COURSE UNIT TITLE

Offered By

International Relations

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR IBRAHIM SAYLAN

Offered to

International Relations

Course Objective

The purpose of the course is to introduce students to the main concepts, major theories of and contemporary debates in nationalism. It examines different meanings, contents and functions assumed by nationalism within the light of major theories of nationalism and then elaborates on the significant relationship between nationalism and international relations. Guided by historical and political perspectives, it also digs out various forms of nationalism through case studies.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

1.Anthony D. Smith, Nationalism Theory, Ideology, History, Cambridge: Polity, 2001, pp.21-42.
2.Umut Özkırımlı, Contemporary Debates on Nationalism A Critical Engagement, Houndmills and New York: Palgrave Macmillan, 2005, pp.1-33.
3.Umut Özkırımlı, Theories of Nationalism: A Critical Introduction, Hampshire: Palgrave Macmillan, 2010, pp.49-168.
4.Philip Spencer and Howard Wollman, Nations and Nationalism A Reader, New Brunswick and New Jersey: Rutgers UP, pp.197-217.
5.James Mayall, Nationalism and International Society, Cambridge, New York and Melbourne: Cambridge UP, 1990, pp.50-69.
6.Raymond C. Taras and Rajat Ganguly, Understanding Ethnic Conflict The International Dimension (3rd ed.), New York: Longman, pp.44-69.
7.Alastair Finlan, The Collapse of Yugoslavia 1991-99, Oxford: Osprey Publishing, 2004, pp.13-55.
8.Kate Transchel, The Breakup of Yugoslavia: Conflict in the Balkans, New York: Chelsea House Publishers, 2007, pp.104-116.
9.Andre Lecours, Basque Nationalism and the Spanish State, Reno: University of Nevada Press, 2007, pp.157-176.
10.Jackson, Ben, The Political Thought of Scottish Nationalism, The Political Quarterly, Vol.85, No.1, Jan-March 2014, pp.50-56.
11. Adeed Dawisha, Arab Nationalism in the Twentieth Century: From Triumph to Despair, Princeton: Princeton University Press, 2003, pp.1-13 & pp.160-213.
12.Fuller, Harcourt, Building the Ghanaian Nation-State Kwame Nkrumah s Symbolic Nationalism, New York: Palgrave Macmillan, 2014, pp.1-15.
13.Philip W. Barker, Religious Nationalism in Modern Europe, London: Routledge, 2009, pp.45-111.
Note: Extra readings will be provided

Planned Learning Activities and Teaching Methods

1. Lecture
2. Participation
3. Presentation
4. Exam
5. Term paper

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

1. The learner will clearly explain the development of nations and nationalism.
2. The learner will understand the relationship between nationalism and world politics.
3. The learner will work as part of a team.

The rubric that will be used in the evaluation of the term paper and term paper presentations:
a) Poor (0%) b) Fair (40%) c) Good (60%) d) Very good (80%) e) Excellent (100%)
Assignment / term project evaluation criteria (Total Points 100):
1)Justification of the subject choice - 10 Points a) Justification of the subject choice not provided b) Justification of the subject choice insufficiently provided c) Justification of the subject choice provided but without reference to the Course Objectives d) Justification of the subject choice concerning the Course Objectives sufficiently provided e) Significance and relevance of the subject concerning the Course Objectives explained in a detailed way
2)Definition of the research question - 10 Points a) Research question not specified b) Research question vaguely defined c) Research question not fully defined d) Research question fully defined but without specifying the context e) Research question fully defined in the specific context of the subject
3)Theoretical framework - 20 Points a) The essay lacks a theoretical framework b) Theoretical framework weak and poorly connected to the research question c) Theoretical framework provided but without the necessary connections to the research question d) Theoretical framework sufficiently elaborated and used to answer the research question e) Theoretical framework competently used to answer the research question
4)Empirical evidence - 20 Points a) No empirical evidence for responding to the research question provided b) Empirical evidence insufficiently provided to develop and support arguments c) Empirical evidence provided but in a disorganized way d) Empirical evidence sufficiently provided and connected to the arguments of the essay e) Empirical evidence sufficiently provided and elegantly employed to describe the conditions and developments that characterize the context and to substantiate the arguments of the essay
5)Argumentation - 30 Points a) No arguments to respond to the research question developed b) Arguments to explain the research question insufficiently and inconsistently made c) Arguments to explain the research question sufficiently made but in a disorganized way d) Arguments to explain the research question made in an analytical and systematic way e) Arguments to explain the research question developed coherently and analytically, supported by a well-knit combination of theory and empirical evidence
6)Standard citation style and bibliography - 10 Points a) No bibliography provided b) Standard citation style not used c) Standard citation style not regularly used throughout the text d) Standard citation style regularly used throughout the text e) Standard citation style regularly used throughout the text and a bibliography included at the end of the essay

Language of Instruction

English

Course Policies and Rules

1. Attending at least 70 % of lectures is mandatory.
2. Plagiarism of any type will result in disciplinary action.
3. Participation in class is necessary.

Contact Details for the Lecturer(s)

ibrahim.saylan@deu.edu.tr

Office Hours

To be announced later.

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes