Exploring Russian and Slavic Languages

Leislie Godo-Solo, IRT ’91 recently spoke to A’Yanna Solomon, IRT’21 to discuss her work and interests

On a regular basis, I am captivated by the innovative, interdisciplinary, and relevant scholarship that IRT Scholars are engaging.  This sentiment also rings true as it relates to the scholarly work that A’Yanna Solomon, IRT ’21 is pursuing as a second-year graduate student in the Slavic Languages and Literature Department at the University of Michigan. 

A’Yanna’s trajectory and interest in Russian and Slavic languages originally began in East Baltimore, Maryland, where she grew up listening to hip hop music which she says resonated with her, much in the same way that Black culture did.  A’Yanna knew that she wanted to study Russian because she was fascinated by its phonetics and written script during her youth.  Upon enrolling at Goucher College, she majored in Russian and Spanish Languages.  Because the Russian program was being phased out of existence at Goucher College, one of A’Yanna’s professors also introduced her to Slavic Studies, Eastern European, and Eurasian Studies which have gained more cache as the focus on Russian language decreases in the field.  Within Russian Studies, A’Yanna focused on comparative marginalization and popular culture and the ways that the LGBTQ communities in Russia resisted homophobic queer phobic legislation.  In what ways did these communities create and maintain community?  This preoccupation with marginalization stemmed from her own treatment as an outsider studying Russian language.  Often, a student would lean over quietly and ask her, “This is intermediate Russian, right?”  Fifteen minutes would pass, and the same student would respond, “So, do you like speaking Russian?”  “Yea, I do, I do.” 

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IRT 2023 Cohort News

Decisions, decisions, decisions…It’s an exciting and busy time as final decisions have been made for our 2023 IRT Cohort. IRT Scholars have negotiated offers with the help of their IRT advisors and have reported their final plans. Many scholars report receiving multiple offers with 52% of scholars reported receiving partial to full funding packages and 22% reported acceptances to four or more graduate programs. Amid a very challenging time in higher education, we are especially proud of this cohort and their accomplishments as they continue their own individual academic and professional journey.

Congratulations to all 2023 IRT Scholars as we celebrate their achievements and welcome them as new IRT alumni!

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Godo-Solo, IRT ’91 Exploring Digital Humanities this Summer

Leislie Godo-Solo, IRT ’91 will be heading to Nashville at the end of June to attend a Summer Institute Towards a More Equitable and Inclusive Digital World in Latin America: A Workshop for K-12 Educators at Vanderbilt University.

This institute is part of a four-year series in collaboration with the Stone Center for Latin American Studies at Tulane University and the Center for Latin American Studies at the University of Arizona. This summer’s institute will be hosted by the Center for Latin American, Caribbean, and Latinx Studies (CLACX) at Vanderbilt University, taking place on campus in Nashville, TN.

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IRT Alumni Committee Update

Dear IRT Alumni,

On behalf of the Alumni Committee, we extend a warm welcome to our robust alumni network of over 3,000 educators, scholars, and professionals. We are thrilled to have you as part of our passionate community of change-makers!

As alumni, you have a wealth of knowledge, experience, and expertise that can be invaluable to our IRT Scholars. We invite you to get involved in the alumni network and share your insights and perspectives with the next generation of educators and thought-leaders.

One way to get involved is to join the Alumni Committee. The Alumni Committee is a group of dedicated volunteers who work to strengthen the connection between our alumni. Committee members help to plan and organize events, provide mentorship to students, and advocate for the interests of alumni.

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First Book by Ariana Mangual Figueroa, IRT ’00 Challenges “Myth of Ignorance”

Ariana Mangual Figueroa, IRT ‘ 00 shares commentary on her first book KNOWING SILENCE: How Children Talk about Immigration Status in School published by the University of Minnesota Press.

There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence, Ariana Mangual Figueroa challenges this “myth of ignorance.” By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives.

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