Sideri Eleni
  • +30 2310 891.439
  • elasideri uom.edu.gr
  • Office: ΚΖ, 221

    Sideri Eleni

    Assistant Professor
    Department of Balkan, Slavic & Oriental Studies


    Academic Area

    Anthropology of Post-socialism with emphasis on the Caucasus and the Black Sea

    Curriculum Vitae
    Academic Titles

    -2016. Βachelor  in Film Studies. School of Fine Arts-AUTH. Specialisation: ScriptWriting

    -2006. PhD in Social Anthropology, School of Oriental and African Studies / University of London.

    -2002. Masters Degree in Middle Eastern Studies, School of Oriental and African Studies / University of London.

    -2000. Master of Arts in Language and Communication Sciences. Postgraduate Degree in French, German, Italian Philology and Mechanical and Computer Engineering-AUTH. Specialisation:: Sociolinguistics..

    -1997. Postgraduate in Social Anthropology. School of Oriental and African Studies / University of London.

    -1996. Bachelor in French Language and Literature, School of Philosophy-AUTH.

    Research Interests
    • Diasporas,
    • transnational migration,
    • forms of mobility & immobility,
    • tourism,
    • language and storytelling,
    • visual anthropology / cinema and anthropology,
    • new technologies and digital expression,
    • cities and globalization,
    • European cultural policies,
    • post-socialist world,
    • Black Sea,
    • Caucasus

    Teaching


    • ANTHROPOLOGICAL THOUGHT AND SOCIAL THEORY
      (ΒΣΑ302-ΙΙΙ)

    Type
    COMPULSORY

    Department Abbreviation
    BSO

    Department
    DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES

    Course Outlines

    COURSE OUTLINE

    (1) GENERAL

    SCHOOL

    ECONOMIC AND REGIONAL STUDIES

     

    ACADEMIC UNIT

    BALKAN, SLAVIC AND ORIENTAL STUDIES

     

    LEVEL OF STUDIES

    UNDERGRADUATE

     

    COURSE CODE

    BSA302-III

    SEMESTER

    2nd

    COURSE TITLE

    Anthropological thought and Social Theory

    INDEPENDENT TEACHING ACTIVITIES
    if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

    WEEKLY TEACHING HOURS

    CREDITS

     

    4

    6

     

     

     

     

     

     

    Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background,
    special background, specialised general knowledge, skills development

    GENERAL BACKGROUND

    PREREQUISITE COURSES:

     

    OXI

    LANGUAGE OF INSTRUCTION and EXAMINATIONS:

    GREEK

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    NO

    COURSE WEBSITE (URL)

    https://openeclass.uom.gr/courses/BSO224/

               

    (2) LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
    • Guidelines for writing Learning Outcomes

     

     

     

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision-making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    ……

    Others…

    …….

     

    Research, analysis and synthesis of data and information

    Exercise criticism and self-criticism

    Autonomous work

    Promotion of free, creative and inductive thinking

     

     

    (3) SYLLABUS

     

    Upon the completion of the course, the students will have come into contact with the basic concepts, definitions and fields of Social and Cultural Anthropology (kinship, economy, political organization, symbolic systems-religion, gender) and the type of holistic way of viewing societies between ethnographic present and historical past. They will have examined the main theoretical schools of the 20th and 21st centuries (American, British and French) which have defined anthropological thought (functionalism, post/structuralism, interpretive approach). Finally, the course will have introduced the students to the methodological peculiarities of ethnographic field research, the comparative method and the holistic anthropological understanding.

     

    WEEKLY THEMES

     

    1-2nd week CULTURE

    3-4th week WRITING ABOUT THE OTHER

    5-6th Week FAMILY

    7th Week THE STATE AUTHORITY

    8th Week SOCIAL CHANGE

    9-10th Week THE CONCEPT OF INTERPRETATION

    11th Week THE CONCEPT OF RESPONSIBILITY

    12th Week. NEWER TRENDS IN ANTHROPOLOGICAL RESEARCH

    Week 13 REVIEW-EXAM PREPARATION

     

     

     


    (4) TEACHING and LEARNING METHODS - EVALUATION

    DELIVERY
    Face-to-face, Distance learning, etc.

    Face to face

    USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
    Use of ICT in teaching, laboratory education, communication with students

     

    TEACHING METHODS

    The manner and methods of teaching are described in detail.

    Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

     

    The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

    Activity

    Semester workload

    Διαλέξεις

    52

    Εργαστηριακή Άσκηση

    16

    Μελέτη και Ανάλυση Βιβλιογραφίας

    52

    Διαδραστική Μελέτη

    30

     

     

     

     

     

     

     

     

     

     

    Σύνολο Μαθήματος

    150

     

    STUDENT PERFORMANCE EVALUATION

    Description of the evaluation procedure

     

    Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

     

    Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

     

    The course is evaluated by written exams at the end of the semester. Exams are based on the pages listed in each week's Required Readings (see course site). The written exams contain different types of multiple-choice questions (multiple answers, YES/NO, etc.) but also very short development questions (max 5-6 sentences)

     

     

     

     

     

     

     

     

     

     

     

     

    (5) ATTACHED BIBLIOGRAPHY

    - Suggested bibliography:

    C.Javeau, Η Έρευνα με Ερωτηματολόγιο- Το Εγχειρίδιο του Καλού Ερευνητή, Αθήνα, Τυπωθήτω Γ.Δαρδανός, 1996 [ Βασικό βοήθημα για τις εργασίες σας].

    . Γκ.Λίενχαρντ, Κοινωνική Ανθρωπολογία, Αθήνα, Gutenberg, 1985 ( Μετάφραση του κλασσικού εγχειριδίου κοινωνικής ανθρωπολογίας στα ελληνικά. Εισαγωγικό και κατατοπιστικό κείμενο).

    Α. Κούπερ, Ανθρωπολογία και Ανθρωπολόγοι. Η σύγχρονη βρετανική σχολή. Αθήνα, Καστανιώτη 1994.

     I.Craig, Σύγχρονη Κοινωνική Θεωρία. Από τον Parsons στον  Habermas, μετάφραση- επιμ. Π.Λέκκας, Αθήνα, Ελληνικά Γράμματα, 1998.

     

    - Relatedacademicjournals:

     

    Σύγχρονα Θέματα, https://www.synchronathemata.gr/

    Εθνολογία, https://www.societyforethnology.gr/en/ethnologyonline

    Anthropology Matters, https://www.anthropologymatters.com/index.php/anth_matters/issue/view/65

    Society for Social Anthropology, https://culanth.org/

     

     

    • ANTHROPOLOGY OF MIGRATION AND DIASPORA COMMUNITIES IN SE EUROPE AND THE NEAR EAST
      (ΒΣΑ307-ΙΙΙ-2)

    Type
    ELECTIVE

    Department Abbreviation
    BSO

    Department
    DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES

    Course Outlines

    COURSE OUTLINE

    (1) GENERAL

    SCHOOL

    Economics and Regional Studies

    ACADEMIC UNIT

    Balkan, Slavic and Oriental Studies

    LEVEL OF STUDIES

    Undergraduate

    COURSE CODE

    ΒΣΑ307-ΙΙΙ-2

    SEMESTER

    5th

    COURSE TITLE

    Anthropology of Migration and Diaspora Communities in South-Eastern Europe and the Near East

    INDEPENDENT TEACHING ACTIVITIES
    if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

    WEEKLY TEACHING HOURS

    CREDITS

     

    4

    6

     

     

     

     

     

     

    Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background,
    special background, specialised general knowledge, skills development

    Special Background

    PREREQUISITE COURSES:

     

    No

    LANGUAGE OF INSTRUCTION and EXAMINATIONS:

    Greek

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    No

    COURSE WEBSITE (URL)

    https://openeclass.uom.gr/courses/BSO235/

               

    (2) LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
    • Guidelines for writing Learning Outcomes

     

    1. Intellectual Skills of Synthesis and Analysis

    • Understanding the different aspects of migration, inclusion and exclusion in relation to anthropological methods and concepts

    • Synthesis and generative thinking based on the study of empirical data

    • Learning to formulate an argument based on the data of the bibliographic research

    2. Research Skills

    • Development of capacities of flow and organization of sources

    • Structure of an academic text

    • Presentation skills using new technologies

    3. Development of Research Technologies

    • Developing research digital skills

    • Deeper understanding and analysis of visual material

     

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision-making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    ……

    Others…

    …….

     

     

    • Data research and analysis

    • Independent or group work

    • Respect for diversity and multiculturalism

    • Promotion of criticism and self-criticism

    • Promotion of free, creative and inductive thinking

     

    (3) SYLLABUS

     

    The course examines different forms of migration, transnational and economic migration, brain migration, gender migration, and compares them to other categories of movement and attitude such as refugee and diaspora. Different approaches to the study of migration will be studied (economic and historical approach network study, global south and migration). Different forms of diaspora are compared, such as historical and contemporary diasporas, diaspora as a double consciousness, the concept of diaspora, and LGBTI communities and online diasporas. Finally, the course will highlight different policies of integration, collective organization and artistic expression of immigrants or diasporas (eg literature of immigration, diasporic cinema, etc.). The ethnographic examples will concern migrants from/to the regions of Eastern and South-Eastern Europe as well as the Near East.

     

    The aim of the course is to familiarize the students with the different categories of immigration as well as with the different immigrant communities and diasporas of Northern and South-Eastern Europe & the Near East. The examples of cross-cultural encounters, displacements and the management of the diasporic condition in the wider region of North Africa, SE Europe and the Near East constitute the field of observation of ethnographic and other factual data that allow students to deepen their knowledge in basic anthropological concepts and analytical categories taught in previous years about space and time, region, ethnicity, gender identity and types of community from modernity to the digital age

     

    1. A.    Definitions

    1st Week. Introduction

    2nd Week. Methodology Issues

    3rd Week Global Migrations and Diaspora (19th century - First half of the 20th century)

    4th Week Transnational Migration and Diasporic Identities (2nd half-20th-21st)

    5th Week. Economy and Immigration and the Economy of immigration

    B. Border-Integration

    6th Week. Borders-Security—National/European Policies

    7th Week Multiculturalism- Xenophobia and Racism

     8th Week Marriages and Transnational Families

    9th Week. The return migration

    10th Week. New Forms of Inclusion-Movements

    C. Representation

    11th - 12th Week. Migrations and Art. Literature, Museums and Cinema

    13th Week. Recap

    (4) TEACHING and LEARNING METHODS - EVALUATION

    DELIVERY
    Face-to-face, Distance learning, etc.

    Face to Face

    USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
    Use of ICT in teaching, laboratory education, communication with students

    ICT in teaching and communication with students

    TEACHING METHODS

    The manner and methods of teaching are described in detail.

    Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

     

    The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

    Activity

    Semester workload

    Interactive Teaching

    26

    Tutorial

    26

    Literature Study and Analysis

    50

    Writing a paper

    48

    Interactive Teaching

    26

     

     

     

     

     

     

     

     

    Course total

    150

     

    STUDENT PERFORMANCE EVALUATION

    Description of the evaluation procedure

     

    Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

     

    Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    (5) ATTACHED BIBLIOGRAPHY

    - Suggested bibliography:

    C. Brettell.2003.  Anthropology and migration. Essays on transnationalism, ethnicity, and identity. Walnut Creek: Altamira Press. Pp.9-23, 23-47.

    S. Castles& M.Miller (1998) The Age of Migration. International Population Movement , London/Hampshire: 67-104, 104-141.

    Koser, Khalid 2007. International Migration: A Very Short Introduction, Oxford: Oxford University Press 28-41.

    S. Vertovec& R. Cohen (eds) Migration, Diasporas and Transnationalism, Cheltenham: Elgar Reference Collection

    Werbner, Pnina. "Global pathways. Working class cosmopolitans and the creation of transnational ethnic worlds." Social anthropology 7.1 (1999): 17-35.


    - Related academic journals:

    Journal of Ethnic and Migration Studies

    Journal of International Migration and Integration

    Migration and Society

     

     

    • COMPARATIVE ISSUES IN GENDER AND CULTURAL DIVERSITY
      (HRMS205)

    Type
    COMPULSORY

    Department Abbreviation
    HURMIS

    Department
    MASTER'S DEGREE IN HUMAN RIGHTS AND MIGRATION STUDIES

    Course Outlines

    Η περιγραφή του μαθήματος δεν είναι διαθέσιμη

    • CULTURAL POLICIES IN THE COUNTRIES OF THE FORMER YUGOSLAVIA
      (HAC905)

    Type
    ELECTIVE

    Department Abbreviation
    ΜΙΑΠΑΝΕ

    Department
    MASTER'S DEGREE IN HISTORY, ANTHROPOLOGY AND CULTURE IN EASTERN AND SOUTH-EASTERN EUROPE

    Course Outlines

    The course examines the complex relationship of ‘politics’ and ‘culture’ in the film production of the former Yugoslavia. For decades, cinema as cultural text has been connected to the national narratives. The birth of Yugoslavia after World War II, which stopped the inception of national cinemas, laid the foundations of “Cinema Kommunisto’. The personal vision of Tito to create a Yugoslav cinema balanced between ideological orthodoxy, propaganda and artistic creation. After the dissolution of the former Yugoslavia, the independent republics were invited to respond to a cinematic landscape of cultural flows, transnational partnerships and global viewership. The course, starting from film (fiction and documentary) and to a lesser extent, television of the former Yugoslavia countries, will examine issues of national High/ Low culture and cinema, ideology and art, gender, memory and representation, transnationalism and Europeanness through the use of audio-visual and multimedia methods as well as visits to cultural organisations and sites (Cinemateque, Museum of Cinema, festivals).

    Indicative bibliography:

    Cuche D. 1996. La notion de culture dans les science sociales. Paris: La Decouverte

    Dermentzopoulos Ch. & Spyridakis M. 2004. Anthropologia, Kultura and Politiki [Anthropology, Culture, and Politics]. Athens: Metechmio.

    Goulding D.  J. 2002. Liberated Cinema: The Yugoslav Experience 1945-2001. Bloomington and Indianapolis: Indiana University Press.

    Hill J. & Gibson P. Church. 2001. Film Studies, Critical Approaches. Oxford: Oxford University Press

    Thompson Κ. & Bordwell D.  1997. An Art History. An Introduction. NY: McGraw Hill .

    Wachtel A. Baruch. 1998. Making A Nation, Breaking A Nation. Literature and Cultural Politics in Yugoslavia. Stanford: Stanford University Press.

    • ETHNOGRAPHIC RESEARCH, AUDIOVISUAL AND DIGITAL CULTURE
      (ΒΣΑ315-ΙΙΙ)

    Type
    ELECTIVE

    Department Abbreviation
    BSO

    Department
    DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES

    Course Outlines

    COURSE OUTLINE

    (1)     GENERAL

    SCHOOL

    Εconomic and Peripheral Studies

    ACADEMIC UNIT

    Dept. of Balkan Studies and Oriental Studies

    LEVEL OF STUDIES

    Undergraduate

    COURSE CODE

    ΒΣA315-III

    SEMESTER

    Z’

    COURSE TITLE

    Ethnographic Research, Audiovisual and Digital Culture

    INDEPENDENT TEACHING ACTIVITIES
    if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

    WEEKLY TEACHING HOURS

    CREDITS

     

    4

    6

     

     

     

     

     

     

    Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background,
    special background, specialised general knowledge, skills development

    Special Background, Specialised general knowledge

    PREREQUISITE COURSES:

     

    No

    LANGUAGE OF INSTRUCTION and EXAMINATIONS:

    English

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    Yes

    COURSE WEBSITE (URL)

    https://openeclass.uom.gr/courses/BSO288/

               

    (2)     LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
    • Guidelines for writing Learning Outcomes

     

    -Developing audiovisual skills

    -Improving qualitative research skills

    -Combining ethnographic methods with audiovisual skills

    -Understanding  audiovisual and digital cultures

     

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision-making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    ……

    Others…

    …….

     

    Working in an international environment

    Working in an interdisciplinary environment

    Project planning and management

    Respect for difference and multiculturalism

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    (3)     SYLLABUS

     

    The shift to WEB.2 has created new challenges for ethnography, a practice closely linked to the researcher's physical presence in the field. This shift created the need to re-examine the tools of ethnographic research (observation, diary, note-taking, oral testimonies) and publication (monographs, academic articles) in the new digital context. The course will help students 1. to understand how their methodological tools can be adapted, expand and used in the  new digital and audio-visual environments (digital notes and diaries, digital archives and databases, blog and podcast, various types of film genres or online series), 2.  familiarise them with the digital and audio-visual ‘field-sites’, their exigencies and possibilities  (social networks, virtual worlds, different types of films and series, video-games) 3. Develop, critically analyse and practically apply the production skills of digital and / or audio-visual material (blog, editing digital reports, short videos, etc.). Students will enrich and deepen their ethnographic research skills, comprehend the ethical concerns involved, succeed greater dissemination and popularisation of the results.

     

    The aim is to adapt, expand and deepen ethnographic knowledge with methodological tools skills for the management and understanding of digital and audio-visual material but also for the production of similar content in order to enrich and respond better to the demands of the contemporary world.

     

    Weekly themes:

     1st week. Introduction

     2nd week. Ethnography and visual culture

     Discussion of the history of the relation between social anthropology and the visual

     Compulsory Reading

    Sideri, E., 2020. Imagination and Ethnography. Bridging the Gap of (not) Being There Through Film. Teaching Anthropology: A journal by the Royal Anthropological Institute.

     Bibliography

    Banks, M., 2005. Visual Anthropology: Image, Object and Interpretation 1. In Image-based research (pp. 9-23). Routledge.

    Chio, Jenny. (2021) 2023. “Visual anthropology”. In The Open Encyclopedia of Anthropology, edited by Felix Stein. Facsimile of the first edition in The Cambridge Encyclopedia of Anthropology. Online: http://doi.org/10.29164/21visual

    Jensen, L.X., Bearman, M., Boud, D. and Konradsen, F., 2022. Digital ethnography in higher education teaching and learning—a methodological review. Higher Education84(5), pp.1143-1162.

    https://link.springer.com/article/10.1007/s10734-022-00838-4

    Otto, T., Suhr, C., Crawford, P.I., Waltorp, K., Høgel, A.K. and Vium, C., 2018. Camera, Intervention and Cultural Critique: An Introduction. Visual Anthropology31(4-5), pp.307-317.

    Pink, S., 2011. Images, senses and applications: Engaging visual anthropology. Visual Anthropology24(5), pp.437-454.

     3rd week. Ethnography and the digital turn -IssuesofEthics

    Exploration of the connection between ethnographic methods and the digital culture. Questions of ethics

    Compulsory Reading

    Pink, S., Sinanan, J., Hjorth, L. and Horst, H., 2016. Tactile digital ethnography: Researching mobile media through the hand. Mobile Media & Communication4(2), pp.237-251.

     Bibliography

    Boellstorff, Tom. 2015. “Te Subject and Scope of Tis Inquiry.” In Coming of Age in

    Second Life: An Anthropologit Explore the Virtually Human, Second Edition, 3–31.

    Princeton, Princeton University Press

    Bowler Jr, G.M., 2010. Netnography: A method specifically designed to study cultures and communities online. The qualitative report15(5), p.1270.

    Ethics Guidelines for Internet-mediated Research. The British Psychological Society. 2017.

    https://www.bps.org.uk/news-and-policy/ethics-guidelines-internet-mediated-research-

    2017

    Kaur-Gill, S. and Dutta, M.J., 2017. Digital ethnography. The international encyclopedia of communication research methods10(1).

    Low, Setha M. and Sally Engle Merry. 2010. “Engaged Anthropology: Diversity and

    Dilemmas.” Current Anthropology 51: S203-S226.

    Pink, Sarah, Heather Horst, John Postill, Larissa Hjorth, Tania Lewis, and Jo Tacchi.

    2016. “Ethnography in a Digital World.” In Digital Ethnography: Principle and

    Practice, 1–18. Los Angeles: Sage

    Principles of Professional Responsibility. American Anthropological Association.

    2012. http://ethics.americananthro.org/category/statement/.

    Varis, P., 2015. Digital ethnography. In The Routledge handbook of language and digital communication (pp. 55-68). Routledge.

     4th week. Observing, Participating, Writing Fieldnotes during the digital turn and multimodality

    How do the traditional ethnographic methodological tools and methods (e.g. participant observation, diaries, fieldnotes etc) go digital?

     Compulsory reading

    Sanjek, R., 2016. From fieldnotes to efieldnotes. EFieldnotes: The Makings of Anthropology in the Digital World, pp.3-27.

     

    Bibliography

    Abidin, C. and De Seta, G., 2020. Private messages from the field: Confessions on digital ethnography and its discomforts.

    Bonanno, Leticia. 2019. “Drawing as a Mode of Translation.” American Anthropologist.

    http://www.americananthropologist.org/ethno-graphic-bonanno/

    Hennell, K., Limmer, M. and Piacentini, M., 2020. Ethical dilemmas using social media in qualitative social research: A case study of online participant observation. Sociological research online25(3), pp.473-489.

    Nolas, S.M. and Varvantakis, C., 2019. Field notes for amateurs. Social Analysis63(3), pp.130-148.

    Williams, M., 2007. Avatar watching: participant observation in graphical online environments. Qualitative research7(1), pp.5-24.

    https://www.anthrowrites.com/fieldnotefirstdraft

       5th week. Looking for digital Selves I. Selfies, FB, Instagram , TiΚTok

     The issue of identity and Selfboth of the ethnographer and the Others had been central in ethnographic research. How do digital methods transform it?

     Compulsory Reading

    Hermans, H.J., 2004. Introduction: The dialogical self in a global and digital age. Identity4(4), pp.297-320.

     Bibliography

    Braun, L.N. and Mateus, A.M.V., 2024. Contemporary Ethnographic Aesthetics: The TikTok Turn. Visual Anthropology37(3), pp.195-211.

    Clara, A. and Garner, A.C., 2017. Stories we tell our selfies. Hong Kong: The Asian Conference on Arts and Humanities 2017 Official Conference Proceedings. https://www. researchgate. net/publication/323601369_Stories_We_Tell_Our_Selfies.

    Dalsgaard, S., 2016, January. The ethnographic use of Facebook in everyday life. In Anthropological Forum (Vol. 26, No. 1, pp. 96-114). Routledge.

    Dalvit, L. and Schoon, A., 2018. Siyashuta! Capturing police brutality on mobile phones in South Africa. Mobile story making in an age of smartphones, pp.129-137.

    Schleser, M. and Berry, M., 2018. Introduction: Creative Mobile Media II—Making a Difference. Mobile story making in an age of smartphones, pp.1-7.

    Walford, G., 2021. What is worthwhile auto-ethnography? Research in the age of the selfie. Ethnography and Education16(1), pp.31-43.

    Willcox, M., Rogers, R., Peute, M. and Stanusch, N., 2023. Undertaking digital ethnography on and with Instagram.

     6th week. Looking for digital Selves IΙ. Videogames

    Videogames produce whole worlds which challenge ethnographic practices, this week we will families with these challenges.

     Compulsory Reading

    Petridis, Panagiotis, and Lauren Traczykowski. "Introduction on games, serious games, simulation and gamification." Games, Simulations and Playful Learning in Business Education. Edward Elgar Publishing, 2021. 1-13.

     Bibliography

    Baldwin, K., 2019. Virtual avatars: Trans experiences of ideal selves through gaming. Markets, Globalization & Development Review3(3).

    Hung, C.Y., 2007, January. Video games in context: An ethnographic study of situated meaning-making practices of Asian immigrant adolescents in New York City. In Proceedings of DiGRA 2007 Conference: Situated Play.

    Podleschny, N., 2009. Videogames, learning, and the social context: Approaches to an ethnographic case study. Ejournalist9(1), pp.70-98.

    Thornham, H., 2008. “It's A Boy Thing” Gaming, gender, and geeks. Feminist Media Studies8(2), pp.127-142.

      7th-8th week. Ethnography of a film and TV series

    Cinema and TV have become significant of the cultural productions since the last decades. How do we observe and examine both as ethnographic fields?

     Compulsory Reading

    Sideri, E., 2016. Prisoner (Once Again) of the Caucasus: An Ethnography of Film. Punctum: International Journal of Semiotics.

     Bibliography

    Gonçalves, M.A., 2012. Sensorial thought: cinema, perspective and Anthropology. Vibrant: Virtual Brazilian Anthropology9, pp.160-183.

    Grimshaw, A. and Ravetz, A., 2009. Rethinking observational cinema. Journal of the Royal Anthropological Institute15(3), pp.538-556.

    Keep, D., 2018. Smartphones and evocative documentary practices. Mobile Story Making in an Age of Smartphones, pp.41-50.

    Ruby, J., 1971. Toward an anthropological cinema. Film Comment7(1), pp.35-40.

    Ruby, J., 1991. Speaking For, Speaking About, Speaking With, or Speaking Alongside An Anthropological and Documentary Dilemma. Visual Anthropology Review7(2), pp.50-67.

    Sideri, Eleni. "Female Genealogy and Cultural Memory in Georgia." Genealogy 8.3 (2024): 82. https://doi.org/10.3390/genealogy8030082

    Sideri, E., 2017. Bridging worlds: producing and imagining the transnational through TV narratives. Journal of Science and Technology of the Arts9(2), pp.27-35.

    Sideri, E., 2023. Coproducing Europe: An Ethnography of Film Markets, Creativity and Identity. Berghahn Books. Ch. 6.

    Turner, T., 1992. The Kayapo on television: an anthropological viewing. Visual Anthropology Review8(1), pp.107-112.

     9th week. Ethnography of sound and podcasts

     How could we use other senses to create images, cultural understanding and empathy?

     Compulsory Reading

    Gershon, W.S., 2019. Sonic ethnography in theory and practice. Oxford research encyclopedia of education, pp.1-22.

     Bibliography

    Cook, I.M., 2020. Critique of podcasting as an anthropological method. Ethnography, p.1466138120967039.

    Battesti, V. and Puig, N., 2020. Towards a sonic ecology of urban life: ethnography of sound perception in Cairo. The Senses and Society15(2), pp.170-191.

    Faudree, P., 2012. Music, language, and texts: Sound and semiotic ethnography. Annual Review of Anthropology41(1), pp.519-536.

    Kheshti, R., 2009. Acoustigraphy: soundscape as ethnographic field. Anthropology News50(4), pp.15-19.

    Lundström, M. and Lundström, T.P., 2021. Podcast ethnography. International Journal of Social Research Methodology24(3), pp.289-299.

     10th week. Multimodal Ethnography I. Creating Storyboards and photo-essays

    What is the meaning of multimodality as it is used in ethnographic research?

     Compulsory Reading

    Sideri, E., Multimodality in Ethnographic Research and Representation. DRITTE FOLGE 15· 2020, p.57.

     Bibliography

    Gugganig, M. and Schor, S., 2020. Multimodal Ethnography in/of/as Postcards. American Anthropologist122(3), pp.691-697.

    Varvantakis, C. and Nolas, S.M., 2019. Metaphors we experiment with in multimodal ethnography. International Journal of Social Research Methodology22(4), pp.365-378.

    Varvantakis, C. and Nolas, S.M., 2018. Multimodal ethnographies between curation and experimentation. entanglements: experiments in multimodal ethnography1(2), pp.24-29.

    Westmoreland, M.R., 2022. Multimodalit: reshaping anthropolog. 173-194. doi: 10.1146/annure-anthro-121319-071409 Version: Publisher's Version License: Licensed under rticle 25fa Cop right ct. Law (mendment Ta erne) Downloaded from: https://hdl. handle. net/1887/3515029.

       11th week.Multimodal Ethnography II. Making an Ethnographic film

    We look into the practice of ethnographic film making e.g. preparation, script writing, shooting, editing.

     12th week. Presentations

     13th Recap.

     

    (4)     TEACHING and LEARNING METHODS - EVALUATION

    DELIVERY
    Face-to-face, Distance learning, etc.

    Face to Face

    USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
    Use of ICT in teaching, laboratory education, communication with students

    ICT in teaching and communication with students

    TEACHING METHODS

    The manner and methods of teaching are described in detail.

    Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

     

    The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

    Activity

    Semester workload

    Interactive teaching

    20

    Lab Practice

    30

    Tutorial

    40

    Fieldwork

    10

    Project

    50

     

     

     

     

     

     

     

     

    Course total

    150

     

    STUDENT PERFORMANCE EVALUATION

    Description of the evaluation procedure

     

    Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

     

    Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

     

    For those who attend the course min. 70% of the course (roughly no more than 3 absences from classes)the are accepted through a presentation and an essay. The essay will included the following:

    1.A written proposal of a film or sound project. The synopsis will be an overview of what your story is about, why the story is significant, why you choose  to do a documentary OR a photo-essay OR a podcast, and how you’re going to structure  it. The proposalshould be roughly 1000 words.2.A visual /sound samle to promote this project. This could include a promotional video/photoessay or sound sample etc. The length of a video may not exceed 3 minutes.3. A reflective essay that engages with the following three questions:1) What is one major theme you want to address in your film and how does this relate to anthropology AND the course? Your answer should be roughly 500 words.

    2) How do you intend to apply this anthropological theme and relevant literature within your film? Explain, using specific examples from your film and chosen topic. Your answer should be roughly 500 words.3) If you had never taken this course and you would investigate the

    same topic, how might your final film be different? Explain using

    specific examples from your film and chosen topic. Think: ethics,

    ethnocentrism, point of view, cultural relativism, etc. Your answer

    should be roughly 500 words.

     

    For those who do not attend regularly the class, they could take written exams in the end of the semester.

     

    Explanation of Grading

     

    9-10: Excellent critical analysis and argumentation, very good use and understanding of anthropological sources, coherent structure, very good use of academic language and conventions

     

    8-7: Good critical analysis and argumentation, good use of sources and understanding of anthropological sources, structure that does not create problems of understanding although it has weaknesses, moderate use of academic language and conventions

     

    5-6: Problematic analysis and argumentation usually contains incoherent argumentation, description without attempting a critical analysis of the sources eg emphasizing only the description of empirical examples but showing a basic understanding of the sources, structure lacking clarity and coherence

    which at least presents a general argument, moderate use of sources but does not contain plagiarism and respects conventions but presents language weaknesses

     

    4 and below No substantial attempt to use academic sources and wording e.g. use of main secondary electronic sources that are not confirmed either themselves or their sources or their methodology of a clear argument, problems of understanding the text due to weaknesses in the structure, plagiarism, not respecting the academic conventions, good use of language

     

    (5)     ATTACHED BIBLIOGRAPHY

    - Suggested bibliography:

     

    Favero, P. S. (2020). Audio-visual-sensory Essays in Post-Digital Times. Communicating Anthropological Knowledge Across the Multimodal, Multisensory, Participatory and More-than-human. Anthrovision. Vaneasa Online Journal8.

    Ginsburg, F. (1999). Shooting back: From ethnographic film to Indigenous production/ethnography of media. A companion to film theory, 295-322.

    Grasseni, C., Barendregt, B., de Maaker, E., De Musso, F., Littlejohn, A., Maeckelbergh, M., ... & Westmoreland, M. R. (2022). Audiovisual and digital ethnography: a practical and theoretical guide. Routledge.

    Motrescu-Mayes, Annamaria, and Susan Aasman. Amateur media and participatory cultures: Film, video, and digital media. Routledge, 2019.

    Sideri, E. (2016). Prisoner (Once Again) of the Caucasus: An Ethnography of Film.

     

    - Related academic journals:

     

     

     

    • ETHNOGRAPHIES OF POSTSOCIALISM
      (ΒΣ304-ΙΙΙ)

    Type
    ELECTIVE

    Department Abbreviation
    BSO

    Department
    DEPARTMENT OF BALKAN, SLAVIC AND ORIENTAL STUDIES

    Course Outlines

    COURSE OUTLINE

    (1) GENERAL

    SCHOOL

    ECONOMIC AND REGIONAL STUDIES

    ACADEMIC UNIT

    BALKAN, SLAVIC AND ORIENTAL STUDIES

    LEVEL OF STUDIES

    Undergraduate

    COURSE CODE

    ΒΣ304-ΙΙΙ

    SEMESTER

    4th

    COURSE TITLE

    Ethnographies of Postsocialism

    INDEPENDENT TEACHING ACTIVITIES
    if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

    WEEKLY TEACHING HOURS

    CREDITS

     

    4

    6

     

     

     

     

     

     

    Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background,
    special background, specialised general knowledge, skills development

    Special Background

    PREREQUISITE COURSES:

     

    No

    LANGUAGE OF INSTRUCTION and EXAMINATIONS:

    Greek

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    No

    COURSE WEBSITE (URL)

    https://openeclass.uom.gr/courses/BSO226/

               

    (2)  LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
    • Guidelines for writing Learning Outcomes

     

    1. Intellectual Skills of Synthesis and Analysis

    • Development of a first knowledge of the economic and political transformations of the so-called transition in relation to the basic anthropological conceptualizations

    • Synthesis and hexagon of conclusions based on the study of empirical data

    • Learning to formulate an argument based on the data of the bibliographic research

    2. Research Skillς

    • Development of capacities of flow and organization of sources

    • Structure of an academic text

    • Presentation skills using new technologies

    3. Development of Research Technologies

    • Developing research digital skills

    • Deeper understanding and analysis of visual material

     

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision-making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    ……

    Others…

    …….

     

     

    • Data research and analysis and synthesis

    • Independent or group work

    • Respect for diversity and multiculturalism

    • Promotion of criticism and self-criticism

    • Promotion of free, creative and inductive thinking

     

     

     

    (3) SYLLABUS

     

    The course presents from the point of view of social anthropology the different aspects of the concept of "transition" in the context of the societies of Eastern and SE Europe mainly but also secondary in the so-called socialist world eg China, Cuba. Drawing ethnographic examples from specific countries of the former USSR, Anat. Europe, but also other post-socialist countries, such as China, Cuba, etc. (the course will not touch on the Balkans, for which a separate course is offered in the BSAS) issues of social transformation from existing socialism to "post-communist capitalism" from the perspective of their social, political and cultural effects on the daily life of citizens. It also examines the ways of coping and survival strategies devised to deal with "social change" through a transnational perspective that tries to explore "(post)socialisms". The following issues are included: a) old and new conceptions of property and work in the face of rising unemployment, b) redefining the concept of collective 'belonging', c) the creation of pressure groups and 'civil society', d) survival strategies and the human cost of the "transition" e) critique of the conceptualization of 'post-socialism' as a colonial conception of neoliberalism, f) emergence of new gender identities

    The aim of the course is to familiarize the students with the transformations of the transition from the socialist past to the capitalist present. The critical examination of these changes in the specific area with wider socio-political changes eg globalization. The development of a de-colonial approach to both the idea of transition, the geographical and cultural area and essentialist identities At the center of this approach will be the ethnographic method in dialogue with cultural criticism, history and other interdisciplinary encounters is at the center of the methodology for the study of everyday life, ideology, political practices and experiential experiences of social relations.

      

    1. Introduction
    2. 2nd week. Metasocialism and Postcolonial Criticism
      1. I.                    the former USSR

    3rd week. From modernity to neo-liberal capitalism

    4th week. From progress to industrialization, ecological disaster

    5th week. Building Socialism

    Week 6-7 City, urbanization, migration

    ΙΙ. Από τη σοσιαλιστική αδελφότητα στους παγκόσμιους σοσιαλισμούς

       8-9Η εβδομάδα.      Ασία(α) Κίνα

    9.Ασία (β) Κορέα, Ινδία

    10. Νότια Αμερική ΙΙ.(Κούβα-Χιλή)

    11. Αφρική (Νοτ. Αφρική, Αιθιοπία, Moζαμβίκη, Σενεγάλη)

    III. Memoryand (post)socialism

    12.Η σοσιαλιστική κληρονομιά, μνήμη και τουρισμός

    13.Ανακεφαλαίωση

     

     

     

     

    (4) TEACHING and LEARNING METHODS - EVALUATION

    DELIVERY
    Face-to-face, Distance learning, etc.

    Face to face

    USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
    Use of ICT in teaching, laboratory education, communication with students

    It in teaching and communication with students

    TEACHING METHODS

    The manner and methods of teaching are described in detail.

    Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

     

    The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

    Activity

    Semester workload

    Interactive Teaching

    26

    Tutorial

    26

    Literature Study and Analysis

    50

    Writing a paper

    48

     

     

     

     

     

     

     

     

    Total Course

    150

     

    STUDENT PERFORMANCE EVALUATION

    Description of the evaluation procedure

     

    Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

     

    Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

     

    • Formative Assessment with interaction, in-class exercises, exculpatory work and presentation (obligatory attendance) or

    • Summative Assessment with written development questions

     

     

     

     

     

     

     

     

    (5) ATTACHED BIBLIOGRAPHY

    - Suggested bibliography:

    Kojanić, Ognjen. "Theory from the Peripheries: What Can the Anthropology of Postsocialism Offer to European Anthropology?." Anthropological Journal of European Cultures 29.2 (2020): 49-66

    Cervinkova, H. (2012) Postcolonialism, postsocialism and the anthropology of east-central Europe. Journal of Postcolonial Writing, 48 (2). pp. 155-163. 

    Chari, Sharad, and Katherine Verdery. "Thinking between the posts: Postcolonialism, postsocialism, and ethnography after the Cold War." Comparative studies in society and history 51.1 (2009): 6-34.

    Hann, Chris, Caroline Humphrey, and Katherine Verdery. "„Postsocialism as a topic of anthropological investigation “." Postsocialism: ideals, ideologies, and practices in Eurasia (2002): 1-28.

    Sampson, Steven. "Is there an anthropology of socialism?." Anthropology Today 7.5 (1991): 16-19.

    Tulbure, N. (2009). Introduction to special issue: Global socialisms and postsocialisms. AnthropologyofEastEuropeReview27(2), 2-18.

     

     

    - Related academic journals:

    Slavic Review

    Anthropology of East Europe Review

    Ab Imperio

     

     

     

     

    • POLITICAL ANTHROPOLOGY IN EASTERN AND SEE
      (MAPE0211)

    Type
    ELECTIVE

    Department Abbreviation
    MPE

    Department
    MASTER'S DEGREE IN POLITICS AND ECONOMICS OF CONTEMPORARY EASTERN AND SOUTH-EASTERN EUROPE

    Course Outlines

    The purpose of this course is to introduce MA students to the disciplinary area of Political Anthropology, as a particular branch of the discipline of Social Anthropology with an emphasis on the Regions of Eastern and South-Eastern Europe. The focus of the course is on the regional particularities of theory and research in the regions. Emphasis is placed on the familiarization with the relevant ethnographic texts that constitute the basis for the corpus of Balkan and East European Anthropology. The course also addresses the relations between Ethnography (fieldwork research) and Social Anthropology (analysis) The syllabus is based on ethnographic texts, films, and documentaries.

    Publications


    • Books (15 records)

    Περιλαμβάνει Βιβλία ή/και μονογραφίες σε διεθνείς ή ελληνικούς εκδοτικούς οίκους. Κεφάλαια ή άρθρα συλλογικών τόμων ή επιμέλεια τόμων σε διεθνείς ή ελληνικούς εκδοτικούς οίκους.

      2023

      • Co-producing Europe.Ethnogrpahy of Film-markets, creativity and identity. London: Berghahn.

        View Publication

      2017

      • Hospitality, Acceptance and Integration” Hellenic Open University-Press Project. Refugee Education and Support Initiative. Development of educational material for the online refugee awareness training program (Action 8).

        View Publication

      • Eleni Sideri and Lydia Efthymia Roupakia. Afterword in Eleni Sideri and Lydia Efthymia Roupakia (Eds.) Religions and Migrations in the Black Sea Region. Macmillan-Palgrave, Macmillan-Palgrave, pp 171-199.

        View Publication

      • Eleni Sideri and Lydia Efthymia Roupakia. Introduction to Eleni Sideri and Lydia Efthymia Roupakia (Eds.) Religions and Migrations in the Black Sea Region. Macmillan-Palgrave, Macmillan-Palgrave, pp. 1-35.

        View Publication

      • Eleni Sideri . Historical Diasporas, Religion and Identity: Exploring the Case of the Tsalka Greeks. Pp. 35-57.
      • Eleni Sideri and Lydia Efthymia Roupakia (Eds.) Religions and Migrations in the Black Sea Region. Macmillan-Palgrave

        View Publication

      2016

      • Mobility in Thessaloniki: The Greek Economic Crisis and the Transformation of Mobility in Walking in the European City. Quotidian Mobility and Urban Ethnography edited by T. Shortell and E Brown. Farnham: Ashgate. pp. 91-109.

        View Publication

      • Urban Memory and Mobility: The Designing of a City Museum in Greece in Airing the Past: Inquiries into Digital Memories edited by N.R.Ortega, F.Diez-Platas and Seppo Kuivakari,pp 45-57 Oxford: Inter- disciplinary Press [E-BOOK]

        View Publication

      • Γέφυρες, Νησίδες και Χάσματα στο Η μνήμη αφηγείται την πόλη. Προφορική Ιστορία και στη Μνήμη του Αστικού Χώρου Πλέθρον, (με την επιμέλεια των Ποθητή Χαντζαρούλα και Riki Van Boeschoten), 125-145.

        View Publication

      • Im / mobility, Urbanism and Belonging: Being Immobile and Dreaming Mobility in Volos-Greece in Bounded Mobilities Edited by Sabina Leoncini, Julia Schwarz, Andreas Hackl, Miriam Gutekunst. Bielefeld: Verlag. Pp. 95-113.

        View Publication

      • Immaginare Casa: L 'Im-mobiita dei Gregci dell ex Uionne Sovietica [Imagine Home: The Immobilization of Greeks in the Former Soviet Union] (2016) In Chi, cosa. Rifugiati, transnazionalism e frontiere [To whom. Refugees, Transnationality and Borders] Osvaldo Constantini, Aurora Massa and Jvan Yazdani (eds). Rome: Editions Misiones, pp. 257-280.

        View Publication

      2013

      • Travelling in the Caucasus: Mobile Methodologies and Lifestyles in the Field in Lifestyle Mobilities edited by T. Duncan, S. Cohen and M. Thulemark. London, Ashgate. Pp 113-129.

        View Publication

      • Μιλώντας Ελληνικά στον Καύκασο στο Έθνος πέρα των Συνόρων. Οι Ομογενειακές Πολιτικές του Ελληνικού Κράτους. Λ. Βεντούρα και Λ. Μπλατσιώτης (επ.). Αθήνα: Βιβλιόραμα. σσ 439-465

        View Publication

      2012

      • “Frozen conflicts, mobility and the future of the Greek-Abkhazians in Reflections on Abkhazia: 1992-2012 edited by Metin Sonmez ,

        View Publication

      2010

      • B-log on Social Change and Educational Reform: The Case of a Greek University Class in Cases on Online Discussion and Interaction: Experiences and Outcomes edited by L. Shedletsky & Joan E. Aitken. Maine: IGI-GLOBAL. pp123-140.

        View Publication

      • Scientific Journals (19 records)

      Περιλαμβάνει Άρθρα σε διεθνή ή ελληνικά επιστημονικά περιοδικά (με κριτές).

        2024

        • 2024. Sideri, Eleni. "Female Genealogy and Cultural Memory in Georgia." Genealogy 8.3 (2024): 82.

          View Publication

        • 4 Sideri, E. Women as cultural agents: Double coloniality, gender and diasporic memories of ethnic Greek Georgian women. Memory Studies, 0(0).

          View Publication

        2023

        • 2023. Sideri, Eleni, and Elina Kapetanaki. "Historical center and the clothing industry. women make clothes and history." Anthropologya/Anthropology 10(2),

          View Publication

        2022

        • 2022. Sideri, Eleni, and Elina Kapetanaki. "From Participant Observation to the Observation of Social Distancing: Teaching Ethnography, Blogging and University Education during the Pandemic." Teaching Anthropology 11(2): 86-96.

          View Publication

        • 2022. Σιδέρη, Ελένη. "Ελληνικές Συμπαραγωγές: από τον ιδεολογικό σκεπτικισμό στον οικονομικό πραγματισμό." Θεάτρου Πόλις. Διεπιστημονικό περιοδικό για το θέατρο και τις τέχνες (2022): 220-233.

        2021

        • 2020 [publ.2021], “Multimodality in Ethnographic Research and Representation Conducting Anthropology of Cinema in Greece” Angela Treiber, Heidrun Alzheimer, Sabine Doering-Manteu????fel, and Daniel Drascek (eds.) Jahrbuch fur Europaische Ethnologie Griechenland. Fragile Ordnungen und die Politik der Kultur Brill, pp. 57-75.
        • 2021, « City Museums and Local Integration Policies: The Case of the Volos City Museum », Balkanologie [Οnline], Vol. 16 n° 1

          View Publication

        2020

        • 2020 Imagination and Ethnography. Bridging the Gap of (not) Being There through Film. Τeaching Anthropology 9(1), 50-58

          View Publication

        2019

        • 2019, ‘Co-producing Methods and Knowledge in Teaching Migration’2019 Discussion Series: Creative Methods of Dissemination in Forced Migration Research Part of the ESPMI Network’s Knowledge Cluster Project on New Dissemination Practices & Public Engagement in Forced Migration Research

          View Publication

        • How can a mix of innovative research methods (like walking, visiting the place of labour) and creative representation through digital arts combining photographs, and podcasts challenge students’ perceptions of ‘what we do in class’, ‘how knowledge is constructed’ and ‘who immigrants are’?”

          View Publication

        2017

        • Bridging Worlds: Producing and Imagining the Transnational through TV Narratives. Journal of Science and Technology of the Arts, Volume 9, No. 2 – Special Issue Narrative and Audiovisual Creation, pp.27-35 (open access)

          View Publication

        2016

        2015

        • Accumulating Transnational Social Capital among the Greeks from the former Soviet Union: Education, Ethnicity, Gender”. Journal of Identity and Migration Studies vol 9/1, pp. 69-87

          View Publication

        2012

        • “Looking for the ‘language of recognition’ among the Greek communities of Georgia”. Anthropological Journal of European Cultures 21(1), pp 41-60.

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        • Τhe land of the Golden Fleece: conflict and heritage in Abkhazia” Journal of Balkan and Near Eastern Studies 14(2), pp. 263-279.

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        2009

        • “Pearls are a girl’s best friend: nostalgia and its discontents in the life stories of two Georgian women” International Black Sea University Scientific Journal 1(3), 97-112 (published July 2010)

        2008

        • “Τhe diaspora of the term diaspora. a working paper of a definition”. Transtext(e)sTranscultures Journal of Global Cultural Studies 4, pp 32-47

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        2007

        • Past strategies and present exigencies: time and social networks in modern Tbilisi” in Re-public

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        2006

        • In quest of eastern Europe: troubling encounters in the post-cold war field” Anthropology Matters vol. 8(1)

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        • Conferences (6 records)

        Περιλαμβάνει Άρθρα σε δημοσιευμένα πρακτικά διεθνών ή ελληνικών συνεδρίων (με κριτές).

          2021

          • 2021. “Cultural Neighbourhoods and Co-productions in South East Europe and Beyond. An Introduction” Sideri E. (ed.). Cultural Neighbourhoods and Coproductions in South East Europe and Beyond 4th Conference on Contemporary Greek Film Cultures. Thessaloniki: UoM, pp1-15.

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          2015

          • Locating Belonging, refiguring space: Mediterranean crossings and the4th Thessaloniki Biennale of Contemporary Art (joint paper with Lydia Roupakia and Evi Baniotopoulou) in the minutes of E’ Conference of the European Association of Modern Greek Studies (EENS),

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          2014

          • 8-10/5/2014 Αθήνα, Digital Story-telling in Times of Crisis, Τίτλος Παρουσίασης Digital story-telling and the city: designing the museum of the city of Volos

          2008

          • . Narrating the Homeland: the double articulation of the language with the national and diaspora in Studies in Greek Linguistics. Proceedings of the Annual Meeting of the Dept. of Linguistics, School of Philology, Faculty of Philosophy 28th Language& Society. Aristotle University of Thessaloniki, April 21-22-2007, Thessaloniki: Institute of New-Hellenic Studies, p.p.378-391.

          2007

          • Crossing the b-orders: from Georgia to Greece in Gendering transformations/Έμφυλοι Μετασχηματισμοί. Proceedings edited by G. Papageorgiou. Rethymnon: University of Crete, pp.98-109.
          • From imagining the nation to Imagining the Diaspora: Transnationalism and Diasporic Greek Media in G(l)ocal Media in Transition. The case of South-Eastern Europe 1990-2007 edited by H. Briel (ed). Skopje: Blesok, 73-87.
          • Other (9 records)

          Περιλαμβάνει Παρουσιάσεις σε διεθνή ή ελληνικά συνέδρια χωρίς δημοσίευση σε πρακτικά.

            2019

            • 9/2/2019, Λονδίνο, London Centre for Interdisciplinary Research-Birbeck College, Identity, projection and the Other. Τίτλος Παρουσίασης European Cinema as Cinema of the Other: constructing identity in regional co-production markets.
            • 31/5-2/6/2019. Bόλος. Data-Stories Conference. New Critical Aesthetics and Discourses for Critical Digital Ethnography. Τίτλος Παρουσίασης My Post-Doc in Three Pictures.Data Visulasation and Ethnographic Writing /Representation.
            • 12-13/9/2019. Μασσαλία. 3rd Balkan Studies Conference . Villes des Balkans. Echelles Locale, Nationale, Globale. Τίτλος Παρουσίασης Thessaloniki and Sarajevo as Regional Film Markets. EU cultural Politics and City Branding.

            2018

            • 12-13/5/2018, Θεσσαλονίκη, Πανεπιστήμιο Μακεδονίας, Teaching and Learning Anthropology and Ethnography in Eastern and Southeastern Europe. Making sense of cultural difference in familiar and unfamiliar contexts. Τίτλος Παρουσίασης: Being here-seeing there”: Teaching area studies through feature films

            2016

            • 16-12/4/2016, Σόφια, COST Action IS1203 In search of transcultural memory in Europe (ISTME) Transcultural memory and reception in Europe Τίτλος Παρουσίασης: Mediated memory: European media policy and memory in Georgian cinema

            2015

            • 24-28/6/2015, IMISCOE Ετήσιο Συνέδριο, Γενεύη, Τίτλος Παρουσίασης: Greek Diaspora Voting.

            2013

            • 6-7/07/2013, Λονδίνο, Hellenic Greek Centre, Contemporary Greek Film Cultures, Τίτλος Παρουσίασης: Nation as Family and Transnational Families

            2007

            • 24-27/05/2007, Region, Regional Identity and Regionalism in South Eastern Europe, Τιμισοάρα, Association of South Eastern Europe Anthropology (ASEA), Τίτλος Παρουσίασης: Borders and Orders: constructing regions and selves in shifting European lands.

            2000

            • 23-15/06/2000, 1st Interdisciplinary Conference on Gender Ethics the Ethics of Gender, Λιντς, University of Leeds, Τίτλος Παρουσίασης: Online Engendered Identities and Language.
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