NEWSLETTER SPRING 2019 ABOUT THE CENTER

he study of the and North Africa (MENA) region began at the CMENAS AT T (U-M) in 1889. Since the inception of the Center for Middle Eastern & North African Studies (CMENAS) in 1961, U-M has been committed to area studies and language training. In 1993, the center became a member of the university’s International Institute, which seeks to stimulate research and teaching on critical areas of the world and foster cooperation among the university’s departments, schools, and colleges. Samer M. Ali CMENAS Director and Associate Professor of Arabic Language and Literature Jessica Hill Riggs Academic Program Specialist Mekarem Eljamal Newsletter Editor Rima Hassouneh Community Outreach Coordinator Nataša Gruden-Alajbegovi´c Global Projects Cluster, Manager Kathy Covert Global South Cluster, Office Coordinator Raquel Buckley II Communications, Editor CMENAS EXECUTIVE COMMITTEE

Samer M. Ali (Ex Officio) Director, Center for Middle Eastern and North African Studies; Associate Professor, Middle East Studies Gottfried Hagen (Ex Officio) Chair, Department of Middle East Studies; Professor, Middle East Studies Evyn Kropf (Ex Officio) Librarian, Middle East Studies and Religious Studies; Curator, Islamic Manuscripts Collection On the cover: Above: Karla Mallette (Elected) Noravank, a 13th century Armenian monastery, CMENAS’s Academic Program Director, Global Islamic Studies Center; Amaghu River Valley, Specialist, Jessica Riggs, took a quick Professor, Romance Languages & Literatures near the town of and Middle East Studies Yeghegnadzor, Armenia. break from the panels to visit the Cameron Cross (Elected) famous Alamo. Assistant Professor, Middle East Studies

Center for Middle Eastern & North African Studies SPRING 2019 2 CMENAS had a wonderful four days of invigorating MESA conversations and intellectual exchanges with others Just a short walk from the conference venue is committed to the field of La Villita, a historic neighborhood now a hub for community events and artistry. MENA studies and K-14 outreach during the 2018 meeting of the Middle East Studies Association (MESA). Photos courtesy of Jessica Riggs

Above: Director Samer Ali emceed the MESA Awards Ceremony and had the opportunity to give Professor Joel Beinin, an alum of U-M, the MESA Mentoring Award.

Left: The CMENAS staff happily traded in Ann Arbor’s grayness for San Antonio’s sunshine during this year’s MESA meeting in November 2018.

Center for Middle Eastern & North African Studies SPRING 2019 3 DESTINATION MOROCCO By Leah Squires

probably shouldn’t We were traveling as part of the Ford had made it as far as the Rabat train confess publicly School’s International Economic station. We were well on our way, so that at the first Development Program (IEDP), which I took a moment for myself to visit a opportunity, I is a student-led experiential learning and beloved juice bar around the corner. ignored the signature international policy program composed rule of school- of a seven-week course and one-week I had my last avocado-banana juice on sponsored travel: no field component during the Winter 2019 the morning I left Morocco in July 2015. venturing off alone. semester. The country of study changes As a Peace Corps Youth Development Our group of 20 each year based on a student nomination Volunteer for the past three years, I lived masters’ students and election process. As a prospective in a small town outside of Beni Mellal and two faculty student, I already had a scheme to near the Middle Atlas. I spent my days advisors from the nominate and lead IEDP Morocco. teaching at the youth center, supporting Gerald R. Ford efforts to open a library, learning School of Public Policy had touched Rarely do our best intentions come to Moroccan Darija, cooking zalouk and down in Morocco only hours ago, and fruition, yet almost two years later, I tagine. I had the opportunity to invest we had a layover in Rabat since we were was lucky enough to find myself back in in a new community and culture; Peace waiting to catch the Marrakech Express. Morocco as the IEDP President. And Corps wasn’t just the toughest job I ever (In Morocco, they just call it the train.) after a year of planning with a team of loved—it was my life. student leaders, I was relieved that we

Center for Middle Eastern & North African Studies SPRING 2019 4 Never did I imagine that my first visit various stakeholder meetings with people Taking a cab back to our hotel, though, back would be as part of an academic actively involved in the policymaking and striking up a conversation with the program; however, my experience with process. As a member of the water group, driver, I was once again khuti or mellalia. IEDP surpassed my expectations and I sat across the table from delegates Language was still the key—a way to opened a new window onto Morocco. from the Secretariat of Sustainable unlock and complicate my outsider status. Applying an academic lens to a favored Development, the Water Department, I was reminded that the most valuable and familiar place put my Peace Corps and the National Office for Water and lesson for me is always one of cultural experience—and the lived experience of Electricity. exchange, and in the context of our class my Moroccan host family and friends—in a critical lesson: the majority of students a new perspective. Youth unemployment Oftentimes, professionalism and did not have Arabic (or French), had in Morocco has climbed to 27 percent, academia instill some level of expertise, limited exposure to North Africa, and up from 18 percent in 2012 (the year yet my return to Morocco was another had never visited the region. At the end I began my service). Many of my close exercise in cultural humility. As a student, of the day, the most rewarding aspect of co-workers—who volunteered alongside I went to learn about Morocco’s plans IEDP was sharing these everyday cultural me—are still unemployed, have returned for a water-secure future—and left with elements of Morocco with my peers— to school, or have emigrated elsewhere. more questions than when I arrived. The whether it was bargaining in the medina, chance to unite my interests in policy visiting the hammam, or sharing an IEDP is structured around targeted making and area studies in a real-world avocado-banana juice, bla skaar. (Pro-tip: policy projects, and our class reviewed context threw into sharp relief the order it without sugar as the banana is a policies on unemployment, water challenges of working as an outsider. natural sweetener.) and sustainability, gender equity, and statistical capacity. In country, we set up

Center for Middle Eastern & North African Studies SPRING 2019 5 because the things I am addressing were directly taught to me” in the classes in Middle East and North African Studies WHERE ARE THEY (MENAS). Since finishing her BA in 2017, life has taken Tina Alkhersan all over the world.

“First, I moved to Pittsburgh in order Last semester, CMENAS caught up with “Everything I do to take part in the Coro Fellowship for two of its alumni who took the academic [now] is helped by Public Affairs,” Alkhersan explained. route after leaving the center. This “Then I went to Lesvos, Greece, to semester, we talked to Devin Bathish and what I learned in volunteer in the Kara Tepe refugee camp Tina Alkhersan, who chose to work for my degree. Being with Movement on the Ground.” the nonprofit sector after graduation. able to tailor my Above and beyond the area-studies After completing his CMENAS major knowledge that Alkhersan gained in 2017, Devin Bathish returned to his degree was massively throughout her hometown of Flint, Michigan, to serve as helpful. It allowed me undergraduate executive director of the Arab American to improve my Arabic, studies and later Heritage Council. which I use on a daily served her career, The value CMENAS places on its acquisition of the community has influenced how he runs basis… I am able to Arabic language the Arab American Heritage Council. educate non-Arabs was the most important and about Arab culture valuable skill. “I “I loved the CMENAS community, Tina Alkhersan especially the ability to connect and learn and heritage with really think that from others who are so interested in their confidence.” my focus on the Arabic language, which own Arab/MENA identities,” Bathish I took for eight semesters, has opened said. A central goal of the council is to doors...for me,” Alkhersan said. “In “unite the Arab American community of Lesvos, I was one of the only volunteers Flint and increase its civic engagement.” who spoke Arabic, which was honestly By being an active member of the so shocking.” “Language,” she added, “is CMENAS and MENA communities essential to being able to understand an on campus, Bathish gained and honed individual.” his interpersonal skills that enabled him to successfully carry out the council’s Alkhersan also shared the personal Devin Bathish mission. relevance of her MENAS degree: “It has allowed me to connect to my culture in a Bathish expressed his gratitude for the way that I couldn’t before. For example, training and support he received from when I recently traveled to Oman to visit CMENAS faculty, staff, and other my family, I could communicate much students during his undergraduate better with the [members] and enhance studies. “Everything I do [now] is helped relationships we had already established. by what I learned in my degree,” Bathish This is perhaps one of the most beneficial continued. “Being able to tailor my things I’ve gained from the degree!” degree was massively helpful. It allowed me to improve my Arabic, which I use To join the CMENAS Alumni on a daily basis, and I feel as though I am Network, email us your information able to educate non-Arabs about Arab at [email protected]. culture and heritage with confidence

Center for Middle Eastern & North African Studies SPRING 2019 6 AN EXPLORATION

INTO THE LEGACY OF ART

ndergraduate students now have yet The impossibility of entirely representing Middle East another option to explore Middle East history, however, proves advantageous to students. “I history, through the lens of art. Sascha like giving students a lot of free range on their final Crasnow, lecturer at the Residential papers, so this allows them to follow up on topics UCollege, developed the course, “Art and Conflict in that really spark and pique their interests,” Crasnow the Middle East: 1900-Present,” to broaden student explained. engagement in the social and political history of the Middle East. The relationship between politics and art production has always greatly interested Crasnow. In a region “As a student, I always hated history and I was terrible consistently exoticized or feared, she asserted, art can at it,” she began. But art proved her point of entry. “I be the space to complicate tropes. “Art as a primary enjoy taking history out of this ‘we must remember source gives insight, not to the players who are sitting the dates and this is the chronology’ structure,” she in the room and making decisions, but [about] the continued, “and making it more dynamic by adding the humanistic aspect, adding the cultural aspect, and showing the intersection between these broad events “Art as a primary source gives and how people respond to them through cultural insight, not to the players who are production.” sitting in the room and making but [about] the Starting with World War I and the fall of the decisions, Ottoman Empire, students study major regional people who those decisions conflicts to understand the responses of artists then are impacting.” and now. “I hope [students] come to understand the Sascha Crasnow ‘history’ part of art history,” she said. “To see how the art [reflects] historical moments...not only the people who those decisions are impacting,” she said. political chronology of events, [but] the actual human “Some students are not even aware that art is being aspect...and how artists are engaged in the political produced in these places that are known—especially [as well as] historical conversation.” One course goal in the West—primarily through their conflicts. It is to appreciate the relationship of artistic production is incredibly important to pay attention to art, to to actual human aspects, to historical moments—not understand the region beyond just what we see in the merely chronology—and to artists’ engagement in news,” concluded Crasnow. political as well as historical conversations.

With a time period spanning over 100 years, Crasnow’s task of selecting historical events and pieces of art for the course is difficult. “I never try to give the illusion of comprehensiveness because that is just impossible,” she stated. “I pick artwork and artists based on big moments in the history that might be familiar to some students.” There is a lot of material to

work with because of these moments’ significance to Akram Zaatari, Saida June 6, 1982, composite digital image, Lambda both regional and global history. print, 2009.

Center for Middle Eastern & North African Studies SPRING 2019 7 PLACE AND VOICE

A CONVERSATION WITH

PROFESSOR AMAL HASSAN FADLALLA

rankly, I always thought “I wanted to write about how Sudanese I would end up in the remember Sudan in the diaspora and arts and literary world,” Amal what Sudan means to them away from Hassan Fadlalla said. “I think the home,” Fadlalla explained. reason I chose anthropology is that it has an artful side to it. To write an The original plans for the book, ethnography means that you can use however, changed as the global this methodology to register people’s conversations around Sudan shifted voices and write them in a narrative towards the Save Darfur movement style.” and the campaigns to solve the longest civil war between the northern and Throughout the process of writing southern parts of the country. her most recent book, Branding Humanity: Competing Narratives “Sudan became a big political question of Rights, Violence, and Global on the international stage,” added Citizenship, Fadlalla never forgot Fadlalla. “So, to an extent, I had to go the creative and human element of with the wave.” storytelling. While the broader conversation Initially, she intended the book to be about Sudan followed a political tone, about memory and home, particularly Fadlalla did not want her book to be about how Sudan is still very present overly political. in the diaspora despite physical distance from the homeland.

Center for Middle Eastern & North African Studies SPRING 2019 8 meanings of place are challenged” Fadlalla carefully and passionately Fadlalla said. “Today, everyone is weaves the voices of her interlocutors somewhere else even if they are right and their stories into two distinct in front of you. They can be talking public spheres she describes with you here, but also on their in Branding Humanity: the phone arranging some meeting with humanitarian publics and the someone else overseas.” diaspora publics.

Place has such a great impact in She explained that the focus on the how Sudan is discussed in Branding humanitarian publics was not on how Humanity. Funded by various to engage Sudan’s diversity to build a institutions, Professor Amal Hassan unified and inclusive nation. Fadlalla had the opportunity to challenge anthropological tendencies “Not only do human rights and to root oneself in a singular place. humanitarian NGOs and political With funding from U-M and a elites center their discourse on PLACE AND VOICE writing fellowship from the Woodrow Sudan as a religiously and racially Wilson Center for International fragmented society in a sensational Scholars, for instance, she immersed way, but they also do so in a way that A CONVERSATION WITH herself in the large Sudanese diaspora excludes diaspora voices, especially community in Washington, D.C. voices of secular elites,” she said. Later, through a fellowship from PROFESSOR AMAL HASSAN FADLALLA The current uprising in Sudan returns the German Research Foundation, us to Fadlalla’s discussion about the she was able to meet face-to-face in exclusion of diaspora voices. Unlike Europe with many activists whose the previous human rights and acquaintance she had made online, humanitarian campaigns for Sudan adding depth and complexity to before its separation in 2011, the how these activists understand and current protests in Sudan give more “I inserted my interlocutors’ narratives construct Sudan while in the diaspora. visibility to the voices of secular and in every page, and even inserted liberal youths and elites both in Sudan myself and my creative writing,” “In meeting on the ground, we and in the diaspora, as she anticipated she continued. “I open the book confront the intimacy of a face-to- in her book. with a poem that I wrote when face rapport,” Fadlalla said. “I was sitting in a restaurant in Geneva, Sudan split into two nation-states. “I mention what is happening in Sudan Switzerland, with a Sudanese activist It brings in politics, but also the now because the activists who are living in France, who crossed the humanist element that I value as an leading the protests in the streets are border to come meet me there, ethnographer.” the ones whose voices were excluded, recalling various memories of Sudan you know, in previous humanitarian By looking at a diaspora community, and its people. The intimacies of campaigns,” she said. During a talk in Professor Amal Hassan Fadlalla’s these kind of conversations cannot be late March 2019 to launch Branding research highlights the fragmentation felt through virtual communication; Humanity at the Woodrow Wilson of time and space; throughout something gets lost in the process.” Center, Professor Amal Hassan the process of researching for and Fadlalla commented on the recent writing the book, she crossed borders This nostalgia over Sudan does not protest in Sudan. “[The activists] are -- domestic, national, transnational, necessarily come through in an online claiming the streets and something and virtual -- complicating her role conversation. By moving from place beautiful is coming out that I had not as an ethnographer searching for the to place, Fadlalla sees a fuller view of noticed before, where they are trying meanings of placemaking in her work. Sudan as simultaneously an activist site and a scattered community lived, to unite, not fragment.” “Anthropology often grounds remembered, and reimagined in the researchers in one place, but now the diaspora.

Center for Middle Eastern & North African Studies SPRING 2019 9 GPASS

Global Project in Applied Social Sciences (GPASS) is a new initiative launched in 2018- 2019 by CMENAS and two other Title VI National Resource Centers at the International Institute: the MENAS sat down with Hana Mattar, academic Center for Southeast Asian Studies program specialist for Global Islamic Studies Center and the Center for Latin American (GISC), to learn about her interest in the issues of and Caribbean Studies. The three higher education, religion, and area studies, and about centers collaborated with Washtenaw GISC’s current work. Community College (WCC) in GPASS to deliver professional CMENAS: Did you always think you wanted to go into development and teaching resources higher education or focus on religion? to WCC faculty. This initial phase Hana Mattar (HM): In college, I started out with a culminated in two training sessions psychology major, but I also took a couple of sociology at WCC, led by Denise Galarza and women-and gender-studies courses. Ultimately, I Sepúlveda (U-M Center for ended up adding a women-and gender-studies major Community-Engaged Academic to my undergraduate degree. Through those courses, Learning) in designing courses in and considering my history of growing up in countries community-based learning (CBL). like Egypt, Italy, and the United States, I got really The second session, held on February interested in race relations and issues of social justice. 8th, 2019, featured a joint panel of So, after I graduated, I started working at the Institute U-M and WCC faculty members for Social Policy and Understanding, which does who shared lessons and best practices unbiased research on American Muslims. I worked from their own CBL courses. GPASS’ there for two years, but I realized I wanted to do more immediate purpose is to equip student-centered work, so I moved to University of WCC faculty with the resources and Michigan. For two years, I worked for the Center for principles for enhancing students’ Entrepreneurship, which gave me a chance to really learning through work with local engage with students, but I did miss working in my or global communities. Ultimately, field and on issues of race, social justice, and inclusion. GPASS aims to develop partnerships Thankfully, I found this job with GISC. with community colleges to expand faculty’s and students’ knowledge CMENAS: What do you enjoy about your work with related to the three NRCs’ geographic GISC? regions of study. HM: Honestly, I love the ability to have Above: WCC faculty at the first GPASS session on January 10, 2019. conversations about issues that impact the various

Center for Middle Eastern & North African Studies SPRING 2019 10 HIGHER EDUCATION ACROSS THE GLOBE

“In the past, conversations information I was unfamiliar with and really interested in. The second conference we did was “Destination about Muslims, Arabs, or Arab Detroit,” in September. That one was even closer to Americans, have only really been home because I live in Dearborn. It was really cool to look at how the different Muslim, Latinx, and other relevant at a personal level, but minority communities grew with and around each now I have the chance to other in the city. engage with these issues CMENAS: You also spent some time working in higher professionally as well.” education at the American University in Cairo. What was

Hana Mattar that experience like? HM: Interactions with other people were so different communities that I engage with. In the past, these there. When I was working in admissions, it was less conversations about Muslims, Arabs, or Arab about following strict professional protocol and more Americans, have only really been relevant at a about making sure I was taking care of the person in personal level, but now I have the chance to engage front of me and creating a warm environment. I loved with these issues professionally as well. the chance to work bilingually. The approach to topics was also different. Sometimes, it feels like studying CMENAS: What has GISC worked on over the past few Islam here is about looking at something far away, semesters? which we know is not the reality. But then, in Egypt, HM: We hosted two conferences during the fall 2018 these important institutions in Islamic history are right term. One was “Margins of the Mediterranean,” outside our doorstep. which happened in October. It was just fascinating to CMENAS: see the different communities. When people would Reflecting on working in higher education in be presenting their work, they would be talking two countries, what do you enjoy about the nature of the about how Egypt was affected by the Mediterranean work? trade, but at the same time it affected the Armenian HM: In both places, and generally in higher-education population. The entire conference complicated jobs, one thing that makes it great is that you are our thinking about the Mediterranean’s impact on continually growing and learning. This opportunity to surrounding areas. So many different communities develop my own mind while at work is something that are connected through those waters! It was a ton of I greatly value.

Center for Middle Eastern & North African Studies SPRING 2019 11 CMENAS + CSEAS

COLLABORATE TO LAUNCH THE

MENA-SEA TEACHER PROGRAM

CMENAS has partnered with will participate in scholar-led The MENA-SEA Teacher the Center for Southeast Asian workshops; attend world-class Program is open to Michigan and Studies (CSEAS) to offer the performances and cultural events; regional teachers from public, MENA-SEA Teacher Program, visit houses of worship, museums, private, and charter secondary an exciting, brand-new outreach and entrepreneurial businesses; and schools, as well as school leaders, initiative for Grade 6-12 teachers meet with religious leaders and librarians, and other school-based from Michigan and the region. community representatives. The educators. For its inaugural cohort, Throughout the 2019-2020 cohort will also develop teaching the program received nearly 25 academic calendar, the program resources about religious diversity applications from educators both will train a cohort of Grade in the MENA and SEA freely near and far, and six finalists were 6-12 educators to deepen their available to fellow educators. chosen. If interested in applying understanding and appreciation to the MENA-SEA Teacher of religious diversity in the two Upon successful completion of the Program for the 2020–2021 regions of the Middle East and MENA-SEA Teacher Program, school year, please expect the North Africa (MENA) and each educator will receive a release of both announcement Southeast Asia (SEA). $1,000 honorarium and be eligible and application on our website in for state continuing education January 2020. Convening on a Saturday once credit hours from the Michigan a month between September Department of Education or from 2019 and June 2020 (excluding the departments of education in December), the educators the states wherein they teach.

Center for Middle Eastern & North African Studies SPRING 2019 12 EVENTS

CMENAS CONGRATULATIONS STUDENT DINNER TO PROFESSOR ALEXANDER KNYSH Knysh received the 2019 Iran World Award for Book of the Year in Islamic Studies, for Sufism: A New History of Islamic Mysticism.

BDS, NONVIOLENCE, AND THE LEGACY OF MLK IN THE MIDDLE EAST

MENAS minor Christopher Pumford and master’s degree students Derek Lief and Sarah Gerges at the Fall 2018 CMENAS Student Dinner on September 21, 2018.

Mr. Craig Corrie, of the Rachel Corrie Ms. Cindy and Mr. Craig Corrie, founders of the Rachel Corrie Foundation for Peace & Justice, speaks about Foundation for Peace & Justice, and Professor David Palumbo-Liu his daughter at the CMENAS Teach-In Town of discuss principles of peace, nonviolence, and Hall, “BDS, Nonviolence, and the Legacy of justice in and . MLK in the Middle East,” on January 22, 2019.

MENAS master’s degree students Megan Hough, Asma Noray, and Mekarem Eljamal. PRESENTATION + COLLOQUIUM

MENAS master’s degree students Bryon Maxey and Ali Al Momar.

Professor Jeffrey Heath gives a presentation entitled, Evyn Kropf, Librarian of Middle East Studies “Minority Languages in the Middle East and North Africa,” and Religious Studies, speaks to students on at the International Institute’s Conference, “Indigenous library resources and research strategies, as Languages: From Endangerment to Revitalization and part of the CMENAS 2019 Fall Colloquium, Resilience,” on October 25, 2018. The United Nations named “The Process of Discovery: How Scholars 2019 as the International Year of Indigenous Languages. Write Books Today,”on October 22, 2018.

Center for Middle Eastern & North African Studies SPRING 2019 13 THE GOVERNOR’S COUNCIL FOR GENOCIDE AND HOLOCAUST EDUCATION

By Kevork B. Bardakjian to train teachers; and to promote I eagerly agreed to work with the Council implementation of genocide education because I believe in the importance of n response to the initiative of in both schools and the public. The preventing future crimes of genocide Armenian and Jewish individuals and Council’s commission was temporary and through education; although the I organizations, on June 13, 2016 former expired on August 26, 2018. emphasis in this case is on the Armenian Governor Rick Snyder signed into law Genocide and the Holocaust, there are HB 4493, which passed in the House The first meeting of the Council extensive materials on the website for and Senate of the State of Michigan, occurred on 5 April 2017. A number the study of other instances of genocide requiring schools to teach the Armenian of work groups were set up to plan (e.g. Rwanda, the Ukrainian Holodomor, Genocide and the Jewish Holocaust, and devise the program: Education/ etc.). Throughout my teaching career, under the rubric of genocide education. Resources Workgroup; Teacher both at Harvard and here at Michigan, On 23 September 2017, the Governor Training Workgroup; Community/ documenting and teaching the Armenian appointed a fifteen-member council, Public Education Workgroup; and Genocide has been one of my principal the Governor’s Council for Genocide Funding/Finance Workgroup. I goals. I have been particularly attracted and Holocaust Education and two ex- oversaw the Curriculum/Education/ to the study of Ottoman Turkish officio members, me of the University of Resources Workgroup and collaborated documents, most of which, especially Michigan and Hayg Oshagan of Wayne with the other groups to complement Ottoman government records, are still State University. The Council’s task was and contribute to the ultimate task under lock and key, and memoirs of to identify and advise stakeholders of of designing a website for teaching certain contemporaneous Ottoman sources and methods to teach genocide genocide. The website is in place and will officials. I am also interested in German education to Grade 8-12 students; to be published soon. complicity in the Armenian Genocide. devise programs and identify resources

Center for Middle Eastern & North African Studies SPRING 2019 14 MENAS is dedicated to promoting a broader and deeper understanding of the region—its histories, cultures, languages, and people—through research, education, and outreach programs. The center is committed to creating a supportive environment where scholars, educators, students, and the community have the opportunity to engage in dialogue and to study current and historical events related to the Middle East and North Africa.

CMENAS gifts help support internships, student groups, faculty and student travel, workshops and lectures, visiting scholars, artists and performers, and special courses related to the Middle East and North Africa.

TO MAKE A DONATION TO

CMENAS ONLINE, VISIT:

ii.umich.edu/cmenas/donate

Thanks to the generous donations from those listed below and our anonymous donors. I see certain comparable patterns between the Armenian Genocide and German Sophia Rida Trust Dr. Robert W. Mickey atrocities in Belgium at the beginning of Dr. Lois A. Aroian Dr. Naomi F. Miller WW I, as well as German responsibility Dr. Douglas A. Davis and Dr. Amir S. Mortazawi Dr. Susan S. Davis documented in new material coming out Ms. Mary E. Mostaghim Mr. Timothy R. Green since my book, Hitler and the Armenian Mr. Gavin R. Eadie and Genocide (1986). In December 2018, I Mr. and Mrs. Michael B. Ms. Barbara G. Murphy Haynes participated in the Third Global Forum Dr. and Mrs. Mohammad held in Yerevan, Armenia, dedicated to Mr. and Mrs. Gregory N. I. Othman Hicks preventing the crime through education. Dr. Carl F. Petry Mr. Ahmad H. Joudah and Mr. and Mrs. Donald F. Ms. Zarifah Joudah Denial of genocidal crimes in general Reiger, Jr. Ms. Nancy R. Katz and the Armenian Genocide in particular Dr. Matthew W. Stolper Mr. Gani Manelli has also motivated me to include the Dr. Russell E. Lucas and Dr. Susan A. McCarthy Dr. Camelia Suleiman Armenian Genocide in my courses. Establishing facts and factors that Mr. J. Ramon McCarus Ms. Laura E. West lead to genocide provides fundamental Sara E. McCune Dr. Charlotte A. Wright support and guidance for anticipating and Mr. Stanley T. Mendenhall Dr. Attila Yaprak and Mrs. Robin Wilt and Dr. Ece H. Yaprak preventing such crimes in the future. Mendenhall Above: Ruins of churches in Turkey taken in August 2016. Photography by David Low.

Center for Middle Eastern & North African Studies SPRING 2019 15 e hope to engage you all through our W website and social media accounts.

Be sure to stay connected and follow CMENAS:

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facebook.com/umichCMENAS

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At left: Photo of High Atlas Mountains in Morocco taken in March 2019 by students attending the Gerald R. Ford School of Public Policy’s International Economic and Development Program.

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