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 problematize different perspectives on nationalism and the societal processes that are covered in the course literature and various 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 aims at providing an intersection between theoretical perspectives on nationalism and their implication for specific empirical case-studies. Historical and contemporary cases from the post-Soviet region will be assessed through the lenses of theoretical and scholarly inquiry. Students will work individually and/or in groups when examining seminal texts, real empirical data, or selected case studies. Student activating tasks will be included throughout the course of the instructions.

Instruction

Instruction is in the form of seminars and lectures. The instruction also includes case study-based learning experiences and student activating tasks

Assessment

The course is examined by active participation in seminars, as well as by oral presentations and written assignments.

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.