University of Edinburgh School of Social and Political Science Sociology Nations and Nationalism SCIL10065 Semester 1, 2017-18 Key Information Course Organiser
James Kennedy Email:
[email protected] 6.28 Chrystal Macmillan Building Office hours: Thursdays 2-4pm, and can be contacted by ‘phone on 6504250 and email at
[email protected].
Other lecturers
Michael Rosie Email:
[email protected] 1.01 22 George Square Office hours: Thursdays 9-10:50 and can be contacted by ‘phone on 6511651
Lecture & Location
Lecture - Tuesdays 11:10-13:00, in Seminar Room 1&2, Chrystal Macmillan Building. Each week will be divided into an hour of lecture and an hour of tutorial; additionally, occasional videos will be shown in the second lecture hour.
Senior Tutor
Kasper Swerts -
[email protected]
Course Secretary
Emma Thomson Email:
[email protected] Undergraduate Teaching Office
Assessment Deadlines
Short Essay (25%) – 16 October (due by 12noon) Exam (75%) – Exam diet – date TBC
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COURSE AIMS • • • • •
to provide a sociological analysis of nationalism, while also drawing upon political, historical, anthropological and geographical accounts. to lay out the key concepts, theories and typologies of nationalism. to investigate the relationships between nationalism and other social processes, such as language, religion, class, gender, violence and globalization. to understand nationalism as social process, social movement, and social identity. to illuminate the ways substantive case material informs theory-making.
COURSE OBJECTIVES Students who have taken the course will have an understanding of differing theoretical explanations of nationalism, and be able to critically compare its manifestations in different social settings. They should be able to analyse the ways nationalism interacts with other sociological processes (e.g., language, religion, gender, class, violence and globalization), and identify and describe major debates within the study of nationalism. COURSE FORMAT The class meets on Tuesdays 11:10-13:00, in Seminar Room 1, Chrystal Macmillan Building. Each week will be divided into an hour of lecture and an hour of tutorial; additionally, occasional videos will be shown in the second lecture hour. The lectures will explore theoretical issues, while the tutorials will focus on substantive case material. Tutorials (held on Tuesdays 1-2, 3-4, and 4-5) will be variable, involving small group discussions, student presentations in groups, and debates. Tutorial group sign up is done through LEARN. More information on how to sign up to a tutorial group can be found in Appendix 1 at the end of this handbook. ASSESSMENT Work produced for this course should engage with material from this course’s lectures, tutorials and readings. It is insufficient to rely on lectures and readings from other courses, e.g. in Sociology or Politics and International Relations, with a ‘nationalism element’. ALL STUDENTS are required to submit BOTH a short essay* worth 25% of the total grade (Deadline: Monday 16 October, 12 noon), AND sit a two-hour examination in the December diet, worth 75% of the total grade. Details of the short essay will be distributed in class. Your short essay should be between 1400-1600 words. Essays above 1,600 words will be penalized using the Ordinary level criterion of 1 mark for every 20 words over length: anything between 1,601 and 1,620 words will lose one point, between 1,621 and 1,640 two points, and so on. Note that the lower 1400 figure is a guideline for students which you will not be penalized for going below. However, you should note that shorter essays are unlikely to achieve the required depth and that this will be reflected in your mark.
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Word count limit Assessment
Short Essay
Exam
Do not exceed the word limit or penalties will be applied
1400-1600 words
Weighting
Submission date
Return of Feedback
25%
16/10/2017 (all coursework is due at 12noon on the date of submission)
06/11/2017
75%
TBC
TBC
READING LIST Core Texts: Guibernau, M. and J. Hutchinson (eds.) (2001) Understanding Nationalism, Polity (JC311 Und.) McCrone, D. (1998) Sociology of Nationalism, Routledge (JC311 Macc.) Malešević, S. (2013) Nation-States and Nationalisms, Polity (JC311 Mal.) Ozkirimli, U. (2005) Contemporary Debates on Nationalism, Palgrave, (JC311 Ozk.) Two key texts that present developed and contested approaches highly influential in nationalism studies, and therefore worth becoming familiar with, are: Gellner, E. (1983), Nations and Nationalism, Blackwell (JC311 Gel.) Smith, A. (1991), National Identity, Penguin (JC311 Smi.) Supplementary Texts: Anderson, B. (1991) Imagined Communities, Verso (JC311 And.) Balakrishnan, G. (ed.) (1996), Mapping the Nation, Verso (JC311 Map.) Beiner, R. (1999) Theorizing Nationalism, SUNY Press (HV40.54 The.) Billig, M. (1995) Banal Nationalism, Sage (JC311 Bil.) Hall, J.A. (1998) The State of the Nation, Cambridge UP (JC 311 Sta.) Hechter, M. (2000) Containing Nationalism, Oxford UP (JC311 Hec.) Hutchinson, J. and A. D. Smith (eds.) (1994) Nationalism, Oxford UP (JC311 Nat.) Hutchinson, J. (2005) Nations as Zones of Conflict, Sage (JC311 Hut.) Llobera, J. (1994) God of Modernity, Berg (JC311 Llo.) Nairn, T. (1997) The Faces of Nationalism, Verso (JC311 Nai.) NB: All ‘op. cit.’ references below refer to the texts listed above. Useful Journals: Nations and Nationalism (Per. .32 Nat.: hereafter N&N) Nationalism and Ethnic Politics (Per. .32 Nat.) Ethnic and Racial Studies (Per .3 Eth.: hereafter ERS) All tutorial readings are available via LEARN. For further reading, beyond what is assigned below, please consult the course convener.
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PART I: THEORY Week 1 (19 Sept.): INTRODUCTION: CONCEPTS AND PERSPECTIVES (Kennedy and Rosie) Until recently sociology overlooked nationalism. Why was this? We explore the basic attitudes or approaches that are often taken toward the subject of nationalism, the underlying assumptions about what kind of thing it is, which often predetermine our understandings. We begin to distinguish ‘nations’ and ‘nationalism’ from related concepts such as the ‘state’. Readings: Anderson, B. ‘Introduction’ (Ch. 1), op. cit. Billig, M. ‘Remembering Banal Nationalism’ (Ch. 3), op.cit. Brubaker, R. ‘Myths and misconceptions in the study of nationalism’ (Ch. 12), Hall, op. cit. Gellner, E. ‘Definitions’ (Ch. 1), op. cit. McCrone D. ‘The Fall and Rise of Nationalism’ (Ch. 1), op. cit. Malešević, S. ‘The Salience of Nationalism’ (Ch. 1) and ‘The Omnipotence of Triviality’ (Ch. 5), op. cit. Özkirimli, U. ‘What is nationalism?’ (Ch. 2), op. cit. Renan, E. ‘What is a nation?’ (Ch. 1), Hutchinson and Smith, op. cit. Thompson, A. and R. Fevre (2001) ‘The national question: sociological reflections on nation and nationalism’, N&N, 7(3): 297-315. Weber, M. (1968) ‘Ethnic Groups’ in G. Roth and C. Wittich (eds.) Economy and Society Vol. 1, UC Press, pp. 285-95 (HM57 Web.) Yoshino, K. ‘Japan’s Nationalism in a Marketplace Perspective’ (Ch. 7), Guibernau and Hutchinson, op. cit. Class Discussion: What kind of phenomenon is nationalism? An objective process, or a subjective feeling? Is it rational, or irrational? Good, or evil? Week 2 (26 Sept.): NATIONALISM AND MODERNITY (Kennedy) The dominant theory is that nationalism is an effect of modernity and modernisation, including such processes as industrialisation/capitalism, state-formation and the development of mass cultures. We will examine various arguments for this explanation (especially those of Ernest Gellner), as well as criticisms of it. Readings: Breuilly, J. ‘The State and Nationalism’ (Ch. 2), Guibernau and Hutchinson, op. cit. Gellner, E. ‘Nationalism and Modernization’, (Ch. 9), Hutchinson and Smith, op. cit. Gellner, E. ‘Nationalism and High Cultures’, (Ch. 10), Hutchinson and Smith, op. cit. Hechter, M. ‘Indirect Rule and the Absence of Nationalism’ (Ch. 3), op. cit. McCrone, D. ‘“Devils at his back”: nationalism and Ernest Gellner’ (Ch. 4), and ‘Nation as state: nationalism and state-building’ (Ch. 5), op. cit. Malešević, S. ‘The Birth and Expansion of Nationalisms’ (Ch. 3), op. cit. Mann, M. (1995) ‘A Political Theory of Nationalism and Its Excesses’ in S. Periwal (ed.) Notions of Nationalism, Budapest: Central European UP (JC311 Not.). Nairn, T. ‘Maladies of Development’, (Ch. 11), Hutchinson and Smith, op. cit. Özkirimli, U. ‘The Theory of Nationalism’ (Ch. 3), op. cit. Wimmer, A. (2012) ‘Nation-State Formation and War’ (Ch. 4), Waves of War, Cambridge UP (JC311 Wim.). Tutorial: Case Studies: Nation-building in Britain and France.
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Colley, L. (1986) ‘Who’s Nation? Class and National Consciousness in Britain, 1750-1830’, Past and Present, pp. 97-117 (Per. .9Pas.). Weber, E. (1976) ‘France, One and Indivisible’ (Ch. 7), From Peasants into Frenchmen, Stanford UP (HN426 Web.). If interested, see also: King, J. (2002) ‘Introduction: Budweisers into Czechs and Germans’, Budweisers into Czechs and Germans: A Local History of Bohemian Politics, 1848-1948, Princeton UP (DB2650.C463 Kin.) Week 3 (3 Oct.): NATIONALISM AND ETHNICITY (Rosie) Another major line of argument sees nationalism as arising out of processes of ethnicity. This poses various questions: are the roots of nationalism ‘pre-modern’? how is ‘ethnicity’ related to ‘culture’? how is ‘ethnicity’ distinguished from related concepts such as ‘tribe’? why is kinship such a common metaphor in the construction of national identity? Readings: Armstrong, J. ‘Nations Before Nationalism’ (Ch. 21), Hutchinson and Smith, op. cit. Brubaker, R. (2009) ‘Ethnicity, Race, and Nationalism’ Annual Review of Sociology 35:21-42 Connor, W. ‘Homelands in a World of States’ (Ch. 3), Guibernau and Hutchinson, op. cit. Connor, W. ‘Beyond Reason: The Nature of the Ethnonational Bond’ (Ch. 8), Ethnonationalism, Princeton UP (.320158 Con) OR ERS 16(3) Eriksen, T.H. (1993) ‘What is Ethnicity?’ (Ch. 1), Ethnicity and Nationalism: anthropological perspectives, Pluto (GN495.6 Eri.) Hobsbawm, E. ‘Ethnicity and Nationalism in Europe Today’ (Ch. 11), Balakrishnan, op. cit. Hutchinson, J. ‘Nations and Culture’ (Ch. 4), Guibernau and Hutchinson, op. cit. McCrone, D. ‘Tribe, place and identity: ethnicity and nationalism’ (Ch. 2), op. cit. Malešević, S. ‘Group Solidarities before the Nation-State’ (Ch. 2), op. cit. Mann, M. ‘Explaining Murderous Ethnic Cleansing: The Macro-level’ (Ch. 11), Guibernau and Hutchinson, op. cit., especially pp.207-9. Smith, A. ‘Nations and History’ (Ch. 1), Guibernau and Hutchinson, op. cit. Video: ‘Edwardians in Colour: the Wonderful World of Albert Kahn’ (BBC4, 2007) Tutorial: Case Studies: Ethnicity and nationalism: the Czechs and the Assyrians. Kliíma, A. (1993) ‘The Czechs’ (Ch. 9), M. Teich, and R. Porter (eds.) (1993) The National Question in Europe in Historical Context, Cambridge UP (D217 Nat.). Zubaida S. (2000) ‘Contested Nations: Iraq and the Assyrians’ N&N 6(3): 363-82. Week 4 (10 Oct.): NATIONALISM AND DIVERSITY (Kennedy) Hans Kohn famously drew a distinction between western and eastern nationalism. This dichotomy has since been joined by distinctions between ‘civic’ and ‘ethnic’ nationalism and between ‘liberal’ and ‘illiberal’ nationalism. At the heart of each of these dichotomies are distinctions between ‘open’ or ‘closed’, ‘inclusive’ or ‘exclusive’ nationalism. This session critically examines these dichotomies and asks how useful are they to capturing the character of nationalism. It suggests instead a trichotomy. Readings: Aktürk, Ș. (2012) ‘Regimes of Ethnicity’ (Ch.1) in Regimes of Ethnicity and Nationhood in Germany, Russia and Turkey, CUP (JN34.7 Akt.) OR ‘Regimes of Ethnicity’ World Politics 63(1) (2011): 115-64 (Per. .32Wor.). Anderson, B. (2001) ‘Western Nationalism and Eastern Nationalism’, New Left Review, 9: 31-
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42 (Per..33New) Brubaker, R. (1996) ‘Civic and Ethnic Nations in France and Germany’ (Ch. 28), J. Hutchinson and A. Smith (eds.), Ethnicity, OUP (GN495.6 Eth.). Brubaker, R. (2001) ‘The Return of Assimilation? Changing Perspectives on Immigration and Its Sequels in France, Germany and the United States’, Ethnic and Racial Studies 24(4): 53148. Eriksen, T.H. (2010) ‘What is Ethnicity? (Ch. 1) in Ethnicity and Nationalism, Pluto, Third Edition (GN495.6 Eri.) Geertz, C. ‘Primordial and Civic Ties’ (Ch. 5), Hutchinson and Smith, op. cit. Hall, J.A. (2003) ‘Conditions for National Homogenizers’ in U. Özkirimli (ed.) Nationalism and Its Futures, Palgrave, especially pp. 28-30 (JC311 Nat.). Hall, J.A. (2013) ‘Entry and Exit’ (Ch. 4) in The Importance of Being Civil, Princeton UP (HM665 Hal.). Kohn, H. ‘Western and Eastern Nationalisms’ (Ch. 24), Hutchinson and Smith, op. cit. Kymlicka, W. (1995) ‘Misunderstanding Nationalism’ Dissent, OR (Ch. 7) Beiner, op. cit. Özkirimli, U. ‘The Normative Claims of Nationalism?’ (Ch. 4), ‘Nationalism, Multiculturalism and Liberalism’ (Ch. 5), op. cit. Yack, B. (1996) ‘The Myth of the Civic Nation’ Critical Review 10(2): 193-211, OR (Ch. 5), Beiner, op cit. Tutorial: Case Studies: Civic and ethnic nationalism in Turkey, China and the USA. Brubaker, R. (2004) ‘In the Name of the nation: Reflections on nationalism and patriotism’, Citizenship Studies, 8(2): 115-27 (Per. .32Cit.). He, B. (2005) ‘Minority Rights with Chinese Characteristics’, in W. Kymlicka and B. He (eds.) Multiculturalism in Asia, Oxford UP (DS13 Mul.) Yegen, M. (2007) ‘Turkish nationalism and the Kurdish question’, ERS 30(1): 119-51 PART II: KEY VARIABLES Week 5 (17 Oct.): NATIONALISM AND RELIGION (Rosie) Religion has often (but not always) been central to nationalism. We will try to understand why religion has provided the organizational and ideological context for so many nationalist movements, and examine the hypothesis that nationalism can be viewed as a modern, secular form of religion. Readings: Anderson, B., ‘Cultural Roots’ (Ch. 2), op. cit. Bellah, R. (1992) ‘America’s Myth of Origin’ (Ch. 1), ‘America as a Chosen People’ (Ch. 2) The Broken Covenant: American Civil Religion in Time of Trial, U of Chicago Press, 2 Edition (E169.1 Bel.). Brubaker, R. (2012) ‘Religion and Nationalism: Four Approaches’, N&N 18(1): 2-20 Cauthen, B. (2004) ‘Covenant and Continuity: ethno-symbolism and the myth of divine election’, N&N 10(1/2): 19-34. Gorski, P. (2000) ‘The Mosaic Moment: An Early Modernist Critique of Modernist Theories of Nationalism’, American Journal of Sociology, 105 (5): 1428-68 (Per. .3Ame.) Grosby, S. ‘Nationality and Religion’ (Ch. 5), Guibernau and Hutchinson, op. cit. Hastings, A. ‘The nation and nationalism’ (Ch. 1), Construction of Nationhood, Cambridge UP (JC311 Has.) Llobera, J. ‘Church, civil religion and nationalism’ (Ch. 6), op. cit. Marx, A. (2003) ‘History and Arguments’ (Ch. 1) Faith in Nation: Exclusionary Origins of Nationalism, Oxford UP (JC311 Mar.) nd
Video: ‘Saffron Warriors’ (Channel 4 (UK), 2004)
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Tutorial: Case Studies: Hindu nationalism in India and Islamic fundamentalism in the Middle East. Eickelman, D. F., ‘From here to modernity: Ernest Gellner on nationalism and Islamic fundamentalism’ (Ch. 11), Hall, op. cit. Van der Veer, P. (1994),‘Religious Nationalism’ (Ch. 1), Religious Nationalism: Hindus and Muslims in India, U. of California Press (BL2015.N26 Vee.) Week 6 (24 Oct.): NATIONALISM AND LANGUAGE (Guest Lecturer: Daniel Cetrà) Like religion, language has often (but not always) been central to nationalism. We will consider the functional and ideological roles that spoken and written language play (sounds as well as signs), and ask why it is so fundamental to identity, and why it serves as a powerful metaphor for communal membership and identity. Readings: Anderson, B. ‘The Origins of National Consciousness’ (Ch. 3), op. cit, OR ‘Imagined Communities’ (Ch. 14), Hutchinson and Smith, op. cit. Billig, M. ‘Nations and Languages’ (Ch. 2), op. cit. Blommaert, J. (1996) ‘Language and nationalism: comparing Flanders and Tanzania’, N&N 2(2). Coleman, W. (1984) ‘Language Policy and Cultural Development’ (Ch.7), The independence movement in Québec, 1945-80, U of Toronto Press (F1053.2 Col.). Deutsch, K. ‘Nationalism and Social Communication’ (Ch. 4), Hutchinson and Smith, op. cit. Fishman, J. ‘Language and Nationalism’, in S. Woolf (ed.) (1996) Nationalism in Europe: 1815 to the present Routledge, (.320158(4) Nat.). Laitin, D. (1989) ‘Linguistic Revival: Politics and Culture in Catalonia’, Comparative Studies in Society and History, 31: 297-317 (Per. .9 Com.). Rosie, M, J. Macinnes, P. Petersoo, S. Condor and J. Kennedy (2004) ‘Nation speaking unto nation? Newspapers and national identity in the devolved UK’ Sociological Review 52(4): 437-58 (Per. .3Soc.). Tutorial: Case Studies: Language and nationalism in Europe/Canada and Africa. Arèl, D. (2001) ‘Political Stability in multinational democracies: comparing language dynamics in Brussels, Montreal and Barcelona’ (Ch. 2), A.-G. Gagnon and J. Tully (eds.) Multinational Democracies, Cambridge UP (JC312 Mul.). Laitin, D. (1992) ‘Strategic theory and Africa’s language future’ (Ch. 6), Language Repertoires and State Construction in Africa, Cambridge (P40.5.L352 Lai.). Week 7 (31 Oct.): NATIONALISM AND SOCIAL CLASS (Kennedy) Nationalist movements are often attributed to machinations of élites on the one hand, and the aspirations of the masses on the other. However, close inspection almost always reveals the crucial role of interstitial, middle classes, including intellectuals, professionals, academics, bureaucrats, etc., groups often associated with ‘civil society’. We examine the role of class processes, and especially middle classes, in nationalism. Readings: Anderson, B. ‘Creole Pioneers’ (Ch. 4), op. cit. OR (Ch. 29), Hutchinson and Smith, op. cit. Gellner, E. ‘The Coming of Nationalism and its Interpretation: The Myths of Nation and Class’ (Ch. 4), Balakrishnan, op. cit. Frykman, J. and F. Löfgren (1987) ‘Introduction’ and ‘Conclusion: A Culture on the Move’, Culture Builders: A Historical Anthropology of Middle Class Life, Rutgers UP (HT690.S85 Fry) Hroch, M. ‘From National Movement to the Fully-formed Nation: The Nation-building
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Process in Europe’ (Ch. 3), Balakrishnan, op. cit. OR New Left Review, 198, (1993) (Per. .33New.). Khoury, P.S. (2003) ‘Damascus Notables and the Rise of Arab Nationalism Before World War I’ (Ch. 3), Urban Notables and Arab Nationalism: The Politics of Damascus 1860–1920, Cambridge UP (DS99.D3 Kho.). Llobera, J. ‘Class, Civil Society and Nationalism’ (Ch. 5), op. cit. Mann, M. (1993), ‘The Middle Class Nation’ (Ch. 16), The Sources of Social Power, Vol. II, Cambridge UP (.301155 Man.). McCrone, D. ‘In and out of the state: the rise and rise of neo-nationalism’ (Ch. 7), op. cit. Whitmeyer, J.M. (2002) ‘Elites and popular nationalism’ British Journal of Sociology 53(3): 321341 (Per. .3Bri.). Video: ‘The Death of Yugoslavia’ (BBC, 1999) Tutorial: Case Studies: Class, civil society and nationalism in Scotland. Hearn, J. (2002) ‘Identity, class and civil society’, N&N 8(1): 15-30. Morton, G. (1996) ‘Scottish rights and ‘centralisation’ in mid-nineteenth century’, N&N 2(2): 257-79. Week 8 (7 Nov.): NATIONALISM AND GENDER (Rosie) There has been increasing interest in recent years in the relationship between gender and nationalism, and the neglected role of women in national processes. This includes the gendered symbolisation of the nation, the alteration of gender relations by the nation-state, and the active role of women in nationalist mobilisation. We explore these themes. Readings: Colley, L. (1992) ‘Womenpower’ (Ch. 6), Britons: Forging the Nation, 1707-1837, Yale UP (DA485 Col.). Echeverria, B. (2001) ‘Privileging masculinity in the social construction of Basque identity’, N&N, 7 (3): 339-63. Hall, C. (2000) ‘The Rule of Difference: Gender, Class and Empire in the Making of the 1832 Reform Act’ (Ch. 6), I. Blom, K. Hagemann and C. Hall (eds.) Gendered Nations, Berg (JC311 Gen.). Menon, Kalyani Devaki (2009) ‘Everyday Histories’ (Ch. 1) Everyday Nationalism: Women of the Hindu Right in India, U of Pennsylvania Press (HQ1173 Men.). Mostov, J. (2000) ‘Sexing the nation/desexing the body: the politics of national identity in the former Yugoslavia’, T. Mayer (ed.) Gender Ironies of Nationalism, Routledge (HQ1075 Gen.). Nagel, J. (2003) ‘Nationalism and Sexuality’ Race, Ethnicity and Sexuality, Oxford: Oxford UP (HQ21 Nag.). Sluga, G. (1998) ‘Identity, gender and the history of European nations and nationalisms’, N&N 4(1). Sparks, C.L. (2000) ‘Citizen-soldiers or republican mothers: US citizenship and military obligation in the era of “choice”’, S. Ranchod-Nilsson and M.A. Tétreault (eds.) Women, States and Nationalism, Routledge (HQ1236 Wom.). Yuval-Davis, N. ‘Nationalism, Feminism and Gender Relations’ (Ch. 6), Guibernau and Hutchinson, op. cit. Video: ‘The Tamil Tigers’ (Channel 4 (UK), 1996) OR ‘On the Frontline: Girls, Guns and Isis’ (BBC 3, 2016) Tutorial: Case Studies: Women and nationalism in Sri Lanka and Polynesia
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Alison, M. (2003) ‘Cogs in the Wheel? Women in the Liberation Tigers of Tamil Eelam’, Civil Wars 6(4): 37-54. Elliston, D. (2000) ‘Geographies of Gender and Politics: the place of difference in Polynesian nationalism’, Cultural Anthropology 15(2): 171-216 (Per. .572Cul.). PART III: CONTEMPORARY ISSUES Week 9 (14 Nov.): NATIONALISM AND VIOLENCE (Kennedy) The recent history of genocide and ethnic violence in Myanmar, Syria and Iraq, in Darfur, Rwanda and Bosnia, and the fragile peace in Macedonia and Northern Ireland point to nationalism as a particularly destructive force. This lecture seeks explanations for nationalist violence and explores the various strategies that have been employed to regulate nationalism. Readings: Belge, C. (2016) ‘Civilian Victimization and the Politics of Information in the Kurdish Conflict in Turkey’ World Politics 64(2): 275-306 (Per. .32Wor.). Brubaker, R. (1996) ‘National minorities, nationalising states and external homelands in the New Europe’ (Ch. 3), Nationalism Reframed, Cambridge UP ((DJK51 Bru.) OR Daedalus, 124(2): 107-32 (Per. .0Dae.). Collins, R. (2008) ‘Forward Panic’ (Ch. 3), Violence: A Micro-Sociological Theory, Princeton UP (HM1121 Col.). Fearon, J.D. and D.D. Laitin (2000) ‘Violence and the Social Construction of Ethnic Identity’, International Organization, 54(4): 845-77 (Per. .32Int.). Hechter, M. ‘The Demand for Sovereignty’ (Ch. 7), ‘Containing Nationalism’ (Ch. 8), op. cit. Kennedy, J. (2004) ‘A Switzerland of the North?: the Nationalistes and a Bi-national Canada’, N&N 10(4): 499-518 OR (2013) ‘In Search of Consociation’ (Ch. 6), Liberal Nationalisms: Empire, State and Civil Society, McGill-Queen’s UP (DA765 Ken.). Malešević, S. ‘Nationalist Ideologies and Violence’ (Ch. 4), op. cit. OR ‘Is Nationalism Intrinsically Violent?, Nationalism and Ethnic Politics 19: 12-37 (2013) Mann, M. ‘Explaining Murderous Ethnic Cleansing: The Macro-level’ (Ch. 11), Guibernau and Hutchinson, op. cit. O’Leary, B. (2001) ‘The Elements of Right-Sizing and Right-Peopling the State’ in B. O’Leary, et al. (eds.), Right-sizing the State, Oxford UP (JC323 Rig.). O’Leary, B. (2006) ‘Power-Sharing, Pluralist Federation, and Federacy’ (Ch. 2) in B. O’Leary, et al. Future of Kurdistan in Iraq, Pennsylvania UP (DS70.8.K8 Fut.) Prunier, G. (2005) ‘Fear at the Centre: from Counter-Insurgency to Quasi-Genocide’ (Ch. 4) Darfur: the Ambiguous Genocide, Cornell UP (DT159.6.D27 Pru.) Riga, L. and J. Kennedy (2009) ‘Tolerant majorities, loyal minorities and “ethnic reversals”: constructing minority rights at Versailles 1919’ N&N 15(3): 461-82. Snyder, J. (2000) ‘Transitions to Democracy and the Rise of Nationalist Conflict’ (Ch. 1), From Voting to Violence, Norton (JC421 Sny.). Stepan, A.C., Linz, J., and Y. Yadav (2011) ‘Comparative Theory and Political Practice’ (Ch. 1), Crafting state-nations: India and other multinational democracies, Johns Hopkins UP (JC311 Ste.). Varshney, A. (2002) ‘Why Civil Society?’ (Ch.2) Ethnic Conflict and Civil Life: Hindus and Muslims in India, Yale UP (DS422.C64 Var.). Video: ‘Unreported World: Kosovo’ (Channel 4 (UK), 2007) Tutorial: Case Studies: Regulating nationalist violence in Northern Ireland and IsraelPalestine. O’Leary, B. (2002) ‘The Belfast Agreement and the British-Irish Agreement’, in A. Reynolds (ed.) The Architecture of Democracy, OUP, pp. 293-356 (JC421 Arc.).
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Peled, Y. (2006) ‘Zionist Realities: Debating Israel-Palestine’ and V. Tilley (2006) ‘A Secular Solution: Debating Israel-Palestine’ New Left Review 38: 21-57 (Per. .33New.). See also: Scheindlin, D. and D. Waxman (2016) ‘Confederalism: A Third Way for Israel-Palestine’ Washington Quarterly 39(1): 83-94 (Per. .32Was.). Week 10 (21 Nov.): NATIONALISM AND GLOBALIZATION (Rosie) To conclude we will try to tie together some of the themes we have covered by considering the relationship between nationalism and ‘globalization’. What is ‘globalization’? What are the implications of globalization for nationalism and its creation, the ‘nation-state’? Is nationalism declining? on the rise? or the same as it ever was? Readings: Anderson, B. (1998) ‘Long Distance Nationalism’ (Ch. 3), The Spectre of Comparisons, Verso (DS685 And.). Brubaker, R. (2017) ‘Between nationalism and civilizationism: the European populist moment in comparative perspective’, ERS, 40:8, 1191-1226 Eriksen, T.H. (2007) ‘Nationalism and the Internet’, N&N 13(1): 1-17. Guibernau, M. ‘Globalization and the Nation-state’ (Ch. 11), Guibernau and Hutchinson, op. cit. Hall, J.A. (2011) ‘Nationalism might change its character, again’ in D. Halikiopoulou and S. Vasilopoulou (eds.) Nationalism and Globalisation, Routledge (JZ1316 Nat.) Kaldor, M. (2004) ‘Nationalism and Globalisation’, N&N 10(1/2): 161-77. Lasch, C. (1995) ‘The Revolt of the Elites’ (Ch. 2), The Revolt of the Elites, Norton. Laitin, D. (1997) ‘The Cultural Identities of a European State’, Politics and Society, 25: 277-302 (Per. .32Pol.). Malešević, S. ‘The Future of Nationalisms’ (Ch. 7), op. cit. Mann, M. (1999) ‘Has globalization ended the rise and rise of the nation-state?’ (Ch. 12), T.V. Paul and J.A. Hall (eds.) International Orders, Cambridge (JX1954 Int.) OR Review of International Political Economy, May 1997 (Per. .33Rev.). McCrone, D. ‘Nationalism and its Futures’ (Ch. 9), op. cit. Nairn, T. ‘The Owl of Minerva’ (Ch. 2), op. cit. Özkirimli, U. ‘Nationalism and Globalisation’ (Ch. 6), op. cit. Suny, G. (2011) ‘Globalization and the Nation-State’ in D. Halikiopoulou and S. Vasilopoulou (eds.) Nationalism and Globalisation, Routledge (JZ1316 Nat.) Class Discussion: Whither nationalism? (also, course evaluations).
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Appendix 1 – General Information
Students with Disabilities The School welcomes disabled students with disabilities (including those with specific learning difficulties such as dyslexia) and is working to make all its courses as accessible as possible. If you have a disability special needs which means that you may require adjustments to be made to ensure access to lectures, tutorials or exams, or any other aspect of your studies, you can discuss these with your Student Support Officer or Personal Tutor who will advise on the appropriate procedures. You can also contact the Student Disability Service, based on the University of Edinburgh, Third Floor, Main Library, You can find their details as well as information on all of the support they can offer at: http://www.ed.ac.uk/student-disability-service
Learning Resources for Undergraduates The Study Development Team at the Institute for Academic Development (IAD) provides resources and workshops aimed at helping all students to enhance their learning skills and develop effective study techniques. Resources and workshops cover a range of topics, such as managing your own learning, reading, note-making, essay and report writing, exam preparation and exam techniques. The study development resources are housed on ‘LearnBetter’ (undergraduate), part of Learn, the University’s virtual learning environment. Follow the link from the IAD Study Development web page to enrol: www.ed.ac.uk/iad/undergraduates Workshops are interactive: they will give you the chance to take part in activities, have discussions, exchange strategies, share ideas and ask questions. They are 90 minutes long and held on Wednesday afternoons at 1.30pm or 3.30pm. The schedule is available from the IAD Undergraduate web page (see above). Workshops are open to all undergraduates but you need to book in advance, using the MyEd booking system. Each workshop opens for booking two weeks before the date of the workshop itself. If you book and then cannot attend, please cancel in advance through MyEd so that another student can have your place. (To be fair to all students, anyone who persistently books on workshops and fails to attend may be barred from signing up for future events). Study Development Advisors are also available for an individual consultation if you have specific questions about your own approach to studying, working more effectively, strategies for improving your learning and your academic work. Please note, however, that Study Development Advisors are not subject specialists so they cannot comment on the content of your work. They also do not check or proof read students' work. Students can book a study skills consultation http://www.ed.ac.uk/institute-academicdevelopment/postgraduate/taught/study/study-on-campus Academic English support can also be accessed at http://www.ed.ac.uk/english-languageteaching/students/current-students
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Discussing Sensitive Topics The discipline of Sociology addresses a number of topics that some might find sensitive or, in some cases, distressing. You should read this Course Guide carefully and if there are any topics that you may feel distressed by you should seek advice from the course convenor and/or your Personal Tutor. For more general issues you may consider seeking the advice of the Student Counselling Service, http://www.ed.ac.uk/schools-departments/student-counselling
Honours Tutorial Sign- up If you are taking an Honours level course with SPS that has tutorials, you will be able to selfenrol yourselves onto a group via the course learn page. Guidance on how to do this is below. Tutorials have restricted numbers and it is important to sign up as soon as possible. Self Sign-up will open at 9am on Monday of week 1 and close at 12 noon on the Friday of week 1. After this point, any students who have not self-enrolled will be automatically assigned to a tutorial group. For full information and guidance on how to sign up via learn, please see our webpages at http://www.sps.ed.ac.uk/undergrad/current_students/teaching_and_learning/assessmen t_and_regulations/tutorial_requirements/tutorial_requirements_honours
External Examiner The External Examiners for the Sociology Honours programme are: Professor Henrietta O’Connor (University of Leicester) Dr Wendy Bottero (University of Manchester)
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Appendix 2 - Course Work Submission and Penalties Penalties that can be applied to your work and how to avoid them: There are three types of penalties that can be applied to your course work and these are listed below. Students must read the full description on each of these at: http://www.sps.ed.ac.uk/undergrad/current_students/teaching_and_learning/assessmen t_and_regulations/coursework_penalties Make sure you are aware of each of these penalties and know how to avoid them. Students are responsible for taking the time to read guidance and for ensuring their coursework submissions comply with guidance. · Incorrect submission Penalty When a piece of coursework is submitted to our Electronic Submission System (ELMA) that does not comply with our submission guidance (wrong format, incorrect document, no cover sheet etc.) a penalty of 5 marks will be applied to students work. · Lateness Penalty If you miss the submission deadline for any piece of assessed work 5 marks will be deducted for each calendar day that work is late, up to a maximum of seven calendar days (35 marks). Thereafter, a mark of zero will be recorded. There is no grace period for lateness and penalties begin to apply immediately following the deadline. · Word Count Penalty The penalty for excessive word length in coursework is one mark deducted for each additional 20 words over the limit. If the limit is 1500 words then anything between 1501 and 1520 words will lose one point, and so on. Word limits vary across subject areas and submissions, so check your course handbook. Make sure you know what is and what is not included in the word count. Again, check the course handbook for this information. You will not be penalised for submitting work below the word limit. However, you should note that shorter essays are unlikely to achieve the required depth and that this will be reflected in your mark. ELMA: Submission and Return of Coursework Coursework is submitted online using our electronic submission system, ELMA. You will not be required to submit a paper copy of your work. Marked coursework, grades and feedback will be returned to you via ELMA. You will not receive a paper copy of your marked course work or feedback. For details of how to submit your course work to ELMA, please see our webpages here. Remember, there is a 5 mark incorrect submission penalty, so read the guidance carefully and follow it to avoid receiving this. Extensions: New policy-applicable for years 1 -4 From September 2016, there will be a new extensions policy that applies to all courses in the school from years one to four.
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If you have good reason for not meeting a coursework deadline, you may request an extension. Before you request an extension, make sure you have read all the guidance on our webpages and take note of the key points below. You will also be able to access the online extension request form through our webpages. · Extensions are granted for 7 calendar days. · If you miss the deadline for requesting an extension for a valid reason, you should submit your coursework as soon as you are able, and apply for Special Circumstances to disregard penalties for late submission. You should also contact your Student Support Officer or Personal Tutor and make them aware of your situation. · If you have a valid reason and require an extension of more than 7 calendar days, you should submit your coursework as soon as you are able, and apply for Special Circumstances to disregard penalties for late submission. You should also contact your Student Support Officer or Personal Tutor and make them aware of your situation. · If you have a Learning Profile from the Disability Service allowing you potential for flexibility over deadlines, you must still make an extension request for this to be taken into account.
Exam Feedback and Viewing Exam Scripts: General exam feedback will be provided for all courses with an examination. General feedback will be uploaded to the relevant course learn page within 24 hours of the overall marks for the course being returned to Students. Students who sit the exam will also receive individual feedback. The relevant Course Secretary will contact students to let them know when this is available and how to access it. If students wish to view their scripts for any reason, they must contact the relevant Course Secretary via email to arrange this.
Plagiarism Guidance for Students: Avoiding Plagiarism Material you submit for assessment, such as your essays, must be your own work. You can, and should, draw upon published work, ideas from lectures and class discussions, and (if appropriate) even upon discussions with other students, but you must always make clear that you are doing so. Passing off anyone else’s work (including another student’s work or material from the Web or a published author) as your own is plagiarism and will be punished severely. When you upload your work to ELMA you will be asked to check a box to confirm the work is your own. All submissions will be run through ‘Turnitin’, our plagiarism detection software. Turnitin compares every essay against a constantly-updated database, which highlights all plagiarised work. Assessed work that contains plagiarised material will be awarded a mark of zero, and serious cases of plagiarism will also be reported to the College Academic Misconduct officer. In either case, the actions taken will be noted permanently on the student's record. For further details on plagiarism see the Academic Services’ website: http://www.ed.ac.uk/arts-humanities-soc-sci/taught-students/student-conduct/academicmisconduct
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Data Protection Guidance for Students In most circumstances, students are responsible for ensuring that their work with information about living, identifiable individuals complies with the requirements of the Data Protection Act. The document, Personal Data Processed by Students, provides an explanation of why this is the case. It can be found, with advice on data protection compliance and ethical best practice in the handling of information about living, identifiable individuals, on the Records Management section of the University website at: http://www.ed.ac.uk/schools-departments/records-management-section/dataprotection/guidance-policies/dpforstudents
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