Collective Identities: Nationalism,

Transnationalism – Europe and Beyond

Report 2013

SUMMER SCHOOL TOPIC ........................................................................................................... 4

PROJECT ORGANIZATION ........................................................................................................... 5

AIMS & OBJECTIVES .................................................................................................................... 5

DATES ......................................................................................................................................... 5

COSTS & FUNDING ..................................................................................................................... 6

PARTICIPANTS ............................................................................................................................ 8

ACADEMIC PROGRAM .............................................................................................................. 10

SOCIAL PROGRAM .................................................................................................................... 11

SEMINARS ................................................................................................................................. 11

CREATIVE WRITING SEMINAR .................................................................................................. 21

KEYNOTE LECTURE ................................................................................................................... 22

MORNING LECTURES ................................................................................................................ 23

EVENING LECTURES .................................................................................................................. 40

PANEL DISCUSSION .................................................................................................................. 42

MORNING MEDITATION ........................................................................................................... 44

A STUDENT’S REPORT ON THE GUSEGG .......................................................................................... 45

MEDIA REPORTS ....................................................................................................................... 46

ZUSAMMENFASSUNG AUF DEUTSCH ...................................................................................... 59

IMPRESSUM .............................................................................................................................. 62

THANK YOU to all the people and institutions who made the "Graz International Summer

School Seggau 2013" possible: the students, the lecturers, Prof. Dr. Roberta Maierhofer as

the academic coordinator, and the University of Graz and its staff of the Office of

International Relations and the Center for Inter-American Studies, H.E. Bishop Dr. Egon

Kapellari, Mag. Peter Rosegger and the Diocese of Graz–Seckau, Drs. Michael Kuhn and the

Commission of the Bishops‘ Conferences of the European Communities (COMECE), the

dedicated collaborators of Seggau Castle, the Government of Styria, the City of Graz, the

Office of the Mayor of Graz and finally, a big thank you to our sponsors, who through their

generous contributions made it possible to put an idea into practice and make GUSEGG 2013

once more become a reality.

WEBSITE of the GUSEGG 2013

http://international.uni-graz.at/gusegg

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GRAZ INTERNATIONAL SUMMER SCHOOL SEGGAU 2013

Collective Identities: Nationalism, Transnationalism – Europe & Beyond

Since the 19th century, nation states as a construction of collective identities have defined

the political, economic and social realities in Europe and beyond. In Benedict Anderson’s

term of an imagined community, the nation state has determined both individual as well as

collective identities in terms of inclusion and exclusion. This is especially true when it comes

to the rights of citizens or ethnic majorities versus the legal status of minority groups or the

situation of foreigners and migrants. Although the essentialist nature of state definition has

never been able to do justice to the social, cultural, and economic realities and challenges, it

has since the 19th century determined the political and social structures of Europe, led to

war and destruction, but also to reconstruction and peace-building in the 20th century, if one

takes the European Union as an example of a supranational governance structure. Within a

radically changed global world, where migration and transnationalism play an important

role, a reconsideration of the notion of the nation state as well as an analysis of the

interconnections between collective and individual identity formation is necessary. Focusing

on the emphasis areas of the University of Graz – South Eastern Europe and North, Central

and South America – the discursive and symbolic constructions of Europe and beyond will be

investigated from an interdisciplinary vantage point thus contributing to a redefinition of

European and Inter-American Studies. The Americas provide us with many examples of an

early development of the nation state in connection with processes of democratization in

the late 18th and early 19th century, as well as with the question of heterogeneity versus

homogeneity. South Eastern Europe can be seen as an example for a region that has been

contested by European and non-European actors and therefore as a mirror image of larger

dynamics in European history. This area is also a good example for discussing diversity in

terms of opportunities provided and challenges faced in the past, present and future.

Studying collective identities by focusing on European and American issues will thus provide

a basis for meeting James Tully’s demand that "21st century identities must be supported

rather than imposed, reasonable rather than unreasonable, empowering rather than

disabling and liberating rather than oppressed" (2003).

Roberta Maierhofer for the Advisory Board

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PROJECT ORGANIZATION

The project was carried out by the University of Graz in cooperation with the Diocese Graz-

Seckau and the Commission of the Bishops’ Conferences of the European Community

(COMECE). The Center for Inter-American Studies of the University of Graz acted as the

coordinating unit in collaboration with the Office of International Relations of the University

of Graz.

Steering Committee of the Graz International Summer School Seggau 2013: Prof. Dr. Roberta

Maierhofer (Academic Coordinator of the University of Graz), Mag. Peter Rosegger

(Representative of the Diocese Graz-Seckau), Drs. Michael Kuhn (Representative of the

COMECE), Mag. Heidrun Moertl (Program Manager of the University of Graz), Mag. Daniela

Murhammer (Representative of the rectorate of the University of Graz), Mag. (FH) Ulrike

Schoenbacher (Student Coordinator of the University of Graz)

AIMS & OBJECTIVES

The interdisciplinary cooperation of lecturers and students focused on the cultural,

intellectual and historical dimensions of current European and American affairs in view of

their positioning in a globalized world. Presentations in research and teaching referred to

focus areas of the University of Graz – South Eastern Europe and North, Central and South

America. Shaping profiles of young leaders of tomorrow in different areas such as political

and social science, economics and the humanities was an important aim.

Some keywords about the Graz International Summer School Seggau 2013:

• two-week summer school

• 98 students and 21 lecturers

• plenary sessions, lectures, 10 parallel seminar modules, excursion to Graz

• discussions with lecturers and guests

• accreditation via ECTS-credits (6 ECTS for participation and obligatory seminar paper)

DATES

June 30th – July 13th, 2013

WEBSITE

http://international.uni-graz.at/gusegg 1

1 This website will be updated in October 2013 for next year’s summer school. PDFs of the website 2013 are available upon request.

6

COSTS & FUNDING

The total costs (room and board for lecturers, external lecturers and students, honorariums

and travel expenses for teachers, technical infrastructure, excursions, and evening program)

of about € 142,920 were covered by the University of Graz, the Diocese Graz-Seckau, the

Commission of the Bishops‘ Conferences of the European Community (COMECE), student

fees (€ 350/€ 600 Euros) and third party funding.

Grants to support our program and scholarships for individual students came from:

- ERASMUS Intensive Program LLP-AT/230/05/12

- Central European Exchange Program for University Studies (CEEPUS)

- European Network in Aging Studies (ENAS)

- David-Herzog-Fonds

- Das Land Steiermark: Abteilung Kultur, Europa und Außenbeziehungen

- The Embassy of the United States of America in Austria, Vienna

- The Embassy of Canada in Austria, Vienna

- The Association for Canadian Studies in German-speaking Countries (GKS)

- Renovabis

- Stichting Communicantes

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the

author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

7

The summer school was further supported by the International Association of Inter-

American Studies (IAS), Graz Tourism, and GRAWE.

Stichting Communicantes

8

PARTICIPANTS

Kemisola Agbeniyi, Nigeria

Dominique Ken Aguilar, Philippines

Adelia Albanova, Kyrgyzstan

Sabina Andreeva, Kyrgyzstan

Arta Ankrava, Latvia

Mehmet Akif Ayhan, Turkey

Cynthia Marie Balagtas, USA

Marilis Leticia Maria Becker, Netherlands

Vally Bellu', Italy

Masa Berkovic, Slovenia

Vanja Bobas, Slovenia

Vladimir Bobu, Moldova

Karol Bokszczanin, Poland

Marta Alexandra Da Costa Mancelos, Portugal

Katherine Rose DeVane Brown, USA

Pavlos-Zinon Dimitrakou, Greece

Dorde Durdevic, Serbia

Christopher Edyegu, Uganda

Andreea-Veridiana Farcasel, Romania

Jakob Fiser, Slovenia

Erika Fontanesi, Italy

Abdelkarim Friaa, Tunisia

Barbara Gebauer, Austria

Ejona Gjeci, Albania

Katharina Golitschek Edle von Elbwart, Germany

Pablo Gomez Munoz, Spain

Cora Grespi, Italy

Thomas Hadley, Austria

Anja Hardi, Croatia

Francisca Alida Heese, South Africa

Ursula Hirmann, Austria

Marko Hocevar, Slovenia

Mina Hristova, Bulgaria

Andreea-Oana Iftime, Romania

Petya Ivanova, Bulgaria

Leart Kamberi, Macedonia

Edo Katanic, Croatia

Ana Kavcnik, Slovenia

Albina Kildeeva, Russia

Kerstin Kogler, Austria

Eva Kolberg, Germany

Martin Kollar, Slovakia

Yana Kovaleva, Russia

Svitlana Kykot, Ukraine

Taras Lehinevych, Ukraine

Kuzma Leshakov, Russia

Dina Lijic, Croatia

Antonia Ljaci, Croatia

Simona Lokvenec, Macedonia

Lisa Lotter, South Africa

Andrii Maksymiv, Ukraine

Marija Manasijevic, Serbia

Anna Marasso, Italy

Sarah Meyer, USA

Darius Miliauskas, Lithuania

Rita Joana Miranda Costa Gomes dos Santos,

Portugal

Edina Miskei, Serbia

Nikolett Moricz, Hungary

Carl Felix Müller, Germany

Olga Mykoliuk, Ukraine

Oksana Myronko, Ukraine

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Abdul Waseh Noerzay, Netherlands

Koen Noordenbos, Netherlands

Ivana Obucina, Croatia

Teresa Opis, Austria

Maricel Oro Piqueras, Spain

Hanna Parkhanovich, Belarus

Ines Daniela Pereira da Costa, Portugal

Antoaneta Petkova, Bulgaria

Bella Poli, Hungary

Emma Poli, Hungary

Elena Popa, Romania

Olivera Popovic, Serbia

Viktoria Potapkina, Ukraine

Filip Razum, Croatia

Claudia Rommelspacher, South Africa

Joanna Rybicka, Poland

Maria Sandorova, Slovakia

Irma Semini, Albania

Bohdana Sendziuk, Ukraine

Vitalii Skoblia, Ukraine

Tessa Smith, USA

Sviatoslav Sviatnenko, Ukraine

Dragana Tadic, Bosnia and Herzegovina

Dora Tadic, Croatia

Ema Talam, Bosnia and Herzegovina

Seyedhamed Tayebi, Iran

Freya Thiel, Germany

Hüseyin Ufuk Toraman, Turkey

Marina Tsvetkova, Russia

Didem Uca, USA

Roman Ujbanyai, Slovakia

Oana Ursulesku, Serbia

Laura Van Slyke, USA

Milos Vlaisavljevic, Croatia

Visnja Vujin, Serbia

Anita Wohlmann, Germany

Aleksandra Zdeb, Poland

Participating students came from these universities: (university and number of participating students)

All-Russian State University of Cinematography

named after S. A. Gerasimov (VGIK), Russia 1

American University of Central Asia,

Kyrgyzstan 2

Arizona State University, USA 1

Canterbury Christ Church University, UK 1

Debreceni Egyetem (DE), Hungary 1

Evangélikus Hittudományi Egyetem – Budapest,

Hungary 1

Indiana University, USA 1

Jagiellonian University Krakow, Poland 1

Johannes Gutenberg University Mainz,

Germany 1

University of Graz, Austria 6

Masarykova Univerzita v Brne, Czech Republic 1

Middle East Technical University (METU), Turkey 1

Minsk State Linguistic University, Belarus 1

Lomonosov Moscow State University, Russia 1

National Aviation University, Ukraine 1

National University of Kyiv-Mohyla Academy,

Ukraine 4

Okan Universitesi, Turkey 1

Siberian Federal University, Russia 1

Sofiiski Universitet 'Sv. Kliment Ohridski', Bulgaria 2

South Eastern European University (SEEU),

Macedonia 1

Southern Federal University, Russia 1

Sveuciliste u Rijeci, Croatia 1

Sveuciliste u Splitu, Croatia 1

Sveuciliste u Zadru, Croatia 1

Sveuciliste u Zagrebu, Croatia 4

Szegedi Tudomanyegyetem, Hungary 2

Szkoły Głównej Handlowej w Warszawie,

Poland 1

Szkoła Wyższa Psychologii Społecznej, Poland 1

The City College of the City University of New York,

USA 1

Ukrainian Catholic University, Ukraine 1

Universidad de Zaragoza, Spain 1

Universidade de Coimbra, Portugal 3

University College for Agrarian and Environmental

Pedagogy, Austria 1

Università Ca' Foscari Venezia, Italy 4

Universitat de Lleida, Spain 1

University of Duisburg-Essen, Germany 2

Universitat Pompeu Fabra, Barcelona, Spain 1

Universitatea Alexandru Ioan Cuza Iasi, Romania 2

Universitatea Lucien Blaga din Sibiu,

Romania 1

Universitatea Tehnica a Moldovei, Moldova 1

Universiteit Stellenbosch, South Africa 4

Universiteti i Tiranës, Albania 1

University College Sjaelland, Denmark 1

University of Groningen, Netherlands 5

University of Massachusetts Amherst, USA 1

University of Minnesota, USA 1

University of Pennsylvania, USA 1

University Ss Cyril and Methodius Skopije,

Macedonia 1

Univerza v Ljubljani, Slovenia 5

Univerzita Komenskeho v Bratislave,

Slovakia 3

Univerzitet u Banjoj Luci, Bosnia and Herzegovina 1

Univerzitet u Beogradu, Serbia 2

Univerzitet u Novom Sadu, Serbia 5

Univerzitet u Sarajevu, Bosnia and Herzegovina 1

Uniwersytet Wroclawski, Poland 1

Vélikoturnovski Universitet 'Sv. Sv. Kiril i Metodi',

Bulgaria 1

Vilniaus Universitetas, Lithuania 1

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ACADEMIC PROGRAM

Morning Meditation (8.30 am – 9.00 am)

Every morning, meditation sessions led by Drs. Michael Kuhn provided spiritual guidance for

the students and lecturers.

Morning Lectures (9.00 am – 12.30 pm)

Selected lecturers teaching in the afternoon seminars also presented morning lectures

during the week. All students attended the morning lectures; thus, the topic of these

lectures was directed towards a general audience, following the overall summer school

theme of "collective identities". In order to implement different styles of instruction in the

discussion period following a 15 minute break, the organizers introduced numerous models

of structuring this period - some of the periods were open plenary discussions, others were

inspired by pre-formulated questions from the lecturers, and on other mornings students

were asked to formulate questions for the speakers in dedicated groups.

Creative Writing (1.30 pm – 3.00 pm, Tuesday, Wednesday and Thursday)

This year, ten excellent students taking part in the GUSEGG had the opportunity to

participate in a Creative Writing workshop led by renowned author and University of Texas

at Austin professor Rolando Hinojosa-Smith.

Seminars (3.00 pm – 6.00 pm)

According to their interest, students ranked the following ten seminar modules on their

application and were selected to participate in accordance with their application materials.

Seminar 1 - Literature & Culture

Seminar 2 - Cultural Identities

Seminar 3 - Indigenous Identities

Seminar 4 - Urban & Regional Identities

Seminar 5 - Politics & Law

Seminar 6 - Media, Society & Culture

Seminar 7 - Economics & Power

Seminar 8 - Ethics, Religion & Leadership

Seminar 9 - Transnationalism & Migration

Seminar 10 - Cultural Narratives of Longevity

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SOCIAL PROGRAM

Besides the morning lectures, creative writing, the afternoon seminars, and meditation,

students went on a one-day excursion to Graz, the capital city of the province of Styria. The

trip took place on Saturday, July 6th and included a visit to the University of Graz, a reception

at the office of Mayor Mag. Siegfried Nagl, sightseeing through Graz and also time to stroll

around within the unique city of Graz.

The social program furthermore included a guided tour through Seggau castle, in which the

historical importance of the bishop seat was related to students and lecturers.

In lecture free periods students were further able to utilize the outdoor swimming pool at

the venue. Volleyball, table tennis, and soccer tournaments were organized and the winners

awarded with prizes. Furthermore, movie nights, a karaoke evening and evening discussions

took place and the opening ceremony included a wine tasting in Seggau Castle’s historic

wine cellar, famous for its excellent local wine.

SEMINARS Students participated in one of the following ten seminar modules in the afternoon. Seminar 1 – Literature & Culture

Week 1: "Literary Views of the American Other" – Josef Raab This seminar examined portrayals of

North America(ns) in Latin American

Literature and portrayals of Latin

America(ns) in U.S. and Canadian

Literature. Participants looked at

recurring stereotypes and tried to

trace their origins and developments.

The writings discussed were published

in the 19th to 21st century. They

included essays by Domingo Faustino

Sarmiento, José Martí, and José Enrique Rodó, poetry by José Martí, Rubén Darío, Pablo

Neruda, Elizabeth Bishop, and Rodolfo "Corky" Gonzáles, as well as excerpts from John

Steinbeck's The Tortilla Flat, Malcolm Lowry's Under the Volcano, Carlos Fuentes' The Old

Gringo, and Sandra Cisneros' Caramelo.

Week 2: "Negotiations of Inter-American Identity in US Literature on Latin America" –

Simone Francescato

This seminar contributed to the GUSEGG 2013 through the close reading of late 20th century

literary texts centered on the negotiation of "American" identity within the Americas.

12

Students were asked to read the texts in advance

in their entirety, and then to analyze and discuss

them in class from both an aesthetic and cultural

viewpoint. Milestones in their own genre, these

books stand out as unique meditations on the

many roles of the US (male) subject in Latin

America - renegade, entrepreneur, inventor,

reformer, humanitarian, and tourist - and North

America's imperialism, familism and traditionalism. The works discussed were by P. Theroux,

P. Matthiessen and M. Thomsen.

Seminar 2 – Cultural Identities

Week 1: "Negotiating Cultural Identities in the U.S.-Mexican Borderlands" –

Marietta Messmer

At least since the end of the U.S.-Mexican war of 1846-1848, the relationship between the

two nation states has been characterized by multidimensional cultural, economic, and

political interdependencies, with Mexico finding itself increasingly torn between maintaining

its Latin American cultural identity while at the same time becoming more deeply integrated

into a U.S.-dominated North American political and economic union. This complex

interrelation between Mexico and the U.S. has turned the borderlands between the two

nation states into a highly dynamic cultural space with multiple geopolitical significations. In

this seminar, participants focused in particular on the following topics: the U.S.-Mexican

borderlands as a unique contact zone that enables cultural encounters, intercultural

exchange, cross-cultural friendship, and cultural hybridization; constructions of the U.S.’s

national identity in relation to its cultural other(s); the U.S.’s war on terrorism and drugs and

its effects on the treatment and representation of undocumented Mexican and Central

American migrants; the effects of transnational maquiladora factories on Mexican (female)

workers; and the transnational implications of the drug trade.

Week 2: "Negotiating Cultural Identities in the African Diaspora" – Isabel Caldeira

"They are seen as black therefore they are black; they are seen as women, therefore, they

are women. But before being seen that way, they first had to be made that way." (Monique

Wittig, “One Is Not Born a Woman". The Straight Mind and Other Essays. Boston: Beacon

Press, 1992, 12).

"It is only by analyzing racism and its function in capitalist society that a thorough

understanding of class relationships can emerge. Class struggle is inextricably bound to the

struggle to end racism." (bell hooks, Feminist Theory: From Margin to Center. London: Pluto

Press, 2000. 3).

13

These statements by Monique Wittig and

bell hooks served as mottos in this seminar

to study texts of black feminism and

postcolonial feminism in order to

understand that the major systems of

oppression are interlocking. The main focus

were discourses by women of the African

diaspora − US and the Caribbean − in search

of issues of displacement and the power

relations involved; counter-hegemonic

discourses by means of which voices resist

the politics of silencing, assert their

identities and make their experiences visible; forms chosen to convey the violent deprivation

of history, memory, and representation (or the feeling of unrepresentableness); strategies of

resistance and emancipation leading to new expressions and aesthetics invented to

negotiate their contingent "entre-lugar" (Silviano Santiago) or "in-between" space (Homi

Bhabha).

Seminar 3 – Indigenous Identities

Week 1: "(Re-)defining indigeneity from an Inter-American Perspective" - Heidrun Moertl,

Alexia Schemien

The first week of the Indigenous Identities seminar module approached the native

population of the Americas from an Inter-American perspective. The aim was to explore

trans-indigenous relations which are often overlooked in scholarship by both Native and

Non-Native scholars. In observing the interconnected indigenous world through the lens of

cultural and literary studies, participants engaged in a multidisciplinary scholarly discourse.

The initial stage of the course concentrated on the wider field of Inter-American Studies with

a special focus on indigenous identities and their role in transcending national boundaries.

After having established this toolbox of terminology, the remainder of the seminar focused

on specific examples of indigeneity in the Americas. Among the topics discussed were legal

frameworks that indigenous communities are subject to; religious identity constructions;

and identity discourses in borderlands.

Heidrun Moertl is a faculty member at the Center for

Inter-American Studies at the University of Graz,

Austria. She holds a masters’ degree in English and

American Studies from the University of Graz, Austria,

and Seattle University, USA. She is currently working

on her dissertation in the fields of Indigenous Studies,

Inter-American Studies and Aging Studies, for which

she conducted ten months of extensive research at

the University of Minnesota - Minneapolis, the

Newberry Library in Chicago as well as fieldwork on

several Minnesota reservations in 2011-2012 (Marietta-Blau Scholarship of the Austrian

14

Government – BMWF). She is also the co-editor of a special issue of Comparative American

Studies: An International Journal titled "Hemispheric Approaches to Native American

Studies" (with Barrenechea, Maney Publishing, 2013) and currently serves on the Executive

Board of the International Association of Inter-American Studies and on the Steering

Committee of the Europe based American Indian Workshop.

Alexia Schemien is a faculty member of the North

American Studies at the University of Duisburg-Essen,

Germany. She holds a master’s degree in English,

Spanish, and Anthropology from the University of

Münster, Germany, as well as the University of Burgos,

Spain. She is currently working on her dissertation

which deals with the indigenous and religious

implications of Mexican American literature from an

Inter-American perspective. She is the co-editor of a

forthcoming issue of the Inter-American

Studies/Estudios Interamericanos series, with the title Inter-American Flows: Transnational

Imaginaries and Impacts (with Josef Raab, Wissenschaftlicher Verlag/Bilingual Press, 2013).

Complementary to her work at the University of Duisburg-Essen, she monitors the social

media for the International Association of Inter-American Studies and in the summer of 2011

she conducted a research stay at the Arizona State University in Tempe.

Week 2: "Twenty-two Nations: The Story of Arizona's Indigenous Peoples" –

James Blasingame

From Geronimo (Bedonkohe Apache)

to Dr. Carlos Montezuma (Yavapai),

Indigenous peoples of what is now

called Arizona, have had a storied

and dramatic past. Spanish, Mexican,

and American invaders spent

centuries attempting to subdue and

colonize the peoples and land of

Arizona, often finding both to be

almost magically indomitable and

resilient. Arizona holds the largest Indigenous sovereign nation in the United States, the

Navajo Nation, home to more than 250,000 enrolled members. The San Juan Southern

Paiute Tribe, recognized by the federal government in 1989, however, has only 254 enrolled

members who reside in areas woven between Hopi and Navajo lands. This course traced the

evolution of Indigenous peoples of Arizona into modern day nations, attempting to separate

fact from fiction.

15

Seminar 4 – Urban & Regional Identities

Week 1: "Americas - Regional Landscapes and Human Induced Changes" – Daniela Larion

The wide variety of natural conditions in the

Americas (North, Central and South America) –

from the polar to the tropical ones – generates

a multitude of regions with unique identity,

depending on the influence of people on the

environment. While there are spaces in which

humans are absent and landscapes are

preserved almost in their natural state, other

regions are not only completely modified, but

even experiencing severe environmental

degradation.

The seminar focused on the interference between people and nature in representative

regions from all the Americas, considering the causes of the changes, the effects (local,

regional, global), and the possible solutions. A number of case studies was debated

(deforestation in the rainforest, urban growth in regions with scarce resources, water supply

diminution etc.) but also positive examples of sustainable development projects

implemented in different regions of the Americas.

We live in a fragile world, with people changing the environment, with catastrophic effects

sometimes, and it is time that clear measures are taken to prevent irreversible events from

happening, and keep this planet healthy and capable to sustain human civilization.

Week 2: "Rhetorics of Sustainability, Globalization, and Presence in Transnational

Landscapes"– Peter Goggin

The seminar started with an introduction to theories, theorists, texts and influences on

environmental issues, place, and identity in American Studies: Enlightenment and the

Industrial Revolution, migration, the emergence of environmental ethos, the establishment

of national parks, the debate between conservationism and preservationism, the concept of

a land ethic, and Deep Ecology. From Thoreau, Aldo Leopold, Teddy Roosevelt, John Muir,

and Gifford Pinchot to Rachael Carson, Edward Abbey, Al Gore, and Sarah Palin (Drill, baby,

drill!) the seminar explored the rhetorics on crucial environmental issues, social change,

culture, politics, movements, and geographies that inform, and are informed by, the North

American landscape. The discussion then moved on to contemporary concepts of

sustainability, resilience, and globalization that impact on rural, urban, island, and other

place-based identities in the Americas and beyond.

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Seminar 5 – Politics & Law

Week 1: "Conflict Resolution in Ethnically Divided Societies" – Soeren Keil

In this seminar, participants looked into

different forms of conflict-resolution in

divided societies. Multiculturalism and

Multinationalism have become key

features of the 20th and 21st century and

challenge our understanding of a

"nation-state." Seminar participants

looked into ways in which

Multiculturalism and Multinationalism

have been addressed in so-called

"divided societies." The seminar proceeded in three steps. In the first session, participants

looked into the normative case for addressing diversity and discussed the relationship

between multi-ethnicity and liberal democracy and some of the arising problems in this

context (such as individual vs. group rights, collective identity vs. nationalism, secession vs.

territorial integrity). In the second step, some of the most prominent theories of conflict-

resolution in divided societies, such as consociationalism (consensual democracy),

integration approaches (Donald Horowitz), and multinational federalism were discussed.

Finally, a good amount of time was spent looking at some case studies, both in the West and

beyond. These included Canada, Bosnia and Herzegovina, Malaysia and Ethiopia. The

lecturer and students also discussed how these countries addressed Multiculturalism and

Multinationalism and whether their institutional approaches are successful or not.

Week 2: "Creating European Identity: The EU in post-accession Central Europe and pre-

accession Western Balkans" – Robert Austin

This module offered students the chance to

examine the legacy of the 2004 enlargement in

Central Europe and how it shaped policies

toward the Western Balkans states of Albania,

Bosnia, Croatia, Macedonia, Kosovo and Serbia.

Of particular focus was the EU's role in

developing new and more inclusive

constitutional orders in the Western Balkans. As

a starting point, the module offered a case study

of Hungary which, since 2010, has implemented

dramatic changes to its constitutional order. What does Hungary's "new course" tell us

about future enlargement rounds and the EU's real influence after membership? Other

topics included: What is the future of the made-in-Europe constitutional projects in Bosnia,

Kosovo and Macedonia? Can civic constitutions, the removal of physical borders and

institutional supra-nationalism actually work in the Balkans when populists throughout

Central Europe seem to be on the upswing and there is little the EU can do about it?

17

Seminar 6 – Media, Society & Culture

Week 1 and 2: "New Media and the New Public Sphere" – Krešimir Krolo

This module examined the role of

different media practices in the

contemporary political space. The first

week was devoted to the discussion of

the complex relation between the

media and politics, which included a

survey of different approaches to

political campaigning in different media

ages. The second week examined the

contribution of digital interactive media practices to the constitution of a potentially "new,"

transnational, and individualized public sphere.

Seminar 7 – Economics & Power

Week 1: "Development: An ever-changing stage" – Luis San Vicente Portes

This session provided an overview of the

process of economic development around the

world - with emphasis on the Americas and

Europe’s industrialized and emerging economies

- serving as the backdrop of collective and

individual identity formation. The focus was on

the dynamics of socio-economic indicators

based on the countries’ economic size, income

per person, wealth inequality, gender

differences, and natural resources. Related

topics such as institutional development and economic policies were connected to the

frequent economic/financial crises that Latin America has gone through, and Europe’s

current economic turmoil and its links to the 2008/2009 global recession.

Week 2: "Understanding the European Single Market" – Soeren Keil

The lecturer and seminar participants looked into the workings of the European Single

Market and assessed its potential as a model for other regional integration projects. This

seminar focused on four main areas: In the first part, participants looked at the origins of the

European Single Market and how the idea came about as a result of the Second World War

and the arising Cold War. Then the European Coal and Steal Community was analyzed and

students discussed the Treaty of Rome, which established the principle of a European Single

Market in 1957. In a second step, the practical side of economic integration was looked at by

discussing the economic elements of the Single Market project. In this context the seminar

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had a focus on the consequences for industries and businesses as well as on the

consequences for individual citizens. The third part of the seminar looked at the European

Monetary Union as a key element of the Single Market. The economic benefits of a single

currency were assessed and some of the current issues and problems that resulted from the

introduction of the Euro discussed. Finally, participants discussed to what extent the

European Single Market can be seen as a model for other projects of regional integration

such as the North American Free Trade Agreement, the African Union and similar projects in

Asia. An important question was: Can these regions learn from the European experience?

Seminar 8 – Ethics, Religion & Leadership

Week 1: "Ethics, Religion & Leadership" – David Bates

These sessions used the resources of

political and moral philosophy to explore

the politics and ethics of collective

identity. The sessions gave a specific

focus to religions, class and cultural

modes of expression. Key questions

addressed included: To what extent do

certain modes of identity (religion, class

etc.) over-determine others? How do

modes of transnational identity intersect with more particular and localized modes of

cultural expression? How do modes of political and cultural leadership serve to mobilize

collective identities? Can seemingly divisive modes of cultural expression be operationalized

within "progressive" political movements? How does "globalization" impact on the politics of

identity?

Week 2: "Leadership, Religion and Politics" – Johan Verstraeten

In this seminar, Prof. Verstraeten and students

participating in the sessions explored the link

between spirituality/religion and leadership.

The focus was on why spirituality has become

crucial in leadership theory and practice and

how some traditions can contribute to it. With

regards to Europe the following question was

clarified: In what regards can religion (and

religious leadership) intervene in politics?

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Seminar 9 – Transnationalism & Migration

Week 1: "Immigration, Pluralism and Integration in Europe and in the Americas." –

Guy Laforest

In the past quarter of a century, high migratory fluxes have been an integral part of

globalization. This social phenomenon has been accompanied by the renewal of liberal and

republican pluralism in Political Theory. This seminar explored how a number of European

and North American countries have redesigned their model of governance and their public

policies to manage the human and social diversities associated with immigration. At the level

of Political Theory, recent debates surrounding Liberal Nationalism, Integrative and

Pluralistic Republicanism, Multiculturalism and Interculturalism were analyzed and further

discussed.

Week 2: "To America!" – Jewish Migrations to the Americas in the 19th

and 20th

Century –

Ulla Kriebernegg, Gerald Lamprecht

In the second week of this team-

taught seminar, lecturers and

students discussed questions of

cultural identity and migration to and

within the Americas from the

perspectives of history and

literary/cultural studies. To begin

with, the most important theoretical

concepts were introduced. Based on

these theoretical backgrounds, the

seminar focused on Jewish migrations in the 19th and 20th century, analyzing a range of

sources including historiography, poetry, fiction, autobiography, and film in order to explore

the historical, social, and cultural contexts of Jewish identities in the Americas.

Seminar 10 – Cultural Narratives of Longevity

Week 1: "Alive and Kicking at All Ages? Cultural Constructions of Age and Identity in North

American Fiction" – Ulla Kriebernegg

As baby boomers have recently started to reach retirement age and the "Silver Tsunami" is

allegedly threatening our economies, a new rhetoric of crisis makes it necessary to

reconsider cultural constructions of aging and old age. Taking into account that narratives of

aging have become increasingly recognized as lending important insights to gerontological

knowledge (Zeilig 2011), this course aimed to bridge the gap between gerontology and

literary criticism. From this perspective lecturer and students looked at representations of

aging and old age in US-American and Canadian literature and film and discussed how critical

analyses of fictional texts can contribute to theorizing the function of age in the construction

of identity. As feminist theory distinguishes between sex and gender, so should a distinction

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be made between chronological age and the cultural stereotypes associated with old people,

which would help escape the confining binary opposition of young and old. In this first week

of the seminar module, students were made familiar with some of the most important

concepts in the fields of cultural and literary gerontology.

Week 2: "The Making and Unmaking of Aging Identities" – Stephen Katz

The course explored aging and the life-

course by looking at the subjective

dimension of social life. In doing so, the

seminar emphasized the practical,

experiential and interpretive insights of

sociological discovery from the 'inside' of

aging through selected sub-fields such as

falling and cognitive decline. The

theoretical, methodological and

illustrative strands of the course found

common ground in the elaboration of

narrative practices, contexts and environments that shape aging identities and bodies. More

broadly, the course borrowed from critical frameworks in feminism, social inequality,

consumerism and medicalization to rethink gerontological concerns about population,

retirement, intergenerational relations, health and longevity. Overall, students were made

familiar with the importance of narrative in aging studies as a way of bridging macro and

micro sociologies, coherent and disruptive life courses, and common and expert ways of

knowing.

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Creative Writing Seminar

The creative writing workshop took place multiple times every week and the ten nominated

students also had the chance to work with Prof. Hinojosa-Smith on an individual basis. The

selection of participants was based on writing samples submitted prior to the summer

school.

Rolando Hinojosa-Smith is the Ellen Clayton Garwood

Professor at the University of Texas at Austin, USA,

and one of the most prolific and well-respected

Hispanic novelists in the United States. Not only has

he created memorable Mexican American and white

characters, but he has completely populated a

fictional county in the lower Rio Grande Valley of

Texas through his continuing generational narrative

that he calls the Klail City Death Trip Series. The first

Chicano author to receive a major international

literary award, Rolando Hinojosa won the prestigious Premio Casa de las Américas for Klail

City y sus alrededores (Klail City), part of a series of novels known to English-speaking readers

as "The Klail City Death Trip." Hinojosa's fiction, often infused with satire or subtle humor, is

widely praised for its multiple narratives that unite many characters' individual perspectives

into the unique combined voice of the Chicano people. Hinojosa has also produced essays,

poetry, and a detective novel titled Partners in Crime.

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KEYNOTE LECTURE

Manfred PRISCHING: Collective Identities: Does Europe Exist?

Prof. Manfred Prisching studied law and economics

and thereafter became an assistant professor at the

Departments of the Philosophy of Law, of Economics,

and of Sociology at the University of Graz. In 1985,

he obtained his habilitation in sociology. He received

numerous awards such as the Innitzer Award 1985,

the Krainer Award 1994, and the Haslauer Award

1996. He was a research fellow and guest professor

at the Rijksuniversiteit Limburg (Maastricht, NL), at

Harvard University (Boston), at the University of

Louisiana at New Orleans, at the University of Arkansas at Little Rock and the University of

Nevada at Las Vegas as well as at several Austrian universities. During 1997-2001, he was

Rector of the University of Applied Sciences (FH Joanneum) in Graz. Prof. Manfred Prisching

is also member of the Austrian Academy of Sciences.

In his keynote lecture, Manfred Prisching dealt with crucial questions concerning European

identity and provided students and faculty with many starting points for discussions during

the summer school. What are we speaking about when we talk about Europe and European

identity? It is not easy to define Europe. There are many Europes since borders have often

shifted during the course of history. Even today, Europe's demarcation lines are constantly

being shifted, for example when we talk about cores and peripheries of Europe in the

context of the current crisis.

The keynote addressed wrong assessments

concerning the EU such as over-optimistic

expectations in the past, the exaggeration of

achievements, and deficiencies in the reliability and

stability of the system. Also polarizations in the

current debate about Europe, especially in regard to

its upcoming state-like structure, were discussed.

Furthermore, Prisching elaborated on the role of

nation states in Europe, problems of economic

functioning, political challenges such as the

establishment of political legitimacy in the EU, and

demographic changes in Europe.

The talk then continued with the discussion of a vision of the "United States of Europe"

which will not be based on an already existing collective identity. According to Prisching, the

“USE" can be described as a pragmatic process, which will develop step by step.

The lecture ended with a presentation of crucial arguments for Europe such as Europe as the

creator of the idea of rational arguments, market society, democracy, and human rights.

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MORNING LECTURES

LITERATURE & CULTURE Josef RAAB: Thinking Beyond the Nation in the Americas

Josef Raab is Professor of American Studies at the

University of Duisburg-Essen in Germany. He received

his PhD from the University of Southern California in

Los Angeles (USA) and from 1993 to 2000 he was

Assistant Professor at the Catholic University of

Eichstätt in Germany. Between 2000 and 2004 he was

Associate Professor of American Studies at the

University of Bielefeld. From there he moved on to

becoming Chair of American Studies at the University

of Duisburg-Essen in Germany, where he has been

since 2004. Josef Raab’s research interests include Inter-American Studies, ethnicity,

borders, cultural hybridity, and the whole range of U.S. American literature as well as

Mexican-American literature and culture.

From 2008 to 2010 Josef Raab was one of three organizers of the international and

interdisciplinary research group "E Pluribus Unum? - Ethnic Identities in Transnational

Integration Processes of the Americas." It is at the concluding conference of this research

group that the International Association of Inter-American Studies was founded in the

summer of 2009. Since this founding conference Josef Raab has been the president of the

International Association of Inter-American Studies.

In his morning lecture, Josef Raab discussed the topic of transnationalism and changes in the

conceptualization of the nation state. His main thesis in this talk was that in view of

migration, transnational flows and mediascapes, and multiple connections across national

borders in the Americas, the nation is no longer the measure of all things. Therefore, he

argued, our academic practice needs to go beyond national container models. We need to

think beyond the nation and be aware of inter-American, transnational entanglements.

Raab started his lecture with two proverbs. First, "nothing is as permanent as change." And

second, "the more things change, the more they stay the same." Contradictory though they

may seem, both of these statements are true at the same time. If we look at Mexico for

example, we will find constant change over the past few millennia: from the Mayan and

Aztec civilizations to Spanish conquest and

domination, to national independence, a

revolution, industrialization, and to the country’s

proud present position. Despite such changes,

many things have stayed the same in several

regards if we think of mestizaje, ethnic,

linguistic, and cultural pluralism, or economic,

political, and regional inequalities. When for

example NAFTA, the North American Free Trade

Agreement between Canada, the United States,

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and Mexico, was signed twenty years ago, its introduction was hailed as a major change in

Mexico’s relations with the USA. But whether the flow of migrants has really diminished

because of NAFTA or whether the average Mexican citizen is better off today than twenty

years ago still is debatable.

In his talk, Raab also elaborated on different cultural representations of border crossing such

as Frida Kahlo's work and the writings of Colombian author Gabriel García Márquez.

Furthermore, Raab introduced the field of Inter-American Studies to the audience as a

research area which is still in the process of formation and open to change. Drawing on the

work of Olaf Kaltmeier, he also explained why moving beyond the nation state in academic

discourses does not mean to abandon the idea of nations altogether but rather recognizes

its dynamic nature. Simone FRANCESCATO: Hallucinated Identity in P. Matthiessen’s "At Play in the Fields of the Lord (1965) and H. Babenco’s Filmic Adaption (1991)"

Dr. Simone Francescato is Lecturer in American

Literature and Culture at the Department of Linguistics

and Comparative Cultural Studies at Ca' Foscari

University of Venice. He earned his PhD at Ca' Foscari

University in 2008 conducting research at Harvard

University, USA, Freie Universität Berlin, Germany,

and the University of Birmingham, UK.

His main areas of interest include late 19th and early

20th century American literature (realism, naturalism,

aestheticism, decadence and their European models,

literature and aesthetics, travel writing and the representation of tourism in literature and

Aging Studies. He is the author of the book Collecting and Appreciating: Henry James and the

Transformation of Aesthetics in the Age of Consumption (Oxford, 2010) and he is currently

co-editing the 23th volume of The Complete Fiction of Henry James: The Aspern Papers and

Other Tales with Prof. Rosella Mamoli Zorzi which will be published by the Cambridge

University Press.

Simone Francescato’s lecture was aimed at stimulating reflection on the construction of

individual and collective identities by

focusing on excerpts taken from Peter

Matthiessen’s novel At Play in the Fields

of the Lord and two short clips from the

eponymous movie (dir. Hector Babenco,

1991). The book and its cinematic

adaptation fictionalize the delusionary

attempt of an American mixed-race

man to dislocate and re-imagine his

ethnic affiliation in a foreign land, which

ultimately leads to the very destruction

of the (imaginary) community he

attempts to preserve.

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The novel and also its filmic adaption deal with racial discrimination and also the

deployment of the frontier myth in Latin America. They also address rivalry between

missionaries, the advance of corruption and capitalism, and cultural genocide in the context

of Native American cultures.

Francescato concluded that topics of identity, civilization, and desire are central motifs in the

novel and its adaption and that the text particularly challenges essentialism.

CULTURAL IDENTITIES Marietta MESSMER: Outsourcing Immigration Control: A Comparative Analysis of Current Immigration Policy Measures in the United States and the European Union

In her home Department of American Studies at the

University of Groningen, The Netherlands, Prof.

Marietta Messmer teaches a wide range of

undergraduate courses that focus on contemporary

relations between the U.S. and Latin America, current

theories of race, gender, and ideology, Mexican and

Central American migration to the U.S., as well as a

graduate seminar on "Identity in Postethnic America."

In her research, she is particularly interested in

exploring the United States’s ambivalent relationship

to Canada and Mexico; the problems encountered by undocumented immigrants along the

U.S.-Mexican border; migration movements and the impact of immigration policy measures;

as well as questions of integration and the political rights of cultural and ethnic minorities.

Before coming to the Netherlands, she taught American Studies at York University in

Toronto, Canada (1992-1997), where she also received her PhD; and at the University of

Göttingen in Germany (1997-2004), where she completed her Habilitationsschrift analyzing

the impact of postmodern cultural theories on ethnic identity movements.

In her morning lecture, Marietta Messmer

explored the complex effects that the

reconceptualization of legal and political borders

has on buffer countries such as Mexico, Morocco,

and Senegal.

Both the US and the EU are currently negotiating

increasingly large streams of migrants, and both

have responded in very similar ways: (1) by further

militarizing their (external) borders; (2) by

initiating bilateral readmission agreements with

neighboring states to safeguard their own national security interests; and (3) by outsourcing

the control of migrant streams to countries of transit which become responsible for

preventing Central American respectively sub-Saharan migrants from reaching the US’s /

EU’s external borders, and for sending these migrants back to their countries of origin. In this

context, Mexico, Morocco, and Senegal have started to assume a crucial role as buffer zones

and legal outposts of the US respectively the EU while at the same time being more strongly

26

incorporated (politically, economically, and militarily) into a larger North American

respectively European Union through measures such as El Plan Sur (2001), the "Security and

Prosperity Partnership of North America" (2005), the "Dublin Regulation" (2003), or the

"Global Approach to Migration" (2005). In this context, we can observe that both the United

States and the European Union have started to significantly extend their areas of political

and legal influence beyond their own national borders. This destabilization of the principle of

national legal sovereignty in the context of the management of migration movements can

ultimately be said to lead, in Naomi Klein’s words, to a silent extension of the US’s / EU’s

national borders further South.

In her talk, Messmer argued that the position of buffer countries like Mexico, Morocco, and

Senegal has, on the one hand, been empowered because of the material benefits,

institutional support and other privileges they accrue through a closer alliance with their

powerful neighbors to the North. On the other hand, however, these countries do not only

face a heavy social burden by complying with US respectively EU-driven migration policy

interests, but they are also often forced to make difficult and legally questionable decisions

that may alienate them from their immediate neighbors. Isabel CALDEIRA: Gender, Ethnicity, and Cultural Essentialism

Isabel Caldeira is Associate Professor of American

Studies at the Faculty of Letters and Senior Research

Fellow of the Center for Social Studies at the

University of Coimbra, Portugal. Her research fields

are American and African American literature and

culture, Caribbean literature, diaspora studies and

comparative studies of African American literature

and African literatures in Portuguese. She teaches a

wide range of undergraduate courses focusing on 19th

and 20th century American literature, myth and

identity in American culture, American imperialism,

African American literature and culture, as well as graduate seminars on the African

American postmodern novel and the rewriting of slavery, theories of American studies and

women, race and ethnicity. She has published on Toni Morrison, Ralph Ellison, Jean Toomer,

Sherley Anne Williams, Gayl Jones, Maryse Condé, the Harlem poets and the Black Aesthetic

poets, racism, the Angolan fictionist Pepetela and Cape Verdean poetry.

In her lecture, Isabel Caldeira reflected on the intersections of gender, class, and ethnicity in

a globalized world where issues concerning individual and collective identities demand a

transnational assessment. Caldeira addressed questions of essentialism, cultural relativism,

multiculturalism, ethnicization and remythicization.

27

Her special focus was on the Americas, whose

history was built by the logic of colonialism

and migration. According to Caldeira, to be

able to address the growing complexity of

identity formation in those areas, but also to

open possibilities of interchange, dialogue,

and emancipation, we need to be attentive to

the imposition of hegemonic models and

hierarchies, to the processes of othering, to

the diverse strategies developed to preserve

original cultural identities or to negotiate with

and reinterpret the imposed ones. Caldeira described major forms of oppression as

interlocking, argued for intellectual resistance, and posed the question what the

contribution of the humanities to questions of hierarchy and difference has been so far.

URBAN & REGIONAL IDENTITIES Daniela LARION: Vanishing Aral Sea – Aral Lake Area Ecological Disaster

Daniela Larion is Senior Lecturer at the University

Alexandru Ioan Cuza of Iasi, Romania, Faculty of

Geography and Geology, with current teaching

activities in the fields of Regional Geography (mainly

America and Europe) and Environmental Geography

(including both physical geography and human

geography elements).

Her primary research interests are climate and

climatic changes, as well as urban climate and its

effects on human health. Her academic background

includes geography (as a major) and English language and literature. Daniela Larion has been

teaching at A.I. Cuza University in Iasi since 1992 and has published six books in the field of

regional geography, environmental geography, and climatology. She presented at

conferences on environmental issues in many countries (e.g. the UK, Switzerland, and

Belgium) for many years. Since 2008, she has been the coordinator of the Romanian team of

students participating at the International Geography Olympiad achieving the world's best

results with them in Tunis and Poland.

In her morning lecture, Daniela Larion analyzed causes of the Aral Sea disaster and

elaborated on its consequences for people living in the region in terms of health, social life,

and economic activity. She also drew participants' attention to consequences of this disaster

for the ecosystem which in this case involves several countries. In a world with an increasing

population, an efficient management of resources is required in order to provide a decent

living for people with a minimum impact on the environment at the same time.

Unfortunately, many alarming cases on the planet show how irresponsibly measures have

been taken in different regions, and how severe the consequences already are. The case of

Aral Sea is one of the biggest ecological disasters our planet has been facing: It is the only

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example in the history of humanity of a great body of water disappearing during the life-

course of just one single generation, affecting about 35 million people in one way or

another. At present, the lake only has 10% of its initial surface and transforms into the

newest desert on the planet known as Aralkum.

After having presented geographical facts on the disaster of Aral Sea, Larion continued her

lecture analyzing causes for the vanishing of the lake and also discussed its consequences on

a local and regional scale.

Conclusions then referred to estimating the future of Aral Sea and potential measures to be

taken by the governments of the affected countries. Finally, Larion also shortly presented

other areas on the planet with similar environmental problems.

Peter GOGGIN: Identities in the Fringes: Glocalization and Literacy Sponsorship in Islands (and other Geographical Oddities)

Dr. Peter Goggin studies environmental rhetoric and

sustainability. He is the editor of Rhetorics, Literacies,

and Narratives of Sustainability (2009), and

Environmental Rhetorics and Ecologies of Place

(forthcoming 2013), and author of Professing Literacy

in Composition Studies (2008). His articles on literacies

of sustainability, environmental rhetoric, and

environmental discourse, rhetoric and writing and

literacy have appeared in Composition Studies,

Community Literacy Journal, Rhetoric Review,

Enculturation, and Computers and Composition. His current research includes the study of

rhetorics and discourses of sustainability and globalization in oceanic islands. He has taught

graduates and undergraduates in Cluj, Chengdu, Bermuda, Boston, Pittsburgh, and now at

Arizona State University in Tempe. He is founder and director of the annual Western States

Rhetoric and Literacy conference which features themes on sustainability, culture,

transnationality, and place.

Peter Goggin provided summer school participants with a lecture on glocalization, identity,

and literacy sponsorship in islands. When children in the pene-exclave of Port Roberts,

Washington, leave for school each day, they take a 40 minute bus ride that takes them

across two national boundaries, from the US to British Columbia, Canada, and then from

Canada back into the US. At the end of the school day, they do it again in reverse. In the Isles

of Scilly students who wish to attend school beyond the national leaving age of 16 to attend

the US equivalent of 12th grade must leave the islands by helicopter or ferry and acquire

boarding accommodation on the UK mainland. Likewise, students in Alderney, Sark, and

Herm in the Channel Islands must travel by air for host-family lodging in the much larger

States island of Guernsey. These cases are just a few of many where presumptions of

globalized society, and the end of place-identity would render “off shore" school-based

literacy learning impacted by the nuances and lived realities of geopolitical and geographical

boundaries as invisible and irrelevant (see Christopherson, Susan, Harry Garetsen, and Ron

Martin, eds. The World is not Flat: Putting Globalisation in its Place. 2008). But for the

teachers, students, parents, and administrators who live in these "fringe" places of

29

otherwise mainstream Western society, literacy schooling requires negotiating not just

physical distance, but travel requirements and conditions most would likely associate with

extended vacations. Land space limitations, accommodations, limited resources, and

physical isolation make it difficult to attract and keep educators, and the children

themselves, once they have experienced life on the mainland.

School-based literacy learning itself is informed by mainland/mainstream perspectives that

sponsor knowledge construction that competes with local knowledges and place-based

literacies (See Tsing, Anna Lowenhaupt. Friction: An Ethnography of Global Connection.

2005). How then, do these places where literacy dwells well off the beaten path, do local

knowledges, and local literacy sponsors negotiate for presence in the global/public sphere?

(See Reynolds, Nedra. Geographies of Writing: Inhabiting Places and Encountering

Difference. 2004).

POLITICS & LAW

Soeren KEIL: Power-Sharing in Bosnia and Herzegovina, Iraq and Cyprus

Dr. Soeren Keil is a lecturer in International Relations

at Canterbury Christ Church University, UK. He is also

a visiting professor at the Universitat Pompeu Fabra in

Barcelona, Spain. He teaches European Politics and

International Relations with a special focus on EU

external affairs, nationalism and diversity

management, and international relations theory. His

main research focuses on the Western Balkans and he

has published on the role of the EU in the region,

power-sharing in divided societies and federalism in

Bosnia and Herzegovina. Before joining Canterbury Christ Church University, Dr. Keil worked

as an assistant lecturer at the University of Kent. There he taught European and Comparative

Politics. He completed his PhD in 2010 with a dissertation on Multinational Federalism in

Bosnia and Herzegovina. He also holds an MA in International Relations and a teaching

degree from the University of Kent.

In his first morning lecture, Soeren Keil discussed power-sharing in

Bosnia and Herzegovina, Iraq, and Cyprus. According to Keil,

collective identities have become a key feature in the 21st century.

Minority nations - often remembering years of oppression and

suffering - demand recognition and also political participation.

Drawing on the examples of Bosnia and Herzegovina, Iraq, and

Cyprus, three deeply divided societies that have suffered from

violent conflicts between different groups, the lecture examined

the role of institutional frameworks in addressing challenges of

multinationalism and competing nation- and state-building

projects.

Power-sharing as a strategy for conflict resolution and joint exercise of power has become a

main tool of state-building and democratization in the post-Cold War era. Its advantages are

30

that it provides for consensual decision-making, inclusion of multiple groups in government

and administration as well as for veto rights and self-government.

So why are Bosnia and Herzegovina, Iraq, and Cyprus good examples for power-sharing?

First of all, these post-conflict societies have a deep-rooted ethnic and religious diversity.

Secondly, in all three cases international actors played and still play a key role in the current

political situation. Thirdly, all three states remain contested. Additionally, all three have used

forms of federalism and power-sharing (often consociationalism) to accommodate existing

diversities and ensure democratic decisions, remain internally unstable, and experience on-

going secession movements.

Referring to these three countries, Keil introduced three applied models of power-sharing to

participating students and faculty and then concluded that the key challenge of today

remains making these systems self-sustainable.

Robert AUSTIN: What Is All the Fuss About Hungary's New Constitution?

Robert Clegg Austin is a specialist on East Central

and Southeastern Europe in historic and

contemporary perspective. In the past, Dr. Austin

was a Tirana-based correspondent of Radio Free

Europe/Radio Liberty; a Slovak-based

correspondent with The Economist Group of

Publications; and a news writer with the Canadian

Broadcasting Corporation in Toronto. Austin has

written articles for The Globe and Mail, The Toronto

Star, Orbis, East European Politics and Societies and

East European Quarterly along with numerous book chapters. He now teaches at the Centre

for European, Russian and Eurasian Studies at the Munk School of Global Affairs at the

University of Toronto and coordinates the Undergraduate Program in European Studies and

the Hungarian Studies Program. In his morning lecture, Robert Austin provided the audience with an overview of the

problematic aspects of Hungary’s new controversial constitution delivered by the Hungarian

government. First and foremost, he addressed the question whether Europe should be

worried about what is inside. One of the problematic aspects of the situation is that Hungary

has a very strong government with little

consultation of the public and that a super

majority in parliament allows for major

constitutional changes.

Troubling issues in regards to the constitution are

difficult historical perspectives, the new

regulations on citizenship which created about 3.5

million new Hungarian citizens, and some

religious aspects. Also worrying is the enforced

media control through the establishment of a new

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media body which will be able to impose fines on media outlets for “imbalanced media

coverage." Another very problematic and worrying aspect is the constitutional ban on

homelessness.

According to Austin, although the EU is only reacting slowly, it will come up with ideas and

will try to change inappropriate laws. This is especially important because many consider the

current developments in Hungary as a slip towards authoritarianism.

MEDIA, SOCIETY & CULTURE Krešimir KROLO: Digital generation and transnational public sphere(s): rewiring identities?

Once also a participant of the summer school at

Seggau, Krešimir Krolo received his PhD from the

University of Zadar, Croatia, and the University of

Teramo, Italy, within the frameworks of the

international joint doctoral program "SOCREG –

sociology of regional and local development" in 2013.

His academic work focuses on the understanding and

mapping of the media environment and media uses of

youth with a special emphasis on social media, video

gaming and online social networks and how they

interact with everyday private and public practices. Other interests include new youth

cultures in digital environments as well as new forms of popular culture mediated,

developed and practiced through digital interactive technologies.

Krešimir Krolo provided participants of this

year's summer school with an overview of

the latest trends, both theoretical and

empirical, in the context of online life and

digital interaction. The main goal of his

lecture was to examine whether practices of

online interaction encourage the

transgression of local, national, and other

identities or whether the so-called "digital

youth" prefers the more secure and stable

environment of their original socio-cultural

communities. Furthermore, he discussed how the complexity of the public sphere is being

reorganized in the contemporary digital context and what it means to the 'digital youth' but

also to other social groups and society as a whole.

In his lecture, Krolo argued that an interdisciplinary approach is needed in order to

understand the complexities of developments in the context of digital media. Sociology,

Urban Studies, Cultural Studies, Postcolonialism, and also theories of globalization can,

among others, provide important insights and theoretical frames when it comes to studying

digital media phenomena.

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ECONOMICS & POWER

Luis SAN VICENTE PORTES: Economic Development: Why poverty? (and wealth)

Luis San Vicente Portes is Associate Professor at the

Department of Economics and Finance at Montclair

State University. He joined MSU in the fall of 2005

after the completion of his doctoral degree at

Georgetown University. He earned his bachelor's

degree at the Instituto Tecnologico Autonomo de

Mexico (ITAM), holds diplomas in Business

Development and Administration from ITAM, and on

the Economics of the European Union awarded by the

London School of Economics. Dr. San Vicente Portes

has worked as a consultant for the Inter-American Development Bank and for the World

Bank in Washington, DC; and full-time for the Ministry of Finance and Petroleos Mexicanos

in Mexico.

At MSU Luis San Vicente Portes’ teaching responsibilities include undergraduate courses in

macroeconomics, international economics, and development. He also teaches a course on

economic development at Montclair’s MBA program. He has also taught at ITAM, Mexico,

Georgetown University, USA, the University of Graz, Austria, and is currently a lecturer of

international business in the Executive MBA program at Rutgers University, USA.

Luis San Vicente Portes’ research focuses on macroeconomics and international economics.

Using computational techniques he takes a theoretical approach in the study of business

cycles, international trade and inequality. In particular, his research analyzes the

macroeconomic effects of greater economic integration on business cycles and the

distribution of income and wealth and has been published in journals such as Quarterly

Review of Economics and Finance, The Berkeley Journal of Macroeconomics, The Global

Economy Journal, and the Journal of Development Economics, among others.

The goal of Luis San Vincente Portes' lecture was to introduce students to the concepts and

to the notion of economic development. There is large variation in income levels across

countries (and within) that shape daily lives and ultimately

identities. Uncovering why such differences exist and how they

change over time, is essential for understanding cultures, politics

and societies; and how at the individual level, art, literature, and

beliefs are shaped in turn. Unveiling and measuring countries’

drivers of economic performance ought to provide a lens

through which students were able to reveal such invisible

threads.

In his morning lecture, San Vincente Portes provided students

with an overview of important macroeconomic measurements

(e.g. GDP or GDP per capita). He also elaborated on common

macroeconomic theories associated with economic development

such as the general structural change of societies from

agriculture to industry and then service, demographic

transitions, and migration patterns from rural to urban regions. San Vincente Portes

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furthermore highlighted the crucial role of institutions as rules and customs that govern

economic and social interaction in the context of economic development.

Soeren KEIL: The European Single Market after the Economic Crisis – Building a Federal Europe?

Soeren Keil provided participants of the summer school with a lecture during which he

briefly outlined the initial reasons of the European unification process and then addressed

the current economic crisis in the context of European integration.

The main reason for the start of the European unification in the early 1950s was World War

II. Especially the aim to avoid another (European) war was a crucial argument for the

European unification project. Although it is key to note that it was a political project first and

an economic second, European integration has focused on economic integration ever since

the creation of the Coal and Steal Community in the 1950s. However, economic and political

integration have resulted in the largest single market in the world, and have created a new

supranational institutional framework. Since different EU states have different rules and

regulations, the European Single Market is a project of harmonization. As an instrument of

regulation and harmonization the European Single Market is of special importance to

business leaders. Yet, the EU and its single market were particularly hard hit by the

economic crisis in 2008/9. The following financial crisis in the Eurozone has led to political

decisions which not only change the nature of the European Single Market, but of the overall

European integration process.

ETHICS, RELIGION & LEADERSHIP David BATES: Identity, Conflict and Leadership in a globalized world

Dr. David Bates is Principal Lecturer in Politics and

International Relations at Canterbury Christ Church

University, UK. His research interests encompass a

number of key areas: contemporary radical political

thought, particularly post-Marxism and

anticapitalism/anti-globalization. Dr Bates’ recent work

has dealt specifically with the work of Antonio Gramsci,

Ernesto Laclau and Chantal Mouffe and Michael Hardt

and Antonio Negri and with issues of political

participation, specifically though not exclusively in

liberal democratic societies, and in particular how active political engagement might be

encouraged. He is currently involved in a number of research projects, which address this

issue and he is especially interested in the political role of "the intellectual" in contemporary

societies, both in terms of political philosophy, and the relationship with wider movements

of social change.

What is globalization? Is globalization a positive phenomenon? How has globalization

impacted on the political process? And what about the anti-globalization movement? Are we

34

witnessing a new politics, which challenges the way in which "leadership" has carried out?

Are we witnessing the emergence of "leaderless networks of revolution"?

David Bates' lecture drew critically on the thought of the radical thinkers Michael Hardt and

Antonio Negri (2000; 2005; 2009; 2011) in order to explore the possibilities of a politics of

radical engagement in the context of the so-called information age. For Hardt and Negri, the

advent of what Castells (2000) terms the "informational society" has created the potential

for new "networks" of radical political engagement,

new modes of "horizontal" communication, and a new

form of (possibly leaderless) "commons." This process

enables those wishing to resist the power of "Empire"

(of globalized capitalism) to organize and create a new

politics, a politics of the networked "multitude," a

politics, which refuses inequality and exploitation, and

in so doing forges new radical identities. While on the

one hand this may be a politics of conflict – involving

as it does a mode of refusal – it may also be a positive

politics in which there is a pre-figuration in the present

of an alternative possible future (or futures). Johan VERSTRAETEN: Why Nationalism or the Absolutisation of Collective Identities are Inadequate Answers to the Crisis

Johan Verstraeten teaches leadership and spirituality,

business ethics, peace ethics and Catholic Social

Thought at the University of Leuven. His research

interests are in ethics and the spirituality of

leadership. He is a member of the editorial board of

Business Ethics, A European Review, Ethical

Perspectives and Journal of Catholic Social Thought.

He holds a licentiate in Philosophy and a PhD in

Religious Studies, STD. Furthermore, he worked at the

University of Leuven from 1982-1987 as researcher at

the Department of Political Sciences and from 1987-1990 as researcher at the Faculty of

Economic Sciences (Center for Ethics and Economics). From 1990-2000 he was director of

the Center for Ethics and is now a full professor at the research unit Theological Ethics

(Faculty of Theology and Religious Studies). From 1997-2000 he was an extraordinary

professor of Business Ethics at the University of Tilburg and a regular guest professor at TIAS

(Tilburg Institute of Advanced Studies) and the Avicenna Academy of Leadership.

In his morning lecture, Johan Verstraeten explained why the economic crisis is only the tip of

the iceberg and a symptom of a more profound crisis of culture, institutions, and identity. As

a moral crisis the current crisis has led to a social system of compliance and the dominance

of manipulation in many areas. The current crisis has also influenced the psychological

wellbeing of many people. A feeling of "being tired of being oneself" seems to spread and

depression becomes a more frequent phenomenon in many Western societies. We are

35

currently living in a situation of crisis where the only constant is change and overall

frameworks of meaning collapse.

According to Verstraeten, one of the illusory ways to overcome

the fear for a collapse of the frameworks of reference is seeking

absolute identities (e.g. in nationalism). The answer should be

different: (1) we must learn to live with multiple identities (e.g.

as parent, citizen, man or woman), (2) we should revalue

traditions as basis of community building in order to create

more social capital, and (3) we have to abandon "downloaded

ideas" and instead learn from the future as it emerges.

Verstraeten described authenticity and spirituality as basis of

genuine autonomy and meditation as a way out of restlessness.

At the end of his lecture, Verstraeten discussed two urgent tasks

in confronting this crisis. Possibilities different from the

economic logic of scarcity have to be suggested and inter-

subjective abundance and generosity have to be valued. The most urgent task though is

political and not economic: victims of capitalism should be actively involved as subjects in

conversations about their future.

TRANSNATIONALISM & MIGRATION Guy LAFOREST: Integration, Deep Diversity, Staying Together, Separating, Seceding

Guy Laforest is Professor of Political Science at

Université Laval, Québec, Canada. He teaches Political

Theory, Canadian Constitutional Politics, Theories of

Federalism and of Nationalism, Intellectual History in

Québec and elsewhere in Canada. Beyond Canada, he

is interested in comparative research with Great

Britain and Spain, where he regularly teaches and

attends conferences. He is a member of GRSP (Groupe

de recherches sur les sociétés plurinationales) and of

CRIDAQ (Centre de recherches interuniversitaires sur

la diversité au Québec). Most recent publication: Michel Seymour and Guy Laforest (eds), Le

fédéralisme multinational: Un modèle viable? Bruxelles: Peter Lang, 2011. Using the approaches of political theory and of political sociology, the languages of idealism

and of realism, the lecture by Guy Laforest explored arguments concerning the theory of

integration developed by liberal multiculturalists and by interculturalists. Laforest therefore

presented and discussed arguments explaining why existing states and existing political

communities can count on the support of a majority of citizens. These arguments included

(1) common values or common principles, (2) shared conceptions of history (e.g. textbooks,

celebration of victories), (3) joy of diversity, (4) efficacy and trustworthiness of institutions,

(5) the preferability of the status quo as “the devil you know," (6) economic arguments such

as wealth and prosperity, welfare and well-being, (7) security, military protection, and

common enemies, (8) larger states as theater of action for minority elites, (9) symbolic

36

reasons (religion, language, and culture), (10) common actions and common projects, (11)

the fear of living in a post-separation, intellectually and socially impoverished public sphere,

(12) the exemplarity of a nation's situation for the world, and finally also (13) integration and

empowerment. According to Laforest, common actions and common projects most probably

constitute the most important argument why people stay politically together.

In the final part of the lecture, the example of Great Britain and Scotland was used to briefly

illustrate the normative dimensions of political action when parts of a political community

think seriously of separation. Gerald LAMPRECHT: Transnationalism and Migration – Jewish Migration

Gerald Lamprecht is Assistant Professor and the

Director of the Center for Jewish Studies at the

University of Graz. He holds a Master's and a doctoral

degree from the University of Graz. In his numerous

publications, he discusses topics such as transnational

Jewish migrations, National Socialism and its

discourses in Styria, as well as conceptions of

Jewishness. His fields of research focus on Jewish

history, Anti-Semitism, history of National-Socialism

and the persecution of the Jewish people.

Gerald Lamprecht began his lecture with a short historical overview of Jewish migration

since the Middle Ages. By doing so, he also talked about aspects of transnational migration

and the transformation of identity construction.

Lamprecht distinguished three main phases of Jewish migration: (1) the expulsion from Spain

from 1492-1789, (2) mass migration from Eastern Europe and urbanization/metropolization

from 1789 to 1914, and also (3) expulsion, Shoah and the foundation of Israel in the time

span from 1914 to 1948. He argued that Jewish migration in general is very closely linked to

the experience of diaspora. In the first phase of Jewish migration, expelled Jews from Spain

spread all over the world and played an important role as cultural traders. Most of them

settled in North Africa and in the Mediterranean. During the second phase of Jewish

migration from 1789 to 1914, ideas of enlightenment brought important changes to Jewish

communities. Jews, at that time mostly migrating to America but also to urban centers,

underwent complex processes of assimilation, emancipation, and acculturation. Important

for migration at that time were technological changes such as railway systems and

transatlantic shipping. During the third phase of Jewish migration, Lamprecht outlined in his

lecture, hundred thousands of Jews left their homes but new migration acts made migration

more difficult. As an example Lamprecht mentioned the case of the SS St. Louis, a German

ocean liner with hundred Jewish refugees on board which was denied entry in Cuba, the

USA, and Canada in 1939 and had to return to Europe.

37

CULTURAL NARRATIVES OF LONGEVITY Roberta MAIERHOFER: Let's Talk About Age: Traces of Time and Experience

Roberta Maierhofer is Professor at the Department of

American Studies of the University of Graz and

Adjunct Professor at Binghamton University, New

York. Her research focuses on American literature and

Cultural Studies, Gender Studies, transatlantic

cooperation in education, and Age/Aging Studies. She

holds a master's and a doctoral degree from the

University of Graz, as well as an M.A. degree in

Comparative Literature from SUNY Binghamton. In

her publication, Salty Old Women: Gender and Aging

in American Culture, she developed a theoretical approach to gender and aging

(anocriticism). She was elected Vice Rector for International Relations in 1999, and then

served as Vice Rector for International Relations and Affirmative Action for Women (2003-

2007) and from 2007 to 2011 as Vice Rector for International Relations and Interdisciplinary

Cooperation at the University of Graz. Since 2007, she has been directing the Center for

Inter-American Studies of the University of Graz.

In her lecture, Roberta Maierhofer argued that since the 1980s, scholars in the field of

cultural gerontology have turned to cultural manifestations to investigate ideas about the

meaning of identity within the life course, and discuss models of aging presented in

literature, art, and film. Within the interplay between the fields of sciences and humanities,

textual representations are important sources that contribute towards understanding

"identity in movement, " the matrix of time and experience within the many contexts in

which a person moves over the duration of a life. Examining reactions to personal crises and

turning points as expressed in cultural representations provides researchers with unique

insights into the way individuals construct their lives. The fluidity of identity opens up

possibilities to move beyond the defined position of self and makes it not only possible but

necessary to view family structure and relationships in new

ways. If identity is defined by both continuity and change over a

life course, the importance is to not only narrate one’s life, but

also interpret these narrations in an ongoing process of

dialogue.

In this context, Maierhofer also introduced participating

students and lectures to "anocriticism," an approach in Age and

Aging Studies she developed based on Elaine Showalter‘s

definition of "gynocriticism," which enables an understanding

of what it means to be “aged by culture" – in Margaret

Morganroth Gullette’s term. Germaine Greer used the term

"anophobia" to speak about the fear of old women. Maierhofer

uses the term "anocriticism" to express an interpretational approach that validates

individual experience of age and aging in resistance of normative assumptions.

38

Ulla KRIEBERNEGG: Ending Aging in the Shteyngart of Eden: Challenging Scientific Anti-Aging Discourse

Ulla Kriebernegg is an Assistant Professor at the

Center for Inter-American Studies (C.IAS) at the

University of Graz, Austria.

She studied English and American Studies and German

Philology at the University of Graz and at University

College Dublin, Ireland, and holds a master's and a

doctoral degree from the University of Graz. Her

research focuses on North American literature and

Cultural Studies, transatlantic educational

cooperation, and Aging/Age Studies. Currently, she is

writing a monograph with the working title Locating Life: Intersections of Age and Space in

which she analyzes the intersection of space, place, and aging in Canadian and US American

literature and film. Her publications include The Transatlantic Dialogue on Higher Education:

An Analysis of Cultural Narratives (Logos, 2010) and The Ages of Life: Living and Aging in

Conflict (transcript, 2012) which she co-edited with Roberta Maierhofer. In her morning lecture, Ulla Kriebernegg talked about the topic of biogerontology as

presented in Gary Shteyngart’s dystopic novel Super Sad True Love Story (2010) from the

perspective of cultural gerontology and examined how the novel manages to challenge

predominant discourses in the field of scientific anti-aging studies, especially the notion that

old age is a disease that can be cured. It compares the novel’s presentation of

biogerontological knowledge to current developments in the field, using Cambridge

biogerontologist and immortality prophet Aubrey de Grey’s book Ending Aging (2007) as an

example. Based on the assumption that cultural

criticism can and should impact scientific and

medical research on aging, Kriebernegg discussed

whether (the analysis of) fictional texts can be

seen as a cultural critical intervention into the

ageism so often openly displayed in scientific

discourses. Kriebernegg concluded that she

understands her analysis of Shteyngart’s novel

and the juxtaposition with biogerontological texts

as bridging the gap between literary criticism and

gerontology. She argued that if cultural

gerontologists will successfully manage to become "resisting readers," challenging

stereotypical assumptions regarding aging and old age in society, a sequel to the Super Sad

True Love Story might be written with a different focus.

39

Stephen KATZ: Music, Performance and Generation: The Making of Boomer Biographies

Stephen Katz is a sociologist from Trent University in

Canada. His research and publications are in the areas

of critical gerontology, sociology of the body, memory

and cognitive culture, aging futures and life-course

biopolitics. His books include Disciplining Old Age: The

Formation of Gerontological Knowledge and Cultural

Aging: Life Course, Lifestyle and Senior Worlds.

Stephen Katz provided participants with a lecture on identity, narratives, generations, aging

and music. At the beginning of his lecture, Katz quoted famous sociologist Anthony Giddens

who said the following: "A person's identity is not to be found in behavior, nor — important

though this is — in the reactions of others, but in the capacity to keep a particular narrative

going." Thus, Katz argued that fertile sociological research often focuses on storytelling. In

this context symbols are important. For many members of the so-called boomer generation,

The Rolling Stones are an important symbol and a reminder of their cohort identity. While

aging rock stars are important icons signifying the youthful durability of rock music, Stephen

Katz’s lecture explored the music itself in relation to the boomer and "third age" cohort as a

kind of generational field, identified with post-traditional "liberational" consumerism and

lifestyle. The focus of Katz’s talk then was on the materialization of biographical and

generational narratives expressed in the form of imaginary soundscapes and fantasy

performative roles. Since the music has been carried forward as the generation itself has

aged, the contradictions of aging have also become infused in the musical industry.

At the end, the presentation also included journalistic entries from Katz’s own participation

in a boomer rock and roll fantasy club.

GUEST LECTURE Paul WILLIAMS: Canada's Engagement in the Americas Councelor Paul Williams has headed the political, economic and public

affairs program at the Embassy of Canada in Austria since 2010. His

responsibilities include bilateral contacts with the Austrian government,

civil society and academic institutions, as well as the promotion of

Canada as a study destination to students resident in Austria. In 2012,

he oversaw the launch of a pilot project creating a social media

presence for the Embassy. He joined the Canadian Foreign Service in

2001, and exercised responsibility for the Organization of Security and

Cooperation in Europe (OSCE) and for bilateral relations with Bolivia

and Peru. From 2003 to 2006, he was posted to the Canadian Embassy in Santiago, Chile.

Upon his return, he assumed the role of Co-coordinator for the Summit of the Americas, and

helped prepare Canada's participation in the 5th Summit of the Americas, held in Port of

40

Spain, Trinidad and Tobago, in April 2009. Prior to joining the Foreign Service, he worked,

travelled, and studied extensively in Central and South America. He holds a Bachelor's

degree in Philosophy and International Development Studies from Trent University and a

Master's of Public Administration (with a focus on international development) from Carleton

University. He is the father of two young children, and is therefore a frequent visitor to

playgrounds in Vienna's many parks, and to the Schoenbrunn zoo.

Counselor Paul Williams provided this year’s summer school participants with a lecture on

Canada’s engagement in the Americas. At the beginning of the lecture he presented

important key facts on Canada’s geography, demography, economy, politics and history,

Canada’s diversity, and its foreign policy. He then focused on Canada’s engagement in the

Americas since 2007 and elaborated on the gradual tilt towards a hemispheric approach and

the priority placed on the re-engagement in the Americas. In doing so, counselor Williams

allowed students and faculty members to gain insight on Canada’s current undertaking from

an insider’s perspective.

At the end of his lecture, counselor Williams also talked about Canada’s academic support

options and then engaged in a lively discussion with the audience.

EVENING LECTURES James BLASINGAME: They Rhymed with their Boots On: Songs of the Cowboys

James Blasingame is an Associate Professor of English

Education at Arizona State University. He is Director of

English Education Program and President of ASU

Distinguished Teaching. Dr. Blasingame focuses on

young adult literature, secondary writing instruction,

the teaching of writing, and cowboy poetry. He is an

author of many publications on that subject.

James Blasingame centered his presentation on "The

Singing Cowboy, " and showed how this icon evolved

from the cattle drives following the Civil War to the early cinema, including Herb Jeffries, The

Harlem Cowboy; Gene Autry from Radio Ranch; Roy Rogers, King of the Cowboys; Tex Ritter,

The Gringo; Dorothy Page, the Singing Cowgirl; and Rex Allen, the Arizona Cowboy. He ended

his presentation with a few notes on Elvis, who was influenced by black music. The first

cowboys were often black and the first known cowboy singer was Lead Belly (Huddie William

Ledbetter), a black jazz and folk artist, and Elvis himself first appeared on country western

music shows, like Louisiana Hayride.

41

Lonnie JOHNSON and Roberta MAIERHOFER: How to Apply for (Fulbright) Scholarships

Lonnie Johnson has been the Executive Director of the

Austrian-American Educational Commission (AAEC),

which is responsible for managing bilateral Fulbright

exchanges between Austria and the United States,

since 1997. Before joining the AAEC staff, he directed

the Austrian Academic Exchange Service's Office for

International Affairs (1994-1997); was the Associate

Director for Program Development at Institute for

Human Sciences, Vienna, a center for advanced study

(1991-1994); and served as the Associate Director and

Dean of Students at the Institute of European Studies (IES), Vienna Program: the oldest and

largest study abroad program for U.S. undergraduates in Austria.

Dr. Lonnie Johnson, Executive Director of the Austrian-American Educational Commission

(the Fulbright Commission in Austria), has received the Austrian Cross of Honor for Science

and Art First Class from Dr. Karlheinz Töchterle, the Austrian Federal Minister for Science and

Research, for deepening ties between Austria and the United States. The honor was

awarded to Dr. Johnson on June 21, 2011 as part of an award ceremony for those receiving

high honors of the Republic of Austria at the Austrian Federal Ministry for Science and

Research in Vienna.

He is the author of Introducing Austria (Ariadne Press, 1989); Vienna: The Past in the Present

(with Inge Lehne, 2nd edition, Ariadne Press, 1995), and Central Europe: Enemies, Neighbors,

Friends (Oxford University Press: 3rd revised and expanded edition, 2010).

At the beginning of this joint lecture and discussion, Lonnie Johnson, Executive Director of

the Austrian-American Educational Commission, provided summer school participants with

an overview of the history of the Fulbright program. The program was named after Senator

J. William Fulbright who authored the 1946 amendment to the "Surplus Property Act of

1944" which allowed for the disposal of surplus government property overseas to "a State,

political subdivision of a State, or tax-supported organization (…)." Financial income the

United States Government acquired from the sale of wartime surplus goods overseas was

then designated to educational exchange. As a consequence, the Fulbright Program was

established in 1946. As stated in Public Law 87-256, 1961, the objective of the Fulbright

Program is to "increase mutual understanding between the people of the United States and

the people of other countries by means of educational and cultural exchange; to strengthen

the ties which unite us with other nations (…)."

In the lively plenary discussion following these introductory remarks, Lonnie Johnson and

Roberta Maierhofer advised students on how to successfully apply for Fulbright and other

scholarships. Tips on preparing an application essay included: 1. Tell a story about yourself,

2. Evaluate your career highlighting accomplishments, 3. State your goals, 4. Explain why you

want to achieve a certain degree. Johnson and Maierhofer also encouraged students to be

themselves when applying for a scholarship and not to second guess what committee

members possibly want to read, to be thoughtful and to take the opportunity to talk about

their experiences in a cohesive manner to make all pieces of the application fit together.

42

PANEL DISCUSSION

Challenges and Opportunities in terms of Collective and Individual Identities within the Context of EU Accession: Serbia as a Case Study

Serbia – along with 5 other Western Balkans countries – was identified as a potential

candidate for EU membership during the Thessaloniki European Council summit in 2003. In

2008, a European partnership for Serbia was adopted, setting out priorities for the country's

membership application, and in 2009 it formally applied. In 2010, the process to ratify the

Stabilisation and Association Agreement began, and in March 2012 Serbia was granted EU

candidate status. On April 22, 2013, the

European Commission recommended to the

Council of Europe and Member States to open

the EU membership talks with Serbia. The

Commission considered that Serbia had taken

very significant steps and sustainable

improvement in relations with Kosovo, and is

committed to proceeding with the reforms in

key areas of the rule of law, especially the

reform of judiciary and struggle against

corruption, as well as media freedom, the struggle against discrimination, minority

protection and protection of business environment.

The panel discussed political, economic, social, historical, and cultural issues in regard to

collective and individual identities, both on sides of the EU as well as of Serbia. In addition,

the panel discussed the enlargement policy of the EU in terms of member states,

neighboring countries, and international relations.

Introductory Remarks:

• MMag. Barbara Eibinger, Member of the Styrian Parliament

• D.I. Nada Knezevic, Serbian Embassy in Austria, Vienna

• Prof. Pavle Sekerus, Vice Rector, University of Novi Sad

Chair:

Prof. Roberta Maierhofer, University of Graz

Dr. Soeren Keil, Canterbury Christ Church University

43

Participating panelists:

D.I. Nada Knezevic, Serbian Embassy in Austria, Vienna

MMag. Barbara Eibinger, Member of the Styrian Parliament

Prof. Ferdinand Angel, Dean, Faculty of RC Theology, University of Graz

Prof. Pavle Sekerus, Vice Rector, University of Novi Sad

Prof. Ivana Sekerus, Dean, Faculty of Philosophy, University of Novi Sad

Mag. Christoph Czettl, GRAWE Serbia

Dorde Durdevic, GUSEGG 2013 student

Oana Ursulesku, GUSEGG 2013 student

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Participating Panelist’s perspective on the panel discussion

Christoph Czettl, GRAWE Serbia

The panel discussion was followed by numerous conversations with interested students as

well as attending professors regarding possibilities for internships and guest lectures at local

universities as well as questions about products of our company.

It was also interesting that D.I. Nada Knezevic, the economic attaché of the Serbian Embassy

in Austria, offered to meet with us during her next visit to Belgrade to talk about necessary

reforms in the insurance sector.

MORNING MEDITATION

Michael Kuhn: Meditation and the Roots of Leadership

Drs. Michael Kuhn is a permanent deacon and

theologian. He studied theology and

film/communication sciences in Vienna, Amsterdam,

and Utrecht. Drs. Michael Kuhn is Senior Policy

Adviser on EU affairs of the Austrian Bishops’

Conference and Senior Policy Adviser of COMECE. His

publications focus on film and theology; religion,

theology and European public affairs.

One of the decisive elements of true leadership is the ability to enter into silence. Silence is

the privileged space where we meet and encounter ourselves, our strength and our

weakness. It is also the precondition for "the art of discernment," for the "discretio

spirituum. "

Entering into silence needs practice – and meditation offers different tools to practice. As a

"method" it is not bound to a particular religion but can draw on elements from different

traditions: Christian, Muslim, and Buddhist. We followed the method to "mindfulness" as it

has been mapped by Jon Kabat-Zinn (J. Kabat–Zinn, Wherever you go, there you are.

Hyperion, New York 1994). During our morning meditation sessions we learned first steps: to

get aware of our breath as a "path to tranquility," different "positions" – to sit, to stand, to

walk, and: we practiced patience.

At the end of each session of 15 minutes a short text from a religious and philosophical

tradition was offered to accompany us through the day.

45

A student’s report on the Graz International Summer School Seggau 2013

Christopher Edyegu from Uganda studying at the University of

Stellenbosch

On the 30th

June 2013, I arrived for the 8th

Graz

International Summer School at Seggau Castle to find

95 students and 25 professors from almost 60

universities and 35 different countries. To be honest, I

did not know how to proceed as I had never met so

many people from such different and diverse countries and this was also my first time in

Europe. How could I ever get along with them given that we are so different? Fortunately,

Professor Guy Laforest’s wise words were the catapult that propelled me to action. He said

that sometimes people have more similarities than differences but they tend to focus on that

which separates them. Talking to fellow students, I realized that we have lots in common; we

like the same music and movies, we have read the same books, share a love for football,

among several other interests. Though international borders are becoming increasingly

irrelevant, they still matter and these imaginary boundaries have the ability to restrict us by

emphasizing our differences. Summer school taught me that if we can overcome the

boundaries in our minds, we can be able to open bridges to find connections between us. We

must develop ways in which we can use each other’s differences to enrich ourselves. The

future of this world may depend on new patterns of relations across difference.

Whoever thought summer school would be all fun was greatly mistaken. Yes, we played

football, volleyball, table tennis, did karaoke and several other fun activities but academics

were our main priority. We engaged in rigorous academic work focusing on the theme of

“Collective Identities: Nationalism, Transnationalism – Europe and Beyond." It was an

international and interdisciplinary academic experience that required active participation in

seminars and lectures. Between six to eight hours each day were dedicated to academic

exposure. It was critically challenging and intense. But I must say that it was good for me.

Before summer school, I avoided debates because I hated conflict but by engaging in

academic discussions with lecturers and fellow students, I realized that I actually enjoy

debates and I am good at it (something I did not know about myself). I realized that the

conflict of minds is needed to expose us to other points of views and experiences.

Summer school helped me to find wholeness in my identity. In the last three years, I have

lived and studied in Uganda (3 years), South Africa (3 years) and in Botswana (4 years). I also

travel regularly in these countries. Considering all three countries home, I have always been

divided about which was my "real home" and which one defined me. In summer school, I

learned that all these countries form part of my collective identity and I don’t have to choose

between them but I can incorporate them within my identity. I can gain from all these

countries to form a fuller, richer identity. At the same time identity is not fixed so with each

new experience (such as this summer school experience) we add a new layer to our identity.

The key to staying grounded, I have learned, is to "think globally and act locally." My mind

has been blown (positively) at summer school. I have absolutely loved my time at the Graz

International Summer School at Seggau and I will look back at my time here with nostalgia.

46

MEDIA REPORTS

katholische-kirche-steiermark.at. June 2013.

Europa zu Gast

Die „Graz International Summer School Seggau“

Vom 30. Juni bis 14. Juli wird Schloss Seggau

erneut zum internationalen Forum. Bereits zum

achten Mal veranstaltet die Diözese Graz-Seckau

in diesem Jahr mit der Comcece (Kommission der

Bischofskonferenzen der EU-Länder) und der Karl-

Franzens-Universität Graz die „Graz International

Summer School Seggau“. Diözesanbischof Dr. Egon

Kapellari wird die 14-tägige Veranstaltung am 30.

Juni um 20:00 Uhr gemeinsam mit Rektorin Univ.

Prof. Dr. Christa Neuper im internationalen Konferenzzentrum Schloss Seggau eröffnen.

Gespräch zwischen Kirche und Gesellschaft Zusammen mit dem Pfingstdialog „Geist & Gegenwart“, den die Diözese gemeinsam mit

dem Land Steiermark, Joanneum Research und Club Alpbach Steiermark veranstaltet, und

den „Seggauer Gesprächen“, die gemeinsam mit dem Institut für Philosophie an der Kath.-

Theol. Fakultät der Karl-Franzens-Universität Graz und dem Institut für Europarecht und

Internationales Recht der Wirtschaftsuniversität Wien durchgeführt werden, ist die

„Summer School“ ein wichtiger Beitrag zu einem Gespräch zwischen Verantwortlichen in

Kirche und Gesellschaft.

Internationale Vorlesungen und Seminare

An der „Summer School“ nehmen heuer mehr als 90 Studierende aus 35 Ländern teil.

Internationale akademisch Lehrende aus Toronto, Zadar, Canterbury, Leuven uvm. gestalten

dabei je einen allgemeinen Vorlesungsteil an einem der Vormittage. Nachmittags stehen sie

für die Studierenden in zehn Seminaren zur Verfügung. Die Seminare werden zu Themen wie

z. B. „Transnationalismus und Migration“, „Medien, Gesellschaft und Kultur“, „Kulturelle

Identitäten“ und „Ethik, Religion und Leadership“ abgehalten. Das gemeinsame

Abendprogramm reicht von Präsentationen der Heimatländer über einen Karaoke-, einen

Film- bis hin zu einem „Serbien-Abend“ am 3. Juli. 2013 um 20.00Uhr. Die akademische

Leiterin der „Summer School“, Univ. Prof. Dr. Roberta Maierhofer, wird eine Diskussion

moderieren, an der unter anderen der neue Generalsekretär der Comece, Dr. Patrick Daly,

und der Dekan der Grazer Kath. Theol.-Fakultät, Univ. Prof. Dr. Hans-Ferdinand Angel,

teilnehmen.

Schwerpunkt Serbien

47

Serbien ist heuer ein besonderer Schwerpunkt gewidmet, da sich zum 1700. Mal die

Erklärung der Religionsfreiheit (313, Mailänder Vereinbarung) im römischen Reich durch den

aus dem heutigen Serbien stammenden Kaiser Konstantin jährt. Es gibt daher 2013

zahlreiche ökumenische Initiativen und auch der Besuch von Kardinal Dr. Kurt Koch, dem

Präsidenten des Päpstlichen Rates zur Förderung der Einheit der Christen, bei „Geist &

Gegenwart“ im vergangenen Mai stand unter diesem Gesichtspunkt. Die Diözese ermöglicht

auch zwei der Studierenden aus Serbien durch ein Stipendium die Teilnahme an der

„Summer School“. Auch die Europa-Informationsarbeit des Landes Steiermark steht 2013

ganz im Zeichen Serbiens, um Menschen und Land, Wirtschaft und Kultur den Steirerinnen

und Steirern näher zu bringen. Europalandesrat Dr. Christian Buchmann hat schon im Mai

am Europatag einen klaren Akzent auf Serbien gesetzt und auch im Herbst wird es weitere

Schwerpunkte mit Diskussionsveranstaltungen, Lesungen, Vorträgen und einer Belgradreise

geben.

Europa, Wissenschaft und Kultur

Seit Mai ist Bischofssekretär Mag. Peter Rosegger auch als Referent der Diözese für

Wissenschaft, Internationales und Kultur tätig. Gemeinsam mit der Universität Graz und der

Comece, ist er dabei wie bisher auch in Hinkunft mit der Organisation der „Summer School“,

von „Geist & Gegenwart“ und der „Seggauer Gespräche“ betraut.

Warum engagiert sich die Diözese mit der „Summer School“ oder auch mit dem Pfingstdialog

„Geist & Gegenwart“ für einen internationalen akademischen Austausch?

Rosegger: Die Diözese beteiligt sich an diesen Symposien, um ein Forum für einen

profilierten interdisziplinären und internationalen Austausch in Hinblick auf eine humane

und vitale Gesellschaft zu bieten. Als Christen sollen wir die Gesellschaft, in der wir leben,

positiv mit gestalten und solche Veranstaltungen sind ein wichtiger Beitrag dazu.

Wie lassen sich Diözese und Wissenschaft verbinden? Welche Kooperationsfelder gibt es,

bzw. welche sind denkbar?

Rosegger: Kirche und Wissenschaft befassen sich aus verschiedenen Blickwinkeln mit dem

einen Menschen. Kooperationen sind immer dort möglich, wo es darum geht zu versuchen,

diesen Menschen und seine Welt besser zu verstehen. „Geist & Gegenwart“, die „Summer

School“ und die „Seggauer Gespräche“ sind sehr gute Beispiele für bewährte und

nachhaltige Kooperationen auch für die Zukunft.

Worauf kann man sich besonders bei der „Summer School“ freuen?

Rosegger: Auf beinahe 100 Studierende und viele Lehrende aus 35 Ländern, die nach Schloss

Seggau kommen, und dort einen internationalen Campus bilden.

Source:

http://www.katholische-kirche-steiermark.at/service/presse?d=europa-zu-gast

[30 July 2013]

48

Kathweb. Katholische Presseagentur Österreichs. 18 June 2013.

Graz: Seggauer "Summer School" nimmt Serbien in den Blick

Internationales Treffen für Austausch

zwischen Kirche und Wissenschaft -

Bischof Kapellari, Unirektorin Neuper,

Fakultätsdekan Angel und Comece-

Generalsekretär Daly erwartet

Graz, 18.06.2013 (KAP) Der EU-

Beitrittskandidat Serbien steht im

Mittelpunkt der internationalen "Summer School" im kirchlichen Bildungszentrum Schloss

Seggau (Steiermark) vom 30. Juni bis 14. Juli. Gewählt wurde dieser Schwerpunkt aus Anlass

der 1.700-Jahr-Feier der Mailänder Erklärung, durch die der aus dem heutigen Serbien

stammende Kaiser Konstantin die Religionsfreiheit erstmals im römischen Imperium

gesetzlich verankerte. Veranstalter des Campus, zu dem 100 Studierende und Lehrende aus

35 Ländern erwartet werden, sind die Diözese Graz-Seckau, die Kommission der

Bischofskonferenzen der EU-Länder (Comece) und die Karl-Franzens-Universität Graz.

Das Symposium ist ein "wichtiger Beitrag zu einem Gespräch zwischen Verantwortlichen in

Kirche und Gesellschaft", heißt es in der Ankündigung der Summer School. Ebenso wie durch

den Pfingstdialog "Geist und Gegenwart" und die "Seggauer Gespräche" wolle man auf diese

Weise beitragen, dass Christen ihre Gesellschaft "positiv mitgestalten", so der diözesane

Wissenschaftsreferent, Bischofssekretär Peter Rosegger. Kooperationen zwischen Kirche und

Wissenschaft seien "immer dort möglich, wo es darum geht zu versuchen, den Menschen

und seine Welt besser zu verstehen".

Eröffnet wird die Summer School am 30. Juni vom Grazer Diözesanbischof Egon Kapellari und

Unirektorin Christa Neuper. Zu einer Diskussion werden auch Comece-Generalsekretär

Patrick Daly und der Dekan der Grazer katholisch-theologischen Fakultät, Hans-Ferdinand

Angel, erwartet. Der 14-tägige Austausch umfasst allgemeine Vorlesungen und vertiefende

Seminare, etwa zu "Transnationalismus und Migration", "Medien, Gesellschaft und Kultur",

"Kulturelle Identitäten" sowie "Ethik, Religion und Leadership". Die Abende stehen unter

dem Zeichen der interkulturellen Begegnung, ein "Serbien-Abend" ist am 3. Juli geplant.

Source:

http://www.kathpress.at/site/nachrichten/archiv/archive/55391.html?ts=0.7517110013752

61084

[30 July 2013]

49

Sonntagsblatt. Ausgabe 25. 23 June 2013.

Summer School in Seggau

Mehr als 90 Studierende aus 35 Ländern nehmen vom 30.

Juni bis 14. Juli an der „Graz International Summer School

Seggau“ teil, die Bischof Egon Kapellari und Uni-Rektorin

Christa Neuper am 30. Juni um 20 Uhr eröffnen. „Serbien“

ist heuer besonderer Schwerpunkt dieses Europäischen

Forums mit Vorlesungen und Seminaren. Bischofssekretär Mag. Peter Rosegger ist mit der

Organisation betraut.

Source:

Sonntagsblatt. Ausgabe 25. 23 June 2013. Page 5.

Kleine Zeitung. Wissen. Forschung aus der Steiermark. 27 June 2013.

Summer School in Seggau

UNI GRAZ. Rund 100 Studierende aus 35 Ländern

machen Schloss Seggau in der Südsteiermark vom

30. Juni bis 13. Juli zu einem Forum für

Wissensaustausch und Diskussion. Veranstaltet

wird das Treffen von der Karl-Franzens-Universität

Graz in Kooperation mit europäischen

Bischofskonferenzen und Diözesanbischof Egon

Kapellari. Die wissenschaftliche Leitung liegt bei

Professorin Roberta Maierhofer.

Source:

Kleine Zeitung. Wissen. Forschung aus der Steiermark. 27 June 2013. Page 27.

Kurier. 29 June 2013.

Nicht verpassen!

So, 30.6. Im Schloss Seggau in der Steiermark findet

die Eröffnung der Graz International Summer School

Seggau statt. Ab 20 Uhr. Infos: international.uni-

graz.at/gusegg

Source:

Kurier. 29 June 2013. Page 26.

50

Kathweb. Katholische Presseagentur Österreichs. 1 July 2013.

Kapellari: Europa braucht überzeugte Christen

Grazer Bischof eröffnete internationale "Summer

School" im kirchlichen Bildungszentrum Schloss

Seggau

Graz, 01.07.2013 (KAP) Europa braucht dringend

"überzeugte und überzeugende Christen, die ihre

Identität nicht verstecken". Das hat der Grazer

Diözesanbischof Egon Kapellari bei der Eröffnung

der internationalen "Summer School" im kirchlichen Bildungszentrum Schloss Seggau in der

Südsteiermark betont.

Bischof Kapellari plädierte in seiner Rede am Sonntagabend für "Allianzen mit anderen

Menschen und Gruppierungen guten Willens". Mit ihnen gemeinsam solle die Würde der

menschlichen Person, die Solidarität mit Notleidenden und die Frage der sozialen

Gerechtigkeit im öffentlichen Diskurs vertreten werden.

100 Studierende und Lehrende aus 35 Ländern beschäftigen sich in den kommenden zwei

Wochen mit gesamteuropäischen Fragenstellungen. Der internationale Austausch zwischen

Kirche und Wissenschaft umfasst allgemeine Vorlesungen und vertiefende Seminare, etwa

zu "Transnationalismus und Migration", "Medien, Gesellschaft und Kultur", "Kulturelle

Identitäten" sowie "Ethik, Religion und Leadership".

Ein besonderer Schwerpunkt liegt zudem auf dem EU-Beitrittskandidaten Serbien. Anlass

dafür ist die 1.700-Jahr-Feier der Mailänder Erklärung, durch die der aus dem heutigen

Serbien - aus Naissus (Nis) - stammende Kaiser Konstantin die Religionsfreiheit erstmals im

römischen Imperium gesetzlich verankerte.

Die Identität des "Projekts Europa" werde heute angesichts zahlreicher Krisen, die nur

vordergründig wirtschaftlich sind, kritisch diskutiert, führte Bischof Kapellari in seiner

Eröffnungsrede aus. Besonders wichtig seien auch die Frage nach dem Verhältnis Europas zu

anderen Kontinenten und nach der je eigenen Identität und Zukunft dieser Kontinente.

Kapellari wörtlich: "Es ist daher sehr positiv, dass an der Summer School in diesem Jahr noch

mehr Studierende aus mehr Ländern, besonders auch aus Amerika, teilnehmen. Gerade

junge, couragierte Leute können Vieles zur Überwindung solcher Herausforderungen

beitragen, wenn sie bereit sind, sich für eine humanistische und vitale Gesellschaft zu

engagieren und in ihr Verantwortung zu übernehmen." Der Grazer Bischof ermutigte die

Studenten, ihre eigene und die gemeinsame kulturelle, soziale, politische und religiöse

Identität in eine plurale Zivilgesellschaft einzubringen und diese dadurch lebendiger zu

machen.

51

Veranstalter der Summer School sind die Diözese Graz-Seckau, die Kommission der

Bischofskonferenzen der EU-Länder (ComECE) und die Karl-Franzens-Universität Graz.

Seitens der ComECE ermutigte Michael Kuhn, Vertreter der österreichischen

Bischofskonferenz bei der EU in Brüssel, die Studierenden zur offenen Begegnung und zum

intensiven intellektuellen Austausch.

Die akademische Leiterin der "Summer School", Prof. Roberta Maierhofer, betonte, dass nur

ein Transzendieren nationaler Identitäten zu einem erforderlichen europäischen

Bewusstsein führen könne.

Source:

http://www.kathpress.at/site/archive_detail_news.siteswift?ts=0.783929001375784502

[6 August 2013]

katholische-kirche-steiermark.at. 2 July 2013.

GUSEGG-Podiumsdiskussion zum Thema Serbien

Experten diskutieren am 3. Juli im

Rahmen der International Summer School

Seggau über Herausforderungen im

Kontext des EU-Beitritts.

Am Sonntagabend wurde die

International Summer School Seggau von

Bischof Egon Kapellari eröffnet. 100

Studierende und Lehrende aus 35

Ländern beschäftigen sich in den

kommenden zwei Wochen mit

gesamteuropäischen Fragenstellungen.

Der internationale Austausch zwischen

Kirche und Wissenschaft umfasst

allgemeine Vorlesungen und vertiefende

Seminare, etwa zu "Transnationalismus

und Migration", "Medien, Gesellschaft

und Kultur", "Kulturelle Identitäten"

sowie "Ethik, Religion und Leadership".

Bischof Kapellari plädierte in seiner Eröffnungsrede für "Allianzen mit anderen Menschen

und Gruppierungen guten Willens". Mit ihnen gemeinsam solle die Würde der menschlichen

Person, die Solidarität mit Notleidenden und die Frage der sozialen Gerechtigkeit im

öffentlichen Diskurs vertreten werden.

Ein besonderer Schwerpunkt liegt dieses Jahr auf Serbien. Gemeinsam mit 5 anderen

Ländern des westlichen Balkans wurde Serbien als möglicher Kandidat für eine EU-

52

Mitgliedschaft identifiziert. Am 22. April 2013 empfahl die Europäische Kommission dem

Europarat und den Mitgliedstaaten die EU-Beitrittsverhandlungen mit Serbien aufzunehmen.

Am Mittwoch wird zu diesem Thema ein hochrangiges Expertenpodium besetzt. Politische,

wirtschaftliche, soziale, historische und kulturelle Fragen in Bezug auf kollektive und

individuelle Identitäten, sowohl auf Seiten der EU als auch seitens Serbiens sollen diskutiert

werden. Mit dabei sind neben einem Repräsentanten der serbischen Botschaft unter

anderen Michael Kuhn, Referent der Österreichischen Bischofskonferenz für Europa und die

COMECE, Prof. Ferdinand Angel, Dekan der Katholischen-Theologischen Fakultät, Karl-

Franzens-Universität Graz und Prof. Pavle Sekerus, Vizerektor, Universität Novi Sad.

Source:

http://www.katholische-kirche-steiermark.at/?d=gusegg-podiumsdiskussion-zum-thema-

serbien

[6 August 2013]

OESTERREICH. Steiermark Heute. 30 June 2013.

35 Nationen tauschen in Seggau Wissen aus

Seggau. Von heute bis 13. Juli treffen 100 Studierende aus 35

Nationen zu einem umfangreichen Wissensaustausch auf Schloss

Seggau in der Südsteiermark zusammen. Veranstalter ist die Karl-

Franzens-Universität Graz und die Europäische Bischofskonferenz.

Source:

OESTERREICH. 30 June 2013. Page 22.

Die Woche. 3 July 2013.

Schloss Seggau als Forschungshochburg

Rund 100 Studierende aus 35 Ländern machen Schloss Seggau in der

Südsteiermark vom 30. Juni bis 13. Juli 2013 wieder zu einem

interkulturellen Forum für Wissensaustausch. Im Mittelpunkt der bereits

achten Graz International Summer School Seggau (GUSEGG) steht das

Thema „Kollektive Identitäten. Nationalismus, Transnationalismus –

Europa und darüber hinaus“. Veranstaltet wird die GUSEGG von der Karl-

Franzens-Universität Graz in Kooperation mit der Kommission der

Bischofskonferenzen der Europäischen Gemeinschaft und Diözesanbischof

Egon Kapellari. Die Studierenden befassen sich mit Wissenschaftern aus 20 Ländern und

Experten des öffentlichen Lebens mit aktuellen europäischen Fragen.

Source:

Die Woche. 3 July 2013. Page 25.

53

Kathweb. Katholische Presseagentur Österreichs. 5 July 2013.

Grazer Summer School diskutiert europäische Zukunft Serbiens

Professoren und Studenten aus Novi Sad sehen

potenziellem EU-Beitritt des Landes als Chance für

mehr Mobilität und wirtschaftliche Entwicklung

Graz, 05.07.2013 (KAP) Die europäische Zukunft

Serbiens stand im Mittelpunkt eines "Serbien-

Abends" mit Podiumsdiskussion zu

Herausforderungen und Chancen eines EU-

Beitritts im Rahmen der Graz International

Summer School auf Schloss Seggau. Professoren und Studierende aus Serbien und Österreich

diskutierten am Mittwochabend über kollektive und individuelle Identitäten Serbiens im

Kontext eines potenziellen EU-Beitritts.

An der International Summer School vom 30. Juni bis 13. Juli nehmen 100 Studierende aus

35 Nationen die Gelegenheit wahr, auf Schloss Seggau mit internationalen Experten über

"Kollektive Identitäten - Nationalismus, Transnationalismus - Europa und darüber hinaus" zu

diskutieren. Träger ist die Karl-Franzens-Universität Graz, die Diözese Graz-Seckau und die

Kommission der Europäischen Bischofskonferenzen (ComECE).

Eingeleitet wurde der Serbien-Abend durch die steirische Landtagsabgeordnete Barbara

Eibinger, die auf die wirtschaftlichen Chancen eines EU-Beitritts des Südosteuropa-Staates

für die Steiermark hinwies, durch die Repräsentantin der Serbischen Botschaft, Nada

Knezevic und dem Vizedirektor der Universität Novi Sad, Prof. Pavle Sekerus. Über den

Integrationsprozess Serbiens in Richtung Europäische Union diskutierten der Dekan der

Theologischen Fakultät in Graz, Ferdinand Angel, der Generaldirektor der Grazer

Wechselseitigen Versicherung (GRAWE) Serbien, Christoph Czettl mit Professoren und

Studierenden aus Serbien.

Als optimistisch sehen die Studenten der Universität Novi Sad den Eingliederungsprozess

ihres Landes in die EU und verbinden diesen vor allem mit der Hoffnung auf mehr Mobilität.

Sie erinnerten sich zugleich an Zeiten zurück, in denen sie vor der Botschaft "campieren"

mussten, um ein Visum zu erhalten.

Christoph Czettl bewertete die wirtschaftliche Entwicklung Serbiens trotz kultureller und

mentaler Spannungsverhältnisse als positiv. Auch er betonte, dass mehr Mobilität für den

Arbeitsmarkt förderlich sei.

Die mehrmals zur Sprache gekommene gesellschaftliche Heterogenität und die Differenzen

des Landes seien kein Entwicklungshindernis, so Prof. Ferdinand Angel: "Unterschiede, klar -

aber das ist gut so", weil nur so ein Lernen voneinander möglich sei. Serbien sei aufgrund

54

seiner Geschichte und Kultur durch zahlreiche Minderheiten geprägt.

Thematisiert wurden außerdem die Entwicklung Serbiens der letzten 20 Jahre, weg von

einem autoritären bzw. teilautoritären System in Richtung Demokratie sowie die

geografischen Veränderungen durch die Auflösung Jugoslawiens. Angesprochen wurde auch

der Normalisierungsprozess mit dem Kosovo als eine der Schlüsselfragen für den EU-Beitritt

und zentrale gesellschaftliche Probleme wie Kriminalität und die hohe Arbeitslosigkeit.

Source:

http://www.kathpress.at/site/nachrichten/archiv/archive/55748.html

[6 August 2013]

katholische-kirche-steiermark.at, 5 July 2013.

Optimistisch in die europäische Zukunft

Nachlese zum "Serbien-Abend" im Rahmen der

Graz International Summer School auf Schloss

Seggau.

Bereits zum achten Mal findet dieses Jahr die Graz

International Summer School auf Schloss Seggau

in Leibnitz statt, die von der Karl-Franzens-

Universität Graz, der Diözese Graz-Seckau und der

Kommission der Europäischen

Bischofskonferenzen entwickelt und vom Land Steiermark/"europe direct" unterstützt wird.

100 Studierende aus 35 Nationen haben heuer wieder die Möglichkeit, mit Experten über die

Europäische Integration zu diskutieren, unter dem Thema „Kollektive Identitäten:

Nationalismus, Transnationalismus - Europa und darüber hinaus". Ganz im Zeichen Serbiens -

dem EU-Informationsschwerpunkt des Landes Steiermark - stand am Mittwochabend im

Schloss Seggau eine öffentliche Podiumsdiskussion unter dem Titel „Herausforderungen und

Chancen in Bezug auf kollektive und individuelle Identitäten im Kontext des EU-Beitritts:

Serbien als Fallstudie".

Podiumsdiskussion

Nach einleitenden Worten der Landtagsabgeordneten Barbara Eibinger, die auf die

wirtschaftlichen Chancen für die Steiermark hinwies, der Repräsentantin der Serbischen

Botschaft, Nada Knezevic und dem Vizedirektor der Universität Novi Sad, Prof. Pavle Sekerus

diskutierten - unter dem Vorsitz von Dr. Roberta Maierhofer von der Karl-Franzens-

Universität Graz und Seoren Keil von der Canterbury Christ Church University - Prof.

Ferdinand Angel, Dekan der Theologischen Fakultät in Graz, Christoph Czettl,

Generaldirektor der GRAWE Serbien, sowie weitere Professoren und Studenten aus Serbien

über wirtschaftliche, historische, politische, soziale und kulturelle Aspekte in Bezug auf den

55

Integrationsprozess Serbiens in die EU.

Im Fokus standen die maßgebenden Veränderungen Serbiens in den letzten 20 Jahren in

Hinblick auf die Eingliederung eines einst isolierten Landes in Europa, die Entwicklung eines

semiautoritären Systems zur Demokratie, sowie die geografischen Veränderungen durch die

Entwicklung vom Teilstaat Jugoslawiens zu einem unabhängigen Staat. Auch wurde der

Normalisierungsprozess mit dem Kosovo erörtert und Probleme wie Kriminalität und die

hohe Arbeitslosenrate angesprochen.

Optimistisch in eine mobilere Zukunft

Die Studenten der Universität Novi Sad blicken der Eingliederung in die EU jedoch sehr

optimistisch mit der Hoffnung entgegen, bald mehr Mobilität genießen zu können und

erinnern sich an eine Zeit, in der sie vor der Botschaft „campieren" mussten, um zu einem

Visum zu gelangen. Christoph Czettl von der GRAWE sprach von einer sehr positiven

wirtschaftlichen Entwicklung des Landes trotz kultureller und mentaler Kontraste und wies

darauf hin, dass mehr Mobilität auch am Arbeitsmarkt hilfreich sei. Prof. Ferdinand Angel

hielt ebenfalls fest, dass Serbien Differenzen aufweist, stellte jedoch klar: „Unterschiede, klar

- aber das ist gut so!", denn dadurch könne man voneinander lernen. Serbien hat aufgrund

seiner Geschichte, die durch viele Minderheiten geprägt ist, selbst viele Gesichter.

Durch die Integration in die EU soll nach dem Zerfall Jugoslawiens nicht mehr nur von einer

serbischen, kroatischen oder bosnischen Identität gesprochen werden, sondern hofft man

auch auf eine europäische Identität.

Source:

http://www.katholische-kirche-steiermark.at/?d=optimistisch-in-die-europaeische-zukunft

[6 August 2013]

europa.steiermark.at. July 2013.

Serbienabend auf Schloss Seggau

Bereits zum achten Mal findet 2013 die Graz

International Summer School auf Schloss Seggau in

Leibnitz statt, die von der Karl-Franzens-Universität

Graz, der Diözese Graz-Seckau und der Kommission

der Europäischen Bischofskonferenzen entwickelt und

vom Land Steiermark/"europe direct" unterstützt

wird.

100 Studierende aus 35 Nationen haben heuer wieder

die Möglichkeit, mit Experten über die Europäische

Integration zu diskutieren, unter dem Thema

„Kollektive Identitäten: Nationalismus, Transnationalismus - Europa und darüber hinaus".

Ganz im Zeichen Serbiens - dem EU-Informationsschwerpunkt des Landes Steiermark- stand

56

am Mittwochabend im Schloss Seggau eine öffentliche Podiumsdiskussion unter dem Titel

„Herausforderungen und Chancen in Bezug auf kollektive und individuelle Identitäten im

Kontext des EU-Beitritts: Serbien als Fallstudie".

Nach einleitenden Worten der Landtagsabgeordneten Barbara Eibinger, die auf die

wirtschaftlichen Chancen für die Steiermark hinwies, der Repräsentantin der Serbischen

Botschaft, Nada Knezevic und dem Vizedirektor der Universität Novi Sad, Prof. Pavle Sekerus

diskutierten - unter dem Vorsitz von Dr. Roberta Maierhofer von der Karl-Franzens-

Universität Graz und Seoren Keil von der Canterbury Christ Church University - Prof.

Ferdinand Angel, Dekan der Theologischen Fakultät in Graz, Christoph Czettl,

Generaldirektor der GRAWE Serbien, sowie weitere Professoren und Studenten aus Serbien

über wirtschaftliche, historische, politische, soziale und kulturelle Aspekte in Bezug auf den

Integrationsprozess Serbiens in die EU. Im Fokus standen die maßgebenden Veränderungen

Serbiens in den letzten 20 Jahren in Hinblick auf die Eingliederung eines einst isolierten

Landes in Europa, die Entwicklung eines semiautoritären Systems zur Demokratie, sowie die

geografischen Veränderungen durch die Entwicklung vom Teilstaat Jugoslawiens zu einem

unabhängigen Staat. Auch wurde der Normalisierungsprozess mit dem Kosovo erörtert und

Probleme wie Kriminalität und die hohe Arbeitslosenrate angesprochen. Die Studenten der

Universität Novi Sad blicken der Eingliederung in die EU jedoch sehr optimistisch mit der

Hoffnung entgegen, bald mehr Mobilität genießen zu können und erinnern sich an eine Zeit,

in der sie vor der Botschaft „campieren" mussten, um zu einem Visum zu gelangen.

Christoph Czettl von der GRAWE sprach von einer sehr positiven wirtschaftlichen

Entwicklung des Landes trotz kultureller und mentaler Kontraste und wies darauf hin, dass

mehr Mobilität auch am Arbeitsmarkt hilfreich sei. Prof. Ferdinand Angel hielt ebenfalls fest,

dass Serbien Differenzen aufweist, stellte jedoch klar: „Unterschiede, klar - aber das ist gut

so!", denn dadurch könne man voneinander lernen. Serbien hat aufgrund seiner Geschichte,

die durch viele Minderheiten geprägt ist, selbst viele Gesichter.

Durch die Integration in die EU soll nach dem Zerfall Jugoslawiens nicht mehr nur von einer

serbischen, kroatischen oder bosnischen Identität gesprochen werden, sondern hofft man

auch auf eine europäische Identität.

Source:

http://www.europa.steiermark.at/cms/beitrag/11882622/2950520/

[6 August 2013]

Sonntagsblatt. Ausgabe 27. 7 June 2013.

Studierende aus 35 Ländern zu Gast auf Schloss Seggau

Schwerpunkt Serbien. Sommerschule als Richtung für die Zukunft.

Vom 30. Juni bis zum 14. Juli ist Schloss Seggau bereits zum 8. Mail ein internationales

Forum. Die Diözese Graz-Seckau veranstaltet in diesem Jahr mit der Kommission der

Bischofskonferenzen der EU-Länder (COMECE) und der Karl-Franzens-Universität Graz die

„Graz International Summer School Seggau“.

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In seiner Eröffnungsansprache wies Diözesanbischof

Dr. Egon Kapellari darauf hin, dass Seggau seit 1989

mehr und mehr zur „europäischen Adresse“

geworden ist. Neben der Sommerschule sind die hier

alle zwei Jahre stattfindenden Dialogreihen

„Geist&Gegenwart“ und „Seggauer Gespräche zu

Kirche und Staat“ interdisziplinäre Foren von

Format, wo Studierende mit Lehrenden und mit

Trägern hoher Verantwortung in Politik, Wirtschaft

und Gesellschaft ins Gespräch kommen können.

Europa brauche dringend „überzeugte und

überzeugende Christen, die ihre Identität nicht

verstecken“.

Positiv sei, dass in diesem Jahr noch mehr Studierende aus mehr Ländern teilnehmen,

nämlich ungefähr 100, die sich mit gesamteuropäischen Fragestellungen beschäftigen. Diese

ermutigte der Bischof, ihre eigenen und die gemeinsame Identität in eine plurale

Zivilgesellschaft einzubringen.

Heuer ist ein Schwerpunkt Serbien gewidmet, zumal sich zum 1700. Mal die Erklärung der

Religionsfreiheit im Römischen Reich durch den aus dem heutigen Serbien stammenden

Kaiser Konstantin jährt. Er verankerte zum ersten Mal die christliche Religion und machte sie

zur Grundfeste für ein europäisches Bewusstsein.

Source:

Sonntagsblatt. Ausgabe 27. 7 July 2013. Page 11.

on.uni-graz.at. 22 July 2013.

Junges Europa

95 Studierende aus aller Welt diskutierten mit

ExpertInnen bei der Graz International Summer

School Seggau

Die 8. Graz International Summer School Seggau

versammelte Studierende aus 35 Ländern in der

Südsteiermark.

Bereits zum 8. Mal in Folge veranstaltete heuer die

Karl-Franzens-Universität Graz gemeinsam mit der Kommission der Bischofskonferenzen der

Europäischen Gemeinschaft (COMECE) und dem Grazer Diözesanbischof Egon Kapellari die

„Graz International Summer School Seggau“ (GUSEGG).

Von 30. Juni bis 13. Juli 2013 beschäftigten sich 95 Studierende aus aller Welt mit dem

Thema „Collective Identities: Nationalism, Transnationalism – Europe and Beyond“.

Gemeinsam mit ExpertInnen aus Wissenschaft und öffentlichem Leben wurden einerseits

aktuelle europäische Themen und Angelegenheiten sowie andererseits globale

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Entwicklungen und Herausforderungen beleuchtet und diskutiert – mit Blick auf individuelle,

soziale, politische, kulturelle, regionale, wirtschaftliche und nationale Identitäten. Der Fokus

lag auf den beiden Schwerpunktregionen der Uni Graz – Südosteuropa und den Amerikas.

Schloss Seggau bot einmal mehr das stimmige Ambiente für interkulturelle Begegnung und

lebendigen Austausch.

Der Termin für die nächste International Summer School Seggau steht bereits: Sie wird von

29. Juni bis 12. Juli 2014 stattfinden.

Links: international.uni-graz.at/gusegg/

Von: Ulrike Schönbacher & Gudrun Pichler

Source:

http://on.uni-graz.at/

[30 July 2013]

59

ZUSAMMENFASSUNG AUF DEUTSCH

Die Graz International Summer School Seggau 2013 befasste sich mit dem Thema Collective

Identities: Nationalism, Transnationalism – Europe and Beyond.

Ziele

Die vielfältigen Hintergründe von Teilnehmenden und Vortragenden bildeten die Basis für

interdisziplinäres Arbeiten. Die Atmosphäre am Schloss bot darüber hinaus den perfekten

Rahmen für informelle Treffen zwischen Vortragenden und Studierenden. Der Schwerpunkt

der Sommerschule lag auf den Amerikas und Ost- und Südosteuropa.

Die interdisziplinäre, interkulturelle und internationale Zusammenarbeit im Rahmen der

Sommerschule prägte die Kompetenzen von zukünftigen Entscheidungsträgern in

verschiedenen Bereichen wie Sozial-, Politik-, Wirtschafts- und den Geisteswissenschaften.

Die wichtigsten Stichwörter zur Graz International Summer School Seggau 2013:

� 98 Studierende und 21 Vortragende

� Plenarvorträge, Vorlesungen, 10 parallel laufende Seminarmodule, Exkursion nach

Graz

� Diskussionen mit Vortragenden und Gästen

� Anrechnung von ECTS-Credits (6 ECTS für Teilnahme und Seminararbeit)

Organisation

Die Sommerschule wurde von der Karl-Franzens-Universität Graz (Büro für Internationale

Beziehungen und Center for Inter-American Studies) in Zusammenarbeit mit der Diözese

Graz-Seckau und der Kommission der Bischofskonferenzen der Europäischen Gemeinschaft

(COMECE) organisiert und umgesetzt.

Die Steuerungsgruppe der Graz International Summer School Seggau 2013 bestand aus

folgenden Personen: Prof. Dr. Roberta Maierhofer (Akademische Leitung, Karl-Franzens-

Universität Graz), Mag. Peter Rosegger (Repräsentant, Diözese Graz-Seckau), Drs. Michael

Kuhn (Repräsentant, COMECE), Mag. Heidrun Moertl (Program Manager, Karl-Franzens-

Universität Graz), Mag. Daniela Murhammer (Rektorat, Karl-Franzens-Universität Graz),

Mag. (FH) Ulrike Schoenbacher (Student Coordinator, Karl-Franzens-Universität Graz)

Kosten und Finanzierung

Die Gesamtkosten (Unterkunft und Verpflegung für Lehrende und Studierende, Gehalt und

Reisekosten für Lehrende, technische Infrastruktur, Exkursionen und Abendprogramm) von

etwa € 142.920 wurden durch die Karl-Franzens-Universität Graz, die Diözese Graz-Seckau,

die COMECE, Studiengebühren (€ 350/€ 600) sowie eingeworbene Drittmittel gedeckt.

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Bereitgestellt wurden Drittmittel durch:

- ERASMUS Intensive Program LLP-AT/230/05/12

- Central European Exchange Program for University Studies (CEEPUS)

- European Network in Aging Studies (ENAS)

- David-Herzog-Fonds

- Das Land Steiermark: Abteilung Kultur, Europa und Außenbeziehungen

- The Embassy of the United States of America in Austria, Vienna

- The Embassy of Canada in Austria, Vienna

- The Association for Canadian Studies in German-speaking Countries (GKS)

- Renovabis

- Stichting Communicantes

Akademisches Programm

Die Studierenden besuchten Plenarvorträge am Vormittag und Abenddiskussionen. Folgende

Seminare fanden am Nachmittag in Kleingruppen statt:

Seminar 1 - Literature & Culture

Seminar 2 - Cultural Identities

Seminar 3 - Indigenous Identities

Seminar 4 - Urban & Regional Identities

Seminar 5 - Politics & Law

Seminar 6 - Media, Society & Culture

Seminar 7 - Economics & Power

Seminar 8 - Ethics, Religion & Leadership

Seminar 9 - Transnationalism & Migration

Seminar 10 - Cultural Narratives of Longevity

Auch dieses Jahr konnten wieder renommierte Vortragende für die Graz International

Summer School Seggau gewonnen werden. Die Keynote lecture hielt Prof. Manfred

Prisching, University of Graz. Weiters waren Dr. David Bates, Canterbury Christ Church

University, UK; Prof. Josef Raab, University of Duisburg-Essen, Germany; Krešimir Krolo,

University of Zadar, Croatia, and University of Teramo, Italy; Prof. Marietta Messmer,

University of Groningen, The Netherlands; Prof. Guy Laforest, Laval University, Canada;

Daniela Larion, I.A. Cuza University of Iasi, Romania; Dr. Soeren Keil, Canterbury Christ

Church University, UK; Prof. Luis San Vicente Portes, Montclair State University, USA; Prof.

Johan Verstraeten, University of Leuven, Belgium; Dr. Peter Goggin, Arizona State University,

USA; Prof. Robert Austin, University of Toronto, Canada; Prof. Isabel Caldeira, University of

Coimbra, Portugal; Prof. Roberta Maierhofer, Ass.-Prof. Dr. Gerald Lamprecht und Ass.-Prof.

Dr. Ulla Kriebernegg, University of Graz; Mag. Heidrun Mörtl, University of Graz, Mag. Alexia

Schemien, University of Duisburg-Essen, Germany; Dr. Simone Francescato, Ca'Foscari

University, Italy; Prof. Stephen Katz, Trent University, Canada; Dr. Lonnie Johnson, Fulbright

– Executive Director Austrian-American Educational Commission und Botschaftsrat Paul

Williams, Kanadische Botschaft in Wien, Vortragende bzw. Lehrende bei der Graz

International Summer School Seggau 2013.

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Ausgewählte Vortragende eines Nachmittagsseminars hielten auch Plenarvorträge, die auf

ein breiteres Publikum ausgerichtet waren und von allen Studierenden besucht wurden.

Darüber hinaus schufen die Vorträge und auch abendliche Diskussionen den Raum für

ausführlichen Austausch.

Weitere Programmpunkte für die Studierenden

Neben dem akademischen Programm fand jeden Morgen vor den Plenarvorlesungen eine

Meditationsübung für interessierte Studierende unter der Leitung von Drs. Michael Kuhn

statt.

Darüber hinaus wurde neben den Vorlesungen und Seminaren eine eintägige Exkursion nach

Graz für die Studierenden organisiert. Diese umfasste einen Besuch der Karl-Franzens-

Universität Graz, eine Stadtführung sowie einen Empfang im Büro von Bürgermeister Mag.

Siegfried Nagl.

Weiters wurden verschiedene kulturelle Veranstaltungen wie beispielsweise eine Lesung von

US-Autor Rolando Hinojosa-Smith (The University of Texas at Austin) und Diskussionen mit

Persönlichkeiten aus Politik und Wirtschaft organisiert.

Ein besonderes Highlight der diesjährigen Graz International Summer School Seggau war die

hochkarätig besetzte Podiumsdiskussion unter dem Titel Challenges and Opportunities in

terms of Collective and Individual Identities within the Context of EU Accession: Serbia as a

Case Study.

Zu Beginn des Abends bereiteten MMag. Barbara Eibinger (Abgeordnete zum Landtag

Steiermark), D.I. Nada Knezevic (Serbische Botschaft in Wien) sowie Prof. Pavle Sekerus

(Vizerektor an der Universität von Novi Sad) durch einführende Statements den Boden für

eine angeregte Diskussion.

Im Rahmen der anschließenden Podiumsdiskussion thematisierten MMag. Barbara Eibinger,

D.I. Nada Knezevic, Prof. Pavle Sekerus, Prof. Ferdinand Angel (Dekan der katholisch

theologischen Fakultät an der Karl-Franzens-Universität Graz), Prof. Ivana Sekerus (Dekanin

der philosophischen Fakultät an der Universität von Novi Sad), Mag. Christoph Czettl

(GRAWE Serbien) sowie Dorde Durdevic und Oana Ursulesku (Studierende der Graz

International Summer School Seggau 2013) kulturelle, politische, ökonomische sowie soziale

Herausforderungen und Chancen im Kontext von Serbiens Annäherung an die EU.

Geleitet wurde das angeregte Gespräch von Prof. Roberta Maierhofer (Center for Inter-

American Studies, Karl-Franzens-Universität Graz) und Dr. Soeren Keil (Canterbury Christ

Church University).

Über diese Aktivitäten hinausgehend fanden des Weiteren eine geführte

Schlossbesichtigung und eine Weinverkostung auf Schloss Seggau statt. Außerdem konnten

sich die Studierenden im Swimmingpool und bei Volleyball-, Fußball- und

Tischtennisturnieren sportlich betätigen.

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IMPRESSUM

Published by Graz International Summer School Seggau

Report Coordination: Barbara Ratzenböck, Bakk.

Editing: Prof. Dr. Roberta Maierhofer, Mag. Heidrun Mörtl, Mag. (FH) Ulrike Schönbacher

Photo Credits: Kuzma Leshakov; GUSEGG Team

WEBSITE of the GUSEGG 2013

http://international.uni-graz.at/gusegg

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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