Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 1993. / Includes bibliographical references (leaf 131).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 1993. / Includes bibliographical references (leaf 131).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 1993. / Includes bibliographical references (leaf 131).

Thesis advisor: Elizabeth Shlala / This thesis explores how the Armenian Genocide affected and changed Armenian womens’ roles in post-Ottoman society and how the national rebuilding project relied upon women in both traditional and "modern" positions; specifically, their roles as mothers, educators, nurses, workers, patriots, as well as addresses the fluidity of identity and belonging in post-genocide Armenian society. Based on their experiences during the Armenian Genocide, women received different treatment from the larger Armenian society, and had different, sometimes contradictory roles prescribed to them. Women’s different treatment based on their genocide experiences highlight the complexities, challenges, and contradictions of the Armenian national rebuilding project, as well as the centrality of gender in this project and Armenian society as a whole. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: History.

No description available.

In recent years, many ethnic Armenians from Iran have come to the US as refugees, resettling in a diverse landscape that already includes large Armenian and Iranian diaspora communities. Soon after arrival, they also interface with US institutions in a home visit from a refugee resettlement case worker. In this thesis I adopt constructivist understandings of identity-in-interaction to examine the identity work that older Armenian Iranian immigrants do during these visits, reproduced here as life history interviews. I argue that Armenian Iranians use the home visit to discursively construct an Armenian Iranian identity that addresses the tension between institutional and community pressure to represent themselves as uniquely discriminated against in Iranian society while still identifying with an Iranian national identity. The more localized and temporary identities and interactional roles that speakers – including the researcher – adopt in the interviews also contribute to gender asymmetries in the interactions to the effect that men most often command the floor. Therefore, while the home visit format provides insight into the ways Armenian Iranians articulate an identity that is at least in part “Iranian” amidst normative pressures to do otherwise, it can also translate into an interaction that privileges men’s perspectives and allows them to largely determine its direction and content. / text

No description available.

This thesis explores issues of literacy and identity through a social constructionist perspective by discussing the concept of a linguistic and national home for an Armenian-Canadian. Through autoethnography, I connect my personal experiences to my culture, and construct a sense of 'home' by writing from both sides of a border: Armenian and Canadian. Autobiographical approaches make use of the self to construct meanings that illuminate larger themes and bear implications for wider audiences (Cole & Knowles, 2000; Kamanos-Gamelin, 2001; Mitchell & Weber, 1999; O'Reilly-Scanlon, 2000). Thus, as I describe the outcomes of my experiences of literacy and identity, I consider the need for critical pedagogy in order to create or 'write' home. / This self-study is based on my realities and the ways in which I understand those realities. Moreover, it follows a phenomenological aim to "uncover and describe the structures, the internal meaning structures, of lived experience" (van Manen, 1997, p. 10). However, the value of finding meanings in the past lies in the possibilities to construct the future. Shirinian (2000) points out that "in the diaspora, meaning has been displaced but not replaced, and one of the principal problems the very concept of Armenian diaspora culture seeks to understand is the relationship between the experience of cultural displacement and the construction of cultural identity" (p. 5). By writing about my home from both sides of a border, I hope to bridge this gap and offer new meanings and perceptions in understanding the Armenian-Canadian experience.

Thesis (B. Div.)--St. Vladimir's Orthodox Theological Seminary, 1971. / Includes bibliographical references (leaf viii).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 1989. / Includes bibliographical references (leaves 87-90).