A FLAS Fellow's Semester Abroad in Amman

Audrey Dombro, an agricultural and consumer economics student and 2019-20 FLAS fellow, reflects upon her experience studying in Jordan.

Master of Arts in European Union Studies

The European Union Center at the University of Illinois offers the only Master of Arts in European Union Studies (MAEUS) program in the Western Hemisphere. Learn more here.

Nuclear Energy and Its Environmental, Policy, and Security Implications

On Earth Day 2022, the EU Center organized a symposium on the future of technology, energy, and security in Europe, featuring prominent scholars and policy makers from France, Germany, and the U.S.

Conversations on Europe

Watch the collection of online roundtable discussions on different EU issues sponsored by the University of Pittsburgh.

Accelerating Climate Change Mitigation: Policy Statements on the Road to Sharm-El-Sheikh and Beyond

Bruce Murray, Resident Director of the Illinois Program in Vienna, presents a series of student-written policy statements for accelerating climate change mitigation.

Videos of Previous Lectures

Missed an EUC-hosted lecture? Our blog's video tag has archived previous EUC-sponsored lectures.

Monday, April 29, 2024

14th Illinois EU Studies Conference Panel Recap: “Race and Racism in TV Series, Hollywood Movies and Films"

by Kelsi Quick, PhD Student in Political Science and Research Assistant at the European Union Center

The 14th Illinois EU Studies Conference, "Paradigms of Racialization: Alternative Sources," continued on April 19 for its second day of presentations. The first panel of the day, “Race and Racism in TV Series, Hollywood Movies and Films,” focused on the ways in which conceptions of race and ethnicity shape and are shaped by entertainment media, especially through Hollywood production.

Robin Williams as Vladimir Ivanoff in "Moscow on the Hudson" 
Flavia Ciontu, a PhD student in American studies at University of Paris 8, presented research by the title “‘You are white ... even if you are Russian': Whiteness and Immigration in Moscow on the Hudson (1984).” Her research, which analyzes the 1984 film "Moscow on the Hudson" starring Robin Williams, explores how a Russian saxophonist and immigrant to the United States experiences integration and assimilation, paying particular attention to what extent the main character’s experience of cultural and ethnic difference does and does not represent the experience of immigration to the United States. She highlights how although the protagonist, Vladimir, experiences challenges to integration, he still benefits from his status as a white male, which differs from the experience of immigration held by people of color. Ciontu ultimately argues that the film is a celebration of American culture rather than ethnic particularity that promotes the racist myth of easy assimilation. She argues that critical engagement with films such as this allows for the unraveling of racial dynamics in discourses on race and prevalence of whiteness in discussions on assimilation.

Sébastien Lefait, a professor of English studies at Aix-Marseille Université, presented research by the title “Introducing New Sources to Understand Hollywood’s Biased Treatment of Racism in the US.” In Lefait’s analysis of 134 films, which was co-authored with Olivier Esteves (University of Lille), both statistical and qualitative analysis is utilized to examine the ways in which Hollywood presents and reinforces a biased perspective on the history of racism in the United States. The results of the research indicate that of the films that depict studies of racism, the ones most likely to be critically-acclaimed, Oscar-winning films are also more likely to be films that are set in the Deep South and in time periods of over 50 years in the past. This trend, Lefait argues, reinforces the notion of “Southern exceptionalism” that tends to depict the South as uniquely racist while overlooking racism in the Northern and Western United States. Adding other sources such as educational materials from the case of France, Lefait further demonstrates how this myth of “Southern exceptionalism” extends outside of the U.S. and can be seen in France as well, and even at a global level. Ultimately, this trend of bias in Hollywood and also in other sources such as schoolbooks leads Lefait to conclude that a bias in the treatment of racism in the U.S. persists, largely appearing in the form of Southern exceptionalism, as a historical problem that has been “resolved,” and as an individual rather than systemic issue.

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14th Illinois EU Studies Conference Panel Recap: "Alternative Sources from the Medieval and Early Modern Worlds"

(l-r): Heather Duncan, Mauro Nobili, Brian Sandberg, Cord J. Whitaker, Craig Koslofsky, Said Bousbina 
by Sydney Lazarus, outreach & FLAS coordinator at the European Union Center

Last Thursday, the EU Center’s 14th Illinois EU Studies Conference (“Paradigms of Racialization: Alternative Sources”) began with a panel of four presentations on primary sources that shed light on the question of race and racialization during the medieval and early modern periods. 

The first presenter, Brian Sandberg, a professor of history at Northern Illinois University, sought to historicize Islamophobia in France and the Mediterranean world by looking at practices of racism in the early modern period, specifically towards Moors and Turks. Written sources from 1550 to 1650 show that “Moors” and “Turks” were commonly used as interchangeable terms that were increasingly racialized (“rascals,” “barbarous dogs,” “infidels” of a “vile race”). Works of art from this period similarly depict the North African coast as a dangerous and violent source of piracy. Sandberg cited Aert Anthonisz’s 1615 painting “A French Ship and Barbary Pirates,” which shows a French ship under attack by galleys decorated with crescents, and the Monument of the Four Moors, executed in 1622-1626. The monument depicts Ferdinando I de’ Medici in military armor, standing above four chained men, whose likenesses, according to the art historian Mark Rosen, were taken from enslaved North Africans in Livorno. By considering these visual sources from Marseille and Livorno, Sandberg concluded, it is possible to get a sense of racialization and racism in the pre-modern period and see that racism far predates the scientific racism of the nineteenth century.

Monument of the Four Moors. Photo courtesy of Giovanni Dall'Orto (Wikicommons)
Said Bousbina, an independent researcher, and Mauro Nobili, an associate professor of history at University of Illinois Urbana-Champaign, next gave a joint presentation focusing on a royal statement issued by Ahmad al-Mansur to inform the people of Fez of Morocco’s conquest of the bilad al-sudan (“the land of blacks”) at the end of the sixteenth century. Bousbina and Nobili argued that the text shows how Ahmad al-Mansur used race to justify his conquest of the Songhay Empire, a West African polity with a Muslim majority, to the ulama, who were skeptical of the legality of the invasion. The statement claims the superiority of Islam over other religions, of the Saadi dynasty over other dynasties, and of the Saadi over their enemies. References to blackness and darkness in contrast to clarity and light are omnipresent in the text, Bousbina and Nobili noted, citing as an example the following excerpt: “God allowed the white swords of our Saadian army to subdue our yellow enemies [sufriyya] and our black slaves [abid sudaniyya] and allowed the lights of our caliphate to pierce the black darkness [dujna sawda] that reigned in the south.”

In the third presentation, Cord J. Whitaker, an associate professor of English at Wellesley College, drew on “The King of Tars” and “Ywain and Gawain” in making the case for medieval romances as useful sources for critical race studies. “The King of Tars” tells the story of a pagan sultan of Damascus whose black skin turns white after he converts to Christianity. In “Ywain and Gawain,” Ywain, a Knight of the Round Table, is advised by his friend Gawain to leave the comfort of his home and wife in search of honor. Whitaker gave several reasons for why medieval romances deserve to be studied in the context of modern race studies. They are meant to produce strong emotional and affective responses, which can be used to reconstruct the worldview of their readers. Medieval romances also function as a way to discuss the indiscussible, revealing the cultural fantasies of medieval Europeans. Third, in both medieval romances and modern race studies, scholars can observe a dynamic negotiation between self and other. Lastly, Whitaker noted, studying medieval romances allows one to explore psychic pain that is similar to the modern experience of race.

The panel’s final presentation, “Whiteness from Below: Tattooed Servants, Soldiers, and Sailors in the British Atlantic World, c. 1680 to 1750,” was given by Craig Koslofsky, a professor of history at University of Illinois Urbana-Champaign. Koslofsky contextualized the various forms of tattooing within the broader set of early modern dermal marking practices and argued that the voluntary self-tattooing of indentured servants acted as an expression of the hope of self-ownership. The tattooing of one’s initials on one’s arm, wrist, or hand staked a claim to self-ownership and helped preserve one’s identity. When the tattoo included the servant’s birth year or the year of the start of the indenture, the marks also served a practical record-keeping purpose by allowing a servant to show proof that the term of indenture was to end in x number of years. This self-tattooing, Koslofsky posited, can be seen as a claim of whiteness from below, because it operated in direct contrast to the branding of enslaved Africans, typically with the initials of their owner, in which case the dermal mark signified perpetual servitude and status as chattel owned by another person.

Organized by Claire Bourhis Mariotti, Markian Dobczansky, Heather Duncan, Mauro Nobili, and Amanda Smith, this conference was part of a multi-year project aimed at testing the assumptions of Critical Race Theory within the multiracial and multicultural context of the Mediterranean and Atlantic worlds, from the medieval period to contemporary times. Funding for the project came from the Albertine Foundation’s Transatlantic Research Partnership grant. Recordings of most of the presentations from the conference will be posted to the EU Center’s YouTube channel.

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Thursday, April 25, 2024

Immersive Learning for Undergraduates at the U of I

(l-r): Alexandria Stratton, Alexis Delgado, Anastasia Calkins
by Markian Dobczansky, Associate Director of the European Union Center

Expertise about European affairs is increasingly in demand in our globalizing and fragile world. Undergraduate students at the University of Illinois Urbana-Champaign can gain expertise in European affairs through the EU Center’s immersive learning programs as well as through the university’s numerous study abroad opportunities. As part of its mission to popularize the study of Europe, the EU Center in 2023-2024 sponsored student teams for the Schuman Challenge in Washington, DC and the Midwest Model EU competition in Bloomington, IN. And it will continue to support these initiatives in future years.

The Schuman Challenge is an annual foreign affairs competition for advanced undergraduate students from U.S. college and universities, who engage in rigorous dialogue on transatlantic policy issues. Named for the French statesman Robert Schuman, one of the founders of European integration, the competition is administered by the EU Delegation to the U.S. and is judged by a distinguished panel of diplomats, foreign policy experts, and reporters. A team from the University of Illinois Urbana-Champaign took part in the 2024 competition in Washington, DC on April 4-5.

Alexandria Stratton, Anastasia Calkins, and Alexis Delgado presented and defended policy initiatives related to the transatlantic alliance in response to the question “How can the EU and the U.S. more effectively engage the Latin American and Caribbean (LAC) region on areas of shared priorities and common interest?” The team was coached by Kostas Kourtikakis, Teaching Associate Professor of political science, and Eylül Begüm Sağlam, a Ph.D. student in political science and an EU Center research assistant. Follow #SchumanChallenge on social media for more information and visit the 2024 Schuman Challenge Flickr album to see photos from the competition.

Founded in 1993 and hosted at Indiana University Bloomington since 2014, the Midwest Model EU is an undergraduate academic competition that simulates EU decision-making at the highest level. Colleges send delegations representing the 27 EU members states and, over a period of 48 hours, they meet in formal and informal sessions as the European Commission, the European Parliament, the European Council, and several different Councils of Ministers. The competition celebrates is 30th anniversary in 2024.

This year the University of Illinois Urbana-Champaign sent two delegations, which represented Germany and Austria. Ethan Bello and Luca Iasinschi, who played the roles of the Chancellors of Germany and Austria, respectively, shared the first-place award in the European Council simulation. Tamana Ramkumar, who played the role of Austrian foreign minister, received a second-place award in the Foreign Affairs Council. This year’s teams were coached by Kostas Kourtikakis and EUC Academic Coordinator Amanda Smith. The EU Center gratefully acknowledges support for MMEU from the Department of Political Science’s Pahre Fund.

The EU Center’s immersive learning opportunities for undergraduates can be an enjoyable and highly educational way of preparing for careers in diplomacy or international policy-making, international business, or specialized graduate study. Students also develop skills such as collaborative problem-solving, negotiation, and public speaking. Congratulations to our student participants!

Undergraduate students interested in the Schuman Challenge or Midwest Model EU should contact the European Union Center at eucenter@illinois.edu to request more information.

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Friday, April 12, 2024

Transatlantic Educator Dialogue (TED) Wraps Up An Outstanding Year

by Rhett Oldham, Ed.D, moderator of the Transatlantic Educators Dialogue (TED) program

The European Union Center’s Transatlantic Educator Dialogue program just wrapped up its 15th year, one filled with numerous highlights. Any time one has the opportunity to collaborate with 39 educators from around the United States and Europe — educators who are open to talking about pedagogy, best practices, and global issues — a lot of great learning occurs.

Every TED group develops a unique personality, and TED 2024 was no different. They start out as a group of strangers, but by the end of the program, they have made lifelong connections with fellow educators around the world. The TED participants do this through sharing experiences and being open to new ideas and methodologies. The 2024 cohort worked so well together and enjoyed each other’s company so much that it was difficult to say goodbye after the 10th and final week.

The TED group had a great connection throughout the sessions and contributed outstanding resources throughout the 10 weeks. To keep up with all the great resources, participants used the TED 2024 Resource Page. Each week the group added new resources to the page so that by the end of the TED program, the resource page was full of information that participants can review and use anytime in the future.

TED will most certainly continue to evolve and grow. The participants of TED are encouraged to provide feedback throughout the program, and many of the changes that have been implemented in the past are a direct result of those suggestions. This is a hallmark of a program where every voice is valued. It doesn’t make any difference if English is your second, third, or fourth language. All of the contributions are first rate.

TED is a transformative experience that impacts educators both inside and outside the classroom. Educators leave TED with a stronger understanding of pedagogy and teaching practices around the world. It truly is something special.

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