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MESAS Newsletter, Spring 2015

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MESAS Newsletter, Spring 2015 EXPANDED COURSE OFFERINGS: AREA STUDIES, CULTURE, AND LANGUAGE cultures of diverse origins closer for and other countries of Central global harmony and peace. Te fre- Asia), regional languages such Tibetan Studies quent presence of maroon-robed Ti- Persian Studies as Pashto (Afghanistan), Kurd- ter, they are encouraged to join betan monks in the Emory-Science 1998, the MESAS Department from elementary to advanced, as ish (Turkey, Iran, Iraq, and Syria), immersion programs such as Initiatives program has also piqued has ofered Persian courses at well as supervised reading cours- and Baluch (Pakistan) either CIPA’s Tibetan Studies Program interest in Tibetan culture and his- all levels, from elementary to es for graduate and undergradu- belong to the Iranian language in Dharamsala, India. tory. Another important factor is advanced, as well as supervised ate students interested in special family or are heavily infuenced Because of the vibrancy the growing interest in China and reading courses for students studies in the felds of Persian by Persian. Te Turkish languag- of interest in Tibetan stud- the current political, social and hu- interested in studying special language, literature and culture. es of Modern Turkish, Uzbek, ies among students and faculty manitarian issues facing Tibet. With subjects of Persian literature Undergraduate students have the Kazakh, and Turkmen also carry from across Emory, in the fall of the growth of information technol- and culture. Since the program option to minor in Persian while much Persian vocabulary. Politi- 2013 MESAS launced expanded ogy in the hands of our students, was established on a frm foot- Persian is one of the required lan- cians and ideologues in Persian- courses on Tibetan culture and many seek a better understanding ing in 1995, student demand guages for the graduate program speaking countries have ofen history at the introductory level. of the dichotomy between Chinese for Persian language has grown in Islamic Civilizations Studies. tried to defne national identity Consequently, courses on Ti- and Tibetan cultural and historical constantly, so that the number Since fall 2013, MESAS has of- through a linguistic unity, and betan History (MESAS 270) and realities. Emory’s open academic of the students enrolled in Per- fered two more courses on Per- policies regarding language and Te Tibetan Studies pro- Tibetan Culture (MESAS 370) atmosphere provides one of the best sian has approximately doubled sian and Iranian studies: MESAS writing systems have been a con- gram in MESAS is a partner- were ofered for the frst time in platforms to fulfll this need by pro- during this period. Now Emory 190, Language and Politics in stant concern of not only the ship between the Department Emory College. Tese courses viding contending views in the class- and MESAS have the only robust Iran and Central Asia, is a fresh- governments of these modern of Middle Eastern and South have been well received, and I room and avoiding the discourses of Persian program in the Southeast man seminar that addresses the nation-states, but of the elites and Asian Studies, the Department have personally found teaching cultural hegemony. Emory deserves region. Besides being a Middle political ramifcations of lin- intellectuals as well. Tis course of Religion, and the Emory- them to be a very rewarding and considerable credit for including in- Eastern language and the second guistic diversity and language tries to answer questions about Tibet Partnership. Te Tibetan challenging journey. Student en- struction on Tibetan language, cul- most important language of the confict in Iran, Afghanistan such concepts as ethnicity, lan- language program in MESAS is rollment in these courses as well ture and history as a part of its cur- Islamic World afer Arabic, Per- and the fve newly indepen- guage diversity, political power also linked to the Tibetan Studies as in Tibetan language has grown riculum. For me personally, the real sian has been a literary and cul- dent states of Central Asia, plus and language policy, national- Program in Dharamsala, India, steadily. Without a doubt, much beauty and most important blessing tural medium in the Caucasus the neighboring regions of the ism, and modern nation-states. administered by Emory’s Center credit for this goes to His Holi- of the program has been to learn region, Central Asia and espe- Caucasus, Turkey and Pakistan. Te course MESAS 270, for International Studies Abroad ness the Dalai Lama’s frequent something new from our students cially, the Indian Subcontinent. Te large are in which Persian Viewing Iran through its Cinema, (CIPA). Tibetan language was visits to Emory, his acceptance of and colleagues every day. Persian culture and languages, is spoken or has linguistic infu- deals with contemporary Iranian frst incorporated into MESAS the position of Presidential Dis- -Tsepak Rigzin both in the pre-Islamic era and ence is one of the most ethnically society and the social issues it in 2009. Over the years, there has tinguished Professor at Emory in Instructor and Language since Islam, have served as a and linguistically diverse regions faces. Cinema is the most popu- been a steady growth of students 2007, and above all, his consistent Coordinator in Tibetan Since link between Western Asia and in the world. Besides Persian lar medium for depicting and an- interested in learning Tibetan eforts in bringing people and South Asia. Tus, Persian has (Iran) and its relatives Dari (Af- alyzing social, political and intel- language, especially among those always been central to MESAS ghanistan) and Tajik (Tajikistan lectual life in the modern world. hailing from South Asian coun- programs, especially with the es- tries and China. Tibetan lan- tablishment of the Islamic Civi- guage is ofered at the elementary, lizations Studies (ICIVS) Ph.D. intermediate, and conversational program. Recently, the addition levels. Except for a some gradu- of associate professor Dr. Scott ate students specializing in West Kugle, who works in the Per- and South Asian Religions in the sian and Urdu Suf literatures of Graduate Division of Religion, South Asia and instructor Dr. the majority of students have Hilary Gopnik, who specializes shown greater interest in devel- in the archaeology of Iran and oping the colloquial form of the Central Asia, have added to the Tibetan language over the clas- presence of Persian studies in the sical. Accordingly, every efort MESAS department. is being made to groom students Currently, the Persian pro- to gain the necessary skills in gram ofers 6 regular language spoken Tibetan from the 101 courses each year in all levels, through the 102 levels. Tereaf- 14 MESAS FALL 2014 MESAS FALL 2014 15 and interdisciplinary context, and communicate clearly and EXPANDED COURSE OFFERINGS CONT. efectively through various media. In addition to developing In its 100 year history, Iranian demographic ttexture of Iranian these skills, students will cinema has developed consider- society; and the moral crisis that leave the course with greater ably and, as one of the major flm has resulted from all of these in- exposure to and appreciation industries of the Middle East, tertwined issues. As with all art, of modern Indian culture and refects various aspects of Ira- cinema is not only a mirror for an understanding of issues nian culture and social life. Tis all of these aspects of society but surrounding diversity in Indian course provides an overview is also a tool in the hands of the and global contexts. of Iranian society through its artist for interpreting them. MESAS 370, Cultural cinema, especially since the 1979 -Hossein Samei Nationalism in South Asia, Iranian revolution. Tis revolu- Senior Lecturer and situates the countries of India, tion changed the political and Language Coordinator in Pakistan, and Bangladesh within social scene of Iran and afected Persian their historical contexts and the whole Middle East region compares the ideas of national dramatically. Trough readings culture presented from diferent and provide students with the Ambedkar, who represented the and especially movies produced perspectives. Trough which opportunity to refect on similar untouchables, and Muhammad by internationally known Ira- cultural forms do people express notions in other parts of the Ali Jinnah, who represented nian flmmakers, the course pro- a national identity? What brings world. Muslims, clashed with him, while vides a means for studying the ethnically and religiously diverse -Elliott McCarter Nehru was critical of him but main social problems of Iranian people together as a nation? Instructor and Language faithfully followed him. World society: the Islamic Revolution What does it mean for Pakistan Coordinator in Hindi-Urdu leaders such as Nelson Mandela and its impact on Iranian social to be an Islamic Republic and has were inspired by him and David and political life; the eight-year this changed during periods of MESAS 370 Gandhi: Ben Gurion of Israel hung a war with Iraq and its human military rule? How have notions Non-Violence and Freedom. picture of him in his bedroom. and political consequences; the of Hindu nationalism evolved Mohandas Karamchand Gandhi Admiration for Gandhi as well situation of women, gender and and how do they operate in a (1869-1948), more popularly as criticism of his thought and family relationships in a soci- secular state? How are ideas of known as Mahatma Gandhi, leadership continues to the ety struggling between tradition national belonging refected became a legend in his own present day. Tere are as many and modernity; immigration upon the peoples of these nations lifetime. His thought, actions, hagiographic writings about him and emigration and how they and the territories they inhabit? and especially his non-violent as there are critical monographs. have afected the political and Questions such as these provoke political philosophy acquired Dozens of scholars have studied Te Defeat of Hemu by Kankar from followers across the world.
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