Critically evaluate contending approaches concerning the social psychological foundations of intergroup conflict
Trace these various approaches back to their historical and intellectual origins
Gain a clear understanding of the cognitive, motivational and affective aspects of intergroup conflict
Identify the conditions under which in-group bias is transformed into intergroup prejudice
Identify the conditions under which intergroup contact reduces or increases prejudice
Independently write an assignment within a given time frame
This course aims to provide students with a thorough understanding of the social-psychological processes involved in intergroup conflict. The course will contribute to a deeper understanding of the cognitive, motivational and affective aspects of intergroup conflict and bias, as well as the conditions under which in-group bias may be transformed into intergroup prejudice, discrimination and violence. Contending approaches on how to structure intergroup contact in order to reduce intergroup prejudice will be examined. To achieve this, the course familiarises students with key literature that, over the past 100 years or so, has shaped our understanding of intergroup relations. In the process, we will trace the research tradition from the current day research frontier back to its historical roots, and place this pivotal research in context. Apart from a few lectures, the course consists of seminars prepared through the writing of short memos. The course builds on active participation and engagement in discussions based on the course literature, documentary films and simulations.
Seminar-based with active participation based on students' written memos Simulations Lectures
Several short written assignments in which students are asked to reflect upon and raise questions in response to the readings.
Participation in seminars and simulations.
Grades: Pass with distinction (VG), Pass (G), Fail (U).
Two retake opportunities are offered every year the course is given.
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.