This course aims to provide a comprehensive and critical introduction to the theoretical debates on nationalism.
This course will provide knowledge of the main schools of thought in this area.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will list names of the schools of the study of nationalism. | 1 | 1 | A,B,D |
| Students will recognize the main arguments of each school of thought. | 3 | 1,2 | A,B,D |
| Students will examine the links among different schools. | 3 | 1,2, | A,B,D |
| Students will relate theories to historical data. | 11,13 | 1,2 | A,B,D |
| Students shall evaluate theories of nationalism based on their explanatory value which is subject to each students own interpretation. | 3 | 2 | D |
| Students will interpret their personal experiences and knowledge according to the different approaches. | 3 | 2 | D |
| Students shall categorize theories based on different criteria. | 10,11 | 1,2 | A,B,D |
| Students will produce book reviews and presentation material. | 4,8,9,10,12 | 6,7,8 | B,C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Meeting and introduction of the course. | |
| 2 | Discourses and Debates on Nationalism | Özkırımlı, Chapter 2 |
| 3 | Discourses and Debates on Nationalism | Özkırımlı, Chapter 2 |
| 4 | Primordialism & Critique of primordialism | Özkırımlı, Chapter 3 |
| 5 | Modernism & Critique of modernism | Özkırımlı, Chapter 3 |
| 6 | Ethnosymbolism & Critique of ethnosymbolism | Özkırımlı, Chapter 4 |
| 7 | Discussion on Anderson & Gellner | |
| 8 | Discussion on Breuilly & Hechter & Hroch | |
| 9 | Discussion on Smith & Hutchinson | |
| 10 | Everyday nationalism & Discussion on Billig | |
| 11 | Nationalism as a discursive formation & Discussion on Calhoun | Özkırımlı, Chapter 6 |
| 12 | Feminist approach and post-colonial theory & Discussion on Yuval-Davis & Chatterjee | Özkırımlı, Chapter 6 |
| 13 | Concluding Remarks | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Özkırımlı, Umut (2010) Theories of Nationalism: A Critical Introduction NY: Palgrave Macmillan. |
| Additional Resources |
Anderson, B. (2006) [1983] Imagined Communities: Reflections on the Origin and Spread of Nationalism, London: Verso, revised edition.
Armstrong, J. A. (1982) Nations before Nationalism, Chapel Hill: University of North Carolina Press. Balakrishnan, G. (ed.) (1996b) Mapping the Nation, London: Verso. Bauer, O. (2000) [1924] The Question of Nationalities and Social Democracy (trans. by J. O’Donnell, ed. by E. J. Nimni), Minneapolis: University of MinnesotaPress. Brass, P.R. (1985) Ethnic Groups and the State, London: Croom Helm Breuilly, J. (1993a) [1982] Nationalism and the State, Manchester: Manchester University Press, 2nd edition. Brubaker, R. (1996) Nationalism Reframed: Nationhood and the National Question in the New Europe, Cambridge: Cambridge University Press. Calhoun, C. (1997) Nationalism, Buckingham: Open University Press. Chatterjee, P. (1990a) The Nation and Its Fragments: Colonial and Postcolonial Histories, Princeton: Princeton University Press. Connor, W. (1994) Ethnonationalism: The Quest for Understanding, Princeton: Princeton University Press. Gellner, E. (1983) Nations and Nationalism, Oxford: Blackwell. Greenfeld, L. (1992) Nationalism: Five Roads to Modernity, Cambridge: Harvard University Press. Guibernau, M. and J. Hutchinson (eds) (2001) Understanding Nationalism, Cambridge: Polity. Hobsbawm, E. J. (1990) Nations and Nationalism since 1780: Programme, Myth, Reality, Cambridge: Cambridge University Press. Hroch, M. (1985) Social Preconditions of National Revival in Europe: A Comparative Analysis of the Social Composition of Patriotic Groups among the Smaller European Nations, Cambridge: Cambridge University Press. Hutchinson, J. (2005) Nations as Zones of Conflict, London: Sage. Kedourie, E. (1994) [1960] Nationalism, Oxford: Blackwell, 4th edition. Nairn, T. (1981) [1977] The Break-up of Britain: Crisis and Neo-Nationalism, London:Verso, 2nd edition. Smith, A. D. (1983) [1971] Theories of Nationalism, London: Duckworth, 2nd edition. Smith, A. D. (1986) The Ethnic Origins of Nations, Oxford: Blackwell. van den Berghe, P. (1978) ‘Race and Ethnicity: A Sociobiological Perspective’, Ethnic and Racial Studies, 1 (4) , 401–11. Yuval-Davis, N. (1997) Gender and Nation, London: Sage. |
Material Sharing
| MATERIAL SHARING | |
| Documents | A copy of the articles in addition to the texbook will be handed out in the lectures. |
| Assignments |
Students will write a book review on one of the main texts in the literature.
Students will make a presentation on the works of established scholars |
| Exams | Final exam will be essays. |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Participation | 10 | |
| Presentations | 1 | 20 |
| Book review | 1 | 30 |
| Final Exam | 1 | 40 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Students will demonstrate their comprehensive knowledge of the basic concepts and theories of Political Science and International Relations as well as other related disciplines such as Law, Economics and Sociology. | X | |||||
| 2 | Students will interpret the structure, institutions and operation of national, international and supranational entities via utilization of the concepts and theories of Political Science and International relations and produce project reports that include possible solutions to problems of such institutions when necessary. | X | |||||
| 3 | Students will demonstrate that they have developed a comparative, analytical and interdisciplinary approach vis-à-vis human societies and political systems. | X | |||||
| 4 | Students will have improved their skills and awareness of personal responsibility and team membership through conducting group or independent research projects, doing internships and producing their graduation dissertations. | X | |||||
| 5 | Students will demonsrate proficiency in quantitative and qualitative data collections methods. | X | |||||
| 6 | Students will prove their understanding of the rapidly-evolving dynamics of national and global environments requires constant self-assessment, life-long learning, and the ability to formulate innovative solutions to maintain their personal and professional development. | X | |||||
| 7 | Students should be able to critically evaluate the body of knowledge in political science, assess self-competency and direct self-learning efforts accordingly. | X | |||||
| 8 | Students will implement written and oral communication skills in English and Turkish in both academic and professional settings. | X | |||||
| 9 | Students should be able to effectively demonstrate their knowledge of written, oral and reading skills in English both in international institutional settings and follow and interpret the global dynamics of the International Relations discipline. | X | |||||
| 10 | Students will demonstrate their social skills and experience required by public or private institutions or in the academia. | X | |||||
| 11 | Students will show empathy and respect towards societies other than one’s own. | X | |||||
| 12 | Students should be able to effectively utilize computer and information technologies commonly-used in the social sciences. | X | |||||
| 13 | Students will interpret domestic and international developments and express opinions, having acquired advanced knowledge and proficiency in the via communication with international scholars and students. | X | |||||
| 14 | Students will respect personal, social and academic ethical norms. | X | |||||
| 15 | Students should understand the personal, social, and ecological dimensions of social responsibility, and show duties of active and global citizenship. | X | |||||
| 16 | Students should know that universality of social-political and legal rights and social justice are the principle components of contemporary society, and that scientific thinking is an essential prerequisite for maintaining social advancement and global competitiveness. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 13 | 3 | 39 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
| Book review | 1 | 20 | 20 |
| Presentation | 1 | 10 | 10 |
| Final examination | 1 | 11 | 11 |
| Total Work Load | 125 | ||
| Total Work Load / 25 (h) | 5 | ||
| ECTS Credit of the Course | 5 | ||