1999
- 2000
University of Sussex
Graduate Research Center in Culture & Communication
Master of Arts (MA): Digital Media
My
academic interests lie in the field of Media Studies with
an emphasis on New Media Technologies. Having a background
in history, I am especially interested in exploring the ways
in which the introduction of new media technologies of communication
may influence the ways in which we conceptualize, represent
and communicate images and knowledge about the past in our
contemporary societies.
1
& 2. Media Theory and Research (Tutors: Martin Barker
& Kate Lacey)
An
overview of the principal theories and methods of Media
Studies as well as an introduction of the key thinkers,
traditions and debates in Media Studies and contributing
disciplines. The course consists of two strands, the Theory
Strand and the Methodology Strand, and lasts for two semesters.
3.
Political Economy of the New Communications Media (Tutor:
Alan Cawson)
The
course examines three aspects of the 'new communications
media':
-
Technological
Innovation (Digitization of forms of communication,
development of information networks such as the Internet,
counter effects on products, services and opportunities)
-
Markets and Economy ('Information Economy': e-markets,
e-commerce)
-
The
course also offers practical workshops on photoshop, HTML,
Dreamweaver, Video/Audio/Animation and other software
programs
4.
Theory and Practice of Interactive Media (Tutor: Caroline
Bassett)
The
course engages with the critical study of digital technologies
and their transforming impact on digital cultures and
media. Its focus lies on the Internet, without precluding
consideration of other areas, such as digital film etc.
The course also emphasizes on the study of interactivity
as a new form of textuality which has the potential to
produce new forms of conceptualizing, viewing, writing,
using etc.
The
course consists of two parts; the seminars for discussing
digital media as a new cultural formation, and the practical
workshops for exploring the issues raised in the seminars
in practical ways and familiarizing with software programs.
The assessment is based on a practical digital project
(website or CD-ROM) and a 2000 word critical report/essay
linking the project with the theories discussed in the
seminars.
1.
'On Disney's Pocahontas: Looking for Race and Gender Representations'
In
this essay I discuss the function of race and gender representations
in cultural products by Disney Corporation. I argue that
Disney bases its cultural production on the use and appropriation
of already existing, hegemonic, racist and sexist stereotypical
representations of groups of people. I discuss the way in
which, under the pretext of innocence and entertainment,
Disney has managed to produce its own universal discourse
and create a myth around its name. As a case study, I use
Pocahontas, one of the most controversial and commercial
Disney films that gave rise to heated debates about contemporary
representations of Native Americans.
The
essay is organized and divided in four parts. In the first
part, I present the theoretical framework that I use to
analyze Pocahontas: I turn to semiotics and especially
to Roland Barthes's concept of the myth in order to 'read'
Pocahontas as a text. In the second part, I offer
a brief description of the film. In the third part, I trace
and analyze the racial and gender representations of the
film. In the last part, I focus on the interrelation between
myth and ideology and I look more closely into the ways
in which Disney appropriates and reconstructs history through
processes of naturalization and de-politicization of the
historical past.
2.
'Notes on the Convergence of History and New Media Technologies:
The Center for History and New Media at George Mason University'
In
this essay, I study the impact of new media technologies
on the discipline of history. I trace and analyze the extent
to which history transforms itself and adapts to the impact
of new media technologies. As a case study, I present the
Center for History and New Media at George Mason University,
with emphasis on its electronic presence and activities.
I address two major questions. First, does the introduction
of new technologies in historical scholarship consist in
the alteration of the means used by historians, or does
it result in an overall transformation of the content and
the definition of historiography and historical teaching?
Secondly, does the convergence of history and new media
technologies fulfill any needs that the non-electronic establishment
of historical studies doesn't? Why should these two areas
of study converge?
The
essay is divided into three parts. In the first part, I
refer to the shifting structures and practices of history
within the contemporary context of academia. In the second
part, I critically present the Center for History and New
Media, focusing on the context and scope of its web site
as well as its other electronic activities. In the third
part, I draw some preliminary conclusions and I point out
new directions for further research.
3.
'Technological Determinism and the Internet'
In
this paper, I engage with the theory of technological determinism
and I examine how it has been applied and expressed by certain
theorists in the 1960-70's and the development of electronic
media as well as during the last decade and the advent of
computer mediated communication (CMC) technologies. Firstly,
I sketch the outlines of the theory and refer to Raymond
William's critic of it. Secondly, I extensively present
Marshall McLuhan's theoretical framework concerning the
relation between media technologies and man. Thirdly, I
am interested in the way in which the theory of technological
determinism is reapplied in the study of new media technologies,
particularly of the Internet. So, I look into Manuel Castells's
and Howard Rheingold's theoretical approaches of CMC technologies.
I also trace any relation between McLuhan, Castells, and
Rheingold in order to explore how the ideas concerning the
relation between technology and society have re-emerged
in relation to the Internet.
4.
'Does Digital History Change History? Historical Narrative,
Hypertext and Visualization of the Past'
In
this essay I explore the impact of new media technologies
and especially of the Internet on the representation and
communication of history. The essay is divided in three
parts. In the first part, I briefly present the relation
between historiography and narrative by looking into Hayden
White's approach. In the second part, I examine hypertext
and the possibilities it offers to historians for alternative
conceptions, narrative representations, and modes of communicating
the past. In the third part, I raise questions concerning
the implications of the potential of multimedia technologies
to visualize history.
The
essay accompanies my project. Entitled 'Black Voices' it
is a history web-site about American black women abolitionists
in the 19th century. The use and comparative representation
of primary sources intends to point out black women's parallel
or contradicting ideas about the women's movement and their
engagement within it. Understanding the Internet as a new
'space' for broad communication, I built this site intending
to communicate history by addressing not just professional
historians but anyone interested in history.
Since
the project is designated to work as a web-site, I created
it using Macromedia Dreamweaver 2 and Macromedia Flash 4.
The latter software program was necessary in order to make
the historical texts move in relation to each other, in
such a way so that their presentational form would depict
their content and inter-textual relations.
'New
Media Technologies in History Education. A Comparative
Presentation of Projects in USA and Greece: Disciplinary,
Policy and Pedagogical Issues'
The
conceptualization of this dissertation derived from a
vivid academic interest and personal engagement with the
study of history in all of its fields--research, writing,
and teaching--within the context of postmodernism. Specifically,
the purpose and topic of this dissertation is to examine
issues arising from the introduction of new media technologies
in history education.
This
dissertation consists of three subsequent parts. In
Chapter I I argue that, within the context of postmodernism,
history transforms itself both as a discipline and as
a profession. I present the academic discussion concerning
the convergence of new media technologies and history.
I also discuss the theoretical arguments of historians
Mark Poster and Keith Jenkins. In Chapter II I focus
on an extensive presentation of a number of American
and Greek case studies, concerning the introduction
and use of new media technologies in history education.
The presentation aims to a productive comparison of
the relevant projects and addresses disciplinary, policy
and pedagogical issues. These issues I discuss in the
final Chapter III. Specifically, I trace the different
perceptions in the United States and Greece concerning
the topic under discussion. I also discuss matters relating
to the organization of the form and the content of the
relevant projects, and the extent to which the applied
policies result from the geographical, social and political
position of the two countries. Finally, I look into
the main pedagogical changes caused by the convergence
of history and new media in the educational setting.
Department
of History & Archaeology
During
my undergraduate studies, I developed research interests
related to Modern Greek history, cultural history and representations,
social identities and history of mentalities. I conducted
primary research in different archives and collections in
Greece. These included the National Archives, the Jewish
Museum, the Hellenic Literary and Historical Archive and
the Center of Oriental Studies.
1993:
"The iconoclastic politics of Leon Isaurus the 3rd" (Supervising
professor: Evangelos Chrysos)
I studied iconoclasm, a religious and political movement
that developed at the Byzantine Empire in the 8th century
and sought at the banning of the worship of religious
icons. Firstly, I approached this topic from the point
of view of the geopolitical space and the historical context
within it took place. Secondly, I traced and analyzed
the political, financial, social origins and repercussions
of iconoclasm. I mainly studied the iconoclastic politics
of Leon Isaurus the 3rd in order to point out the political
and theological philosophy of the Byzantine emperor. As
a hegemonic ideology, iconoclasm was studied through the
exploration of the politics of political restriction and
banning of iconolatry.
1996:
"Bitter Lemons of Cyprus : A study of Lawrence Durrell's
approach to Cyprus's modern history" (Supervisor professor:
Aleka Boutzouvi)
This paper constitutes a critical reading and presentation
of Durrell's approach to Cyprus's modern history. I studied
the British author's book as a historical source for the
examination of Cypriot history during British colonialism.
I focused on the book's historical references and its
political prolongations. Bitter Lemons constitutes a condensation
of a number of literary and cultural representations and
images of colonial Cyprus from the point of view of the
colonizer.
1997:
"A study of the antisemitic stereotypes in Europe, during
the ancien régime (14th-18th centuries)" (Supervising
professor: Costas Gaganakis)
Firstly, I studied different processes of formation and
consolidation of antisemitic stereotypes in western Europe
between the 14th-18th centuries. I analyzed particular
stereotypical representations that related Jewish communities
with witchcraft and performances of satanic rites. The
emergence of anti-semitic stereotypes was examined within
the particular historical context and in relation to the
following parameters: a) The relations between central
and local authorities. b) The relations between political
and religious authorities. c) The status of Catholicism.
d) The appearance of the Reformation Movement and its
rivalry with Catholicism.
Secondly,
I was interested in the ways the antisemitic stereotypes
and discourse were diffused and reproduced. I examined
the role of the press (printed texts and iconographic
material). I also analyzed the role of the oral tradition,
the catholic preachers, the musical and theatrical shows
and the public executions of Jews.
1997:
"Migration of Greek populations from Mani (Peloponnese)
to Corsica (1676-)" (Supervising professor: Natassa Papadia-Lala)
In this paper I examined: a) The reasons which forced
a great number of 'Maniates' (Greeks from Mani in south
Peloponnese) to migrate massively to Corsica (1676). b)
The migrants' trip to Corsica and their negotiations with
Genoa over the political status of the migrant community.
c) Their first establishment at the island and the organization
of their new life (administrative organization, social
structure, educational system). d) The two subsequent
re-establishments within Corsica, related to the historical
context and the political life of the island (Corsican
Revolution, 1729; French occupation of Corsica, 1768-
).
1998:
"Women's labour and the welfare state in Greece (1909-1923)"
(Supervising professor: Aleka Boutzouvi)
My interest lied in the welfare policy of the Greek state
concerning working women during the period 1909-1923.
I focused on mentality and ideology issues detected in
the labour legislation. For that purpose, I studied the
relevant laws and parliamentary proceedings of the period.
I approached the hegemonic ideology related to the status
and the role of working women, by examining the ideology
and policy of the Liberal Party--in office at the time--,
the trade unions and the feminist movement.
1998:
"The Jewish minority in Greece (1821-1940): the case of
Salonica. Citizenship and national identity" (Supervising
professor: Antonis Liakos)
In
this paper, I focused on the study of the Jewish minority
in Greece before, during and after the Balkan Wars. More
specifically, I was concerned with the ways in which Jews
were integrated in the Greek state. I also examined the
processes through which the Jewish populations in Greece
acquired full citizenship and their relations with the
Orthodox Christian Greeks. The study of the case of the
Jewish community in Salonica illustrated the ways in which
Jews often transgressed the boundaries between full citizenship
on the one hand and cultural and political exclusion on
the other.
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