forget the Past, Remember the Ancestors! Modernity, "Whiteness," American Hellenism, and the Politics of Memory in Early Greek America”, Journal of Modern Greek Studies, 22:1 (May 2004): 25-71 3/ *Violetta Hionidou, “ ‘Abroad I was Greek and in Greece I am a Foreigner’: Pontic Greeks from Former Soviet Union in Greece”, Journal of Modern Greek Studies, 30:1 (May 2012) : 103-127 4/ *Aliki Angelidou, “Migrations in the ‘neighborhood’: Negotiations of identities and representations about “Greece” and “Europe” among Bulgarian migrants in Athens”, Balkanologie, 11:2 (2008) http://balkanologie.revues.org/index1152.htm

M, December 3: Review: The ongoing Greece-Euro crisis: 190 years later, is Greece a “failed state” or is the EU a failed federal experience?

Readings: 1/ * Kostas Kostis, “The Formation of the Greek State”, in Faruk Birtek & Thalia Dragonas (eds.), Citizenship and the Nation-State in Greece and Turkey, NY: Routledge, 2005, p. 18-36. 2/ * Nikos Mouzelis, Modern Greece: facets of underdevelopment, New York: Holmes and Meier, 1978, “Conclusion”, p. 149-154 3/ * Keith Legg & John Roberts, Modern Greece: a civilization on the periphery, Boulder: Westview press, 1997 (introduction) 4/ *Paul Krugman, “Greece as Victim”, New York Times, June 17, 2012 5/ *Yannis Varoufakis, “A modest proposal for transforming Europe” http://www.youtube.com/watch?v=CRRWaEPRlb4

W, December 5: Presentation of the collaborative projects. (hard copy format handed in)

Take-home final date: tba

12