Grad Seminar "Partitions and Transfer" syllabus draft

The George Washington University Spring 2019 Partition, Transfer, and the Making of the Modern Middle East: A transnational history History 6801.10 Prof. Arie Dubnov W 5:10-7:00 PM Phillips 330 Classroom: Bell 109 Office hrs: M, 2-3:30pm Where we are going (aka “Course Description” & Long term goals) Partition—the physical division of territory along ethno-religious lines into separate nation-states—is often presented as a successful political "solution" to ethnic conflict. In the twentieth century, at least three new political entities—the Irish Free State (1921), the Dominions (later Republics) of India and Pakistan (1947), and the State of Israel (1948)—emerged as results of partition. Most notably, partition dreams and anxieties not only shaped the history of the Middle East after WWII, but continues to loom large in contemporary discussions about its future. But where this idea came from? How should we define partition, and what distinguishes it from older forms of imperial reform and control? To what extent it responded to the increasing demands for self-determination and rising anti-colonial sentiments? How is it connected, if at all, with a longer history of British imperial intervention in the Near and Middle Easts since the nineteenth century? To what extent partition emerged as an attempt to “answer” some of the notorious “social questions” of the previous century, including the so-called Eastern Question, the Irish Question, and the Jewish Question? The over-arching goal of this advanced-level graduate seminar is to begin answering these questions, putting Middle Eastern partitions in a comparative and trans-local framework. Focusing on the history of political theories and their dissemination, the seminar’s aim is to explore and contextualize the historical specificity of these twentieth century British imperial partitions, and to locate them in several historical contexts. For these acts of separation were always more than simply about drawing new lines on maps: First, unlike older forms of imperial “divide-and-rule” techniques, these partitions were suggested the separation of groups that were defined using an ethno-national vocabulary, as opposed to older differentiating criteria (religious differences, linguistic barriers etc.), and thus their history is part of the history of nationalism; Second, these partitions were about a separation into independent states, and thus their history is part of the history of decolonization, self-determination and the emergence of the postcolonial nation-state; Third, in at least two cases (the South Asian and Middle Eastern partition), partition was went hand in hand with massive uprooting and transfer of population, and thus their history is inherently connected to the study of twentieth-century expulsion and population exchange policies. I want and hope that students will walk away from the course with a better understanding of the history partition politics and will be able to form their personal opinions on the subject based on fact, while being reflective practitioners of history. Learning Objectives Based on the above description and over-arching goal, the specific learning objectives of the seminar are thus: First and foremost, to gain foundational knowledge that would allow us to place the three histories of the British imperial partitions – namely, in Ireland, the British Raj of India and Mandatory Palestine – side-by-side, to compare, identify similar patterns and shared genealogies, while acknowledging structural, regional, and political differences. Second, to familiarize students with the historical literature on modern nationalism, state-formation, population transfer, post-WWI internationalism and post-WWII decolonization, and to locate the histories of these three cases vis-à-vis these bodies of literature. This would allow students to contextualize partitions historically developments, move beyond “sui-generis” explanations, and locate the phenomenon in various contexts and historical trajectories. Third, in addition to investigating the role partitions have had in the making of the modern Middle East and postcolonial India and Pakistan, this course will give students the opportunity to engage with major issues surrounding the role migrants and refugees in these contexts, postcolonial memory, and the literary and cinematic engagements with partition, transfer and forced displacement. How We Will Know We Got There? (aka Assessment) Course Requirements: Preparation, Attendance and Active Participation (15%). This is graduate level a discussion-based colloquium. Its success depends upon the thoughtful participation of all involved. You are therefore required to complete the assigned reading in good time and to come to class prepared to discuss what you have read. Enthusiastic yet considered and considerate participation will be duly rewarded. As you can see, this course has a fairly heavy reading load. This is on purpose, as one of the skills you will need to acquire in graduate school is the ability to read quickly and yet carefully. The more you read, the faster and more skilled a reader you will become. But be sure to give yourself sufficient time to do the reading. Response Paper (20%). Each week you will be expected to post to the Blackboard site for the class (under “Class Forum/Discussions”) at least 6 hours before class meets a comment or question(s) you see as advancing the seminar’s engagement with issues posed by the texts. Class Presentation (25%). Once during the semester, you will be in charge of preparing an oral presentation focused on one of the books included in the syllabus, marked with an asterisk [*]. Your role would be to introduce the book and its author, situate them in a larger scholarly landscape, scrutinize the book by analyzing the thesis and evaluate its innovation and use of sources, and offer 2-3 questions for class discussion. The presentation will be 10 mins long and will be followed by a class discussion that will be facilitated by the student. Your presentation can be accompanied by a handout or a PowerPoint (not a must), that would help you communicate effectively. The presentation should also function as an “agenda setting” for the class discussion, so I strongly recommend ending them with two or three questions. Please note that you are not expected to provide an in-class summary or review of the book, but rather to facilitate a structured discussion among all the members of the class. It might be helpful to keep in mind some seemingly obvious questions:  What do the readings in question attempt to do? Why? How? On what empirical basis? With what methodology? To make what contribution or historiographical intervention? What choices (in terms of periodization, scale, narrative strategies, etc.) have the historians made in framing their subjects? What are the merits?  Shortcomings? What are the implications of this approach for other fields and periods? What school of thinking, if any, do they represent? * The grade on this assignment will be based on the student’s ability to understand and organize knowledge of the past in terms of historical themes, trends, structures, and processes as well as your ability to present historical information, interpretations and arguments in a well-organized and logical manner Final Research Essay (40%): You will write an academic research essay, due by Sunday, May 5, 23:59EST (submitted online, via Blackboard). The final research essay will be up to 9,000 words, page-numbered and footnoted. Citation should follow the conventions of the Chicago Manual of Style (15th edition). Further guidelines will be given in class. Prior to writing your research you should have cleared your topic with the class instructor and prepare a Research Paper Outline, due Wednesday, March 27, 17:10 EST (printed out, bring to class or leave in my POB at Philipps Hall). Your outline should not exceed 2 pages (double-sided printout welcome) and does not need to be a piece of formal writing, but it should include the following components: • Tentative title • Clear research question • Initial bibliography of sources that you have found, indicating whether you consider them to be primary or secondary sources. You should have at least two primary and four secondary sources to get started. Your bibliography should be completely formatted. • A short introduction paragraph defining the topic, stating the thesis (however loose and inconclusive it may still be), explaining why is it important, including any initial hypotheses and avenues of ideas that you plan to research • Tentative contents: The major sections and subsections of the body of your paper * Please note: The grade on this assignment will be based on the student’s ability to make use of online and offline resources in order to identify major works (secondary literature) in his/her field as well as on the student’s ability to conduct independent research, identify primary sources independently, and to comprehend, reconstruct and scrutinize scholarly arguments based on this research & through synthesis/engagement with existing secondary literature. Making use of the Gelman Library’s online and offline resources, and consulting with its staff, is vital for your success in this assignment. It is highly recommended that as part of this process students will conduct an initial search for scholarly works on online databases by themselves, that will be followed by a consultation appointment that will be scheduled with the one of the expert librarians and staff at Gelman Library’s Global Resources Center (GRC, located on the 7th floor of Gelman). Late submission policy: Extensions must be arranged two weeks in advance; late papers will have a negative effect on your final grade (minus 5% for each day, see grading scale below); absolutely no incompletes will be granted for this class. Class etiquette: The use of laptops or tablets for activities related to class (e.g. taking notes, reading from one’s response paper, looking at one of the assigned readings, etc.) will be discussed at the first meeting. But it should go without saying that texting, sending e-mail, reading Facebook, playing computer games, and any other use of electronic technology and the Internet not related to seminar are unacceptable and will negatively affect your Preparation and Participation grade. Plagiarism: Plagiarism is a serious university offense. Know from the outset that I am obliged to report suspected cases of academic dishonesty. Be sure to familiarize yourselves with the GW Code of Academic Integrity, which can be found at http://www.gwu.edu/~ntegrity/code.html. Time Investment: Over 14 weeks, students will spend 2 hours (110 minutes) per week in class. (26 hours for the semester.) Required reading for the seminar meetings and written response papers or projects are expected to take up, on average, 8 hours per week. Over the course of the semester, students will spend 26 hours in instructional time and 112 hours preparing for class.  Grading Criteria & Scale: Assignment Percentage Notes 1. Attendance, preparation & active participation in class discussion 15% 2. Response Papers 20% On a weekly basis (Blackboard forum discussion) 3. Class Presentation 25% Choose the book you would like to present by week 2. First come, first served policy! 4. Final Research Essay 40% Outline due Wednesday, March 27, 17:10 EST. Final paper due Sunday, May 5, 23:59EST Grading Scale: GW uses the following grading system for undergraduate students:  A, Excellent; B, Good; C, Satisfactory; D, Low Pass; F, Fail. Below is this class’s grading scale: Letter Grade Percentage Letter Grade Percentage A 94 – 100 C 73 – 76 A- 90 – 93 C- 70 – 72 B+ 87 – 89 D+ 67 – 69 B 83 – 86 D 63 – 66 B- 80 – 82 D- 60 – 62 C+ 77 – 79 F 59 and below Grades are NOT rounded. For example, 89.9% is B+.  Readings Required texts (GW bookstore): Dubnov, Arie M., and Laura Robson, eds. Partitions: A Transnational History of Twentieth-Century Territorial Separatism. Stanford, CA: Stanford University Press, 2019. [Hereafter: Dubnov&Robson, Partitions] *All other articles are available online, and all books will be placed on Reserves at the Gelman Library Steps Along the Way (aka Schedule) Session 1 Wednesday, Jan 16, 2019 Introduction: Is Partition a “Traveling Theory”? Said, Edward W. "Traveling Theory." In The World, the Text, and the Critic. Cambridge, Mass.: Harvard University Press, 1983, pp. 226-47. Moses, A. Dirk. "Partitions and the Sisyphean Making of Peoples." Refugee Watch: A South Asian Journal on Forced Migration 46, no. 50 (2016): 36-50. Kumar, Radha. "The Troubled History of Partition." Foreign Affairs 76, no. 1 (1997): 22-34. Session 2 Wednesday, Jan. 23, 2019 Definitions, Typologies and Chronologies Dubnov, Arie M., and Laura Robson. "Drawing the Line, Writing Beyond It: Toward a Transnational History of Partitions." In: Dubnov&Robson, Partitions. O'Leary, Brendan. "Analysing Partition: Definition, Classification and Explanation." Political Geography 26, no. 8 (2007): 886-908. Kumar, Krishan. "Empires and Nations: Convergence or Divergence?". In Sociology & Empire: The Imperial Entanglements of a Discipline, edited by George Steinmetz. Durham: Duke University Press, 2013, pp. 279–99. Maier, Charles S. Among Empires: American Ascendancy and Its Predecessors [in English].  Cambridge, MA: Harvard University Press, 2006, chap. 2 (“What is an empire?”). Weitz, Eric D. "From the Vienna to the Paris System: International Politics and the Entangled Histories of Human Rights, Forced Deportations, and Civilizing Missions." The American Historical Review 113, no. 5 (2008): 1313-43.  Session 3 Wednesday, Jan. 30, 2019 Nineteenth century echoes From the “Jewish Question” and the “Eastern Question” to the “Western Question” and the “Palestine Question” -- class presentations of books marked with asterisk [*] * Case, Holly. The Age of Questions, or, a First Attempt at an Aggregate History of the Eastern, Social, Woman, American, Jewish, Polish, Bullion, Tuberculosis, and Many Other Questions over the Nineteenth Century, and Beyond.  Princeton, New Jersey: Princeton University Press, 2018. * Mufti, Aamir. Enlightenment in the Colony: The Jewish Question and the Crisis of Postcolonial Culture.  Princeton, N.J.: Princeton University Press, 2007. Mantena, Karuna. "The Crisis of Liberal Imperialism." In Victorian Visions of Global Order: Empire and International Relations in Nineteenth-Century Political Thought, edited by Duncan Bell. Cambridge: Cambridge University Press, 2007, pp. 113–35. Green, Abigail. "The British Empire and the Jews: An Imperialism of Human Rights?". Past & Present 199, no. 1 (2008): 175-205. Kedourie, Elie. Nationalism. 3rd ed.  London: Hutchinson, 1966, introduction. Session 4 Wednesday, Feb. 6, 2019 From Empire to Empire: WWI diplomacy, the collapse of the Ottomans, and the invention of the mandate system * Pedersen, Susan. The Guardians: The League of Nations and the Crisis of Empire.  Oxford: Oxford University Press, 2015. Sluglett, Peter. "Formal and Informal Empire in the Middle East." In The Oxford History of the British Empire, edited by Robin Winks and Wm. Roger Louis. Oxford: Oxford University Press, 1999, pp. 416-36. Penslar, Derek J. "Declarations of (in)Dependence: Tensions within Zionist Statecraft, 1896–1948." Journal of Levantine Studies 8, no. 1 (2018): 13-34. Rodrigue, Aron. "Reflections on Millets and Minorities: Ottoman Legacies." In Turkey between Nationalism and Globalization, edited by Riva Kastoryano. London: Routledge, Taylor & Francis Group, 2013, pp. 36-46. Recommended: Weitz, Eric D. "Self-Determination: How a German Enlightenment Idea Became the Slogan of National Liberation and a Human Right." The American Historical Review 120, no. 2 (2015): 462-96. Salim Tamari, "The Great War and the Erasure of Palestine's Ottoman Past", in: Leila Fawaz and Kamill Mansour, Transformed Landscapes, Cairo, 2009, pp.105-136. White, Benjamin Thomas. The Emergence of Minorities in the Middle East: The Politics of Community in French Mandate Syria.  Edinburgh: Edinburgh University Press, 2012. Rogan, Eugene L. The Fall of the Ottomans: The Great War in the Middle East.  New York: Basic Books, 2015. Campos, Michelle U. Ottoman Brothers Muslims, Christians, and Jews in Early Twentieth-Century Palestine.  Stanford, Calif.: Stanford University Press, 2011. Wheatley, Natasha. "Mandatory Interpretation: Legal Hermeneutics and the New International Order in Arab and Jewish Petitions to the League of Nations." Past & Present 227, no. 1 (2015): 205-48. Banko, Lauren. The Invention of Palestinian Citizenship, 1918-1947.  Edinburgh: Edinburgh University Press, 2016. Session 5 Wednesday, Feb 13, 2019 The Irish Partition: unresolved 19th century question of precedent for the future? * Mansergh, Nicholas. The Unresolved Question: The Anglo-Irish Settlement and Its Undoing, 1912-72.  New Haven; London: Yale University Press, 1991. Kate O’Malley, " ‘Indian Ulsterisation’—Ireland, India, and Partition: The Infection of Example?" In: Dubnov&Robson, Partitions. Jackson, Alvin. "Ireland, the Union, and the Empire, 1800–1960." In Ireland and the British Empire, edited by Kevin Kenny. Oxford: Oxford University Press, 2004, pp. 123-53. Session 6 Wednesday, Feb. 20, 2019 The transnational imagination: The Idea of a Muslim World and Pakistan as “Muslim Zion” *Aydin, Cemil. The Idea of the Muslim World: A Global Intellectual History.  Cambridge, Mass.: Harvard University Press, 2017. *Devji, Faisal. Muslim Zion: Pakistan as a Political Idea.  Cambridge: Harvard University Press, 2013. Jalal, Ayesha. The Sole Spokesman: Jinnah, the Muslim League, and the Demand for Pakistan.  Cambridge: Cambridge University Press, 1985. Recommended: Makdisi, Ussama Samir. The Culture of Sectarianism: Community, History, and Violence in Nineteenth-Century Ottoman Lebanon.  Berkeley, Calif.: University of California Press, 2000. Dubnov, Arie M. "Notes on the Zionist Passage to India, Or: The Analogical Imagination and Its Boundaries." Journal of Israeli history 35, no. 2 (2016): 177-214. Session 7 Wednesday, Feb 27, 2019 Armenians, Greeks, and Turks: Preventing Genocide, Forcing Migration, Legitimizing Transfer? * Tusan, Michelle. Smyrna's Ashes: Humanitarianism, Genocide, and the Birth of the Middle East. University of California Press, 2012. * Özsu, Umut. Formalizing Displacement: International Law and Population Transfers.  Oxford: Oxford University Press, 2015. Frank, Matthew "Fantasies of Ethnic Unmixing: Population Transfer and the Collapse of Empire in Europe." In Refugees and the End of Empire: Imperial Collapse and Forced Migration in the Twentieth Century, edited by Panikos Panayi and Pippa Virdee. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011, pp. 81-101. Hirschon, Renée, ed. Crossing the Aegean: An Appraisal of the 1923 Compulsory Population Exchange between Greece and Turkey. New York: Berghahn Books, 2003, chap 2 (‘Unmixing Peoples’ in the Aegean Region) and chap 3 (Consequences of the Lausanne Convention: An Overview) Recommended: Toynbee, Arnold. The Western Question in Greece and Turkey; a Study in the Contact of Civilisations.  New York: H. Fertig, 1970 [orig. 1922, online]. Session 8 Wednesday, March 6, 2019 The 1936-9 Arab Revolt, “Transfer” in Zionist thought, and the origins of the first Palestine Partition Plan * Masalha, Nur. Expulsion of the Palestinians: The Concept of "Transfer" in Zionist Political Thought, 1882-1948.  Washington, D.C.: Institute for Palestine Studies, 1992. Sinanoglou, Penny “Analogical Thinking and Partition in British Mandate Palestine,” In: Dubnov&Robson, Partitions Dubnov, Arie. “The Architect of Two Partitions or a Federalist Daydreamer? The Curious Case of Reginald Coupland” In: Dubnov&Robson, Partitions Khalidi, Rashid. Palestinian Identity: The Construction of Modern National Consciousness (New York: Columbia University Press, 1997), Chapter 7 ("Elements of Identity I: Peasant Resistance to Zionist Settlement"). Ferrara, Antonio. "Eugene Kulischer, Joseph Schechtman and the Historiography of European Forced Migrations." Journal of Contemporary History 46, no. 4 (2011): 715-40. Teveth, Shabtai. The Evolution of "Transfer" in Zionist Thinking.  Tel Aviv: Moshe Dayan Center for Middle Eastern and African Studies, Tel Aviv University, 1989. Please note: no classes March 13 [Spring Break] +March 20 [conference] Final Essay Outline (printout) due by the beginning of class Wednesday, March 27, 2019 Session 9 Wednesday, March 27, 2019 1947, part 1: reintroduced, partition opposed * Jacobson, Abigail, and Moshe Naor. Oriental Neighbors: Middle Eastern Jews and Arabs in Mandatory Palestine. The Schusterman Series in Israel Studies.  Waltham, Massachusetts: Brandeis University Press, 2016. Gordon, Adi. “Rejecting Partition: The Imported Lessons of Palestine’s Binational Zionist,” In: Dubnov&Robson, Partitions Beinin, Joel. “Arab Liberal Intellectuals and the Partition of Palestine,” In: Dubnov&Robson, Partitions Session 10 Wednesday, April 3, 2019 1947, part 2: When Empire departs, when parallels meet * Khan, Yasmin. The Great Partition: The Making of India and Pakistan.  New Haven: Yale University Press, 2007. Chester, Lucy. “’Close Parallels’? Interrelated Discussions of Partition in South Asia and the Palestine Mandate (1936–1948),” In: Dubnov&Robson, Partitions Kattan, Victor. "The Empire Departs: The Partitions of British India, Mandate Palestine, and the Dawn of Self-Determination in the Third World." Asian Journal of Middle Eastern and Islamic Studies (2018): 1-24. Kennedy, Dane. The Imperial History Wars: Debating the British Empire.  London: Bloomsbury Academic, 2018, chap. 6 (“Debating the End of Empire: Exceptionalism and its Critics”). Recommended: Kennedy, Dane. Decolonization: A Very Short Introduction.  New York: Oxford University Press, 2016. Collins, Michael. "Decolonisation and the “Federal Moment”." Diplomacy & Statecraft 24, no. 1 (2013): 21-40. Zamindar, Vazira Fazila-Yacoobali. The Long Partition and the Making of Modern South Asia: Refugees, Boundaries, Histories. New York: Columbia University Press, 2007. Session 11 Wednesday, April 10, 2019 As a War of Partition * Rogan, Eugene L. and Avi Shlaim, eds. The War for Palestine: Rewriting the History of 1948 (Cambridge: Cambridge University Press, 2010). [everyone must read the chapter by Rashid Khalidi, “The Palestinians and 1948: The Underlying Causes of Failure,” on pp. 12-36.] Weiss, Yfaat. "Ethnic Cleansing, Memory and Property - Europe, Israel/Palestine, 1944-1948.". In Jüdische Geschichte Als Allgemeine Geschichte: Festschrift Für Dan Diner Zum 60. Geburtstag, edited by Dan Diner, Raphael Gross and Yfaat Weiss. Göttingen: Vandenhoeck & Ruprecht, 2006, pp. 158-85. Naor, Moshe. "Israel's 1948 War of Independence as a Total War", Journal of Contemporary History, 43/2 (April 2008), pp, 241-257. Recommended: Radai, Itamar. "The Collapse of the Palestinian-Arab Middle Class in 1948: The Case of Qatamon", Middle Eastern Studies, 43/6 (2007), pp.961-982. Tamari, Salim. Mountain against the Sea: Essays on Palestinian Society and Culture, Berkeley and Los Angeles: University of California Press, 2009. Confino, Alon. "The Warm Sand of the Coast of Tantura: History and Memory in Israel after 1948." History and Memory 27, no. 1 (2015): 43-82.  Session 12 Wednesday, April 17, 2019 Aftermath, part 1: Literature & Partition: guest lecture by Prof. Kavita Daiya on Cracking India Sidhwa, Bapsi. Cracking India: A Novel.  Minneapolis: Milkweed Editions, 1991. Recommended: Cleary, Joe. Literature, Partition and the Nation-State Culture and Conflict in Ireland, Israel and Palestine.  Oxford; New York: Cambridge University Press, 2002. Daiya, Kavita. Violent Belongings Partition, Gender, and National Culture in Postcolonial India.  Philadelphia, Pa: Temple Univ. Press, 2011. Session 13 Wednesday, April 24, 2019 Guest lecture by Prof. Eitan Bar Yosef (Ben-Gurion University): Colonial nostalgia? The Longing for mandatory Palestine in Contemporary Israeli Culture Excerpts from Oz, Amos. Panther in the Basement [juvenile/young-adult novel]. Translated by Nicholas De Lange.  London: Vintage, 1997. Recommended: Bar-Yosef, Eitan. "Bonding with the British: Colonial Nostalgia and the Idealization of Mandatory Palestine in Israeli Literature and Culture after 1967." Jewish Social Studies 22, no. 3 (2017): 1-37. Session 14 [Makeup class] May 1 or May 2 [tbd] Aftermath, part 2: Guest lecture (via Zoom) by Dr. Aparna Kumar (UCLA Department of Art History): Title tbd Lahiri, Nayanjot. "Partitioning the Past: India's Archaeological Heritage after Independence." In Appropriating the Past: Philosophical Perspectives on the Practice of Archaeology, edited by Geoffrey Scarre and Robin Coningham. Cambridge: Cambridge University Press, 2013, pp. 295-311. Chandra, Aditi. "Potential of the Un-Exchangeable Monument: Delhis Purana Qila, in the Time of Partition, C.194763." International Journal of Islamic Architecture 2, no. 1 (2013): 101-23.  Additional information Emergency Preparedness and Response at The George Washington University To Report an Emergency or Suspicious Activity Call the University Police Department at 202-994-6111 (Foggy Bottom) or 202-242-6111 (Mount Vernon). Shelter in Place Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are, the basic steps of shelter in place will generally remain the same. If you are inside, stay where you are unless the building you are in is affected. If it is affected, you should evacuate. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on the scene. Locate an interior room to shelter inside. If possible, it should be above ground level and have the fewest number of windows. If sheltering in a room with windows, move away from the windows. 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