Behind the scenes: meet the Euroculture Staff – Maite Sagasti

Interview conducted by Johanna Pieper & Paola Gosio

Maite Sagasti

Maite Sagasti holds a BA in History and Cultural Heritage and an MA in Spanish Heritage Management. She is currently the Euroculture course-coordinator at the University of Deusto, where she started working in 2006 and became since then a point of reference for all the Euroculture students studying at Deusto. Next to Euroculture, Maite also coordinates other Erasmus Mundus graduate programmes at the Faculty of Social Sciences and Humanities at the University of Deusto.

Euroculturer Magazine (EM): What were your expectations when you started your job position as professor or coordinator and does it match the reality?

Maite Sagasti (MS): I started to work at the Euroculture master programme in 2006. At the beginning I knew very little about how university networks work. In my previous jobs, I had the chance to work in interdisciplinary teams but always in the same institution/organization. When I started the new position, I had to do the same (at the university level) but also in the consortium level (different work cultures, languages) and for me this has been challenging but also the best part of the job. It has been really interesting to learn how the European Higher Education Institutions work together, to face the challenges and find the solutions jointly, take part in the common project to improve the programme, to work in the European Accreditation System and last but not least, the relationship with the students. I must say that this latter point is for me one the pillars of this job. Moreover, I also learn from students, from their interests and needs, which push me to update my competencies and skills constantly.

Without any doubt, the job has far exceeded my expectations.

EM: What is your academic background and can you tell us about your previous job experience before starting to work for Euroculture?

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Behind the scenes: meet the Euroculture Staff – Lars Klein

Interview conducted by Johanna Pieper & Paola Gosio

Dr. Lars Klein has been part of the Euroculture staff since 2008. He is currently the Euroculture course-coordinator in Göttingen and his academic interests lie in (European) identity, belonging and participation, and foreign policy, amongst others. By participating in his teaching modules “Introduction to Euroculture”, “Cultural Construction of Europe” and “Europe in a Global Context”, Euroculture students in Göttingen have the opportunity to learn more about the aforementioned research fields. You can contact Lars via the following email: lklein@uni-goettingen.de.

Euroculturer Magazine ‘EM): What were your expectations when you started your job position as professor or coordinator and does it match the reality?

Lars Klein (LK): I started with Euroculture in April 2008. Some of my Ph.D. colleagues in the Graduate Programme (“DFG-Graduiertenkolleg”) I had pursued prior to that had done Euroculture while it was still a 60 ECTS programme, some of the academic staff were also contributing to Euroculture then. So I had an idea of what to expect, but Euroculture in Göttingen was in a transition at that time. Our Director, Martin Tamcke, had just taken over a few months earlier and started a completely new team with me and Marc Arwed Rutke, our coordinator. Having said that, I never would have expected to enter a job that would take on such a big part of my life and which I would still be working in 13 years later. And I certainly would not have imagined that the daily work with students and colleagues in the Consortium would be such a lively, fruitful and diverse endeavour.

EM: What is your academic background and can you tell us about your previous job experience before starting to work for Euroculture?

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SOS Eurocompetence II! Groningen, Uppsala, Göttingen & Strasbourg

By Bryan Trannin Bayne

Choosing, starting, and managing a project often are daunting tasks. The Euroculturer conducted a series of short interviews to showcase some of the many projects Euroculture students came up with in the Eurocompetence II course. These interviews were designed to give current and future students an idea of what has already been done and to learn from previous experience.

We asked each student the same three questions: What was your Eurocompetence II project? Did you put it into practice? How was your experience? Here are their testimonials:

Virginia Stuart-Taylor – Uppsala 2017 – War on Truth

Our class in Uppsala 2017 decided to plan, fund, and run the ‘War on Truth’ international conference on the topic of fake news, bringing students and locals into contact with leading figures from academia, think tanks, the media, and start-ups from across Sweden and the Netherlands. Held in May 2017, only months after Trump’s 2016 election, misinformation and fake news were crucial issues, making the conference well-attended and a big success. 

The hardest part of working together on the project was the ideation phase and picking a feasible, realistic, and sufficiently stretching project. We looked to examples of previous Eurocompetence II projects for inspiration and scope but also scoped out our own skills, interests, available resources, and pressing issues it would be worthwhile to address. Once we settled on running a conference, the division of roles within the team and execution of our individual responsibilities was easier, and regular meetings helped us make decisions, keep on track and manage the project. Overall it was satisfying to complete such a tangible project as a conference, with our post-conference report being a good physical outcome.

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SOS Eurocompetence II! Groningen, Olomouc, Strasbourg, Bilbao & Udine

By Bryan Trannin Bayne

Choosing, starting, and managing a project often are daunting tasks. The Euroculturer conducted a series of short interviews to showcase some of the many projects Euroculture students came up with in the Eurocompetence II course. These interviews were designed to give current and future students an idea of what has already been done and to learn from previous experience.

We asked each student the same three questions: What was your Eurocompetence II project? Did you put it into practice? How was your experience? Here are their testimonials:

Arianna Rizzi – Groningen – 2018 – EU4Groningen

My Eurocompetence II project was named EU4Groningen, an initiative aimed at spreading EU literacy and raising awareness on what the EU does for the residents of Groningen, with the final aim of motivating the locals to go and vote in the European Parliament’s elections of 2019.

The project, which received funding from Europe Direct, mainly consisted of a digital communication campaign – on Instagram and Facebook – and a physical event in the context of Groningen’s European Village during the Liberation Day Festival.

EU4Groningen was my first, true project management experience – little did I know that I would end up working in this domain! Anyways, from planning through implementation to evaluation, the teamwork experience I had within EU4Groningen taught me that negotiation is fundamental to make an idea come true in a reasonable (and feasible) way: project management is indeed a very democratic process.

Thinking back at Eurocompetence II at my second university, I am glad that our teachers invested so much time in detailing every step of how to kickstart, manage and evaluate a project. I have quite a lot of lessons-learned that I still bear in mind and try to apply in my job as a soon-to-be Project Manager. 

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#StandWithBelarus: Looking back at six months of protests

By Leyre Castro and Hannah Bieber

This article is part of a project designed to raise awareness about what has been happening in Belarus since August 2020, at the occasion of the Day of Solidarity with Belarus launched by Sviatlana Tikhanovskaya. In order to understand the past and current events better, The Euroculturer Magazine will organize a live interview with a belarusian Euroculture alumni on 07/02/2021. Scroll down to the end of the article for more information!

The elections that sparked the rebellion

On August 9, 2020, Alexander Lukashenko, often referred to as the last dictator of Europe and who has been ruling Belarus for 26 years, claimed he had  been re-elected with 80% of the votes after the presidential elections. His main challenger, Sviatlana Tikhanovskaya, had allegedly collected only 10% of the votes, despite her strong popular support. This announcement sparked unprecedented protests right after polls had closed. 

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When the EU sends mixed-signals: the example of plant-based food labelling

By Katarina Jarc

You don’t have to murder to call it a burger, but when it comes to dairy, the situation is hairy

A few years ago, I took up the challenge of substituting dairy products with plant-based alternatives. Even though cheese IS life, I have to say I still succeeded in eliminating that deliciousness from my life for slightly longer than one year. It was far from easy, honestly. But, as with every period of our lives, this one also brought new habits, and to this day I still continuously saunter over to the aisles offering plant-based alternatives to meat and dairy products. Needless to say, finding the right substitute to the mouth-watering taste and texture of cheese is not an easy task, especially with a lack of descriptive nomination on product labelling.

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COVID-19: Which foreseeable future for European art museums?

By Justine Le Floch

In the last decade, the digitization of culture and heritage has become more than a matter of heritage preservation. It has “radically [changed] cultural consumption and production patterns, obliging museums to rethink how they relate to their audiences as users of cultural content.” [1] In this way, museums were forced to open up to a wider range of visitors by endeavouring to broaden their community scope through new digital initiatives. 

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The makings of a ‘Voldemort’: How J.K. Rowling lived long enough to become the Villain

By Fairuzah Atchulo Munaaya Mahama

A while ago, the hashtag #RIPJKRowling trended on Twitter. It was so enthralling that the social media had to clarify that the English author was indeed still alive and tweeting away. The hashtag was the Twitterverse’s response to Rowling’s new book: “Troubled blood”, published under her pseudonym Robert  Galbraith. The bone of contention was a serial killer character, who abducted and murdered women while adorned in female clothes, all to the scintillating tune of ‘never trust a man in a dress’. Like all things on the  internet, the hashtag drew both blood and hard lines among two camps, both vociferously defending their stance. 

Supporters of Rowling saw the hashtag as an attack on her freedom to speech and right to expression and opinion. After all, she was not the first author to pen a cross-dressing male serial killer. If so, we should also ‘cancel’ Psycho  and Silence of the Lamb! For them, the hashtag was simply another blowout from  ‘snowflakes’ yet again taking offence to their delicate sensibilities. 

Proponents of the hashtag, however, saw themselves as expressing their ire at a beloved author in what they considered the culmination of her transphobic views. To them, the hashtag symbolized the death of  Rowling’s reputation and  her place and adoration in their lives. The arguments of both parties prompt two critical questions relevant to today’s culture of ‘cancellation’ and political correctness: To tweet or not to tweet? Where does freedom of speech end and consequences begin? 

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SOS IP! Rhys Nugent (2019-21, Göttingen – Deusto)

Interview conducted by Johanna Pieper

Rhys Nugent (2019-2021), from the UK and Ireland, spent his first semester at the Georg-August-University of Göttingen and the second at Universidad de Deusto. He holds a Bachelor degree in Modern Languages and decided to apply for Euroculture to develop his interest in European affairs and culture while taking advantage of the social, professional and personal opportunities that formal education provides. He is currently residing in Bilbao, Spain and working as an intern at the European Citizen Action Service.

Euroculturer Magazine: What were your expectations when you applied/started the Euroculture MA and does it match the reality at the moment?

Rhys Nugent: I had expected that studying in multiple countries would challenge my preconceptions, improve my language skills and enable me to gain better insight into the cultural and social dimensions of Europe. I had also hoped to meet students from around the world, learn about new projects and opportunities and make memories to cherish alongside new friends around Europe. Needless to say that a global pandemic had not been at the forefront of my mind when applying for MA Euroculture but, alas, here we are.
Most of my expectations were met during my first two semesters of MA Euroculture. I was able to study in two fascinating countries that lie close to my heart. I managed to improve my German language skills in my first semester while refreshing my Spanish language skills in my second semester. I feel like I have a significantly better understanding of European affairs and politics, partly thanks to my degree and partly thanks to my extracurricular activities, and I have made new friendships which I value greatly from all corners of Europe and beyond. I am particularly grateful for the flexibility that both universities have provided me, whether it was their relaxed approach to class attendance or how generous they were regarding essay deadlines. This might seem an odd point to make but one of my greatest fears in returning to formal education was that my epilepsy might disrupt my studies and hinder me from making my deadlines – fortunately, both universities were incredibly compassionate when I faced issues. In this regard, my expectations have certainly been met.

EM: How has the pandemic affected your studies?

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No Sacrifice, No Victory: Building Chinese collective narratives

Whoever has won the US presidential elections, China is ready. The movie Sacrifice (金剛川 2020) tells us why.

by Wong Tsz (王子)

Background

The time was June 1953, the Korean War had been going on for three years, Chinese volunteers were still fighting tirelessly in a war they believed was necessary to defend their motherland. The mountains of Kumsong set the foreground of the last major battle of the war. In the valley of the mountains lies the Kumsong River (金剛川). Chinese engineers were ordered to build a bridge on the river to ensure the logistical support to the troops stationed in the mountain. The bridge was destroyed seven times by UN artillery and air raids and seven times it was rebuilt by brave Chinese volunteers. The movie Sacrifice – the original title of which is “Kumsong River” (金剛川) – narrates the perspectives of three soldiers at this scene.

The reasons behind China’s involvement in the Korean War were manifold: a communist alliance, the wider impact of Maoism, Chinese national security interests, economic incentives       from Soviet Russia to its eastern neighbors and the need to consolidate domestic political control in mainland China shortly after defeating the Nationalists. The official terminology in China for the Korean War is ‘抗美援朝’ – ’Resist US Aggression and Aid (North) Korea’-, a term that avoids explicitly mentioning of the term ‘war’: the Chinese were helping the Koreans while the Americans were the demon. This perspective would of course be interpreted very differently in South Korea and in the West. The Korean War was the first ‘hot’ war of the Cold War, and the distress of a communist expansion in East Asia was clear and imminent. For many years, this conflict  has been a very sensitive part of Chinese history – but things are changing.

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