This article explores the role of higher education institutions in the development of indigenous cultures in the Arctic city of Yakutsk. Although indigenous cultures have historically been related to traditional subsistence activities and a rural lifestyle, the growing urbanization of indigenous people brings new challenges and opportunities. The article draws on statistical data, as well as qualitative data from the Institute of Languages and Cultures of the Peoples of the Northeast (ILCPN) at the North-Eastern Federal University (NEFU) and the Arctic State Institute of Culture and Arts (AGIKI): annual reports, focus groups, interviews, and participant observations. The article argues that students and graduates contribute to the creation of a new image of the city as one in which indigenous cultures can find their own niche.
The Case of Yakutsk
Vera Kuklina, Sargylana Ignatieva, and Uliana Vinokurova
Lena Saleh and Mira Sucharov
Those of us who teach Israeli-Palestinian relations and the conflict know that it is not an easy task. Some instructors discourage students from voicing their political inclinations altogether. Others engage in a delicate balancing act between
Brent E. Sasley
-standing problem of the isolation of Israel in the academy. Although students enrolled in Israel Studies programs are likely to take courses in a variety of disciplines, including History, Political Science, International Relations, Sociology, Anthropology, and
Introduction In line with European trends in education and migration, increasing attention has been given to supporting newcomer students in learning the language of schooling in Portugal. This language policy framework is termed Português
Dr. Likhovski’s book is a formidable achievement that has relevance for the development of Israeli law, for students of comparative legal systems, particularly colonial ones, for the history of Zionist ideology, and for conceptualizers of legal anthropology. I shall focus on only a few aspects of his work from the standpoint of a political historian of Mandatory Palestine.
The Perspective of Outsiders
Soli Vered and Daniel Bar-Tal
This study explores features of the routinization of the Israeli-Arab conflict in everyday life in Israel. Specifically, it examines how foreign students view this aspect of the culture of conflict, compared to the point of view of Israeli students born into the day-to-day reality of a society that has been engaged in an intractable conflict for decades. Findings show that foreigners perceived and identified various conflict-related routines that have been absorbed into the social and physical spaces of daily life in Israel, becoming unnoticeable to Israelis. This was the case particularly with various images and symbols of the conflict that saturate both public and private spaces, conflict-related informal norms of behavior, and the central place that the conflict occupies in private interpersonal discourse. These results are discussed in relation to the functionalities of the routinization of the conflict and its implications.
Over the last fifteen years Israeli culture has witnessed the development of batey midrash (houses of Jewish studies) modeled after traditional batey midrash, but without regard for halakhah and open to men and women alike. They represent an attempt to connect and reconnect to the sources of Jewish learning and strive to reconcile uni- versalistic and pluralistic aspects of Israelis' identity with their Jewish identity that has been dormant since the establishment of the state of Israel. With a reflective and pluralistic educational approach the batey midrash present opportunities for exploration of students' relationship to tradition, to Israel and Zionism, God, their communities, their own spiritual path, and the 'other' in all its representations. As the continu- ing conflict with the Palestinians renders existence in Israel ever more difficult, more existential questions arise, requiring a deepening of the Jewish connection so that the two sides' worlds are in dialogue.
Tal Litvak-Hirsch, Dan Bar-On, and Julia Chaitin
This article explores issues of identity and "otherness" by looking at the construction of Jewish-Israeli identity among Jewish-Israeli young adults in relation to two main external others, Germans and Palestinians. Our main thesis is that the construction of Jewish-Israeli identity is connected to their perceptions of these two different external "others." This argument is discussed from both a theoretical and an empirical point of view. We suggest two modes of discourse that represent the ways in which German and Palestinian "others" are perceived in Jewish-Israeli society, and then demonstrate the interrelationship through examples from interviews conducted with Jewish-Israeli university students who participated in a seminar that touched on topics connected to the Holocaust past and the present Palestinian-Israeli conflict.
Arctic Workshop at the University of Tartu, Estonia (30–31 May 2014)
This 2014 workshop was the fifth Arctic workshop held at the University of Tartu and the second dedicated to alcohol. In retrospect, both workshops were fruitful but differed in scope. The main difference between the first workshop in 2013 and second was that the first focused primarily on the social and cultural meaning of alcohol in the Arctic and the second broadened its geography. In the latter, we included papers presenting research results from outside the Arctic region. Comparing two workshops, then, it should be mentioned that, while the first was more in-depth, the second had more comparative focus. Besides various regions of Siberia, the talks in the workshop dealt with Mongolia, Latvia, and Sweden. Unfortunately, several participants had to cancel at the last moment—therefore an exciting study about alcohol use among Ethiopian students and the semantics of Canadian alcoholism were missed.
Instructors of Israeli history or literature, like professors in other areas, complain about students’ use of Wikipedia—and with good reason. Unlike peer-reviewed scholarship, many Wikipedia articles contain information that is both incomplete and