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
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ACADEMIC UNIT |
BALKAN, SLAVIC AND ORIENTAL STUDIES
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LEVEL OF STUDIES |
UNDERGRADUATE
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COURSE CODE |
BSA302-III |
SEMESTER |
2nd |
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COURSE TITLE |
Anthropological thought and Social Theory |
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INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS |
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4 |
6 |
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Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). |
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COURSE TYPE general background, |
GENERAL BACKGROUND |
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PREREQUISITE COURSES:
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OXI |
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LANGUAGE OF INSTRUCTION and EXAMINATIONS: |
GREEK |
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IS THE COURSE OFFERED TO ERASMUS STUDENTS |
NO |
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COURSE WEBSITE (URL) |
https://openeclass.uom.gr/courses/BSO224/ |
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(2) LEARNING OUTCOMES
Learning outcomes |
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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
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General Competences |
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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? |
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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
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(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
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(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY |
Face to face |
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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
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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 |
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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)
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(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/
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- 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 |
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ACADEMIC UNIT |
Balkan, Slavic and Oriental Studies |
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LEVEL OF STUDIES |
Undergraduate |
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COURSE CODE |
ΒΣΑ307-ΙΙΙ-2 |
SEMESTER |
5th |
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COURSE TITLE |
Anthropology of Migration and Diaspora Communities in South-Eastern Europe and the Near East |
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INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS |
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4 |
6 |
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Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). |
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COURSE TYPE general background, |
Special Background |
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PREREQUISITE COURSES:
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No |
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LANGUAGE OF INSTRUCTION and EXAMINATIONS: |
Greek |
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IS THE COURSE OFFERED TO ERASMUS STUDENTS |
No |
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COURSE WEBSITE (URL) |
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(2) LEARNING OUTCOMES
Learning outcomes |
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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
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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
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General Competences |
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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
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(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
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 |
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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
ICT in teaching and communication with students |
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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 |
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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. |
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(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
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- 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 |
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ACADEMIC UNIT |
Dept. of Balkan Studies and Oriental Studies |
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LEVEL OF STUDIES |
Undergraduate |
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COURSE CODE |
ΒΣA315-III |
SEMESTER |
Z’ |
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COURSE TITLE |
Ethnographic Research, Audiovisual and Digital Culture |
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INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS |
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4 |
6 |
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Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). |
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COURSE TYPE general background, |
Special Background, Specialised general knowledge |
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PREREQUISITE COURSES:
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No |
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LANGUAGE OF INSTRUCTION and EXAMINATIONS: |
English |
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IS THE COURSE OFFERED TO ERASMUS STUDENTS |
Yes |
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COURSE WEBSITE (URL) |
https://openeclass.uom.gr/courses/BSO288/ |
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(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
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-Developing audiovisual skills -Improving qualitative research skills -Combining ethnographic methods with audiovisual skills -Understanding audiovisual and digital cultures
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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 Education, 84(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 Anthropology, 31(4-5), pp.307-317. Pink, S., 2011. Images, senses and applications: Engaging visual anthropology. Visual Anthropology, 24(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 & Communication, 4(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 report, 15(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 methods, 10(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 online, 25(3), pp.473-489. Nolas, S.M. and Varvantakis, C., 2019. Field notes for amateurs. Social Analysis, 63(3), pp.130-148. Williams, M., 2007. Avatar watching: participant observation in graphical online environments. Qualitative research, 7(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. Identity, 4(4), pp.297-320. Bibliography Braun, L.N. and Mateus, A.M.V., 2024. Contemporary Ethnographic Aesthetics: The TikTok Turn. Visual Anthropology, 37(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 Education, 16(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 Review, 3(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. Ejournalist, 9(1), pp.70-98. Thornham, H., 2008. “It's A Boy Thing” Gaming, gender, and geeks. Feminist Media Studies, 8(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 Anthropology, 9, pp.160-183. Grimshaw, A. and Ravetz, A., 2009. Rethinking observational cinema. Journal of the Royal Anthropological Institute, 15(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 Comment, 7(1), pp.35-40. Ruby, J., 1991. Speaking For, Speaking About, Speaking With, or Speaking Alongside An Anthropological and Documentary Dilemma. Visual Anthropology Review, 7(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 Arts, 9(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 Review, 8(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 Society, 15(2), pp.170-191. Faudree, P., 2012. Music, language, and texts: Sound and semiotic ethnography. Annual Review of Anthropology, 41(1), pp.519-536. Kheshti, R., 2009. Acoustigraphy: soundscape as ethnographic field. Anthropology News, 50(4), pp.15-19. Lundström, M. and Lundström, T.P., 2021. Podcast ethnography. International Journal of Social Research Methodology, 24(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 Anthropologist, 122(3), pp.691-697. Varvantakis, C. and Nolas, S.M., 2019. Metaphors we experiment with in multimodal ethnography. International Journal of Social Research Methodology, 22(4), pp.365-378. Varvantakis, C. and Nolas, S.M., 2018. Multimodal ethnographies between curation and experimentation. entanglements: experiments in multimodal ethnography, 1(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. |
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(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY |
Face to Face |
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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
ICT in teaching and communication with students |
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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 |
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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
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(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 Journal, 8. 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:
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- 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 |
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ACADEMIC UNIT |
BALKAN, SLAVIC AND ORIENTAL STUDIES |
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LEVEL OF STUDIES |
Undergraduate |
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COURSE CODE |
ΒΣ304-ΙΙΙ |
SEMESTER |
4th |
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COURSE TITLE |
Ethnographies of Postsocialism |
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INDEPENDENT TEACHING ACTIVITIES |
WEEKLY TEACHING HOURS |
CREDITS |
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4 |
6 |
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Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d). |
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COURSE TYPE general background, |
Special Background |
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PREREQUISITE COURSES:
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No |
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LANGUAGE OF INSTRUCTION and EXAMINATIONS: |
Greek |
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IS THE COURSE OFFERED TO ERASMUS STUDENTS |
No |
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COURSE WEBSITE (URL) |
https://openeclass.uom.gr/courses/BSO226/ |
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(2) LEARNING OUTCOMES
Learning outcomes |
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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
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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
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General Competences |
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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? |
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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… ……. |
• Independent or group work • Respect for diversity and multiculturalism • Promotion of criticism and self-criticism • Promotion of free, creative and inductive thinking
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(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.
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
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(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY |
Face to face |
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USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY |
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 |
|
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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
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(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. AnthropologyofEastEuropeReview, 27(2), 2-18.
- Related academic journals: Slavic Review Anthropology of East Europe Review Ab Imperio
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- 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.
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).
- 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.
- 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.
- 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
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.
- 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]
- 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.
- 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.
- 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.
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.
- 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
2012
- “Frozen conflicts, mobility and the future of the Greek-Abkhazians in Reflections on Abkhazia: 1992-2012 edited by Metin Sonmez ,
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.
- 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.
- 4 Sideri, E. Women as cultural agents: Double coloniality, gender and diasporic memories of ethnic Greek Georgian women. Memory Studies, 0(0).
2023
- 2023. Sideri, Eleni, and Elina Kapetanaki. "Historical center and the clothing industry. women make clothes and history." Anthropologya/Anthropology 10(2),
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.
- 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
2020
- 2020 Imagination and Ethnography. Bridging the Gap of (not) Being There through Film. Τeaching Anthropology 9(1), 50-58
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
- 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’?”
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)
2016
- Prisoner (Once Again) of the Caucasus: An Ethnography of Film
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
2012
- “Looking for the ‘language of recognition’ among the Greek communities of Georgia”. Anthropological Journal of European Cultures 21(1), pp 41-60.
- Τhe land of the Golden Fleece: conflict and heritage in Abkhazia” Journal of Balkan and Near Eastern Studies 14(2), pp. 263-279.
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
2007
- Past strategies and present exigencies: time and social networks in modern Tbilisi” in Re-public
2006
- In quest of eastern Europe: troubling encounters in the post-cold war field” Anthropology Matters vol. 8(1)
- 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.
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),
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.