| Online ISSN | : | 2579-3039 |
| Print ISSN | : | 1829-2429 |
Vol. 21 No. 1 (31) (2025)
Front Matter
Linguistics
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Linguistics
CRITICAL DISCOURSE STUDIES IN THE CONTEXT OF THE ARMENIAN CAUSE
AbstractIn this research, we aim to shape the understanding of Critical Discourse Studies (CDS) and its relation to the Armenian Cause. By examining the interdisciplinary approaches of CDS, we explore how language, power, and societal structures act within the context of the Armenian Genocide and the Nagorno-Karabakh conflict. This study identifies key discourse units such as statehood, genocide, ethnic cleansing, and us vs. them, and emphasizes the importance of international recognition and engagement in conflict resolution. Our research highlights the significance of legal frameworks, psychological healing, and socio-cultural structures in achieving sustainable peace and stability, thereby contributing to the broader discourse on social equality and justice. Through this analysis, we aim to enhance the academic and practical understanding of CDS and its application to complex historical and contemporary conflicts, the Armenian Cause.
ReferencesAlthusser, L. (2011). Ideologija i ideologicheskie apparaty gosudarstva [Ideology and ideological state apparatuses]. Neprikosnovennyj Zapas, 3. Retrieved from https://magazines.gorky.media/nz/2011/3/ideologiya-i-ideologicheskie-apparaty-gosudarstva.html
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Charadeau, P., & Maingueneau, D. (2005). Diccionario de análisis del discurso [Dictionary of Discourse Analysis]. Buenos Aires: Amorrortu Editores.
Conti Gómez, M. E. (2012). El "Genocidio" armenio desde la óptica del derecho penal internacional [The "Armenian Genocide" from the perspective of international criminal law]. Retrieved February 20, 2022.
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Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
Harris, Z. (1952). Discourse Analysis. Language, 28, 1-30.
Libaridian, G. (2021). Hayastan-T'owrqia. patmowt'iwn, petakanowt'iwn, qaghaqakanowt'iwn [Armenia-Turkey: History, Statehood, Politics]. Yerevan: Antares.
Matiossian, V. (2023). The politics of naming the Armenian genocide: Language, history and "Medz Yeghern". London: I.B. Tauris & Co. Ltd.
Méndez, R. N. (2003). Four years beneath the crescent. London: Taderon Press.
Ohanian, P. (1994). La cuestión armenia y las relaciones internacionales, tomo IV. Buenos Aires, Argentina.
Pardo Abril, N. G. (2012). Análisis crítico del discurso: Conceptualización y desarrollo [Critical discourse analysis: Conceptualization and development]. Cuadernos de Lingüística Hispánica, 19, 41-62.
Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2009). Metody analiza teksta i diskursa [Methods of text and discourse analysis]. Kharkov: Gumanitarnyj centr.
Van Dijk, T. A. (1980). Texto y Contexto. Semántica y Pragmática del discurso [Text and context: Semantics and pragmatics of discourse]. Madrid: Cátedra.
Van Dijk, T. A. (2000). El discurso como estructura y proceso: estudios sobre el discurso I: una introducción multidisciplinaria [Discourse as structure and process: Studies on discourse I: A multidisciplinary introduction]. Barcelona: Gedisa. Retrieved February 10, 2022.
Van Dijk, T. A. (2013). Diskurs i vlast': Reprezentacija dominirovanija v jazyke i kommunikacii [Discourse and power: Representation of dominance in language and communication]. Moscow: Knizhnyj dom "LIBROKOM".
Wodak, R., & Meyer, M. (Eds.). (2015). Methods of Critical Discourse Studies (3rd ed.). London: Sage.
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Linguistics
I AS THE OTHER, THE OTHER AS I
AbstractWhatever new approaches to self-identity may appear in scholarly research, the linguistic aspect of the problem remains vitally important. The question of the speaker’s identity (especially in connection with the other), defined and manifested linguistically, relates to the notion of selfhood, which is central for the modern studies of the individual’s place within society. In the canonical situation of speech everything a person says relates to him as to the centre of the communication act, and the temporal-spatial-personal-social coordinates are set by the implicit existence of the speaker. There are cases, however, when this canonical situation is modified, and two of such modifications are in the focus of the paper. In the first case the speaker identifies himself with another person, and as a result the latter is endowed with subjectivity and individualization. The second is reference to oneself in the third person, the so-called illeism, which objectifies one’s selfhood and leads to self-distancing. The two processes result in intricate dynamics of relations that the speaker constructs with oneself and the other, as well as in psychological connotations of these interrelations. The aim of the present research is to examine the semantic and pragmatic issues within these modifications.
ReferencesAlek, A., Marzuki, A. G., Hidayat, D. N., Islamiati, F. A., & Raharjo, A. R. (2020). “Why she disappeared” (A study of illeism in poetic discourse). Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 447-453. https://doi.org/10.30605/25409190.205
Bakhtin, M. M. (1984). Problems of Dostoevsky's poetics. Caryl Emerson (Ed. and Trans.). Minneapolis: University of Minnesota Press.
Benveniste, E. (1971). Problems in general linguistics. Florida: University of Miami Press.
Dahl, Ö. (1997). Egocentricity in discourse and syntax. Retrieved March 21, 2024.
Fludernik, M. (1996). Towards a "natural" narratology. London: Routledge
Grossmann, I., & Kross, E. (2014). Exploring Solomon’s paradox: self-distancing eliminates the self-other asymmetry in wise reasoning about close relationships in younger and older adults. Psychological Science, 25 (8). https://doi.org/10.1177/0956797614535400
Grossmann, I., (2017). Wisdom in context. Perspectives on psychological science 12 (2), 233-257. https://doi.org/10.1177/1745691616672066
Jespersen, O. (1946). Essentials of English grammar. London: Routledge.
Illeism:self-talk: glossary of grammatical and rhetorical terms. (2019). Thought.co Retrieved March 13, 2024.
Kahn, C. (2002). Shakespeare’s classical tragedies. The Cambridge companion to Shakespearean tragedy, 204-223.
Lotman, Yu. (1971). Sruktura khudozhestvennogo teksta [Structure of a literary text]. Paris: Brown University Press. (in Russian)
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Lyons, J. (1979). Semantic (Vol. 2). Cambridge: Cambridge University Press.
Manfred. (2021). Narratology 2.3: A Guide to the Theory of Narrative. English Department, University of Cologne. Retrieved March 17, 2024.
Seliviorstova, O. (1988). Mestoimeniya v yazyke i rechi [Pronouns in language and speech]. Moscow: Nauka. (in Russian)
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Linguistics
THE SOCIOPRAGMATIC DIMENSIONS OF APOLOGISING AS A COMMUNICATIVE ACT
AbstractIn the context of sociopragmatics, communication plays a fundamental role in the expression and negotiation of social norms and expectations. Effective communication hinges on an understanding of sociopragmatic principles, such as politeness strategies and speech acts. This study aims to examine the communicative act of apologizing, focusing on the speaker- sign-listener- social context correlation. The objective is to determine how the choice of various linguistic forms influences perceptions of politeness and social appropriateness in communication. By analyzing different types of apologies, the present paper seeks to identify apology strategies within the communication process and to evaluate how these strategies facilitate the repair of relationships and the restoration of trust. Ultimately, the research enhances our understanding of the power of language in interpersonal communication and underscores the significance of effective apologies in contemporary society. The findings provide insights into the diverse linguistic and social factors that contribute to effective apologies, which typically involve acknowledging responsibility for wrongdoing, expressing remorse, and offering reassurances for future conduct.
ReferencesBaran, St. (2021). Introduction to mass communication. Media Literacy and culture: McGraw Hill.
Cap, P., & Nijakowska, J. (2007). Current Trends in Pragmatics: Cambridge Scholars Publishing.
Graham, S. M., Huang, J. Y., Clark, M. S., & Helgeson, V. S. (2018). The positives of negative emotions: willingness to express negative emotions promotes relationships. Journal of Personality and Social Psychology, 115(1).
Holmes, J. (2013). An introduction to sociolinguistics. London and New York: Routledge: Taylor & Francis group.
Lazare, A., Klerman, G. L., & Armor, D. J. (1975). Oral apology in medicine. Journal of the American Medical Association, 233(12), 1277-1281.
Lulofs, R.S.,& Cahn, D.D. (2000).Conflict. From theory to practice. United States of America: A Pearson Education Company.
Marmaridou, S. (2011). Pragmalinguistics and sociopragmatics. In W. Bublitz, & N. Norrick (Eds.). Foundations of Pragmatics (pp. 77-106). Berlin and New York: Mouton de Gruyter.
Matsuzawa, T. (2016). The effect of apology and compensation on forgiveness: A cross-cultural comparison between Japan and the US. International Journal of Intercultural Relations, 54, 67-75.
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Searle, R., Kiefer, F., & Bierwisch, M. (1980). Speech act theory and pragmatics. Netherlands: D. Reidel Publishing Company.
Schumann, K., Ross, M., & Gere, J. (2019). Gender differences in the apology process: men's apologies are less effective than women's apologies. Journal of Language and Social Psychology, 38(2), 208-224.
Searle, J. R. (1980). Speech act theory and pragmatics. Springer Publishing Company.
Trosborg, A. (2010). Pragmatics across languages and cultures. Germany: De Gruyter Mouton.
Trosborg, A. (1995). Apology strategies in nativespeaker/non-native-speaker interactions. Journal of Pragmatics, 24(3), 293-307.
Terkourafi, M. (2021). Pragmatics as an interdisciplinary field. Journal o Pragmatics, 179(3). Elsevier:
Worthington, Jr. E. L., Witvliet, C. V. O., Pietrini, P., & Miller, A. J. (2007). Forgiveness, health, and well-being: A review of evidence for emotional versus decisional forgiveness, dispositional forgivingness, and reduced unforgiveness. Journal of Behavioral Medicine, 30(4), 291-302.
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Baumbach, N. (Director). (2019). Marriage story. Heyday Films
Boots, R (Director). (2018) . Sorry to bother you [Film]. Annapurna Pictures;
Cassavetes, N. (Director). (2004). The notebook [Film]. Gran Via.
Chazelle, D. (Director). (2016). La la land, [Film]. Summit Entertainment, Marc Platt Productions, Impostor Pictures, Gilbert Films.
Coppola, S. (Director). (2003). Lost in translation [Film]. American Zoetrope, Elemental Films.
Daniels,G., Gervais, R., & Merchant, S. Episode 17, 2007. The office [TV series]. Deedle-Dee Productions 3 Arts Entertainment (uncredited), Shine America Universal Television
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Linguistics
LINGUISTIC PROPERTIES OF LAWYERS’ SPEECH: A CASE STUDY
AbstractThe following article is focused on the integrative study of the court trial of Quaneesha Johnson who was accused of her boyfriend’s murder. The aim of the paper is to analyze the lawyers’ speeches and consider the linguistic and extra-linguistic means evident in them. The importance of the study lies within the outcome of the trial case, and, therefore, it is crucial to find the linguistic elements prevalent in those speeches. The lawyers’ speeches are of paramount importance and strictly conditioned by the persuasive and influential strategies and techniques to make an impact on the jury from the standpoint of the verdict to benefit the attorneys. This means that the lawyers are accepted to resort to rhetorical means to sound as convincing and persuasive as possible. Thus, our primary task is to study the speeches through the employment of the method of rhetorical analysis and reveal how artfully, strategically and effectively language is used by the lawyers in the courtroom to affect the court in the decision-making process. To find out the elements of persuasion it was also necessary to look into the semantic, and stylistic properties implemented in the speeches under investigation.
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Dauti, R. (2023). Rhetoric in law, its importance and development. Knowledge - International Journal, 57(1), 241–243.
DeKalb woman sentenced to 5 years for killing her child’s father with her kids nearby. (2013). WSBTV.com News Staff. Retrieved June 5, 2023 from
Durant, A., & Leung, J. (2016). Language and law: A resource book for students. London: Routledge.
Gozdz-Roszkowski, S. (2012). Legal language. In C. A. Chapelle (Ed.). The Encyclopedia of Applied Linguistics (pp.3590-3596). Blackwell Publishing Ltd. https://doi.org/10.1002/9781405198431.wbeal0678
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Yakutina, M. V., Milyaeva, L. X., Tarasova, L. Y.,& Rostovtseva, P. P. (2020). Rhetorical c ategories of ethos, logos and pathos: Sounding judicial speech of lawyers. Utopía y Praxis Latinoamericana, vol. 25, No. Esp.7, 111-120. https://doi.org/10.5281/zenodo.4009615
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Linguistics
THE SOCIOLINGUISTICS OF BUSINESS NAMES IN LAGOS, NIGERIA
AbstractThis study examines the sociolinguistic dimensions of business names in Lagos, Nigeria, analyzing the linguistic strategies employed in their formation and the socio-cultural factors influencing their selection. It also classifies business names based on their linguistic structures and sources. Data were collected from small and local businesses in Lagos, as well as registered business names from the Nigerian Corporate Affairs Commission (CAC) database. Findings reveal that business names in Lagos are created through various linguistic mechanisms, including blending, abbreviation, and coinage. Additionally, graphology, pronunciation, and multicultural considerations play a crucial role in business naming practices in Nigeria’s diverse linguistic landscape. The study highlights how business names serve as identity markers, branding tools, and cultural signifiers, influencing customer perception and marketability. A well-crafted business name enhances brand recognition, fosters consumer engagement, and ensures competitiveness in both local and international markets. Moreover, in an era of online commerce and social media marketing, business names must be linguistically adaptable and culturally resonant to appeal to diverse audiences. This study contributes to the broader field of sociolinguistics by providing insights into the intersection of language, business identity, and cultural dynamics in Lagos, offering valuable implications for entrepreneurs, linguists, and brand strategists.
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Dutta, S. (2013). Branding as a strategy: the role of brand names in consumer perception. International Journal of Marketing Research, 29(4), 102-118.
Fox, S. (2011). Brand names as linguistic symbols: Cultural meanings and consumer preferences. Journal of Consumer Research, 38(5), 743-758.
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Grant, S., & Stephen, G. (2005). Branding and consumer behavior: A sociolinguistic perspective. Journal of Business Research, 58(4), 482-491.
Gumperz, J. J. (1982). Discourse strategies. Cambridge University Press.
Gumperz, J. J. (1999). Interactional sociolinguistics: The study of how speakers signal and interpret meaning in discourse. Journal of Sociolinguistics, 3(2), 133-149.
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Hayatul, R. (2022). Linguistic structures of business names in the Sosrowijayan tourism village, Yogyakarta. Journal of Language and Society, 21(3), 112-130.
Jeremić, J.D., & Josijević, J. (2019). To blend so as not to brand: A study of trademarks and brand names’ lexis. Lexis [Online] 14. https://doi.org/10.4000/lexis.3732
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Li, F., & Shooshtari, N. (2003). Branding in high-context cultures: The case of China. International Journal of Business and Cultural Studies, 12(4), 87-101.
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Nithat, N. (2011). The linguistic, legal, and marketing dimensions of brand name systems. Journal of Business and Language Studies, 14(2), 45-62.
Oliinyk, I., Ruban, L., & Schevchenko, L. (2018). Motivational structure and origin of business names. Advanced Education, 5(10), 167–174.
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Methodology
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Methodology
GENDER REPRESENTATION IN TEACHING MATERIALS
AbstractThe portrayal of gender in teaching materials still mirrors deep-rooted stereotypes even with progress towards equality. The UNESCO Global Education Monitoring Report emphasizes that women and girls remain underrepresented in textbooks and are portrayed in stereotypical roles. These biases influence motivation, self-worth, career decisions and familial responsibilities impacting all genders. The article examines techniques for recognizing and assessing gender stereotypes and biases in textbooks and additional resources. It explores how gendered language and imagery reinforce stereotypes, addresses long-term impacts and provides guidelines for producing equitable content. Building on theories of gender and language, it highlights the significance of inclusive teaching resources to promote diverse notions. Suggestions involve the use of gender-neutral language, steering clear of job-related stereotypes and broadening character diversity. The paper seeks to educate teachers on methods for fostering gender equity in classrooms by analyzing course books and ensuring that learning resources promote empowerment and inclusivity.
ReferencesEckert, P., & McConnell-Ginet, S. (2003). Language and gender. Cambridge University Press. United Kingdom.
Fairclough, N. (1989). Language and power. Longman. London.
Unlimited potential? Report on gender stereotypes and their impact on children. (2019). Fawcett Society. Retrieved December 17, 2024.
Kalman, B. (2014). Community helpers then and now. Ontario:Crabtree Publishing Company.
Lakoff, R. (1975). Language and woman's place. Harper & Row, United States.
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Global Education Monitoring Report 2020: Gender Report – A New Generation: 25 Years of Efforts for Gender Equality in Education. (2020). UNESCO Digital Library. https://doi.org/10.54676/IBSP9880
Van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, Sage publication, 4(2), 249-283.
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Methodology
TEACHERS’ MOTIVATIONAL STRATEGIES FOR ENHANCING SPEAKING PROFICIENCY AMONG ALGERIAN EFL LEARNERS
AbstractSince the 1990s, research on motivational strategies has shifted focus from a sociological perspective to an education-oriented approach, highlighting situational factors such as language courses and teachers. This study explores how English as a foreign language (EFL) teachers’ motivational strategies support learners in developing speaking proficiency. Adopting a mixed-methods approach, it integrates quantitative and qualitative data for a comprehensive analysis. The research involved 101 second-year English students at Batna 2 University, with a randomly selected sample of 62 students, alongside 12 experienced second-year teachers. Data were collected through separate questionnaires for students and teachers. The findings reveal that motivational strategies play a pivotal role in fostering EFL learners’ speaking proficiency. Both teachers and students emphasized the usefulness of strategies such as interactive activities, personalized feedback, and positive reinforcement. Teachers regularly implemented these strategies, particularly interactive grammar games and fluency-focused activities, while students highlighted the value of establishing rapport and maintaining a positive classroom atmosphere. This study underscores the importance of tailored motivational strategies in helping students improve their speaking skills in EFL contexts.
ReferencesAlrabai, F. (2016). The effects of teachers’ in-class motivational intervention on learners' EFL achievement. Applied Linguistics, 37(3), 307-333.
http://doi.org/10.1093/applin/amu021
Boonkita, K. (2010). Enhancing the development of speaking skills for non-native. Procedia - Social and Behavioral Sciences, 2(2), 1305-1309.
https://doi.org/10.1016/j.sbspro.2010.03.191
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Pearson Education.
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Cheng, H. F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.2307/330107
Dörnyei, Z. (2001a). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Dörnyei, Z. (2001b). Motivational strategies in the language classroom. Cambridge: Cambridge University Press. https://doi:10.1017/CBO9780511667343
Dörnyei, Z., and Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203-229.
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Gardner, R. C. (1985). Social psychology and second language learning: the role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9-20. http://hdl.handle.net/10481/31616
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77. https://doi.org/10.2307/40264425
Hamouda, A. (2012). An exploration of causes of Saudi students' reluctance. Macrothink Institute, 17, 17-34. https://doi.org/10.5296/ijele.v1i1.2652
Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations among academic enablers and reading outcomes. Psychology in the Schools, 52(4), 379-389.
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners. Los Angeles, CA: Sage Publications.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/S0261444817000088
Lee, T. S., Gardner, D., & Lau, K. (2019). The effects of L2 motivational strategies: Within and beyond the L2 classroom. Innovation in Language Learning and Teaching, 14(1), 1-15. https://doi.org/10.1080/¬17501¬22-9.¬2019.1620240
Lee, T. S., & Lin, S. Y. (2019). English teachers’ uses of motivational strategies beyond an established framework. Educational Research, 61(1), 1-18. https://doi.org/10.1080/00131881.2019.1677170
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
Morris, C. G., & Maisto, A. A. (2002). Psychology: an introduction. New Jersey: Prentice Hall.
Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language Learning, 63(1), 34-62. http://doi.org/10.1111/j.1467-9922.2012.00717.x
Navas Colón, W. R. (2023). Motivation in the classroom to develop English speaking skills. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(2). https://doi.org/10.56712/latam.v4i2.743
Padilla Mina, D. M. (2018). The application of motivational strategies to enhance the development in speaking skill of EFL A2 students in a bilingual private high school (Master’s thesis). Escuela Superior Politécnica del Litoral, Guayaquil, Ecuador.
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2), 571-594. http://doi.org/10.1111/j.1467-9922.2011.00632.x
Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis, & D. Willis (Eds.), Challenge and change in language teaching (pp. 17-30). Oxford: Heinemann.
Sugita McEown, M., & Takeuchi, O. (2010). What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context. Innovation in Language Learning and Teaching, 4(1), 21-35.
Unal-Karagiiven, M. H. (2015). Demographic factors and communal mastery as predictors of academic motivation and test anxiety. Journal of Education and Training Studies, 3(3), 1-12.
Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89).
Wong, R. M. (2014). An investigation of strategies for student motivation in the Chinese EFL context. Innovation in Language Learning and Teaching, 8(2), 132-154. https://doi.org/10.1080/17501229.2013.777449
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27. http://dx.doi.org/10.1093/applin/24.1.1
Culture Studies
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Culture Studies
PERSONAL BRANDING: SHAPING AND MAINTAINING A SUCCESSFUL PERSONAL BRAND
AbstractThe present article studies personal branding as a strategic process in which individuals actively shape and promote their unique identities. By creating a personal brand, individuals aim to stand out, shape a likable and trustworthy public image and enhance their professional growth, leading to greater career opportunities. In today's digital world, the importance of developing a successful personal brand is increasing in order to thrive in the competitive environment. Skillfully presenting the personal brand on social media and various online platforms enables individuals to reach a wider audience, build credibility, foster trust and influence public opinion. The purpose of the research is to examine the efficient strategies that are used for creating a personal brand, the key elements and peculiarities of personal branding. Descriptive and analytical methods are used to analyse the linguistic and extralinguistic means employed by personal brand builders. In particular, Michelle Obama’s personal brand, which exemplifies effective communication and branding strategies in both personal and professional spheres, is studied.
ReferencesBranding. (n.d.). In American Marketing Association (Founded 1937, September 27). Retrieved August 10, 2024.
Chritton, S. (2014). Personal branding for dummies. USA: John Wiley & Sons Inc.
Clifton, R. & Simmons, J. (2003). Brands and branding. London: Profile Books Ltd.
Holt, D.B. (2003). Brands and branding. The cultural strategy group. Retrieved August 10, 2024.
Holt, D. B. (2004). How brands become icons. USA: Harvard Business Review Press.
Kaputa, C. (2012). You are a brand! In person and online, how smart people brand themselves for business success. 2nd Edition. USA: Nicholas Brealey Publishing.
Kapferer, J. N. (2012). The new strategic brand management: advanced insights and strategic thinking (5th ed.). Paris: Les Editions d’Organization.
McNally, D., & Speak, Karl. (2011). Be your own brand (1st ed.). USA: Berrett-Koehler Publishers.
Montoya, P., & Vandehey, T. (2002). The brand called you: make your business stand out in a crowded marketplace. USA: Peter Montoya Inc.
Myers, H., & Gerstman, R. (2004). Branding in the digital age: how to take an integrated marketing approach to building a strong, memorable brand. USA: McGraw-Hill Education.
Papakonstantinidis, S. (2019). Tell me about yourself: Personal branding and social media recruiting in the brave new online world. USA: Business Expert Press, LLC.
Peters, T. (1997). The brand called you. Fast Company, 10, 83-89. Retrieved August 12, 2024.
Purkiss, J., & Royston-Lee, D. (2012). Brand you: turn your unique talents into a winning formula. Great Britain: Pearson Education Limited.
Schawbel, D. (2009). Me 2.0: build a powerful brand to achieve career success. USA: Kaplan Publishing.
Sources of data
Corden, J. (2016, Jule 21). First Lady Michelle Obama carpool karaoke. In YouTube. Retrieved August 10, 2024.
Obama, M. (2017, January 7). Last official speech as First Lady. In YouTube. Retrieved August 10, 2024.
Obama, M. (2010, February 9). Let’s move! Retrieved August 10, 2024.
Obama, M. (2014, May 1). In Reach higher. Retrieved August 10, 2024.
Obama, M. (2015, March 3). Let girls learn. In The White House. Retrieved August 10, 2024.
Obama, M. (2018). Becoming. New York: Crown Publishing Group.
Obama, M. (2022). The light we carry. New York: Crown Publishing Group.
Obama, M. (2016, April 6). One-year anniversary of the Let Girls Learn initiative. In YouTube. Retrieved August 10, 2024.
Literature Studies
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Literature Studies
ARTISTIC LITERATURE AS EMBODIED HISTORY: READING ANTONIA ARSLAN’S “IL LIBRO DI MUSH/ SILENT ANGEL”
AbstractThe literature on the Armenian Genocide (Metz Yeghèrn) comprises a great variety of genres and styles. Historical accounts, diplomatic reports, letters, eyewitness accounts, official political statements have been released worldwide providing a most relevant documentation. The aim of this essay is to show that artistic literature must be valuably added to these narratives. What novels provide to historical knowledge is a unique sense of history, whereby events are represented from the special perspective of the subjects involved. This phenomenological perspective will be illustrated through a reading of Il libro di Mush (2012) by the Italian writer of Armenian origin Antonia Arslan and its English translation as Silent Angel (2020) by Siobhan Nash-Marshall. The narration focusses on three women, a man and a young boy who escape from the massacres perpetrated in their valley, and who accomplish the heroic task of salvaging the Book of Moush, a precious illuminated manuscript, for posterity. History is “embodied” in their gaze and their sensations, as well as their perceptions of the contexts in which they move. Arslan’s novel is one of her most moving contributions to (her) Armenian identity, after the world acclaimed novel La masseria delle allodole (2004) from which a renowned film by the Taviani Brothers was produced in 2007.
ReferencesArslan, A. (2012). Il Libro di Mush [The book of Mush]. Skira: Milano.
Arslan, A. (2020). Silent Angel. A Novella. Siobhan Nash-Marshall [Trans.]. San Francisco: Ignatius Press and The Augustine Institute.
Barthes, R. (1993). Le discours de l’histoire [The discourse of history]. In R. Barthes (Ed.). Essais Critiques IV [Critical Essays] (pp. 163-177). Paris: Seuil.
Foucault, M. (1973). The order of things: an archaeology of the human sciences. New York: Random House.
Gallagher, C., & Greenblatt, S. (2000). Practicing new historicism. Chicago and London: The University of Chicago Press.
Gasparyan, S. (2014). The Armenian Genocide. A linguocognitive perspective. Yerevan: Yerevan State University Press.
Ginsburg, C. (2006). Il filo e le tracce: vero, falso, finto. Milano: Feltrinelli.
Gramsci, A. (1971). Selections from Prison Notebooks (Q. Hoare& N. Smith Ed. and Trans.). London: Lawrence & Wishart.
Halbwachs, M. (1980). On collective memory. New York: Harper Colophon.
Ignatius Press. (2020). FORMED Book Club: Silent Angel, by Antonia Arslan (Interview with translator Siobhan Nash-Marshall). [Video]. Youtube, Retrieved January 26, 2025.
Irimia, M., & Dragos, I. (2011). Author(ity) and the canon. Between institutionalization and questioning literature from high to late Modernity. Bucharest: Bucuresti Institutul Cultural Roman.
Locatelli, A. (2010a). Framing events: literary and historical knowledge. In A. Locatelli (Ed.) La conoscenza della letteratura/The Knowledge of Literature, Vol IX (pp. 7-18). Bergamo: Bergamo University Press, Sestante Edizioni.
Locatelli, A. (2010b) "I give you my word(s)": Layered realism and Images of Life in Literature. In P. Lyytikainen, T. Klapuri, M. Maijala. (Eds.). Genre and Interpretation (pp. 109-121). University Press of Helsinki.
Locatelli, A. (2011). Description in literary and historical narratives. Rhetoric, narratology and ways of seeing. In M. Irimia & I. Dragos (Eds.). Author(ity)and The Canon. Between Institutionalization and Questioning Literature from High to late Modernity (pp. 115-126). Bucharest: Bucuresti Institutul Cultural Roman.
Lukács, G. (1963). The Historical Novel, transl. by H. Mitchell and S. Mitchell. Boston: Beacon.
Merleau-Ponty, M. (1976 [1945]). Phénomenologie de la perception. Paris: Gallimard.
Pomian, K. (2001). Che cosa è la storia [What is history]. Milano: Mondadori.
Ricoeur, P. (2000). La mémoire, l’histoire, l’oubli [Memory, History, Forgetting]. Paris: Seuil.
Thompson, E.P. (1963). The making of the English working class. London: V. Gollancz.
Veeser, H. A. (1989). The new historicism. New York and London: Routledge.
White, H. (1973). Metahistory. Baltimore: The Johns Hopkins University Press.
White, H. (1987). The content of the form: narrative discourse and historical representation. Baltimore: The Johns Hopkins University Press.
Williams, R. (1958). Culture and Society 1780-1950. New York: Harper.
Williams, R. (1977). Marxism and literature. Oxford: Oxford University Press.
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Literature Studies
THE FALL OF THE MAN IN F. KAFKA’S WORKS
AbstractThe early 20th-century literary scene was deeply influenced by Franz Kafka, a writer whose stories explore the intricacies of the human experience, power, and existential anxiety. In modern reality, the problem of man’s fall remains relevant, and Kafka’s artistic experience can help us avoid this ultimate downfall. This article examines the issue of the man’s fall, interpreting sin and its realization as key causes of the hero’s decline. Historical-comparative, psychoanalytical, and philosophical examination methods are applied in the analysis. The article also discusses the Biblical myth, which Kafka sees as the primary cause of humanity’s fall and literary influences that Kafka had. Both Dostoevsky and Nietzsche grappled with the notion of the absurdity of human existence, a theme that Kafka weaves into the very fabric of his narratives. Kafka’s stories, with their surreal settings and illogical events, reflect the absurd and often nightmarish quality of human life that both Dostoevsky and Nietzsche alluded to in their works.
ReferencesBeicken, P. (1998). Franz Kafka: life and work. Stuttgart: Klett, 123-152.
Benjamin, W. (1981). Franz Kafka: Suhrkamp. Frankfurt: Routledge, 43-65.
Brod, M. (2003). Franz Kafka: Uznik absolyuta. Moscow: Literary Giants, 17-286.
Derrida, J. (1999). Before the law: a philosophizing reading of Kafka’s stories. Odyssey Enabled, 5, 181-220.
Hackermüller, R. (1990). Kafka’s last years: 1917-1924. Munich: German Edition, 9-174.
Kafka, F. (1999). A chronicle compiled by Roger Hermes. Berlin: Cambridge University Press, 9-272.
Kaus, R. (1998). Narrated psychoanalysis by Franz Kafka. Heidelberg: Revisions on Literary Theory, 17-36.
Nagel, B. (1974). Kranz Kafka: aspects of interpretation and evaluation. Berlin: The International Fiction Review, 19-308.
Northey, A. (1988). Kafka’s mischpoche. Berlin: Wagenbach, 12-91.
Schopenhauer, A. (1986). On the vanity and suffering of life. London: Repeater, 6-572.
Svitak, I. (1986). Literary theory and comparative literature. Journal of Arabic Literature, 53.
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Literature Studies
THE HUNT FOR SELF: WALDEINSAMKEIT AND DOPPELGÄNGER IN RICHARD CONNELL'S "THE MOST DANGEROUS GAME"
AbstractThis paper excavates the philosophical dimensions inherent in Richard Connell's The Most Dangerous Game, underscoring how they affect the story's deeper layers of meaning. Rainsford's initial indifference as the hunter is tested when he is thrust into the role of the hunted. This experience compels him to face the moral intricacies of existence. Central to his journey is the concept of Waldeinsamkeit – the solitary excursion found in the forest. The wilderness, a space evocative of primal instincts and survival, becomes the setting for Rainsford's personal transformation. His encounter with General Zaroff is not only a physical tribulation but also a symbolic confrontation with his darker self, or doppelgänger, revealing the opaque and unpredictable aspects of human nature. The story questions whether Rainsford’s transformation ultimately leads to a more humanized perspective or further alienates him from his humanity, leaving this question unresolved.
ReferencesAnderson, T., & Patel, R. (2018). Survival ethics: analyzing moral dilemmas in literature. Journal of Literary Themes, 12(3), 45-67.
Bell, M., & Webber, A. J. (1999). The Doppelgänger: double visions in German literature. Modern Language Review, 94(1), 269.
https://doi.org/10.2307/3736103
Carter, L. (2012). Predator or prey? The shifting roles of power in Connell’s the Most Dangerous Game. Studies in American Fiction, 8(2), 21-38.
Collins, S. (2008). The Hunger Games. Scholastic Press.
Connell, R. (2009). The most dangerous dame. Perrine’s Literature: Structure, Sound, and Sense, 67-85. Wadsworth.
Dieguez, S. (2013). Doubles everywhere: literary contributions to the study of the bodily self. Frontiers of Neurology and Neuroscience, 31, 77-115. https://doi.org/10.1159/000345912
Häggström, M. (2019). Lived experiences of being-in-the-forest as experiential sharing with the more-than-human world. Environmental Education Research, 25(9), 1334–1346. https://doi.org/10.1080/13504622.2019.1633275
Johnson, M. (2010). The anatomy of dehumanization in early 20th-century literature. American Literary Review, 14(1), 15-34.
Lemoine, G. (2021). Wandering spirits: loneliness and longing in Greenland by Janne Flora (Review). Anthropological Quarterly, 93(3), 535–539. https://doi.org/10.1353/anq.2020.0047
Maack, L., & Mullen, P. (1983). The Doppelgänger, sisintegration and death: a case report. Psychological Medicine, 13(3), 651-654.
https://doi.org/10.1017/S0033291700048066
Montgomery, A. (2018). A most powerful influence: tracking Richard Connell’s The Most Dangerous Game through Suzanne Collins’s Hunger Games Trilogy. ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews, 32(4), 253-256. https://doi.org/10.1080/0895769X.2018.1551123
Shahabi, H., & Saeidabadi, S. (2016). Shepard’s dystopia: a Foucauldian study of Buried Child. K@ta: A Biannual Publication on the Study of Language and Literature, 18(1), 19-24. https://doi.org/10.9744/kata.18.1.19-24
Smith, A. (2005). Power, control, and the loss of empathy: themes in Richard Connell’s Work. Modern Literary Critique, 9(4), 78-92.
Thompson, T. W. (2011). Natural selection in Richard Connell's The Most Dangerous Game. Interdisciplinary Literary Studies, 13(1-2), 200-208.
https://doi.org/10.2307/41328519
Thompson, T. (2018). Potemkin Redux: Richard Connell’s the Most Dangerous Game. ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews, 32(4), 248-252. https://doi.org/10.1080/0895769X.2018.1537837
Vargas, J., & Vargas, J. (2018). Human Degradation: A Text-to-Film Comparison of the Human Hunts in Connell’s The Most Dangerous Game and Golding’s Lord of the Flies. Revista de Lenguas Modernas, 27, 1-20.
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Literature Studies
IMPERIALISM, SOCIAL INEQUALITY, AND THE POTENTIAL DANGERS OF SCIENTIFIC PROGRESS IN WELLS’ "MEN LIKE GODS"
AbstractWells’ science fiction novel Men Like Gods (1923) explores themes of utopian societies, human nature, and the potential for societal transformation. It comments on issues such as imperialism, social inequality, and the probable dangers of scientific progress. The Utopian world he had created, The Island, includes an advanced society where humans live in an idyllic state of equality, peace, and technological sophistication. The inhabitants of The Island, known as Men Like Gods, have transcended many of the social and political issues that plague the Earth's societies. The novel presents travelers who are transported to a technologically advanced world where the society is balanced and free from the destructive technological influences that exist in our own world.
ReferencesBrown, J. (2020). Perseverance. In E. M. Sanchez (Ed.), Merriam Webster. Retrieved August 18, 2022.
Chander, S., & Sharma, S. (2023). Exploring utopian critique and socio-political discourse in H.G. Wells’ Men Like Gods: towards a unified future society.
Croci, D. (2017). “The End Will Be the Over-Man” utopia and dystopia between scientific romance and graphic novel.
Crossman, A. (2021, February 16.). The sociology of social inequality. ThoughtCo
Imperialism. (2022). Cornell Law School. Legal Information Institute. Retrieved August 18, 2022.
Khan, M. J., & Kumar, V. (2024). From utopian visions to dystopian realities: HG Wells’s legacy in postmodern science fiction. Alochana Journal, 13 (8).
Malcolm, C. (1934). Outline of Wells's history. The New Republic, 81 (1041), 22–23.
Marx, K. (1994). Selected Writings. Trans. and Ed. Lawrence Simon. Indiana: Hackett Publishing Company.
Wagar, W. W. (2004). H. G. Wells: traversing time. Middletown, Conn.: Wesleyan University Press.
Wells, H. G. (2017). Men like Gods. Delphi Classics.
Williams, R. (2024, January 24). H. G. Wells – father of science fiction. ABC RadioNational. Retrieved August 12, 2022.
Armenological Studies
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Armenological Studies
THE EXPERIENCE AND CONSEQUENCES OF THE GENOCIDE(S) AGAINST ARMENIANS
AbstractMy contribution deals with different but interrelated aspects of the historical and contemporary Armenian experience of genocide. I point out the significance of the Ottoman genocide against Armenians for the coining of the term genocide and the UN Genocide Convention. I also examine the assessment under international law of the nine-month-long starvation blockade against the Republic of Artsakh, the military attack on 19 September 2023 in violation of international law and the expulsion of the population. What are the effects of repeated experiences of genocide, loss of homeland (“patricide”) and international indifference?
In the third part of my article, I examine the Azerbaijani genocide accusations against Armenia in the context of the historical and political facts and explore the question of whether Azerbaijanis in the Republic of Armenia were “collateral victims” (de Waal, 2013, p. 75) of the Ottoman genocide against the Armenians. Which were and are the consequences of the equation of Turks and Azerbaijanis? Is this really a case of “one nation in two states” (Heydar Aliyev) or an identity problem of the Turkic-speaking, predominantly Shiite population in the south-eastern Caucasus? And how should early genocidal declarations of intent by state politicians of Azerbaijan be interpreted?
What about the culture of remembrance in post-Soviet Azerbaijan, which has erected museums and memorials analogous to Armenia's culture of remembrance – perhaps in imitation of it – to support its genocide accusation against Armenia.
ReferencesAfyan, H. (2020). Karmir [Red]. Yerevan: Antares Press.
Amnesty International. (2024, April 23). The state of the world’s human rights, 88.
Aylisli, A. (2018). Farewell, Aylis: A non-traditional novel in three works. (Katherine E. Young Trans.) Brighton, Massachusetts: Academic Studies Press.
Azerbaijani museum, mosque, square in Karabakh’s Shushi at area of destroyed Armenian Genocide monument. (2024, October 4). News.am.
Batyev, B. (2010, May 14). Ya nikogda he govoril, chto v khojalinskom genotside vinovaty azerbaijantsy [I never said that in Khojaly genocide the Azerbaijanis are to blame]. Vesti.az. (in Russian)
Convention on the prevention and punishment of the crime of Genocide. Article II, Jan. 12, 1951.
Cox, C., & Eibner, J. (1993). Ethnic cleansing in progress: war in Nagorno Karabakh. Zürich, London, Washington: Institute for Religious Minorities in the Islamic World, 51f.
Der Geschäftsträger der Botschaft Konstantinopel (Radowitz) an den Reichskanzler (Bethmann Hollweg) Bericht [Report from the Chargé d’Affaires (Bethmann Hollweg) in Constantinopl (1916, October 4).
de Waal, T. (2013). Black garden: Armenia and Azerbaijan through peace and war. New York: New York University Press.
Genocide. (1946, August 26). The New York Times, p. 17
Grigoryan, M. (2010, October 29). The February victims near Aghdam are a consequence of criminal actions of Azerbaijan’s political elite…. Panorama.am.
Historical monuments. (2013). Retrieved February 28, 2024.
Hofmann, T. (2002). Armenians in Turkey today: a critical assessment of the Armenian minority in the Turkish Republic. Academia. edu., 15.
Ilham Aliyev laid foundation stone for Khojaly genocide memorial and met with representatives of general public (2024, February 24). Prezident.az.
Javakhyan, L. (2008). Kirva. Archive for August 2016. Ganjalyanyura. https://ganjalyanyura.wordpress.com/2016/08/26/kirva/. Retrieved February 27, 2024.
Ketibian, A. (2024). Azeri aggression against Armenians in Transcaucasia: Reports from the U.S. Press (1905-1921) (2nd and expanded edition). Yerevan: Areg Publishing House.
Kofler-Bettschart, B. (2024). Ich habe getötet, aber ein Mörder bin ich nicht!“: Der Völkermord an den Armeniern, die Rache der Opfer und die Geheimoperation Nemesis. Wien, Carl Ueberreuther Verlag. 120f.
Interview of Elman Mamedov (1992, April 22). Megapolis-Ekspress, 17 (104), 16, Moscow, quoted from “Massaker von Chodschali”. (n.d.). Wikipedia. Retrieved 31 March 2025.
Ocampo, M. L. (2023a, August 7). Genocide against Armenians. Expert opinion. New York. Center for Trith and Justice.
Ocampo, M.L. (2023b). Summary of the case of Nagorno-Karabakh. Innovation on global order project “Current genocides and the consistent international practice to deny them.” Summary of the case of Nagorno-Karabakh. University of Sao Paulo.
Official visit of the President of the Republic of Azerbaijan Heydar Aliyev to the Republic of Turkey. (1997, May 5-8). Heydar Aliyev heritage international online library.
Pfeilschifter, V., & Barberis, C.F. (2023, December 13). Staatliche Dominanz und Widerstand unter jungen Menschen in Aserbaidschan [State dominance and resistance among young people in Azerbaijan]. Zentrum für Osteuropa- und internationale Studien (ZOIS).
Red flag alert:Azerbaijan. (2022, August 17). Lemkin Institute for Genocide Prevention.
Shaliev, R. [@rahimsaliyev] . (2023, October 17). Being Azeri, is all about to live on Persian land, reading Russian literature, having Armenian architecture, believing Arab’s religion, celebrating Talysh holidays, buying Western-made technology, listening to Caucasian music, drinking Georgian wine. [Post]. Accessed 03 October 2024.
16 axe blows. Ramil Safarov: national hero of Azerbaijan (n.d.). Safarov.org.
Statement on Azerbaijani aggression against the Republic of Armenia and the indigenous Armenians of the South Caucasus. (2022, October 24). International Association of Genocide Scholars Executive Board.
The Armenian allegation of Genocide: the issue and the facts. (n.d.). Ministry of Foreign Affairs, Republic of Turkiye.
The planning, inciting, ordering, instigating and implementation of Genocide by President Ilham Aliyev and other high-ranking officials, submitted to the registry of the International Criminal Court. (2024, April 18). Center for truth and justice.
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Armenological Studies
THE ARMENIAN MASSACRES IN ALEXANDRAPOL DISTRICT FROM MAY TO NOVEMBER 1918: A LITTLE-STUDIED EPISODE FROM THE HISTORY OF THE ARMENIAN GENOCIDE
AbstractThe article deals with the study of the demographic policy pursued by the Turkish authorities in the occupied Alexandrapol district. On the basis of newly discovered archival documents, scientific literature, memoirs of eyewitnesses and reports of periodicals it is shown that in the period from May to November 1918 Turkish regular troops with the support of local Muslims pursued a policy of genocide of Eastern Armenians, distorting the ethnic image of the population of the district.
The data obtained also show that the official statistics of the Turkish crimes in Alexandropоl district does not reflect the true scale of what happened and is significantly underestimated.
ReferencesAtrpet. (25 Dectember, 1918). Alek’sandropol k’aghak’i 200 orvay grawumy Osmanean zork’eri koghmits’ [The 200-day occupation of Alexandrapol by Ottoman troops]. Mshak newspaper. (in Armenian)
Avetisyan, H. (1998). Hayots’ azgayin miut’yan haght’anaky 1918 t’vakani mayis [The victory of the Armenian National Union in May 1918]. Yerevan: RA NAS Science press. (in Armenian)
Dallakyan, V. and Marukyan, A. (2008). Gharak’ilisayi 1918t’. Herosamarty [Karaklis Heroic Battle of 1918]. In V. Ghazakhetsyan (Ed.). Collection of Documents and Materials, Yerevan: YSU Press. (in Armenian)
Davtyan, A. (1987, August 22) Chanach’ir armatnery k’vo [Know your roots]. Ani weekly. (in Armenian)
Dokumenty i materialy po vneshney politike Zakavkaz'ya i Gruzii [Documents and Materials on the Foreign Policy of Transcaucasia and Georgia]. (1919). Tiflis: Typography of the Government of the Georgian Republic. (in Russian)
Elchibekyan, H. (1947). Gharak’ilisayi chakatamarty [The Battle of Gharakilisa]. Bulletin of Social Sciences of the NA of Arm.SSR, 8, 47-63. (in Armenian)
Ghazaryan, M. (1918, June 2). Gharak’ilisayi shrjani verjin iradardzut’yunnery. tpavorut’yunner [The last events of Gharakilisa region: Impressions]. Mshak newspaper. (in Armenian)
Grigoryan, R. (1996). T’urk’-musavat’akan zork’eri hants’agortsut’yunnery Andrkovkasi hayabnak vayrerum 1918-1920 t’t’ [Crimes of Turkish-Musavat troops in Armenian-populated areas of Transcaucasia in 1918-1920]. Bulletin of Armenian Archives, 1 (98), 88-111. (in Armenian)
Hayrapetyan, A. (2017). The Legal-administrative policy of the Ottoman authorities in the Ale¬xandrapol uyezd in May-November 1918. Journal of Armenian Studies, 2 (14), 19-28.
Hovsepyan, M. (1918, June 26). Alek’sandrapoly, gravumen yetk’. (Akanatesi patmut’yuny) [Alexandrapol: After the capture. (Eyewitness account)], Ashkhatank, newspaper. (in Armenian)
Hovsepyan, M. (1918, June 8). Alek’sandrapoly, gravumen yetk’. (Akanatesi patmut’yuny) [Alexandrapol: After the capture. (Eyewitness account)], Ashkhatank, newspaper.
Institute of History of the NAS RA, F. Leo, Op. 1, D. 253, p. (in Armenian)
Irazek. (1919, October 17). Tajikneri vayragut’yunnery Alek’sandrapoli shrjanum [Atrocities of Tajiks in Alexandrapol district]. Yaraj, newspaper. (in Armenian)
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Korkotyan, Z. (1932). Khorhrdayin Hayastani bnakch’ut’yuny verjin haryuramyakum (1831-1931) [The population of Soviet Armenia in the last century (1831-1931)]. Yerevan: Publication of the Melkonian Fund. (in Armenian)
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Armenological Studies
THE REFLECTION OF THE IDEA OF REPATRIATION OF THE ARMENIAN DEPORTEES IN DJAGADAMART (BATTLE), HAIRENIK (HOMELAND) AND ASBAREZ (ARENA) PERIODICALS IN 1920
AbstractIn 1920, the periodicals Djagadamart (Constantinople) and Hairenik (Boston), Asbarez (Fresno) published an interesting analysis on the issue of returning deported Armenians to their homeland. The political sections of newspapers emphasized the significance of addressing the issues related to the deprivation of the Armenians from their homeland, their exile, and their right to return within the context of the current Middle East situation. They have also covered the Paris International Peace Conference, the Eastern policies of the Allied Powers, and the foreign policy pursued by the First Republic of Armenia. In this context, the publications regarding the Sevres Treaty signed on August 10, 1920 and the Arbitral Award of the U.S. President Woodrow Wilson regarding the Armenian-Turkish border on November 22nd are of particular interest. These periodicals have made valuable contributions to clarifying safeguards for the safety and security of Western Armenians, and promoting ideas for an Independent and United Armenia. Challenges to the concept of repatriating deported Armenians back to their homeland have also been raised in the pages of the above-mentioned publications. The topic is relevant as the periodicals Djagadamart, Hairenik, Asbarez are being presented for the first time within the context of discussing the issue of repatriation of deported Armenians.
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Hovhannisyan, L. (2022). The results of research on the Armenian Question in historical science of Armenia (1991-2021), Fundamental and applied research. Current issues and achievements. Collection of scientific articles. International conference. Yerevan: ISEC, NAS RA, 469-478.
Hovhannisyan, L.H. (2023). Internationalization of the Western Armenia Question in the evaluation of modern Armenian historical science (1996-2022), Problems of competitive education and science in a changing world. International conference. Collection of scientific articles. Yerevan: ISEC, NAS RA, 306-326.
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Armenological Studies
POGROMS IN GANDZAK (KIROVABAD) AS ANOTHER MANIFESTATION OF GENOCIDAL POLICY IN AZERBAIJAN
Abstractthe context of the nationwide movement in Nagorno-Karabakh in 1988, the anti-Armenian policy in Azerbaijan took the form of a large-scale and regular violence. The pogroms against Armenians organized on 27-29 February 1988 in the city of Sumgait (Azerbaijan) marked the beginning of a new stage of discriminatory policy against Armenians, which was to organize regular mass pogroms against Armenians. The next waves of Sumgayit crimes took place in November 1988 in Gandzak (Kirovabad) and nearby Armenian-populated areas, and in January 1990 in Baku.
The purpose of this article is to highlight the pogroms committed by Soviet Azerbaijan in 1988 against the Armenian population of Gandzak (Kirovabad) and their consequences. The research suggests that the pogroms organized against the Armenians in Gandzak (Kirovabad) and nearby settlements in 1988 were motivated by national hatred and aimed at the physical destruction of a specific nation, the Armenians. The research shows that the pogroms against Armenians in Gandzak (Kirovabad) were organized with the cooperation of local authorities and law enforcement agencies, and the aim of the pogroms was to kill and deport Armenians. The methodological basis of the article is the methods of analysis, research of facts, and comparison of various materials.
As a result of the study, we conclude that Azerbaijan committed a crime against the Armenian population of its republic during the Soviet years - ethnic cleansing, which was also a manifestation of Armenianophobia.
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Sharafyan, N. G. (2022). Hay bnakchutyan nkatmamb khorhrdayin Adrbejani zangvatsayin vochragortsutyunneri qaghaqakanutyuny 1988-1990 t.t. [The Policy of Mass Atrocities of Soviet Azerbaijan against the Armenian Population in 1988-1990]. Atenakhosutyun (thesis). GAA patmutyan institut, 167 e'j. Yerevan. (in Armenian)
Xar'atyan, H. (2915).Hayeri teghahanutyuny Adrbejanic: 1988 t. Kirovabadi hayeri inqnapashtpanutyan dasery [Deportation of Armenians from Azerbaijan. Lessons of Self-Defence of Kirovabad Armenians]. Hayagitakan handes, 6, 74-97. (in Armenian)
