Friday, April 17, 2015

CFP: Stalinism and Central Asia: Rethinking Early Soviet State Formation from the Periphery

Deadline: May 15, 2015

Call for Contributions for a Special Issue of Central Asian Survey to be published in Winter 2016, guest edited by Dr. Botakoz Kassymbekova 

Stalinism has been a controversial field of enquiry for historians. Some see Stalinism as instituting a paradigmatically modern state in the Soviet Union based on the principle of universal citizenship and rooted in European enlightenment. Others interpret Stalinism as a neo-traditional order which, while proclaiming modern aims, failed the basic transition to political modernity, i.e. the transition from a personal to an institutional system of power. Such frameworks suggest important differences in how we might understand the nature of early Soviet rule in Central Asia: as one region within a modern state, on the one hand, or as the colony of a neo-traditional empire on the other. So far the historical investigations have tended to limit the role played by Central Asia in the overall Soviet project—either as a region or colony—and have privileged an analysis of Stalin’s policies towards the region rather than practices of governance that developed within it and in relation to it. Consequentially, they tended to ignore the crucial question of how Stalinism as a system of political governance evolved in the Central Asian context and what that could mean for the overall Soviet project. 

The aim of the Special Issue is to integrate the Central Asian experience in our analysis of Stalinism and to incorporate current debates on Stalinism into our understanding of early Soviet Central Asia. Contributions are invited that explore how broader economic, governmental and administrative policies that were carried out throughout the Soviet Union were planned, communicated and implemented in Central Asia. The Special Issue will foreground an actorcentric approach to understand how various agents, both Central Asian and those from the outside, understood the Soviet project in Central Asia and beyond. It will give particular consideration to questions of violence, for while the early Soviet regime has relied on the threat and execution of physical violence, we know very little about the scope, dynamics and structural bases of such violence in the Central Asian context to be able to reflect upon its role for the early Soviet experience. More generally, the Special Issue aims to lay ground for a nuanced historical periodization, differentiation and comparison between the immediate post-revolutionary, Stalinist, post-Stalinist and late Soviet experiences and regimes, and their legacies for contemporary Central Asia. 

The current volume aims to address these underexplored issues. Contributions are solicited that (1) foreground actor-centric perspectives; (2) incorporate social and institutional history in their analysis; and/or (3) engage in theoretical reflection upon the relationship between Soviet stateformation and physical violence. Questions that might be addressed in individual research articles include, but are not limited to the following:
 • Did Central Asians and new Soviet migrants/colonists understand themselves to be universal Soviet citizens or as colonized/colonial subjects? Who were Soviet officials, both at the central and local levels? What agency did they have and what were their strategies of governance? How did communication between the peripheral party officials, the Central Asian Bureau and Moscow take place? How should we understand purges in Central Asia in relation to those outside of the region?
 • How far did the early Soviet bureaucratic and economic modernization in Central Asia differ from those practiced in other parts of the Soviet Union? How did programs of urbanization, collectivization, industrialization take place in Central Asia and what did they mean for local social and political structures and actors? Did they have peculiar regional specificities? How were Stalinist grand mobilization projects, such as the Ferghana Canal, the Vakhsh Valley, or the Pamir Highway realized and what role did they play in Soviet state-building? How did Soviet Central Asian republican governments function and what was their relationship to Moscow? How did communication, decisionmaking and policy implementation between Moscow and republican centers and peripheries take place?
 • Should the violence that occurred during collectivization, resettlement, political purges of cultural elites be considered colonial violence, or rather as the violence of a modern mobilization state? What role did physical violence play in shaping the political and social structures of Central Asia? How did experiences of violence and deprivation shape and influence governance, social groups and individuals? What did the Stalinist “cultural revolution” mean in people’s everyday lives?
 • How was and is Stalinism interpreted, remembered and commemorated in the postStalinist and contemporary periods in Central Asia? How do such dynamics of memorialization compare to those occurring in Russia and other post-Soviet regions? 

Paper proposals of up to 500 words and a short biographical statement of 100 words should be sent to by May 15th 2015 with the subject heading ‘Stalinism and Central Asia paper proposal’. Pending external funding, a workshop is planned for the autumn of 2015 for selected contributors to discuss pre-circulated drafts of their papers. Selected contributors will be invited to submit a complete 8,000 word paper by December 1st 2015, which will then be subject to peer review. Papers that successfully pass peer review are scheduled to appear in Central Asian Survey in winter 2016.

 Please direct any queries to Dr. Botakoz Kassymbekova, scientific staff member at the Forum Transregionale Studien in Berlin, at

Funding: Eurasia Foundation-University Partnership Program

Deadline: May 18, 2015


Sponsor: Eurasia Foundation

Amount: Upper  $41,000USD Applicants may request a combined total of up to US $41,000 to establish their partnership, with the partner institutions expected to contribute a combined total of at least $5,000 in additional cost-share themselves. Projects that receive Linkage funding may vary in duration, but the funding period may not exceed 12 months.

Citizenship or Residency: United States or Russia

Abstract:The US-Russia University Partnership Program (UPP) is an initiative for mutual academic collaboration that connects higher education institutions in Russia and US with one another and supports the launch of new bilateral partnerships. It provides professors, researchers, administrators and other higher education professionals in Russia and US an opportunity to broaden the scope of their activities and learn from the vast wealth of knowledge and experience the counterpart institution brings to the partnership. UPP is implemented by Eurasia Foundation, in partnership with the National Training Foundation. 

To further its goal of promoting collaboration between higher education institutions in Russia and US, the UPP is conducting a two-stage partnership funding competition for projects proposed jointly by Russian and US colleges and universities. The competition consists of two independent stages: Contact project funding and Linkage project funding. 

For the Linkage stage, UPP invites pairs of Russian and US higher education institutions to submit jointly developed proposals for mutually beneficial projects that build partnerships between institutions in both countries. Linkage applicants are not required to have participated in the preceding Contact project funding competition. 

Proposals may cover any academic or professional subject matter, but should avoid topics that focus on political activity, public policy reform or other non-academic goals. 

Contact Proposals that are eligible for UPP funding include (but are not necessarily limited to) the following types of partnerships: 

- International Dual/Double Degree Programs 
These study programs are collaboratively offered by two or more higher education institutions located in different countries. They typically feature a jointly developed and integrated curriculum and agreed-on credit recognition, and involve students studying at two or more partnering higher education institutions. Upon completion of the program, students receive degree certificates issued separately by each of the institutions involved in the program. Example: 

- International Joint Degree Programs 
Similar to dual/double degree programs, joint degree programs typically offer students the opportunity to study at two or more of the partnering higher education institutions. Upon completion, they are awarded a single degree certificate issued and signed jointly by all institutions involved in the program. Example: 

- Collaborative Teaching / Joint Courses 
These are partnership components fostered through virtual classrooms, videoconferences, email exchanges, and web - based platforms. Such partnerships might include working with a partner institution to develop new course modules. Example: 

- Faculty Exchanges 
Through these agreements, institutions arrange for the exchange of faculty members for the purpose of teaching or research at the counter part institution. Guest faculty members might instruct entire courses or components of courses. Example: 

- Faculty-Led Study Tours 
Commonly, these are academic courses combining traditional classroom learning and experiential learning in an international setting. Tours provide students and faculty first-hand opportunities to conduct research and increase cultural knowledge in the context of the partner country. Example: g15_11/2534-u-m-partership-to 

- Joint Research Projects 
Such projects involve collaboration on research projects of mutual interest to partnering institutions. Example: 

- Resource-Sharing Arrangements 
These arrangements between institutions involve sharing of laboratory equipment, library resources, art collections, curricula, and the like. Example: 

Eligibility: Any degree-granting higher education institution in Russia or US that is accredited by the Ministry of Education and Science of the Russian Federation (for Russian institutions) or a US Department of Education-recognized accreditation agency (for US institutions) is eligible to apply. Project proposals must include at least one Russian institution and one US institution. 

UPP project funding aims to support only new partnerships that have not been previously funded. 
UPP will not support continued or bridge funding to existing partnerships. 
UPP particularly encourages institutions that have not supported US-Russia collaborations in the past to apply. 

Institutions with existing bilateral US-Russia partnerships may apply as long as the funding sought is for a new partnership in a different academic area. 

Different schools and/or departments of the same institution may submit applications for funding. However, UPP will fund only one project per institution during each funding round. 

Funding is awarded on the institutional rather than individual level. Proposals must include written approval from an appropriate representative with legal authorization to enter into contractual obligations on behalf of the institution.

CFP: Russian Émigré Culture International Conference

Deadline: May 31, 2015

Call for Papers

International Conference “Russian Émigré Culture: Transcending the Borders of Countries, Languages, and Disciplines”
13-15 November 2015
Saarland University (Saarbrücken, Germany), Department of Slavonic Studies

Scientific Committee: Prof Dr Roland Marti (Saarland University), Prof Dr Christoph Flamm (Musikhochschule Lübeck)
Conference Organisation: Dr Marina Lupishko (Saarland University), Dr Olga Tabachnikova (University of Central Lancashire, UK)
Invited Speakers: Prof Dr Mikhail Meylakh (Université de Strasbourg, France), Prof Emeritus Stephen Walsh (Cardiff University, UK)

The Russian emigration is a complex and multi-faceted phenomenon that had a considerable impact on the cultural life of the 20th century, especially in Europe. The period after the October Revolution witnessed the first wave of Russian emigration, which, after a short period of euphoria and cosmopolitism, became a rather hermetically closed entity, partly isolated from the cultural processes in Europe and often rejected by the mainstream Soviet culture. One of the tasks of the first wave of Russian emigration was to preserve, study, carry on and create Russian culture (Raeff 1990: 95). During the late 1950s-1960s, the renewed cultural exchanges of the USSR with the rest of the world resulted in another wave of emigration that went hand in hand with the dissident movement as soon as the short thaw ended. Perestroika changed the picture fundamentally, opening Russian culture towards the West. Today it is not yet clear whether the development will be reversed. At any rate, the process continues, adapting itself to the ever-changing global context.

Although the different waves interacted in some ways, a holistic look at Russian emigration is at its formative stage. It is clear now that the existence of Russia Abroad is a unique phenomenon of the 20th century. The planned international conference, in the wake of the one held in Saarbrücken in 2011 under the title "Russian Émigré Culture: Conservatism or Evolution?", will address the Russian cultural emigration, its representatives, and their artistic products in an approach that calls for a re-definition of the word "emigration" itself. It will focus on the process of self-transformation in a conscious or subconscious effort to push the borders of countries, styles, media, languages, and national identities in order to resist stagnation, censorship, or isolation. The following topics, among others, will be addressed at the conference:

- understanding of the cultural canon: what constituted Russian "classical" art from the point of view of Russian émigré artists and their Soviet colleagues?
- the opposition of two literatures, two musics, two arts etc. – that of the USSR and that of Russia Abroad;
- collaboration between Russian avant-garde artists in exile and their Soviet colleagues;
- "inner" vs. "outer" emigration: how did a change of medium helped Russian émigré or Soviet artists to avoid censorship, isolation, or unemployment?
- assimilation of new cultural, linguistic or aesthetic idioms and rejection of the old ones;
- the "multiple" emigration cases: the consequences of the departure to yet another country or of the return to the Soviet Union (Russia);
- international and interdisciplinary interactions within the Russian émigré circles (the epitome of this tradition being Diaghilev's Ballets Russes) ;
- transformation of or search for national identity;
- non-Russians as part of Russian émigré culture;
- nostalgia and overcoming nostalgia (e.g. the double-residence cases);
- the impact of Russian émigré artists on the surrounding (e.g. European) cultural landscape;

Special sessions devoted to music, fine arts, and literature/poetry – and, to a lesser extent, drama, ballet, and cinema – are planned. The conference papers are expected to be published. Scholars are invited to submit proposals for papers of 20 minutes with a short abstract (max. 250 words) and a short bio (max. 100 words) before 31 May 2015
 to both email addresses below:

Dr Marina Lupishko
Slavistik Geb. C 5.2
Universität des Saarlandes
66123 Saarbrücken

Dr Olga Tabachnikova
School of Language, Literature
and International Studies
University of Central Lancashire
Preston PR17BE

Grant: Kennan Institute Title VIII-Supported Short-Term Grant

Deadline: June 1, 2015
Wilson (Woodrow) International Center for Scholars
Kennan Institute Title VIII-Supported Short-Term Grant

Web Site:
Program URL:

SYNOPSIS:   The Kennan Institute offers Short-Term Grants (up to one month's duration) to U.S. citizens whose research in the social sciences or humanities focuses on the former Soviet Union (excluding the Baltic States), and who demonstrate a particular need to utilize the library, archival, and other specialized resources of the Washington, D.C. area. Policy-relevant research is preferred. Academic participants must either possess a doctoral degree or be doctoral candidates who have nearly completed their dissertations. For non-academics, an equivalent degree of professional achievement is expected.

Language Program: UPitt Intensive Summer Language Classes

The University of Pittsburgh’s Slavic, East European, and Near Eastern Summer Language Institute has offered intensive summer language courses for over 25 years. With a focus on critical and less commonly taught languages, Pitt’s SLI provides courses in up to 14 languages annually—Arabic, Bosnian /Croatian/ Serbian, Bulgarian, Czech, Estonian, Hungarian, Latvian, Lithuanian, Persian (Farsi), Polish, Russian, Slovak, Turkish, and Ukrainian. Whether students choose to study on Pitt’s campus or on one of the SLI’s many abroad programs, they can expect to cover approximately one academic year’s worth of course work during a single summer.

Language instruction at the SLI emphasizes practical proficiency in the target language as well as cultural competence. In addition to intensive grammar, reading, listening, and, of course, speaking practice, students will attend lectures, films, cooking classes, ethnic picnics, and, for those who go abroad, extensive excursion programs.

CFP: Gender and Food in the Late Soviet Period

Deadline: May 20, 2015

Proposals for articles to appear in a new edited volume on late Soviet Women's culture (1960s to the present).

Originally the volume was planned as "Women and Food," with late Soviet women's identity as related to food. Very quickly, however, it became clear that one cannot write about women without also writing about men and their relationship with food, as much as one cannot write about private life in the former Soviet Union without writing about public life and the government's efforts to regulate both.

This volume will be predicated on paradigms from everyday studies as well as cultural studies encompassing both quotidian and holiday rituals and practices. However, essays from any field are welcome, including but not limited to:  literary studies, children's literature, film studies, cultural studies, history, sociology, anthropology, ethnography, food studies, art history, journalism, and social media.

Gender and food topics might be explored in published Soviet cookbooks, literary texts, art, advertisements, pop-culture, film, cartoons, women's and other journals, on the radio and TV, as well as on the web.

Topics for exploration can include: everyday food and gender roles, holiday food and gender roles; gender, official and private foodways; gender and deficit; personal and published cookbooks or women's journals; Soviet foodways in publications and in everyday life; gender, food and family/children; gender, food and intelligentsia; officially constructed and privately fostered gender roles as related to food and family; gender, food and consumerism; family history preservation through family food and traditions; women, food and medicine/health/nutrition; gendered space and operations of everyday life related to food and cooking, gender and production of food; food, gender, social fabric and networks; gender and food subcultures.

Please submit a 500 word proposal indicating the topic, the approach, and tentative bibliography. Please also create a 100 word abstract with a working title for submission to the publishers and a 100 word author’s biography. Indiana University Press has expressed interest in a formal proposal.

-          Please send abstracts by May 20
-          Authors are notified of acceptance by June 15
-          Authors submit full articles (6K-8K words) by end of July

Abstracts and proposals should be sent to:
Anastasia Lakhtikova and
Angela Brintlinger

Queries should be sent to: Anastasia Lakhtikova

Thursday, April 16, 2015

Job Posting: Temporary/Adjunct Russian Instructor at TCNJ

Deadline: May 1, 2015

Temporary/Adjunct Instructor

World Languages and Cultures

  • Job Title: Temporary/Adjunct Instructor
  • Department: World Languages and Cultures
  • Job Posted On: 04/13/2015
  • Job Start Date: 08/26/2015
  • Job Type: Part Time
  • Job Status: Temporary


The College of New Jersey seeks 1 temporary part-time and 2 adjunct instructors to teach Russian language and culture courses (the latter in English) for the 2015-2016 academic year.
The temporary part-time instructor will direct the first- and second-year Russian language courses and teach in that program as well as the culture courses in English (History of Russian Film in the fall, Survey of Contemporary Russia in the spring). The first- and second-year courses are co-taught with the adjunct instructors
In addition, the temporary part-time instructor will direct some independent studies in advanced Russian, will advise students with a minor in Russian Studies, advise our campus Russian Club, and support Russian cultural activities on campus.

The successful candidates must be able to work collaboratively.
Requirements for either position:
(1) near-native fluency in both Russian and English, (2) an M.A. degree, or its equivalent, in Russian/Slavic or in foreign language education with an emphasis on Russian, PhD or dissertator status preferred, (3) prior experience teaching Russian at the college-level to American learners in the United States, (4) familiarity with contemporary instructional materials for college-level teaching of Russian and the use of digital media in the college curriculum, (5) familiarity with the ACTFL Proficiency Guidelines and World-Readiness Standards for Language Learning, which are methodological pillars of language instruction at TCNJ.

Contact Information

Email letter of application, curriculum vitae, and the names and contact information of three references to: with the subject line Russian Positions. Priority will be given to candidates whose applications are submitted by May 1, 2015. Final offers of employment will be contingent upon successful completion of a background investigation. The successful applicants must be eligible to work in the United States
To enrich education through diversity, The College of New Jersey is an Affirmative Action/Equal Opportunity Employer and is strongly and actively committed to diversity within its community. Applications from members of historically underrepresented groups are especially encouraged to apply.