Syllabus for Problems of Nationalism. Contemporary and Historical Perspectives in Russia and Eurasia

Learning outcomes

After the course the student should be able to:

Knowledge and understanding

• be able to demonstrate from a critical, scholarly perspective an in-depth understanding of different theoretical perspectives on nationalism and its role in societal processes generally;
• demonstrate understanding of how nationalism has been expressed, and how it has contributed to various historical and present-day developments, in the countries of the post-Soviet region (Russian and the former Soviet Union).

Competence and skills

• independently find, analyse and compare texts related to the theory of nationalism and the issues raised by nationalism, both orally and in writing;
• plan, implement, and present (orally and in writing) research within the context of both individual and group work.

Judgement and approach

• critically assess and problematise different perspectives on nationalism and the societal processes that are covered in the course literature and problem-based, phenomenon-based learning exercises;
• critically reflect upon the concept of nationalism and its application as an analytical tool in research on societal developments in certain countries.

Content

The course is comprised of two main parts. In the first part, the course will examine nationalism as a theoretical concept and object of scholarly inquiry, by examining selected seminal texts both on nationalism in general, and regarding its significance for societies of the post-Soviet region in particular. In the second part, students will work with problem-based, topical learning exercises centred on specific issues or processes, both historical and contemporary, chosen from region.

Instruction

Instruction is in the form of seminars and problem-based, phenomenon-based learning exercises.

Assessment

The course is examined by active participation in seminars, as well as by oral presentations and written assignments produced during the phenomenon-based learning exercises.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.