The Genocide Education Project hosted a presentation by Prof. Ugur Ungor. Ungor's lecture was based on his two recent books,The Making of Modern Turkey, which addresses how Western Armenia became part of the Turkish state, and Confiscation and Destruction, about Turkey's seizure of Armenian Property. Prof. Ungor is assistant professor of history at Utrecht University in the Netherlands. He is also a researcher at the university's Center for Holocaust and Genocide Studies and is a regular contributor to the Armenian Weekly newspaper. Ungor received his PhD in Holocaust and Genocide Studies in 2009 from the University of Amsterdam. He is of Turkish descent, born in Turkey and raised in Europe. From 1913 to 1950, successive Turkish governments subjected the eastern provinces of the Ottoman Empire to a violent policy of ethnic homogenization. Based on a decade of research on a range of unexamined records, Üngör will demonstrate that the Armenian genocide was part and parcel of this wider process. He will offer insights into the economic ramifications of the genocide and describe how the plunder was organized on the ground. He will conclude that this violent process destroyed historical regions and emptied multicultural cities, but also cleared the way for the modern Turkish nation state. Prof. Üngör is Assistant Professor of History at Utrecht University in the Netherlands and a regular contributor to the Armenian Weekly newspaper. He studied sociology and history in North America and Europe, and received a Master's Degree in Holocaust and Genocide Studies from the University of Amsterdam. His PhD thesis, published by Oxford University Press is titled, The Making of Modern Turkey: Nation and State in Eastern Anatolia, 1913-1950. For teaching resources on the Armenian Genocide: www.TeachGenocide.com
Friday, June 01, 2012
Prof. Ugur Ungor Discusses Property Confiscation During the Armenian Genocide (April 30, 2012)
Published on May 12, 2012 by Genocideeducation
The Genocide Education Project hosted a presentation by Prof. Ugur Ungor. Ungor's lecture was based on his two recent books,The Making of Modern Turkey, which addresses how Western Armenia became part of the Turkish state, and Confiscation and Destruction, about Turkey's seizure of Armenian Property. Prof. Ungor is assistant professor of history at Utrecht University in the Netherlands. He is also a researcher at the university's Center for Holocaust and Genocide Studies and is a regular contributor to the Armenian Weekly newspaper. Ungor received his PhD in Holocaust and Genocide Studies in 2009 from the University of Amsterdam. He is of Turkish descent, born in Turkey and raised in Europe. From 1913 to 1950, successive Turkish governments subjected the eastern provinces of the Ottoman Empire to a violent policy of ethnic homogenization. Based on a decade of research on a range of unexamined records, Üngör will demonstrate that the Armenian genocide was part and parcel of this wider process. He will offer insights into the economic ramifications of the genocide and describe how the plunder was organized on the ground. He will conclude that this violent process destroyed historical regions and emptied multicultural cities, but also cleared the way for the modern Turkish nation state. Prof. Üngör is Assistant Professor of History at Utrecht University in the Netherlands and a regular contributor to the Armenian Weekly newspaper. He studied sociology and history in North America and Europe, and received a Master's Degree in Holocaust and Genocide Studies from the University of Amsterdam. His PhD thesis, published by Oxford University Press is titled, The Making of Modern Turkey: Nation and State in Eastern Anatolia, 1913-1950. For teaching resources on the Armenian Genocide: www.TeachGenocide.com
The Genocide Education Project hosted a presentation by Prof. Ugur Ungor. Ungor's lecture was based on his two recent books,The Making of Modern Turkey, which addresses how Western Armenia became part of the Turkish state, and Confiscation and Destruction, about Turkey's seizure of Armenian Property. Prof. Ungor is assistant professor of history at Utrecht University in the Netherlands. He is also a researcher at the university's Center for Holocaust and Genocide Studies and is a regular contributor to the Armenian Weekly newspaper. Ungor received his PhD in Holocaust and Genocide Studies in 2009 from the University of Amsterdam. He is of Turkish descent, born in Turkey and raised in Europe. From 1913 to 1950, successive Turkish governments subjected the eastern provinces of the Ottoman Empire to a violent policy of ethnic homogenization. Based on a decade of research on a range of unexamined records, Üngör will demonstrate that the Armenian genocide was part and parcel of this wider process. He will offer insights into the economic ramifications of the genocide and describe how the plunder was organized on the ground. He will conclude that this violent process destroyed historical regions and emptied multicultural cities, but also cleared the way for the modern Turkish nation state. Prof. Üngör is Assistant Professor of History at Utrecht University in the Netherlands and a regular contributor to the Armenian Weekly newspaper. He studied sociology and history in North America and Europe, and received a Master's Degree in Holocaust and Genocide Studies from the University of Amsterdam. His PhD thesis, published by Oxford University Press is titled, The Making of Modern Turkey: Nation and State in Eastern Anatolia, 1913-1950. For teaching resources on the Armenian Genocide: www.TeachGenocide.com
Asbarez/Horizon Interview with Rep. Adam Schiff
Published on May 30, 2012 by HorizonArmenianTV
Asbarez Editor Ara Khachatourian talks to Rep. Adam Schiff about the his efforts in the House Appropriations Committee, which resulted in more than doubling aid to Karabakh, provisions for Javakhkh and maintaining aid to Armenia and the military parity between Armenia and Azerbaijan.
Thursday, May 31, 2012
Foreign Language School’s Impact on Native Students
Debate over Change in Educational Laws
Since the change in the Armenia education laws there has been much debate in Armenian society about the merits and drawbacks of the introduction of foreign language schools in Armenia. Armenia has a proud population with a rich and vibrant culture, with traditions dating back many years. Like any ethnic population around the world, Armenians want to preserve their native culture and traditions and are naturally fearful of any outside encroachment and threats to their heritage (PanArmenian).The pressure to preserve native cultures and traditions is particularly true in modern society, in which globalization has drastically changed the landscape of the world. With the advancement of the Internet and social media, people are able to connect with people around the world in ways unheard of less than a decade ago. While these globalization developments certainly bring a multitude of benefits to the population of a country, there is the potential for the diluting of native cultures and traditions.
Soviet-Era Effect
During the Soviet years in Armenia, most of the Armenian "intellectuals" received an education at Russian institutions, which were considered by many to be of a better quality. Also, many world publications and literature were only translated in Russian, not the native Armenian language.The 1990s brought a wave of nationalism and desire to restore Armenian culture and heritage following the liberation of Armenia from the Soviet Union. During this time period, there was a push to reject the use of Russian language in schools as well as in the public sphere. From this time all the way up to the change in the education laws in 2010, foreign language schools were banned in Armenia. The Soviet occupation and subsequent reaction continues to shape the attitudes toward foreign language schools in Armenia today.
It is important to understand the impact of foreign language schools in a country on its native students. This is relevant matter for not only Armenia, but also all developing nations of the world in these globalized times. Here are some of the positives and negative effects of foreign language schools for native students.
Positive Impact of Foreign Language Schools
- International Standard of Education: In having foreign language schools, a developing country is able bring its education system up to an international standard. While every country's native schools have its own unique merits, opening the doors to a foreign language school can only improve the level of education of its students. A higher level of education translates to greater marketability for students once they enter the workforce.
- Opportunity to Study Abroad: Students who learn a foreign language greatly increase their chances of being able to study abroad. Many study-abroad programs and colleges and universities accepting international students require applicants to pass a language proficiency examination. Learning a foreign language from an early age greatly prepares students for this examination. For thosee interested in study abroad programs, check out www.studyabroadblogs.org, where individuals can network with like-minded students about study abroad programs and the experience of learning and using a foreign language.
- Broad Cultural Experience: In a foreign language school, students can broaden their horizons and learn about different world perspectives. Having a wider understanding of the world translates to a wiser and more accepting individual. A great deal of international publications, literature, news media, and information on the Internet is in the English language. In learning a foreign language such as English, students greatly widen their understanding of the world and of life in general.
- Modernization: In having foreign language schools and a population with the ability to speak a foreign language, a developing country becomes more modernized over the long run. A workforce with an international standard of education and a broad-based educational experience is more able to help solve the problems facing a country and improve the standard of living of the country's population. Also, a country that has many citizens who are able to speak a foreign language will attract greater investment from foreign companies, which means more job opportunities and earning potential for students once they finish their schooling.
Negative Impact of Foreign Language Schools
- Adverse Effects on Culture and Traditions: A language is one of the best ways to preserve a country's culture and traditions. If a foreign language becomes the dominant medium of education in a country, some of those traditions and cultural aspects may be lost over time. The introduction of heavy use of foreign language in a country may "dilute" the country's culture. Also, many history books of a country are only written in a native language, so the historical foundations of a country may be neglected with the dominant use of a foreign language.
- The Native Educational System Needs Fixing: In having many foreign language schools in a country, the underlying problems of the educational systems of developing countries may be ignored or not properly addressed. This is especially relevant in Armenia, where there are many gaping holes in the educational system. The Armenian educational system and the textbooks are outdated and there is not enough money being allocated for school facilities and adequate teacher salaries.
- Influx of Undesirable International Elements: Students who learn at a foreign language school are opened up to many of the positive elements that the world as a whole has to offer, both from their school education and also from their ability to communicate with many people around the world. However, students are also exposed to a "Pandora's box" of negative elements of an increasingly competitive, fast-paced, and instant gratification-seeking world.
Wednesday, May 30, 2012
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