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ASEN Conference 2014, ‘Nationalism and Belonging’, 1st-3rd April 2014 – Conference Round-Up

 

 ASEN_2014_Conference_5

The 24th annual ASEN Conference, on ‘Nationalism and Belonging’ and organized by Eleanor Knott and Joseph Downing, was a considerable success, as well as one of the best-attended conferences since ASEN’s foundation. The conference was preceded by the Gellner Lecture given by Professor Joep Leerssen of the University of Amsterdam on ‘The Nation and the City: Urban Festivals and Cultural Mobilization’, and the launch of two new books by academics associated with ASEN. These books are Montserrat Guibernau’s Belonging: Solidarity and Division in Modern Societies, and The Cultural Politics of Nationalism and Nation-Building: Ritual and Performance in the Forging of Nations, eds. Rachel Tsang and Eric Taylor Woods (the latter volume resulted from the 2011 ASEN Conference on ‘Forging the Nation: Performance and Ritual in the (Re)Production of the Nation’).

 

LEERSSEN                                                         BOOK LAUNCH

 

Left: Professor Joep Leerssen gives the 2014 Gellner Lecture. Right: one of this year’s book launches

 

In selecting the theme of ‘belonging’, the conference organizers aimed to generate a dialogue on two fundamental debates within nationalism studies: the origins and nature of nationalist commitment, and how to define nationalist belonging. Papers presented at the conference addressed these issues from both an empirical and theoretical perspective and sought to identify strengths and weaknesses of traditional modes of nation-centred belonging.

 HUTCHINSON

Professor John Hutchinson (LSE) opens the first plenary session

 

Topics that were covered in the conference panels included inter alia: the nature of (national) belonging; ethnographies of belonging; belonging and memories of warfare; transnational belonging; belonging and borderlands; and belonging and governing. There was a diversity of historical and contemporary themes, ranging from considerations of nationalism in the medieval period to ‘digital’ or ‘internet’ nationalism and economic nationalism of today. Six plenary lectures given over the course of the three days gave further structure, with reflections on themes such as friendship and nationalism, discourses of national inclusion and exclusion in the 21st century, diaspora nationalism, and nationalism and global narratives.

 WORKSHOP             BREUILLY

 

Right: ASEN President Professor John Breuilly (LSE) closes the proceedings

 

More photos of the conference proceedings can be found on ASEN’s Facebook page. All photos courtesy of long-standing ASEN-ite and Nations and Nationalism editorial board member Dr. Steven Mock. Recordings of the Gellner Lecture and the plenary addresses will appear on the ASEN YouTube page. Studies in Ethnicity and Nationalism will also be considering paper submissions for a special conference edition. For further information on the planned conference edition, please contact the editors at sen@lse.ac.uk.

The Association for the Study of Ethnicity and Nationalism (ASEN) is an interdisciplinary student-led research association founded by research students and academics in 1990 at the London School of Economics & Political Science. ASEN seeks to fulfill two broad objectives:

 

1) To facilitate and maintain an interdisciplinary, global network of researchers, academics and other scholars interested in ethnicity and nationalism;

 

2) To stimulate, produce, and diffuse world-class research on ethnicity and nationalism.

 

These objectives are achieved via: a global membership; ASEN’s two leading journals Nations and Nationalism and Studies in Ethnicity and Nationalism (SEN); regular conferences, lectures, seminars, and publications; and The Ruritanian, ASEN’s newsletter, which provides updates on key information in the field.

 

www.lse.ac.uk/ASEN

facebook.com/ASENevents

twitter.com/ASENevents – #ASEN2014

youtube.com/ASENevents

 

The conference was made possible through the kind support of the LSE Department of Government and the LSE Annual Fund.

An Important Event – 24th Annual ASEN Conference, ‘Nationalism and Belonging’, 1-3 April 2014

ASEN_2014_Conference_5ASEN (www.lse.ac.uk/ASEN) are pleased to announce that registration for the 2014 conference, “Nationalism and Belonging” is now open on the website. The conference will be held 1-3 April 2014 at the London School of Economics and will feature 6 keynote speakers, 3 workshops and over 90 papers across 30 panels. Please register at: http://tinyurl.com/ASEN2014registration

Keynote speakers: Gregory Jusdanis, Thomas Hylland Eriksen, Sheila Croucher, Alain Dieckhoff, Bo Stråth, William Callahan

Workshops:

1. Bordering, Belonging and the Politics of Belonging with Nira Yuval-Davis, Kathryn Cassidy, Jamie Hakim and Georgie Wemyss

2. Belonging: Solidarity and Division in Modern Societies with Montserrat Guibernau

3. National Belonging in the Age of Super-Diversity with Marco Antonsich

This exciting programme is supplemented by an exhibition, lunch and dinner receptions, and numerous publisher displays.

Register now for the conference and conference dinner on our website:http://tinyurl.com/ASEN2014registration. The conference will be preceded by the annual Ernest Gellner Lecture on the evening of the 31st March, to be given this year by Prof. Joep Leerssen.

The annual ASEN conferences have an international reach and are an excellent opportunity for doctoral students and early career researchers in particular to present their work to a large audience. Opportunities may arise for publication of selected papers in one of the ASEN journals or in an edited volume of conference papers.

We look forward to seeing you at the ASEN 2014 conference and please don’t hesitate to contact us at asen.conference2014@lse.ac.uk<mailto:asen.conference2014@lse.ac.uk> if you have any questions.

Joseph Downing and Ellie Knott
Co-chairs
ASEN 2014 Conference: Nationalism and Belonging, 1-3 April 2014

ASEN: The Association for the Study of Ethnicity and Nationalism
London School of Economics
Houghton Street,
London,
WC2A 2AE
United Kingdom
T: +44 (0)20 7955 6801
F: +44 (0)20 7955 6218
E: asen.conference2014@lse.ac.uk
www.lse.ac.uk/ASEN
facebook.com/ASENevents
twitter.com/ASENevents
youtube.com/ASENevents

Article Spotlights January Round-Up

articlespotlightRead on for some past SEN articles from the archives that reflect on some news items reported on the blog over the past month, on current and events and news relevant to nationalism and ethnicity studies:

Zionism and Bilingualism: Palestinian-Jewish Bilingual Schools in Documentary Films, Carmit Romano-Hvid, Volume 13, Issue 3, December 2013, pp. 455-465.

This article discusses the experience of Arabic-Hebrew bilingual schools in Israel through the lens of four documentaries. It investigates Zionism’s view and understanding of bi-national and bilingual education based on the stories of the documentaries, and on background information received through interviews with the film-directors and school principals. I argue that the materials shown in the documentaries could serve as evidence that even in a bi-national and bilingual educational setting, the hegemony of the majority ethnic group is present and felt. The cinematic choices reflect repetition of specific tropes (e.g. how national holidays are celebrated, creating ‘balance’ between representations of Palestinian and Jewish suffering) but remain silent about the linguistic challenges and the remaining inequality.

Ethnic Politics, Political Elite, and Regime Change in Nigeria, Henry Ani Kifordu, Volume 11, Issue 3, December 2011, pp. 427-450.

Since the 1960s, intermittent social conflicts in Nigeria appear mostly linked to ethnic groups’ differences. Considering the importance of regime change in social and political stability, this article critically analyses the historic and dynamic role of the core political executive elite in the political system’s stability. The article argues that ethnic politics persist in Nigeria based on the nature of interactions between political institutions, institution-builders, and society. It asserts a contradictory link between deep-rooted elite interests and popular preferences in ways that undermine orientations towards democracy. The empirical focus is on the composite nature of the core political executive elite analysed through their ethnic and educational backgrounds. It is observed that, although ethnic shocks are variously motivated, the atypical shape and inequity in power and role distribution at the highest levels of executive office-holding stand out as a salient source and target of antagonism by ethnic groups. This finding has a paradoxical implication: deep-seated economic and political interests of the elite play a diversionary role from the real causes of ethnic conflicts in Nigeria.

New Imaginings: The Legacy of Benedict Anderson and Alternative Engagements of Nationalism, Mark Hamilton, Volume 6, Issue 3, December 2006, pp. 73-89.

Where should we look as scholars, policymakers, and practitioners to decipher contemporary sources of nationalism and understand nations’ historical origins? This article draws on Benedict Anderson’s scholarly legacy and highlights potential pathways for future studies of ethnicity and nationalism. It outlines major themes from the landmark text Imagined Communities: Reflections on the Origin and Spread of Nationalism (1983), reviews its impact and significance, describes heated scholarly critiques, and, finally, proffers three directions for ongoing research: the intersecting inquiries of political-economic mobilisation, of relational networks, and of hybrid identities.

SEN Journal Online Exclusives – ‘Ethnicity, Nationalism, and Education’ (4): Education, Reconciliation, and Peace-building in the Basque Region

Our special series on Nationalism and Education from the SEN Online archives comes to an end with…

‘Advancing Peace Culture in the Basque Autonomous Community: The Basque Education Plan for Peace and Human Rights (2008-2011)’, by Stuart Durkin, in Volume 13, Issue 3 (December 2013), pp. 342-357.

‘Approved in December 2007, The Basque Education Plan for Peace and Human Rights (2008-2011) represents the most sophisticated policy development of its kind in over 30 years of autonomous governments. While by no means a panacea for ethno-nationalist conflict in this context, the policy is nevertheless a significant development and carries the potential to make a significant contribution to the cause of sustainable peace-building and reconciliation.

By way of both an exposition of its principal aims and objectives, as well as an analysis of the political furore which accompanied its development, the article exposes the policy’s principal limitation, its tendency towards indirectness. The article argues, however, that in structural terms peace education is advanced through the creation of a coordinating forum between the Basque government and organised Basque civil society. Moreover, despite this tendency towards indirectness, the policy initiates the necessary task of approaching issues hitherto largely avoided.’

SEN Journal Online Exclusives – ‘Ethnicity, Nationalism, and Education’ (3): Education as site of ethnic discontent in Chile

Next up in our special series on Nationalism and Education, from the SEN Online archives we have…

“Mapuche Demands during Educational Reform, the Penguin Revolution and the Chilean Winter of Discontent”, by Andrew Webb and Sarah Radcliffe (Volume 13, Issue 3, December 2013, 319-341), which deals with the inequalities in the Chilean education system as both a socio-economic and national problem.

‘Student protests in 2006 and 2011 are representative of growing public concerns over the neo-liberal socio-economic model adopted by respective governments since the military regime ended in 1990. Education has also become a contested space in which the recognition of indigenous rights – and cultural and linguistic diversity in particular – have been negotiated. This paper presents an analysis of the history of Mapuche struggles over education, in light of recent neoliberal reforms and political protests. Reforms to address large achievement differentials among indigenous populations have come through proposals for Intercultural Bilingual Education (IBE) in Chile and these, we suggest, have challenged the hegemonic education system and its assimilatory mechanisms. However its current administration reflects minimal commitments to indigenous rights and only the thinnest recognition of cultural difference. Instead the status quo of mono-cultural and mono-linguistic Chilean nationalism continues to be transmitted via the national curriculum.’