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The Helen Diller Family Endowment for
Jewish Shanghai
New class expands student awareness of Jewish histories waiting to be found around the globe page 4
The Holocaust: Coursera UCSC’s Jewish Studies legacy class The Holocaust goes online to more than 18,000 students in 59 countries page 6
Inscription The Jews in Shanghai written by Wang Daohan, former Mayor of Shanghai photos courtesy Shanghai Jewish Refugees Museum
Co-Directors’ Message:
“From Strength to strength . . .”
Murray Baumgarten
Nathaniel Deutsch
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ver the past few years, Jewish Studies at UC Santa Cruz has made tremendous strides. We created a new major—the only one at a University of California campus north of Los Angeles. We hosted a series of internationally known scholars for our annual Diller Lecture, as well as numerous other public events that brought together members of the campus and wider communities. And we taught literally thousands of students of all backgrounds in our courses, introducing them—many for the first time—to
Jewish history and culture, Israel, the Holocaust, Hebrew, Yiddish, Mizrahi music, and other subjects. Along the way, we have become a model for other programs on campus, such as the new Sikh and Punjabi Studies initiative. In short, Jewish Studies has become one of the most dynamic and intellectually compelling programs at UCSC and for the California University system.
How do we stay strong and continue to grow or, as Psalm 84 puts it, to “go from strength to strength?” In the coming days, we will be working to ensure that Jewish Studies at UC Santa Cruz has a solid foundation. One of our most important priorities is meeting undergraduate demand for classes that connect student interest
with faculty research. Our cover article previewing Professor Emily Honig’s upcoming class on Jewish Shanghai is an example of that effort. A second priority involves including new faculty in our curriculum, especially junior professors who will serve the campus for years to come and become leaders in scholarship and teaching. We are particularly excited about new faculty in history and literature who will be offering Jewish Studies courses. Our efforts continue to build a sustainable infrastructure for scholarship and teaching. In June 2013, both the Baumgarten Endowed Chair in Jewish Studies and the Center for Jewish Studies became major Humanities priorities of The Campaign for UC Santa Cruz. This status recognizes our maturity and importance for the legacy and future.
UCSC to Receive $500,000 in Support of Baumgarten Endowed Chair in Jewish Studies
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he Helen Diller Family will contribute $500,000 toward the establishment of a new Murray Baumgarten Endowed Chair in Jewish Studies, joining the efforts of over 250 individuals and foundations in reaching a $1M goal to endow the chair. A previous gift of $1.5M in 1997 established the Helen Diller Family Endowment for Jewish Studies at UCSC. That seed funding helped create UCSC’s Center for Jewish Studies—which has evolved over the past 16 years into a sophisticated center for research and learning, serving the largest number of enrolled undergraduates in Jewish Studies at any Northern California post-secondary institution.
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The Baumgarten Chair will honor scholar and teacher Murray Baumgarten, whose interdisciplinary vision has guided Jewish Studies at UCSC for nearly three decades. A senior level faculty scholar appointed to the chair, will guide a mature and expanding Center for Jewish Studies. The Dillers’ latest gift now raises the total of designated funds to $700,000. “We are delighted to receive this generous gift from the Dillers to support our expanding Jewish Studies Program,” said Chancellor Blumenthal. “Their new gift celebrates the legacy they helped to create and assures the future vitality of our Center for Jewish Studies.”
Helen Diller
“Murray Baumgarten’s unique leadership made the establishment of a premier Jewish Studies program at UC Santa Cruz a reality,” the Dillers noted. “We are pleased to be able to honor his vision.”
Chancellor’s Message: Jewish Studies and Baumgarten Chair are Top Priorities for UCSC
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his has been an extraordinary year for Jewish Studies at UC Santa Cruz, marked by great strides in philanthropy and the first-ever online offering of UCSC’s interdisciplinary course The Holocaust.
George Blumenthal
The campus recently announced a major new gift that will support UCSC’s Jewish Studies Program. The Helen Diller Family will contribute $500,000 toward the establishment of a new Baumgarten Endowed Chair in Jewish Studies. This generous gift moves us a great deal closer to the $1 million mark that will enable us to establish the Baumgarten Endowed Chair.
A previous gift from the Dillers in 1997 established the Helen Diller Family Endowment for Jewish Studies at UCSC, which helped create the Center for Jewish Studies. Clearly, the Dillers’ generosity has had a lasting, transformative impact at UC Santa Cruz, and I am grateful for their support. Their leadership is inspiring others to support UCSC’s excellence in Jewish Studies. Their gift—along with gifts from other major contributors including the David P. Gold Foundation, the Koret Foundation, The Laszlo N. Tauber Family Foundation, the Philip and Muriel Berman Foundation, and UCSC Trustees Ted Goldstein, Larry Moskowitz and Richard Moss, and nearly 250 additional individuals and foundations—will help sustain a now-mature Jewish Studies Program. The Baumgarten Chair will honor the legendary accomplishments of Jewish Studies scholar Murray Baumgarten, a distinguished professor of English and comparative literature who has guided the Jewish Studies program at UCSC for nearly three decades. Baumgarten and history professor Peter Kenez are the forces behind UCSC’s pathbreaking course, The Holocaust, which was offered online for the first time this spring. The course attracted nearly 18,000 participants in more than 59 countries around the globe—an extraordinary response for UCSC’s first offering through the popular Coursera platform. Murray and Peter have made enduring contributions as scholars and teachers, and it is enormously gratifying to share their talents, knowledge, and expertise with this broad audience.
It is a pleasure to share these milestones and to say thank you for your support. Jewish Studies is one of our premiere programs, and your support enables it to thrive and broaden its impacts.Thank you!
Your generous gift to Jewish Studies helps to support outstanding students and our nationally recognized program. Checks made out to the UCSC Foundation and designated in the memo line for the Center for Jewish Studies can be mailed to: UCSC Humanities Development Office HUM1, Suite 503 1156 High Street Santa Cruz, CA 95064 Secure, online gifts can be made by going to the UCSC Jewish Studies website: jewishstudies.ucsc.edu Click on “SUPPORT US” in the upper right hand corner. Then click on the “Donate to Jewish Studies” button. Easy! Call 831.459.4713 for a person who can assist you.
UCSC Center for Jewish Studies UCSC Center for Jewish Studies
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Jewish shanghai Creating “Citizens-of-the-World-in-Training”
UC Santa Cruz Professor of History Emily Honig will teach a senior seminar titled Jewish Shanghai for winter quarter 2014. We caught up with the longtime professor at her sunlit campus home to discuss the genesis and structure of this first-of-a-kind class. What sparked this course? I’ve actually thought about teaching this class for a long time. When I was doing research for my Ph.D., I lived in Shanghai for two years, from 1979-81. I spent a lot of time waiting to have access to the archives I needed, so I would get on my bike and tour the city. I had copies of guidebooks from the early 20th century and rode my bike to find the synagogues, temples, and Jewish organizations that they listed. There were also old buildings with rows of Stars of David on them, and I thought, ‘What is going on here?’ What was going on there? Well, there were three waves of Jewish migrations to Shanghai. The first wave arrived in the mid-19th century. These were Sephardic Jews from India and Iraq. They became some of the wealthiest merchants in Shanghai. The first group of Ashkenazi Jews arrived during 4
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the 1917 Russian Revolution. So there were these two parallel Jewish communities. Then, there was the migration of more than 10,000 Jewish refugees from Europe during WWII. Shanghai was one of the places where Jews could go to escape Hitler. The Sephardic Jews actually provided financial support for the Jews coming from Europe. What will the course cover? The course will explore the relationship between these two Jewish populations, the Sephardic and Ashkenazi, throughout the early 20th century and also the formation of the “Shanghai Ghetto” during WWII. We’ll look at the political negotiations that enabled Jewish refugees from Europe to settle in the Japanese concession in Shanghai. For instance, when the Japanese occupied Shanghai, the British were taken to relocation camps but the Jews were in a different category. They were not taken to the camps. Finally, we’ll look at the recovery of this piece of history through memoirs, films, scholarship, and networks of former Jewish Shanghai residents. What interests you most about this topic? There’s almost a cottage industry of memoirs about Jews who lived in Shanghai, and people have written academically about them as
“I want students to graduate from here with the ability to think critically, to write and to do research . . . I want them to be historians, intelligently interacting with their sources and making sense of what they find.” well. But there is almost nothing about how the “place” of Shanghai informs the way people chronicle their experiences. One of the things I hope to do in this class is to tease out the ways in which the “place” of Shanghai affected these people’s lives—what difference did it make that they lived in Shanghai as opposed to somewhere else? What kind of work did they do? How did they get food? Whom did they interact with? What structures of power were involved? What kind of materials will students use? There is a lot of material on the web, a lot of oral histories of Jews who lived in Shanghai during the war. There are also memoirs, documentaries and photo collections, lots of guidebooks. I hope to bring in people who lived there to speak to the class. When one teaches a senior Photos above courtesy Shanghai Jewish Refugees Museum
seminar, the challenge is to find a topic where there is a lot of English language material so students can do research. There is so much material online now. Why the resurgence in interest? I think the development of the tourism industry in China starting in the 1980s is a big factor. Before, it was hard to get a visa to travel in China. But as more people travel there—the more people who are Jewish travel there—the more interest there is. People are saying, let’s do tours of Jewish Shanghai. It’s become a little bit of an industry. How will this course enhance the Jewish Studies Program at UCSC? When people think about Jewish Studies, they often think about Europe and the U.S. and the Ashkenazi Jews. If they think about the Holocaust, it is usually in terms of concentration camps or histories of resistance. This course offers a completely different perspective on the Holocaust, and also
about the relationships among different Jewish populations. It moves Jewish Studies away from the U.S. and Europe to places such as India, Iraq, and China. What will this course add to the educational experience of students? I want students to graduate from here with the ability to think critically, to write and to do research. I’d like them to think of their sources in a more critical way. When they do their research papers, I don’t want an assemblage of facts. I want them to be historians, intelligently interacting with their sources and making sense of what they find. So they’ll be historians-intraining? Actually, I think it’s more like citizens-of-the-world-in-training. Almost any place one goes, there are these hidden histories to be found.
Professor of History Emily Honig
You stumble on communities you didn’t know existed. For instance, in Peru there are “Chifa” restaurants. Chifa comes from the Mandarin word chao fan, which means fried rice, and reflects the Chinese immigrants who came to Peru from Guangdong in the late 19th and early 20th centuries. I hope students will leave with an awareness that there are hidden histories waiting to be found. —Peggy Townsend
Our Vision for the Future of UCSC Jewish Studies:
“Are We Still the People of the Book?” In 2012, the University of California, Santa Cruz Center for Jewish Studies envisioned a future, which includes a strategic plan around the question “Are we still the People of the Book?” At once a historical trajectory, a material object, a technological medium, and a metaphor, “the Jewish Book” is central to Jewish culture and has been for millennia. But how will it continue to be so in the age of the Internet and smart phones? In 2013, three major projects originating from or drawing upon the leadership of Center scholars and students have explored that question in digital and global forums. These include The Holocaust, UCSC’s first online course for 18,000 students worldwide; a major presentation and tour of the Venice Ghetto, in conjunction with “Victorian Venice, the Jews, and the Ghetto” an international gathering that brought scholars together from five continents; and a planning role in “The Jewish Book: Histories, Media, Metaphors,” which brought 30 scholars together in Venice to help launch the Venice Project for Interdisciplinary Jewish Studies and plan the 500th anniversary of the founding of the Venice Ghetto in 2016. UCSC Center forfor Jewish Studies UCSC Center Jewish Studies
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Jewish Studies’ The Holocaust course goes online It’s not every summer you get to teach more than 18,000 students from 59 countries — but that is what Center for Jewish Studies faculty members Murray Baumgarten and Peter Kenez did as Coursera hosted the University of California, Santa Cruz’s first class online as a MOOC (massive open online course). It required planning, hard work, some luck, and the support of Jewish Studies and Humanities Division funding.
“This is the most profound, life-altering course that I have ever taken . . .” “I feel as if I have been given a treasure I neither deserve, nor can ever repay. Wow! What a powerful experience. I interacted with active professors . . . teen students, adult survivors, a few perpetrators (or their apologists), and just other interested students from every available walk of life.” —M. B. “Bud” Fields, Jr. Columbia, Tennessee, USA
“The Holocaust was the best Coursera course I have ever taken. Through their knowledge, warmth and sensibility, the faculty and staff captivated my attention . . . [and] made me feel empowered to exert a new role in my society: that of a witness.” —Helga Maria Saboia Bezerra Oviedo, Spain
“This is the most profound, life-altering course that I have ever taken, in great part due to the brilliance of the professors and staff . . . Although the course was not offered in a traditional setting, there was a wonderful sense of community and inclusiveness . . .” —Ellaline Davies Hamilton, Ontario, canada
“I decided to apply to a Doctoral program . . . I have been interested in the Holocaust for many years but had never thought of taking my interest so far. [This] course has compelled me to do so.” —carol Colffield São Paulo, Brazil
“Learning about the history and literature of the Holocaust from the UCSC faculty is like waking up on a Saturday morning to sit at the breakfast table [and] have a delicious cup of coffee and listen to my grandfathers tell me an amazing story.” —Rafa Moreno Brasília, Brazil 6
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Countries with participating students are indicated with a red dot
The course has been taught for more than 25 years to more than 300 students a time. In 2013, it was designated as a campus legacy course and prepared for professional production. Shawna Vesco, an advanced graduate student who helped teach the course in the past, teamed up with UCSC
Extension team member Lauren Butler who by luck had taken the course ten years before. The course team of faculty, student, and course alum produced units of 10 to 15 minutes. The idea of a MOOC is active student learning; so there are no hour and a half lectures for students to (continued, page 8)
“I very much like the interplay between the historical perspective and the literary perspective. I especially appreciate the compassion, warmth and humor of the two professors in the presentation of such a delicate subject.”
“It has been a great privilege to hear the excellent lectures of our professors. When I listened to the faculty lectures, I almost felt like I was there, even though I was sitting on my own sofa— on the other side of the world. . . . ”
—Rosette Rozenberg Southwest France
—Johanna Kulmala turku, Finland
“I am 78 years old . . . I live in Norrtälje, Sweden. This area was a military area during WWII. I had read most of the books used for the course (and many others) years ago. This course shed light on some of the things that happened . . . I feel honored.” —Betty Dahlstedt Norrtälje, Sweden
“The whole experience was very meaningful and special to me for so many reasons. I shall definitely miss the class which was so much a part of my life the last ten weeks . . . I committed to the course, in reading, researching and participating.” —Glitter Moreño Neg. Occ., Phillipines
UCSC Center for Jewish Studies
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Recent Faculty Publications
Coursera continued
Response to the course has been extraordinary. We are now discussing questions that could lead to a next version of the course and additional topics for course production. We are preparing a proposal for additional funds to support richer and perhaps more interactive production values.
THE JEWISH STREET is a real place. Here Jews meet each other, the community congregates, and the street becomes a stage set where Jews perform for each other, share ideas, experiences, tell jokes, invent stories. This is where you find the schools, newspapers, libraries, JCCs, synagogues, temples, and store-front shuls. Enter the cafeteria, the beauty parlor, or the bakery and you’re in the middle of a debating society, a counseling center. Slip in a Hebrew word or a phrase of Yiddish, you’ll get answers, not puzzled looks. Tell someone, “I’m getting ready for the holiday,” and they know what holiday you mean. For the Jewish Street is the place where Jews feel like insiders, despite being outsiders everywhere else…
from the introduction to
THE JEWISH STREET
THE CITY AND MODERN JEWISH WRITING AN ANTHOLOGY edited with an introduction by
MURRAY BAUMGARTEN AND LEE DAVID JAFFE
Cover art: “Schwartz’s Hebrew Deli on St Laurent in Montreal” by Carole Spandau. Copyright © Carole Spandau. All rights reserved.
The Coming of the Holocaust:
from Anti-Semitism to Genocide.
Cambridge University Press. By Peter Kenez.
Baumgarten & Jaffe
With the course announcement, students enrolled and three different discussion groups were organized on Facebook: one centered in India, one directed from Brazil, and one conducted in Spanish. Not only did they watch the lecture modules, read the material, and watch the assigned films, but they also participated in discussions. In the process, they found additional Holocaust resources that they compiled for their own use.
Students began writing personal messages to professors Kenez and Baumgarten commenting, praising, expressing their views, and engaging the content. Some of those comments can be read in our world map of course participants on the previous page.
THE JEWISH STREET
absorb. Instead, each unit included embedded questions, projects and writing assignments to get students into active learning mode.
THE JEWISH STREET THE CITY AND MODERN JEWISH WRITING AN ANTHOLOGY
EDITED WITH AN INTRODUCTION BY
MURRAY BAUMGARTEN & LEE DAVID JAFFE
The Jewish Street: The City and Modern Jewish Writing.
Edited with an introduction by Murray Baumgarten and Lee David Jaffe.
Professor Steven Zipperstein Named 2014 Helen Diller Annual Lecturer
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very year the Center for Jewish Studies brings a distinguished scholar to campus to deliver the annual Diller Lecture. We are pleased to announce that this year’s Diller Lecture will be given by Steven Zipperstein, the Daniel E. Koshland Professor in Jewish Culture and History at Stanford University, where for sixteen years he was the Director of the Taube Center for Jewish Studies. Professor Zipperstein is the awardwinning author and editor of numerous books, including The Jews of Odessa: A Cultural History, 1794-1881; Elusive Prophet: Ahad Ha’am and the Origins of Zionism; and Rosenfeld’s Lives: Fame, Oblivion, and the Furies of Writing. The YIVO Institute recently
Steven Zipperstein is known for his ability to use the tools of anthropology, ethnography, literature, and history to examine the experiences of Jews in Russia through sources in Hebrew, Russian, Yiddish, and other languages. appointed him the first Jacob Kronhill Visiting Scholar for Jewish Research. Professor Zipperstein will deliver the lecture, entitled “The 1903 Kishinev
Pogrom and the Dawn of the Twentieth Century,” in February 2014. Professor Zipperstein has held fellowships at the Institute Steven Zipperstein for Advanced Studies in Jerusalem, Wolfson College, Oxford, the Oxford Centre for Hebrew Studies, the Institute for Advanced Studies of the Yitzhak Rabin Center in Tel Aviv, and the Stanford Humanities Center. He is President of the Conference on Jewish Social Studies, and he served for seven years as Chair of the Koret Book Awards.
The 2014 Helen Diller Annual Lecture is made possible through the ongoing support of the Helen Diller Family Foundation. A highlight of the UCSC Jewish Studies spring calendar remains the Helen Diller Annual Lecture, which brings world-class scholars to UC Santa Cruz to present their work on a Jewish theme to the campus and the wider community. Watch the Jewish Studies website for the exact date and location. 8
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jewish studies at UCSC:
Students’ Perspectives purpose. It helped me to assimilate into the American culture, but it also inspired doubts about my own culture and background.
Luis Falcón Undergraduate I am not a Jewish Studies major, but I have taken two courses on Jewish history, and I have been fascinated with the relevance that Jewish history has to contemporary society, especially immigration policies. Initially I enrolled in Professor Deutsch’s course on modern Jewish intellectual history because it fit perfectly into my hectic schedule. Honestly, I did not expect that I would be able to relate to the topics that were discussed in the course. However, when Professor Deutsch started to discuss the fact that German Jews tried to acculturate and be accepted as Germans, I began to make personal connections. I immigrated to the United States from Mexico when I was six years old, and growing up in the United States, I always wanted to be accepted as American, despite the fact that I was not born in the United States. At one point in my life, I felt ashamed of the fact that I was Mexican. In the course, we discussed the fact that many Jewish children in Germany and in other countries throughout Europe had similar feelings, which emerged when they started school and realized that they were different. Schools often serve as engines of assimilation, and I saw that school for me also served that same
One of the reasons that I enjoyed participating in a course on modern Jewish intellectual history is because there were always open discussions. We often had debates on what race and ethnicity meant. Through these lively exchanges, I learned more about myself. I felt that many of the topics that we discussed in the course are still relevant today. For example, we examined immigration policies, and I was able to see that the immigration policies that are implemented today have their initial roots in the policies that European countries had towards Jewish immigration. My fascination with Jewish history came from the fact that I was able to see that many of our policies, especially towards immigration, have their roots in the Jewish Diaspora. As an immigrant myself, I was able to make connections to my own immigrant narrative, and by learning about Jewish history, I was able to better understand my own.
Joanna Meadvin Graduate Student in Literature I was initially attracted to UCSC by the interdisciplinary work of scholars in the Literature Department. I was interested in reading some of the “major” American writers of the 19th century (Melville, Whitman, Sarmiento, Martí, for example) in conversation across borders. When I got here, I stumbled across the work of Alberto Gerchunoff, a Jewish immigrant to Argentina who became known as the “father” of Latin American Jewish writing. The more I read, the
more fascinated I became. Gerchunoff’s struggle to come to terms with language (he wrote in a highly elaborate Spanish, paying deliberate homage to Argentina’s colonial past) helped me start to think through the ideological power that Standard Language has to make citizens. As I spoke to my advisors about my interest in Gerchunoff, they recommended that I speak with Professor Deutsch. In addition to learning more about the basic history of the world that produced Gerchunoff, Jewish Studies provides me with an incredibly flexible intellectual framework. It is by necessity interdisciplinary and multilingual.
I’m not sure how to explain my involvement in Jewish Studies other than that it was an organic—and incredibly useful —consequence of my academic interests. Working in Jewish Studies has enriched not only what I talk about, but whom I speak with; studying Yiddish at YIVO in New York, I’ve met incredible scholars from all over the world. Through some incredible initial contacts (provided by Professor Deutsch), I’ve met the kindest, smartest, most knowledgeable and engaged Argentine scholars (from professors, to librarians, to volunteers at the IWO). To read these student profiles in full, go to jewishstudies.ucsc.edu UCSC Center for Jewish Studies
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Teaching the Legacy: Mishael Maswari Caspi 1932–2013 Better than a thousand days of diligent study is one day with a great teacher. —Japanese proverb
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t is something of a commonplace to speak of the professor who changed your life. But as I find myself teaching the Introduction to the Bible as Literature this fall at the University of Illinois at Chicago, the life-changing effect that Professor Mishael Maswari Caspi had on me is clear on a daily basis. I met Mishael in the first quarter of my freshman year at UC Santa Cruz in his Introduction to the Bible as Literature course. I had a Jewish Day School background that had supported my study of English literature in high school, so I enrolled in the class curious to know what it means to read the Bible as literature. The experience was revelatory. Not only were all the pieties, the systems of domination and submission, the unquestioned voice of authority stripped away; but a world of moral ambiguity, multiple meanings, and compromised survival was uncovered. In Professor Caspi’s classroom, the interpretation of the text depended upon dialogue. He ran among rows of students to engage them in this dialogue, spoke of biblical characters as people he had long analyzed, and told interpretive stories from Judaism, Christianity, and Islam.
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I at last understood the Jewish concept of the Torah as a living text. A remarkable number of students found a home in Mishael’s classes. Always ready to support learning, he had a constant stream of students in independent study courses. He was genuinely interested in students, always inquiring about their beliefs, practices, backgrounds, and positions. Mishael often held office hours on the porch at Café Pergolesi. People in the vicinity could be seen leaning in to catch a phrase of advice or wisdom. Mishael could speak about the perennially taboo subjects of religion and politics with anyone. Israeli and Palestinian students, for example, were equally devoted to him and flocked to his classes. He was an Arab Jew who felt comfortable singing the praises of these traditions and criticizing their intolerances. Funny, lively, and warm, he also spoke to students about how to work together and help one another along. A range of students found comfort amidst crises political and personal through dialogue with Professor Caspi. As a Yemenite Israeli Jew, Mishael Caspi was acutely aware of all the knowledge suppressed by an official written record. For this reason, he focused much of his energy on oral traditions. He gathered and transcribed traditional Yemenite folktales, women’s lullabies and laments, and folk stories concerning biblical figures. His scholarship revolved around the power of stories to sustain and make sense of the world. Knowing full well that all dimensions of a story can
never be captured, Mishael endeavored to rescue tales from oblivion in an increasingly technological age. His love of story translated into an enthusiasm for people. Storytellers from Africa, the Middle East, and Asia often visited his classes and performed their craft for students. He never pursued culture as a commodity or a platform for self-righteousness, but rather as a way of engaging others about what is at root shared. Mishael shared what was natural to him through his publications, his mentoring, and his own remarkable tales. While the written record that he leaves is significant, it is up to those of us who had the pleasure of being Mishael Caspi’s students and friends to keep his stories alive. Dr. Rachel Havrelock
Associate Professor Program in Jewish Studies and Department of English University of Illinois at Chicago UCSC Class of 1994
UCSC Jewish Studies Mission, Commitment, and Courses
UCSC JEWISH STUDIES
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Murray Baumgarten Co-director & Advisor dickens@ucsc.edu
ewish Studies at the University of California, Santa Cruz, is an intellectually compelling, interdisciplinary program that offers students a broad range of courses in Jewish culture, especially its literature, art, music, and history, as well as its ethics, folk practices, and philosophy. We are committed to demonstrating the crucial value of Jewish Studies to the university curriculum and to the intellectual life of the campus.
Degree courses in our program encompass the range of modern Jewish Studies, including Eastern European Jewish life, modern Jewish thought, contemporary Israel, the Holocaust, American Jewish culture, as well as modern Hebrew, Yiddish language, and literature. In addition to our core curriculum in modern Jewish culture, we also offer students a strong foundation in ancient and medieval Judaism, including the Hebrew Bible, rabbinic texts, Jewish mysticism, and medieval Jewish history and literature. Our curriculum is enriched by conferences and lectures that bring the best Jewish studies scholars in the world to campus to share their work and participate in the intellectual life of the university through the auspices of the Division of Humanities.
Nathaniel Deutsch Co-director & Advisor ndeutsch@ucsc.edu Bruce Thompson Associate Director & Advisor brucet@ucsc.edu Deborah Claesgens Development Director dclaesge@ucsc.edu Jewish Studies Program Humanities Division, UCSC History Department Humanities 1 1156 High Street Santa Cruz, CA 95064 jewishstudies.ucsc.edu Center for Jewish Studies cjs.ucsc.edu
2013–14 Course offerings jewish LANGUAGEs First-Year Hebrew –G. Stein-Rosen First-Year Hebrew –T. Rossman-Benjamin Intro to Yiddish–J. Levitow
JEWISH STUDIES CORE COURSES Introduction to Jewish literature and Cultures –M. Baumgarten film and the holocaust –B. Thompson
history CORE COURSES german history –M. Cioc history of modern israel –B. Thompson german film, 1919-1945 –E. Kehler
jewish life in eastern mediterranean port cities–P. Daccarett Jewish shanghai–E. Honig Where civilizations met: Jews, Judaism and the iberian peninsula–P. Daccarett
EXIT SEMINARS
biblical hebrew, part 2 –D. Selden
topics in modern jewish literature and culture: jewish comedy –B. Thompson
ELECTIVES the world since 1500 –M. Matera modern european history, 1500–1815–K. Silver
LITERATURE CORE COURSES
Music of Modern Israel –A. Tchamni
Jewish Writers and the European City: london –M. Baumgarten
mizrach: jewish music in the lands of islam –A. Tchamni
hebrew bible–N. Deutsch
modern european history, 1815–present–B. Thompson
Jewish diaspora, ethnicity and urban life–B. Thompson literature and the holocaust–N. Deutsch
modern germany and europe–M. Cioc
early christianity: First to Fourth Century A.D. –E. Spanier
Global jewish writing –M. Baumgarten
german film, 1945– Present–E. Kehler
biblical hebrew, part 1 –D. Selden
eastern europe, 1848–2000 –E. Kehler
UCSC Center for Jewish Studies
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Jewish Studies Program UCSC Humanities Division History Department Humanities 1 1156 High Street Santa Cruz, CA 95064
Nonprofit Org US Postage PAID Permit 109 Santa Cruz CA
Jewish Studies is part of the UCSC Humanities Division
The faculty, staff, and students of Jewish Studies at UC Santa Cruz would like to thank those who have given so generously over the past five years. Special thanks to our major benefactors: Helen Diller Family Foundation and Helen Diller Family Endowment for Jewish Studies, The David B. Gold Foundation, Koret Foundation, Jim Joseph Foundation, Foundation for Jewish Culture, Anne Neufeld-Levin Dr. David Aftergood and Mrs. Sara Aftergood Mr. Isaac Agam Ms. Renee Anspach Ms. Linda Arnold and Mr. Edward Hearn Mrs. Lisa Auerbach Mrs. Sally Ann Auerbach Ms. Maggie Barr Mr. David Baskin and Mrs. Cynthia Baskin Professor Murray and Mrs. Sheila Baumgarten Professor Ilan Benjamin and Ms. Tammi H. Rossman-Benjamin Ms. Tracy Bennett Mr. David Berke Mrs. Nechama Bernard and Mr. Michael L. Bernard Ms. Cecilia and Mr. Linton Beroldingen Chancellor George Blumenthal and Dr. Kelly Weisberg Mr. Peter Braun and Mrs. Roberta Braun Professor Margaret Brose and Professor Hayden White Dr. Kenneth Browner and Mrs. Rachel Browner Ms. Catherine Rose Broz Mr. Richard Burke and Mrs. Adele Burke Mr. Ali Cannon and Ms. Jessica Israel Ms. Brenda Carrasco-Ocon Ms. Elena Chancy Ms. Sherry Churchill Mr. Jim Cochran Ms. Elana Cohn-Rozansky Ms. Ramah Commanday Mr. Timothy Conger Phyllis Cook Ms. Beverly Crair Professor Nathanial Deutsch and Professor Miriam Greenberg Mr. Starlie Diamant Mr. Daniel Dobrin Mr. Ken and Mrs.Katherine Doctor Mr. Michael Doylen Mr. William Dunlevy and Ms. Margaret Dunlevy Ms. Carol Beth Duvernois
Mr. Jay and Mrs. Georgianne Farness Ms. Rebecca Gomez Farrell and Mr. Ben Farrell Ms. Maya Feldman Ms. Jill Fields Dr. Noel Fishman and Mrs. Miriam A. Fishman Ms. Rebecca Fox Mr. Scott Frazer Dr. Ken Friedenbach and Dr. Elizabeth Alpert Ms. Harriet Friedman Ms. Shari Geller Ms. Allison And Mr. Geoffrey Gilbert Mr. Allen and Mrs. Shirley Ginzburg Ms. Mary Godfrey Mr. Andrew and Ms. Kathy Goldenkranz Dr. Ted Goldstein and Ms. Jessica Bernhardt Ms. Hannah Goldstein Mr. Mark and Mrs. Caroline Goldzweig Margaret Gordon Mr. Steven Gottlieb Rabbi Michelle Greenberg Ms. Lori Grodman and Mr. Stewart Grodman Mr. Bryan Gross Ms. Diane Grunes and Mr. Howard Grunes Mr. Robert and Ms. Tanya Guzman Mr. Pierre Habel and Ms. Ruth Feiertag Mr. Brian Hamilton and Mrs. Bich Ngoc Nguyen-Hamilton Ms. Kelly Hand Ms. Ann Hargis Ms. Linda Heafy Ms. Margaret Shemaria Hedman Ms. Tana Heinze Ms. Suzanne And Mr. Joe Hellerstein Dr. Alan Hendin and Mrs. Vicki Hendin Ms. Lillian Anne Heritage and Mr. Jim McAdams Mr. Jacob and Iris Herschmann
Ms. Adrienne Herman Ms. Andrea Hesse Dr. Bernard Hilberman and Mrs. Eleanor Hilberman Ms. Marianne Hill Ms. Terry Hogan and Mr. Joel Leivick Mr. Bruce and Mrs. Breta Holgers Mr. John and Mrs. Katherine Hope Ms. Rosemary Hope Ms. Kathleen Hopkins Mr. Geoffrey Huang Mr. James Huxtable and Ms. Susan Huxtable Ms. Carolyn Hyatt Mr. Matthew Hymel and Ms. Dara Ferra Dr. Jane Jordan and Dr. John Jordan Dr. Henry Kaplan and Mrs. Marcia Kaplan Mr. Armen Karayan Mrs. Gayne Barlow-Kemper and Dr. Edward Kemper Professor Peter Kenez and Mrs. Penelope Kenez Mr. William Klein Mr. Sheheryar Kaoosji Mr. Robin Kopit and Ms. Susie Ketchum Ms. Alisa Kramer Ms. Hadassah and Mr. Ralph Kramer Mr. Alan Laverson Ms. Louise Ledeen Ms. Sydney Levine Mr. Daryn Lafferty Mr Theobolt and Mrs. Amanda Leung Mr. Alan Levin and Mrs. Judy Levin Ms. Anne Levin and Dr. Paul Levin Ms. Gloria Weiss Levin Mr. Arnold and Mrs. Estelle Levine Ms. Dale Levy Ms Liz Sandoval and Mr. David Lewis Mr. Alan and Mrs. Robin Lilien Rabbi Richard Litvak and Mrs. Nancy Litvak Mrs. Suzi Markham and Mr. Terry Olson
Mr. Daniel Mascardo Mr. Hans Mattingly Mr. Steve Meister Mr. David Mesher and Mrs. Marsha Mesher Ms. Gail Michaelis-Ow and Mr. George Ow Dr. Jacob Michaelsen and Mrs. Hila Michaelsen Mr. Albert Milani Dr. Alan Miller and Professor Leta Miller Mr. Larry Moskowitz and Dr. Louise Packard Mr. Richard and Mrs. Tina Moss Mr. Aryeh Nanas and Rabbi Paula Marcus Ms. Jennifer Nestojko and Mr. Rhys Moore Mr. Daryl Odnert and Mrs. Jennifer Martin Mr. David Olsav and Mrs. Alison Olsav Ms. Satya Vania Onorato Mr. Noe Pablo and Mrs. Elvira Lozano Mr. Aaron Parker Professor Manuel Pastor and Ms. Elizabeth Hamilton Mr. Gary Patton and Mrs. Marilyn Patton Rebecca Picard and John Allison Ms. Marlene Pitkow and Mr. Mark Kalow Ms. Blair and Mr. Dan Pleasant Professor Ira Pohl and Mrs. Kate Rosenbloom Professor Mark Raider and Professor Miriam Raider Rabbi Lawrence Raphael and Ms. Terrie Raphael Ms. Kelly Reich and Mr. George Ruiz Mr. Bernie Richter Ms. Gwin Richter Ms. Irena Polic Richter Ms. Addie Ricketts Ms. Lisa Rose and Dr. Kenneth Koenig Mr. Scott Roseman and Dr. Jasmine Berke Ms. Jeanne Rosen
Dr. Edmund and Mrs. Norma Sacks Mrs. Donna Saffren and Mr. Paul Saffren Mr. Elan Samuel Ms. Leslie Sands and Mr. Kenneth Goldstein Dr. William Sater Mr. Eddie Scher and Ms. Lori Scher Ms. Tosha Schore and Mr. David Avidor Mr. Don and Mrs. Joan Fitting Scott Ms. Megan Scott-Sofia Mr. Louis Segura Mr. Alan Steier and Dr. Bonnie Sudler Ms. Mira Shields Mr. Kenneth Silverman Mr. Mark and Mrs. Barbara Singer Ms. Katherine Sorensen Mr. Garry Spire and Ms. Ramyne Khan Mr. Jerry Spodick and Mrs. Terry Spodick Mr. Aaron Stone Ms. Keren Stronach Dr. Scott Mitchell Swartz and Mrs. Joan Swartz Mr. Michael Thaler and Ms. Libby Thaler Ms. Taryn Thomas Dr. Bruce Thompson Ms. Angelina Tong Mr. Mark Treat Ms. Diane Troderman and Mr. Harold Grinspoon Ms. Leora Troper Ms. Judy Trunsky and Dr. Ronald Trunsky Mr. Jason Urgolites Ms. Carolyn Valle Mr. Jon Varese Ms. Alice Vislay Dr. Christiane VonBuelow Ms. Alexandra Wall and Mr. Paul Bosky Mr. John and Mrs. Sandra Warren Ms. Lenore Wax Rabbi Eric Jay Weiss
Rabbi Shifra Weiss-Penzias and Professor Peter Weiss Mr. Henry Wells and Ms. Stephanie Wells Mr. Jamie Westfold Mr. James and Mrs. Linda Wimmer Ms. Robin Winning and Mr. Geoffrey Waterhouse Ms. Lynne Wittenberg and Mr. James Feathers Ms. Jeri Wohlberg Dr. W. Ze’ev Nathan Young and Ms. Laurie Young Mr. Liam Zaidel The American Jewish Committee The American Jewish Congress The Phillip and Muriel Berman Foundation The Delmas Foundation Santa Cruz Hillel Foundation Jewish Community Federation and Endowment of San Francisco, the Peninsula, Marin and Sonoma Counties Jewish Federation of Silicon Valley Juniper Networks Company The Krell Family Foundation The Richard and Emily Levin Foundation Schwab Charitable Fund Scholars for Peace in the Middle East, Inc. Sisterhood of Temple Beth El The Roberta Schnittger Trust The Chaim Schwartz Foundation The Somekh Family Foundation Sun Microsystems Foundation The Laszio N. Tauber Family Foundation, Inc. Temple Beth El The Tides Foundation The UCSC Humanities Division, Dean’s Legacy & Excellence Fund The Vanguard Charitable Endowment