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DTSTART;TZID=Europe/Moscow:20070910T080000
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SUMMARY:Mehran Kamrava on the United States and Iran
DESCRIPTION:On September 10\, 2007\, Dr. Mehran Kamrava\, head of the Center for International and Regional Studies housed at Georgetown’s School of Foreign Service in Qatar\, spoke to an overflow crowd at the Diplomatic Club in Doha. He prefaced his talk\, entitled “The United States and Iran: A Dangerous but Contained Conflict\,” by noting the cloud of uncertainty hanging over the region. Compelled each morning to check whether or not war had broken out the night before\, Dr. Kamrava described the current state of affairs between the United States and Iran as decidedly grim. Irreconcilable differences in foreign policy and strategic objectives appear to be propelling the two countries towards open conflict. \n \n \nPainting in broad historical strokes\, Dr. Kamrava outlined the guiding principles or “logics” animating American foreign policy in the Middle East\, including ready access to oil\, the security of the state of Israel\, and the containment of threats to American interests. Iran’s own strategic ambition of being a regional superpower whose security is guaranteed by proxies operating inside of Iraq and Lebanon\, as well as Tehran’s insistence on a continued nuclear program\, set the stage for an intractable conflict of interests between the US and Iran. \n \n \nDr. Kamrava interlaced his analysis with a consideration of the role of leadership and personalities. He described the current American and Iranian administrations as populated by leaders whose rigid adherence to ideological precepts exacerbate an already heated situation. Dr. Kamrava noted that what was once an American foreign policy premised on a realpolitik\, balance-of-power approach to the region has been replaced by what the Project for a New American Century described as a “Reaganite policy of military strength and moral clarity\,” exemplified by the neo-conservative doctrine of “forward defense.” The ideals of “freedom” and “human dignity” emanating from Washington were not just slogans but the perorations of a “presidency of believers.” These ideologues found their counterparts on the Iranian side. Dr. Kamrava went so far as to describe Ahmadinejad as the “Iranian Bush.” \n \n \nNonetheless\, Dr. Kamrava cautioned against reading too much into the positions of American and Iranian political leaders. Domestic pressures remain an unknown and crucial factor going forward\, as both governments face growing discontent and division amongst popular as well as elite elements. In the short term\, Dr. Kamrava prognosticated that uncertainty will likely continue to hang over the region. Nonetheless\, he argued that certain breaks and mechanisms exist which he deemed “logics\,” that could prevent the current impasse from erupting into war. \n \n \nDr. Kamrava closed by offering three possible future scenarios\, the first being the continuation of an untenable status quo in which unresolved tensions and hostility between Iran and the U.S. spill over into -the second scenario\,- open conflict. Dr. Kamrava emphasized that such a war would be a catastrophe for both sides. A glimmer of hope lies in the narrow path of reconciliation that runs between the first two scenarios. Returning to his earlier theme\, Dr. Kamrava advocated conditional engagement through the “Baghdad track” as a way for the US and Iran to reconcile their differences. \n \n \nSummary prepared by Shervin Malekzadeh. Shervin is a Teaching Assistant at the Georgetown University School of Foreign Service in Qatar.
URL:https://cirs.qatar.georgetown.edu/event/mehran-kamrava-united-states-and-iran/
CATEGORIES:American Studies,CIRS Faculty Lectures,Dialogue Series,Regional Studies
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DTSTART;TZID=Europe/Moscow:20070421T090000
DTEND;TZID=Europe/Moscow:20070421T170000
DTSTAMP:20260405T005653
CREATED:20141106T141138Z
LAST-MODIFIED:20240314T115753Z
UID:10000893-1177146000-1177174800@cirs.qatar.georgetown.edu
SUMMARY:Education and Change in Qatar and the Arab World
DESCRIPTION:April 21\, 2007 \n \n \nPanel A: Classical Muslim Education \n \n \n1. Sebastian Günther: The Principles of Instruction are the Grounds of our Knowledge: Al-Farabi’s Philosophical and al-Ghazali’s Spiritual Approaches to Learning \n \n \nThis study explores the educational concepts advocated by two of the most influential Muslim thinkers: the 10th century philosopher and logician Abu Nasr al-Farabi\, and the 11th century theologian\, mystic\, and religious reformer Abu Hamid al-Ghazali. It hopes to make a contribution to increasing our understanding of the educational foundations of a “learning society” as represented by Muslim civilization in classical times. In establishing a catalogue of data drawn from a variety of al-Farabi’s and al-Ghazali’s writings\, this paper helps reveal some of the richness\, sophistication\, and diversity of scholarly discussion in Islam on educational theory and practice. It shows that the theoretical considerations that al-Farabi and al-Ghazali offer display a great desire for practical wisdom about learning and teaching\, along with care for the ethical\, moral\, and emotional values of education\, logic and reasoning\, and spirituality. The paper concludes with an examination of the similarities and differences between the educational philosophies offered by these two sages\, and ponders the extent to which their pedagogical ideas hold significance for us today. \n \n \n2. Ahmad Dallal: Scientific Knowledge in Classical Muslim Education \n \n \nHistorians of Islamic culture have often contended that scientific culture developed on the margins of the larger Islamic culture\, as evidenced by the exclusion of the sciences from the curriculum of Islamic colleges and institutions of learning. This presentation will revisit the thesis of marginality by exploring the place of science within Islamic education\, and more broadly by examining the relationship of scientific knowledge and religious knowledge in classical Muslim societies. \n \n \n3. Omaima Abou-Bakr: The Role of Women in Islamic Education: Past and Present \n \n \nWomen’s participation in the field of religious sciences in pre-modern Arab Muslim history included being learned scholars (faqihat\, muhaddithat\, and muftiyat)\, mystics (sufiyyat and mustafayat)\, preachers (wa’izat)\, and managers of hostels/teaching institutions (shaykhat rubut). Whether in the domain of orthodox religious knowledge\, spirituality\, or social services\, women played the prominent role of teachers and guides in a mixed environment and so contributed largely to education and the dissemination of Islamic learning and Sufism. Mamluk sources provide us with very significant\, often forgotten\, information about women’s specific teaching activities in learning circles at homes or lecturing and preaching at mosques. Accompanying the broad modern phenomenon of Islamic revival\, women are making a comeback to the field. Scholars have duly noted the spread of what was termed\, in Egypt for example\, “the women’s mosque movement”—in reference to the large popularity of women preachers in major mosques and the role they play in disseminating fiqhi knowledge and Hadith interpretations. Azharite women scholars and specialized faqihat are also gaining grounds and more credibility in the public view\, largely contributing to major fiqhi debates and modern controversial issues on par with male scholars of the official religious establishment. While this modern contribution of women to the present religious scene has positive implications\, the question inevitably arises as to the content and orientation of this knowledge. Exactly what kind of Islamic education are they producing and disseminating? Are they still part of the larger system of the official patriarchal establishment and so re-producing ‘modernist’ (i.e. reactive) conservative concepts and ideologies? Or is a ‘differing’ voice that reveals gender identity and resistance can be discerned?  \n \n \nPanel B: Education and the Modern State \n \n \n1. JoAnn Moran Cruz: Education\, Literacy and the State: A Comparative Perspective \n \n \nThis presentation will focus on definitions of various types of literacy\, from rote literacy to pragmatic literacy to reading and writing literacy\, as they are understood in the testing of literacy globally and as they are understood in the study of literacy historically. It will then look at some of the cultural determinants of literacy\, including religious and linguistic aspects\, state needs\, the role of printed texts and libraries\, as well as the relationship historically between developing literacy and structured\, institutionalized education. Finally the main focus of the paper will be on the role of religion in promoting education and literacy comparatively\, with an eye on Europe and the Middle East. \n \n \n2. Monica Belmonte: From Open Sources to Public History: A Case for Official Declassification \n \n \nIn my paper\, I intend to address the question of the role of the state in opening access to archival materials\, and thus to the process of creating history and dissemination information to the public and educational realms. I will base this paper on my experience as an historian the Middle East at the U.S. Department of State\, and\, after a general discussion of the issues entailed in selection and declassification of government documents\, I will cite examples from my recently-released volume of Foreign Relations of the United States\, 1969 – 1976\, Documents on Iran and Iraq\, 1969 – 1972. I will conclude my presentation with an examination of declassified documents from the U.S. Department of State and the U.S. Embassy in Qatar\, and a discussion on the importance of the wide release of government papers in expanding educational access to historical documentation as well as fostering national identity. \n \n \n3. Nubar Hovsepian: The Palestinian Curriculum: The Struggle over/for Identity \n \n \nRadical reformers wanted to transform society by transforming its members through education. In contrast\, the Ministry of Education (MOE) saw its primary task as one of state-building\, a process constrained by the influence of political rent and the requirements of the peace process. To verify this hypothesis the textbooks published by the MOE are analyzed to uncover the embedded meanings of Palestinian identity. Is the Palestinian Authority (PA)\, through the new texts\, trying to redefine the terms of reference of Palestinian national identity? To answer this question\, the texts are read dichotomously. Do the contents of these texts affirm a resistance identity or do they promote a reconfigured identity which I call institutionalized nationalism? The evidence shows that the PA as nation-builder is trying to change or re-center the basis of Palestinian national identity. The promotion of institutionalized nationalism by the PA at the expense of resistance identity is seen as the beginning of a new but contested affiliative order. This order is contested by oppositional social and political forces who believe that resistance identity should not be compromised as long as Israeli occupation continues. Finally\, the essay discusses the World Bank’s new report (MENA Flagship Report on Education…)\, and its relevance to Palestinian education. \n \n \n4. Hana Kanan and Ahmad Baker: The Influence of International Schools on the Perception of Local Students’ Individual and Collective Identities\, Career Aspiration\, and Choice of University \n \n \nThis study examines the influence international schools have on adolescent local students in terms of individual and collective identity\, career aspiration\, and type and location of the university they wish to attend. A random cluster sample of 270 students attending international\, magnet\, and public schools was given a questionnaire designed to tap their perceived identities\, professional and educational aspirations. The results of the study showed that students attending international schools differed from their counterparts who attend public or magnet schools in the way they perceived themselves and their career choices. The results are discussed in terms of their relevance to future research and the influence international education may have on local students.  \n \n \nPanel C: Education and Social Development \n \n \n1. Asma Siddiki: Preparing Women for Responsible Citizenship: A Case Study \n \n \nThe proposed presentation will highlight Effat College\, the first private institution of higher education in Saudi Arabia\, established in 1999 for women\, and present it as a case study to elaborate on the environment of private higher education\, and in particular\, women in higher education\, in Saudi Arabia. The presentation will provide a glimpse at the challenges faced from within\, as well as the milestones accomplished at the national\, regional and international levels that contribute to the environment of change prevalent for its female students in Saudi Arabia today\, resulting in the need to re-evaluate its mission and vision to address Responsible Citizenship. \n \n \n2. Sara Scalenghe: Disability and Education in the Arab World: Historical Perspectives and Contemporary Issues \n \n \nDespite its obvious significance to the lives of millions in the Arab world\, the history of disability in the region remains largely unwritten. This paper seeks to begin redressing that imbalance through an exploration of both theories and practices of education for persons with disabilities. The first part of the paper presents a broad historical overview —from the rise of Islam to the late nineteenth century —of the educational opportunities afforded or denied to developmentally and physically impaired individuals\, focusing on select and concrete case studies. Primary sources include but are not limited to manuals for teachers\, biographical dictionaries\, autobiographical accounts\, ijazas\, and various documents describing the region’s earliest attempts to provide “special education” to people with disabilities\, such as the School for the Blind established by the British Syrian Mission in Beirut in1868. The second part comprises a succinct survey and assessment of the successes and failures of contemporary efforts both at the state and private levels to provide educational opportunities and facilities for the deaf\, the blind\, and the motor and the developmentally impaired in several Arab countries. \n \n \n3. Asma Al-Attiyah: Quality\, Special Education and Individuals with Disabilities: Some Issues and Challenges \n \n \nThe field of special education is not a physical place but rather provides an intensive analysis of curriculum\, instruction and the positive environment in order to maximize learning outcomes for children with disabilities. Special education affects not only academic outcomes but also quality of life outcomes of those children. The challenge here is to provide children with access to special education to the maximum extent possible so that all children have opportunities to achieve the highest possible quality of life. This means the key to a “quality education” for children with the full range of special education needs is characterized by access to relevant curriculum and effective instruction within a positive environment. This will promote professional excellence to meet the educational needs of individuals with exceptionalities\, through support of professionals\, families and others working on behalf of individuals with exceptionalities. Those challenges are met when we embody the concepts of quality\, inclusion\, diversity\, collaboration and democracy.  \n \n \nApril 22\, 2007 \n \n \nPanel D: Reforms for a Changing World: Conceptual Approaches & Frameworks \n \n \n1. William Rugh: Conceptual Approaches for Critical Issues in Arab Education \n \n \nThe premise for the paper is that the quality and effectiveness of Arab education is a vital element in the success of the Arab world in meeting the economic challenges of globalization\, and therefore Arab education must be scrutinized for possible reforms. Part One will outline the most important areas in Arab education that seem to need reform in order to improve Arab productivity and suitability for the global economy. The issues to be examined include government control and funding\, the private sector\, rote learning\, knowledge production\, study abroad and language learning\, and effective assessment and quality control. Part two will offer a theoretical framework for considering educational reform\, in three categories: (1) performance assessment\, goal-setting and standards\, (2) policy and bureaucratic constraints\, and (3) the credibility of educational institutions among employers and employees in the private and public sectors\, as well as among the public. \n \n \n2. André Mazawi: Educational Policies and ‘Research Imagination’ between Locality and Globality \n \n \n3. Colin Brock: The Concept of Education as a Humanitarian Response as Applied to the Arab World \n \n \nEducation as a Humanitarian Response is the title of the UNESCO Chair that I hold at the University of Oxford. Such a title is often taken to apply to educational activity related to situations of conflict\, post-conflict and natural disasters. But in our UNESCO Chair/UNITWIN project we are taking it to mean educational responses to any human groups that are excluded or marginalized from appropriate mainstream provision physically and/or culturally. The Arab World has had more than its fair share of conflicts and disasters\, and some of these are selected to illustrate the obvious physical dislocation in respect of education such as those affecting refugees and internally displaced peoples. Additionally the paper also attempts to illustrate some of the more subtle examples of systemic and cultural dislocation in this region that adversely affect the experience of an appropriate education. It is not just access to education that is a human right\, but also the receipt of an appropriate educational experience.  \n \n \nPanel E: Reforms for a Changing World: Practical Assessments & Case Studies \n \n \n1. Dominic Brewer and Charles Goldman: The Imperative and Challenges of Large Scale Education Reform: The Case of Qatar \n \n \nThis paper discusses the challenges of designing and implementing large scale reforms designed to upgrade the quality of primary and secondary education. Many nations are faced with the challenge of aligning their school systems with the rapidly changing global economy and technological developments. How they respond is complicated by the financial and logistical burdens of carrying out any large-scale change\, and the difficulty of fundamentally changing teaching and learning in schools. In much of the Arab region\, where the need for change may be great\, but the capacity (and sometimes the will) is limited\, the challenge is overwhelming. One recent example of reform is the case of Qatar that in 2002 embarked on an ambitious\, comprehensive effort to upgrade its educational institutions. The Emir announced a sweeping plan based on (1) new government-funded schools that are not operated by the Ministry of Education but by other parties and (2) standardized national student tests aligned with internationally-benchmarked curriculum standards. The reform includes the development of many types of schools and an information system about school performance that facilitates parental choice and involvement. In this paper\, we discuss the imperative for education reform in general and for the Arab region in particular\, and match that challenge against what reforms are possible given resources and constraints. We briefly describe the main elements of Qatar’s reform and how they have evolved in responses to implementation obstacles. \n \n \n2. Zeina Seikaly: Professional Development for Teachers: An Investment in Educational Excellence \n \n \nThis presentation will focus on the teacher as a pivotal member of all education initiatives. Its main premise is that an investment in the continuing education and development of teachers beyond the pre-service course of training is paramount to a successful system of K-12 education. The provision of consistent opportunities to expand teachers’ knowledge and understanding during their careers not only increases their effectiveness but also ensures their retention in the educational system. It is important to offer—and encourage teachers to participate in—professional development opportunities that go beyond pedagogical methods; learning about methodology is crucial for teacher training programs\, but continued exposure to new content expands a teacher’s depth of understanding and intellectual inquiry\, and enhances critical thinking skills—objectives that teachers aim to cultivate in their own students. In addition\, the traditional emphasis on mathematics and the sciences can be expanded to include training in the humanities and social sciences. It is suggested that professional development programs for in-service teachers be more holistic and offer classes and workshops in topics dealing with such disciplines as history\, literature\, global and ethnic studies\, social studies\, and the arts. \n \n \n3. Noor Al Mutawa: Educational Reform in Qatar: The Experiences of Al-Bayyan \n \n \nThe presentation will discuss the Secondary Stage in Al Bayyan Educational Complex as a successful model of The Qatar Education Reform Initiative. It will focus on the mission to create “Education for a New Era” which requires reform of a host of interconnected systems that make up education\, as we know it. It also requires a clearly stated “Vision of Reform” which must be deeply believed in by school leaders and teaching faculty. A well-designed curriculum and student-centered teaching methods are also hallmarks of effective education and should be tailored to diverse student needs to ensure significant educational outcomes. The presentation will also discuss the latest accomplishments in Al Bayyan Complex. \n \n \n4. Saleh Mohammed Jneidi: The Effects of Educational Developments on Teaching Methods and Students: the Experience of Omar Ibn Al-Khattab Educational Complex \n \n \nThis presentation concentrates on the effects of educational developments on the teaching methods and on students\, specifically taking into consideration the experience of Omar Bin Al-Khattab Educational Complex in the methods for preparing the teacher\, ensuring a proper educational environment\, methods and styles of teaching as well as quality management for the graduates in guiding them through the It revolution and advising them of the prominent universities.  \n \n \nPanel F: Future Goals and Prospects \n \n \n1. Sheikha Bint Jabor al-Thani: The Reform in Qatar University in Light of Recent International Changes in the Higher Education Sector \n \n \n2. James Reardon-Anderson: The Education City Experiment \n \n \nEducation City is engaged in a unique historical experiment\, in which leading universities have established branch campuses in a foreign location to deliver a full curriculum leading to their own degrees. Universities are among the last western institutions to “franchise” their brand by establishing independent units far from home that can deliver the common product. While corporations\, churches\, non-profit organizations and other similar institutions have gone abroad\, a Harvard degree has been inextricably tied to experience in the Harvard Yard. Now\, five American universities are attempting to replicate themselves in Education City. This creates an interesting problem: How to be Georgetown (or any other university) in a different location and a novel context? This presentation will report on and explore this issue based on the experience of the Georgetown University School of Foreign Service in Qatar. \n \n \n3. Munir Bashshur: Observations from the Edge of the Deluge: Are we Going Too Fast Too Far in Our Educational Transformation in the Arab Gulf? \n \n \nThe thrust of my presentation will be guided by readings in the field of comparative educational policy\, and by 40 years of teaching experience at an American university established 140 years ago outside the US in Lebanon. The question to be explored in both cases relates to factors that are likely to impede or facilitate the success of cross-border institutions for both givers and receivers. Exploration will be pursued in light of the explosion in the number of cross-border institutions in the region in the past few years\, the context in which they operate\, and the appropriate modes of operation\, with particular emphasis to cultural aspects as well as to institutional linkages in the Gulf and the broader Arab region. \n \n \n4. Mourad Ezzine: The Road Not Traveled: Education Reform in the Middle East and North Africa Region. \n \n \nThis paper will present findings from a World Bank research paper. It examines (i) the case for education reform in MENA region\, (ii) Learning from past education reforms in MENA and (iii) maximizing the benefits from education. 
URL:https://cirs.qatar.georgetown.edu/event/education-and-change-qatar-and-arab-world/
CATEGORIES:American Studies,Dialogue Series,Panels,Race & Society
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BEGIN:VEVENT
DTSTART;TZID=Europe/Moscow:20070304T110000
DTEND;TZID=Europe/Moscow:20070308T210000
DTSTAMP:20260405T005654
CREATED:20140914T140657Z
LAST-MODIFIED:20240314T115757Z
UID:10000855-1173006000-1173387600@cirs.qatar.georgetown.edu
SUMMARY:American Arts Festival Jazz Week
DESCRIPTION:From 16 February to 8 March 2007\, the Center for International and Regional Studies (CIRS) in Doha sponsored a series of programs on the American arts\, entitled the American Arts Festival. The Center at the Georgetown University School of Foreign Service in Qatar (SFS-Qatar)\, conducts programs of scholarship\, research\, and public outreach in the fields of international and regional affairs. CIRS keeps in touch with its surrounding environment by providing various cultural and educational programs that communicate with both the local population and the larger international arena. \n \n \nJazz is America’s greatest contribution to music\, and among the most distinctive expressions of twentieth-century American culture. Originating in West African and African-American roots\, later joined by Latin\, European and other influences\, jazz exhibits the rich diversity of American society. Its swinging rhythms\, improvised melodies\, and angular sound evoke the dynamism of a fast-paced\, urban and industrial world. It is difficult to define “jazz\,” just as it is difficult to grasp the essence of “America” – which makes this Festival an invitation to grapple with the question\, more than a ticket to the answer. \n \n \nThe Juilliard Jazz Orchestra is the big band of the Juilliard School of music in New York City. Composed of graduate and undergraduate students and directed by Victor L. Goines\, the Orchestra has performed throughout the United States and around the world\, bringing its music to audiences and education to students\, expanding the enjoyment and appreciation of jazz. While in Qatar\, the Orchestra gave public performances at the Qatar National Theater and Education City. \n \n \nJazz Week Participant Biographies: \n \n \nThe Juilliard Jazz Orchestra made its debut in October 2001. Since then\, the orchestra has appeared in venues throughout the United States\, Europe\, and Central America\, performing repertoire from across the spectrum of jazz history\, from Duke Ellington and Hoagy Carmichael to Wynton Marsalis and other composers of our time. Works by the jazz students themselves are often highlights of the concerts. The orchestra is conducted by Victor L. Goines\, the program’s artistic director\, and faculty member Wycliffe Gordon. \n \n \nVictor L. Goines is the artistic Director of Jazz Studies at Juilliard. He has performed with numerous renowned jazz artists and has many recordings and film soundtracks to his credit. A member of the Winton Marsalis Quartet and the Lincoln Center Jazz Orchestra\, he is also Educational Consultant for Jazz at Lincoln Center. He has taught at the University of New Orleans\, Florida A & M\, Loyola\, and Xavier Universities. \n \n \nWycliffe Gordon is a faculty member in the Jazz Studies department at Juilliard. Mr. Gordon leads frequent workshops and master classes\, and serves as a mentor during the annual Essentially Ellington Competition & Festival. Mr. Gordon was received the 2006 Jazz Critics Award for Best Trombone from the Jazz Journalists Association. He has been a Juilliard Jazz faculty member since the program’s inception in 2001. He began playing trombone at age 12. He is a member of the Wynton Marsalis Septet\, Lincoln Center Jazz Orchestra\, and Wycliffe Gordon Quartet. \n \n \nDoha Jazz Band The Doha Jazz Quintet\, formed in 2003\, is a collective of Qatar’s ex-patriot jazz musicians. Many different musicians have come and gone through the 4 years since its inception\, however the two main stays throughout this time have been Chris Coull (Trumpet) and John Petrie (Bass) who are currently joined by Richard Perks (Guitar)\, Fraser Dodd (Saxophone) and Adil Rhassan (Drums). The Doha Jazz quintet can be seen at the Ritz Carlton every Friday for brunch and at the fortnightly jazz evenings in Habanos cigar bar. 
URL:https://cirs.qatar.georgetown.edu/event/american-arts-festival-jazz-week/
CATEGORIES:American Studies,Dialogue Series,Distingushed Lectures,Race & Society
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Moscow:20070225T110000
DTEND;TZID=Europe/Moscow:20070228T210000
DTSTAMP:20260405T005654
CREATED:20140914T140355Z
LAST-MODIFIED:20240314T115759Z
UID:10000854-1172401200-1172696400@cirs.qatar.georgetown.edu
SUMMARY:American Arts Festival Photography Week
DESCRIPTION:From 16 February to 8 March 2007\, the Center for International and Regional Studies (CIRS) in Doha sponsored a series of programs on the American arts\, entitled the American Arts Festival. The Center at the Georgetown University School of Foreign Service in Qatar (SFS-Qatar)\, conducts programs of scholarship\, research\, and public outreach in the fields of international and regional affairs. CIRS keeps in touch with its surrounding environment by providing various cultural and educational programs that communicate with both the local population and the larger international arena. \n \n \nPrior to 1940\, the United States was a predominantly rural nation. After the U.S. Civil War (1861-1865) industrialization and the movement of peoples\, both internal migrations and immigration into the United States\, changed the face of America. Rapid industrialization created a need for an unskilled labor force that drew people to America’s cities. During the same period\, photography emerged as an important form of artistic expression. The growing middle class in America provided an audience and patrons for this bold new vision\, while the grace and chaos of urbanization inspired artists to document these cities and the people who made them so vibrant. What has survived is an elegant record of a nation experiencing the growing pains of entering the industrial world. Qatar is poised at the same moment in its history growth and we hope that by giving you this glimpse into the history of the American city the similarities and differences can contribute to our mutual understanding. \n \n \nPhotographs depicting the American City from 1880 to 1950 were on display at Landmark Center throughout the American Arts Festival. A lecture by Sam Abell\, National Geographic Photographer\, as well as workshops by Georgetown University faculty\, and members of the Qatar Photographic Society was offered. \n \n \nPhotography Competition: \n \n \nThe Photography Section of the American Arts Festival also featured a photography competition that was open to the public. This was a unique opportunity for those interested in the art of photography to actively take part in the fulfillment of that dream and to present their work to their fellow colleagues and to professionals of the field. Sam Abell\, National GeographicPhotographer\, formed part of the judging panel for the photography competition and was there to offer advice and support to those taking part in this prestigious event. Submissions were accepted between 15 November 2006 and 8 February 2007. \n \n \nPhotography Week Participant Biographies: \n \n \nSam Abell is a veteran National Geographic photographer and one of only four staff photographers in the history of the magazine. The archetypal National Geographic photojournalist\, Abell’s work often tells evocative stories of time and place: Lewis and Clark\, the Mississippi River\, the Amazon\, Australia\, and Japan’s Imperial Palace. Most recently he told his own story in his book Sam Abell: The Photographic Life. His photographs capture the beauty of both culture and nature. He has photographed dozens of stories\, authored award-winning books\, and shown his work worldwide. Abell shares the excitement\, intrigue\, frustration\, heartbreak\, and joy of spending 35 years on assignment around the world for the world’s most trusted magazine. \n \n \nKhalifa Al-Obaidly is an artistic photographer. In 1993 he received a degree in Marine Biology from Qatar University which spurred his interest in underwater photography. He served as Director of the Qatar Photography Museum and worked on building their collection. He constantly challenges the medium of photography and pushes its boundaries with new and unique techniques and designs. Currently he is Head of PR at the Civil Aviation Authority. \n \n \nKate Sampsell-Willmann\, a U.S. intellectual and social historian and a fine art photographer\, received her Ph.D. (with distinction) from Georgetown University in 2002\, her J.D. from the University of Baltimore School of Law in 1991. She is the author of If I Could Tell This Story in Words . . . : Lewis W. Hine and the Intellectual History of Social Documentaryforthcoming from The University of North Carolina Press\, “‘Three Generations of Grass’: Photography\, Liberalism\, and the American Yeoman\,” History of Photography (Dec. 2003)\, and “Ellis Island and Lewis Hine’s Lived Experience: Photographs as Ideas” forthcoming from The Journal of the Gilded Age and Progressive Era. Dr. Sampsell-Willmann is currently a member of the history faculty at the Georgetown University School of Foreign Service in Qatar and has also taught American history in Turkey and the U.A.E. \n \n \nAbir Al Kuwwari was the first member of the Qatar Photographic Society in 1988. Her photographs focus on nature\, still-life and children. Her talent lies in her ability to bring profound meaning to the simple and the everyday\, where she captures her subject matters in their natural environment. She has exhibited her work in various indoor and outdoor events and has won several awards. 
URL:https://cirs.qatar.georgetown.edu/event/american-arts-festival-photography-week/
CATEGORIES:American Studies,Dialogue Series,Distingushed Lectures,Race & Society
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DTSTART;TZID=Europe/Moscow:20070219T080000
DTEND;TZID=Europe/Moscow:20070222T180000
DTSTAMP:20260405T005654
CREATED:20140914T140007Z
LAST-MODIFIED:20240314T115803Z
UID:10000852-1171872000-1172167200@cirs.qatar.georgetown.edu
SUMMARY:American Arts Festival Poetry Week
DESCRIPTION:From 16 February to 8 March 2007\, the Center for International and Regional Studies (CIRS) in Doha sponsored a series of programs on the American arts\, entitled the American Arts Festival. The Center at the Georgetown University School of Foreign Service in Qatar (SFS-Qatar)\, conducts programs of scholarship\, research\, and public outreach in the fields of international and regional affairs. CIRS keeps in touch with its surrounding environment by providing various cultural and educational programs that communicate with both the local population and the larger international arena. \n \n \nMany cultures\, including Arab and Middle Eastern cultures\, have understood poetry as their most intimate source of identity; so much so that sharing one’s poetry amounts to sharing oneself. But this access to proximity or intimacy is not without difficulties. How can we translate poetry from one language into another\, from one culture into another? And still\, the 13th century Muslim poet Jalal-ad-Din Rumi is one of the most popular poets in 21st century America. This suggests that poetry might be the best means of crossing cultural boundaries\, while being also perhaps the most arduous. \n \n \nThe American Arts Festival featured American poetry\, which spanned the songs of Native American shamans to the contemporary lyrics of people celebrating their diverse origins and their common destiny. Can American and Arab poetry mirror each other\, enrich each other\, and converge in expressing universal aspirations? Our series of poetry readings\, workshops\, lectures\, discussions\, and panels of American and Qatari poets\, explored these questions and others. \n \n \nPoetry Week Participant Biographies: \n \n \nRobert Pinsky served as Poet Laureate Consultant in Poetry to the Library of Congress from 1997 until 2000. Pinsky is an ambassador for poetry and the founder of the Favorite Poem Project\, where the American public is given the opportunity to share their favorite poems. In addition to being a distinguished poet\, Pinsky is an editor\, essayist\, teacher and translator. Robert Pinsky’s translation of The Inferno of Dante is a best-seller that has received the Los Angeles Times Book Award and the Howard Morton Landon Prize for translation. \n \n \nPeter Fortunato is a graduate of Cornell University\, with a Master of Fine Arts degree in creative writing from the University of North Carolina\, Greensboro. He has taught at Cornell Summer College and at Ithaca College for many years. Mr. Fortunato is a poet and performer and the founder of two poetry and performance theater groups in the US – Spideroot Theater and Spirit Horses. He has published collections of poetry\, essays and short stories\, and worked as a holistic counselor and life coach. His awards include the Emily Dickinson Prize of the Poetry Society of America and the Pablo Neruda Prize of the Oklahoma Arts Council. \n \n \nMohammed Al-Odadi received his Ph.D. in Linguistics from Georgetown University in Wahington DC in 1996. He then moved back to Saudi Arabia\, his native country\, where he has taught at the Faculty of Languages and Translation\, King Khalid University\, Abha. He compiled and translated into English poems by HRH Prince Khalid Al Faisal Al-Saud\, entitledFires of Love & Mirages of Time: Vernacular Poetry of Saudi Arabia (Barzan Publishing Ltd.\, 2004). \n \n \nRoger Bensky\, professor of French at Georgetown University\, specializes in modern theater. His fields of interest include mysticism\, principally Kabbalah. Published works include two books on the symbolism and thematics of puppetry (Nizet\, Paris)\, articles in major French reviews on contemporary dramatists (Beckett\, Ionesco\, Dubillard\, Gatti\, Benedetto) and directors (Lavelli\, Lassalle\, Mesguich\, Marechal\, Lavaudant). \n \n \nAmira El-Zein of Tufts University is a translator and published poet. She received her Ph.D. in Arabic language and literature from Georgetown in 1995. Dr. El Zein has published and lectured extensively in Arabic\, French\, and English on topics ranging from medieval and modern Arabic thought\, to Francophone literature\, to comparative mysticism\, and comparative folklore. Her last book of poetry\, The Jinn and Other Poems has just been published by Arrowsmith Publishers in Cambridge\, Boston\, MA. \n \n \nAhmed Abdul-Malik is a writer and visiting lecturer at Qatar University. He received his Ph.D in Journalism from the University of Wales\, UK in 1989. Dr Abul-Malik has extensive experience in media and journalism. He has held different positions in Qatar TV and was Editor-in-chief of the English daily (Gulf Times)\, and the Arabic daily (Al- Sharq). Moreover\, he was the Director of Media Department at the Gulf Countries Council (GCC) General Secretariat. He was also the Media Advisor to the Islamic Summit General Coordinator. He has published a variety of professional\, social\, and literary books. \n \n \nZakia Ali Malallah is a Qatari poet\, writer and author. She received her Ph.D in Pharmacy from Cairo University in 1990. Currently\, Dr. Malallah works for the National Health Authority and also writes for the Al Watan newspaper. She is a member of the National Council for Arts\, Culture and Heritage in Qatar. Dr. Malallah has many poetry and translation publications and has received awards for her work including the King Khalid Prize for poetry. \n \n \nHessa Al Awadi is a Qatari poet\, playwright and author. She has published six volumes of poetry and numerous illustrated books of poetry and short stories aimed at entertaining and educating children and young readers. Al Awadi’s work appears in both English and Arabic. \n \n \nAli Mirza is a Qatari artist\, and poet. He has acted in\, produced and directed numerous plays and has published many volumes of poetry. He is a founding member of the theater movement in Qatar in 1970. He currently heads the Department of Play script and Programs evaluation Department at Qatar television. 
URL:https://cirs.qatar.georgetown.edu/event/american-arts-festival-poetry-week/
CATEGORIES:American Studies,Dialogue Series,Distingushed Lectures,Race & Society
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DTSTART;TZID=Europe/Moscow:20070216T080000
DTEND;TZID=Europe/Moscow:20070216T180000
DTSTAMP:20260405T005654
CREATED:20140914T135545Z
LAST-MODIFIED:20240314T115806Z
UID:10000850-1171612800-1171648800@cirs.qatar.georgetown.edu
SUMMARY:American Arts Festival Opening Ceremony
DESCRIPTION:From 16 February to 8 March 2007\, the Center for International and Regional Studies (CIRS) in Doha sponsored a series of programs on the American arts\, entitled the American Arts Festival. The Center at the Georgetown University School of Foreign Service in Qatar (SFS-Qatar)\, conducts programs of scholarship\, research\, and public outreach in the fields of international and regional affairs. CIRS keeps in touch with its surrounding environment by providing various cultural and educational programs that communicate with both the local population and the larger international arena. \n \n \nThe Opening Ceremony of the American Arts Festival took place on February 16\, 2007 at Al Bidaa Park on the Corniche Road in Doha. The Ceremony was open to the public.The American Arts Festival 2007 was designed to provide an opportunity for Qatar\, and the region\, to experience and engage with different aspects of American culture through its arts. The festival focused on three areas: poetry\, photography and jazz. Each program included multiple activities over a number of days. All three programs were designed to present — through performance\, lectures\, and discussion — the art-form in question; to show what the American expression of this art form reveals about American history\, culture and society; and to engage and promote dialogue with Qatari and Arab artists and students of art.James Reardon-Anderson\, Dean of the Georgetown University School of Foreign Service in Qatar\, gave the welcome speech and introduced the Keynote Speakers Abdulla Al Thani from Qatar Foundation\, Aisha Al Thani from Reach Out to Asia (ROTA)\, and US Ambassador to Qatar Chase Untermeyer. 
URL:https://cirs.qatar.georgetown.edu/event/american-arts-festival-opening-ceremony/
CATEGORIES:American Studies,Dialogue Series,Distingushed Lectures,Race & Society
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