Entry requirements

120 credits including 90 credits in a subject in the humanities or the social sciences. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

A student who successfully completes the course will be able to:

• describe similarities and differences between Stalinism and Nazism with regard to their specific historical, political, social, and ethnic contexts,
• describe and critically analyse key concepts in Nazi and Stalinist politics, such as "race," class, gender, the people, and "enemies of the people," from a comparative historical perspective,
• apply central theoretical concepts and terms relevant to the study of Nazism and Stalinism,
• summarize and analyse research within the field of Nazism and Stalinism studies,
• discuss and problematise various forms of propaganda in Nazi Germany and Stalin's Soviet Union.

Content

The course covers Stalinism and Nazism, examining their specific historical, political, social, and ethnic contexts from a comparative historical perspective. During the developments that characterised both Stalinism and Nazism in the 1930s and 1940s, ideological concepts related to "race," class, gender, religion, the people, and "enemies of the people" played a crucial role in political repression, persecution of social and ethnic groups, crimes against humanity, and genocide.

The course explores the policies and practices of totalitarian regimes based on central ideological ideas and perspectives on the past, present, and future. Additionally, it delves into the role of state museums and film in propaganda and the shaping of the so-called "new man." A particular focus is on Stalin's and Hitler's cults of personality from a comparative standpoint. Various explanatory models and concepts used in current research are also discussed.

Instruction

The teaching consists of seminars.

Assessment

Assessment will be based upon written and oral assignments. Students that have missed a small number of mandatory assignments may complete them by the end of the term at the latest. 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.