Guía docente de Conflicts, Territorial Policies, and Decolonization Processes (MQ1/56/1/15)

Curso 2024/2025
Fecha de aprobación por la Comisión Académica 18/07/2024

Máster

Máster Universitario en Estudios Europeos

Módulo

Module 9: Cultural Representation in Current European Societies

Rama

Ciencias Sociales y Jurídicas

Centro Responsable del título

Escuela Internacional de Posgrado

Semestre

Primero

Créditos

5

Tipo

Optativa

Tipo de enseñanza

Presencial

Profesorado

  • Miguel Ángel Del Arco Blanco

Horario de Tutorías

Miguel Ángel Del Arco Blanco

Email
  • Primer semestre
    • Lunes 10:30 a 13:30 (Fac Letras)
    • Miércoles 10:30 a 13:30 (Fac Letras)
  • Segundo semestre
    • Martes 8:30 a 10:30 (Fac Letras)
    • Jueves 8:30 a 12:30 (Fac Letras)

Breve descripción de contenidos (Según memoria de verificación del Máster)

  • Major trends in recent European history
  • Violence and conflicts in recent Europe
  • Democracy and social movements in Europe
  • Europe's traumatic pasts
  • European memories
  • European decolonisation processes

Prerrequisitos y/o Recomendaciones

  • None

Competencias

Competencias Básicas

  • CB6. Poseer y comprender conocimientos que aporten una base u oportunidad de ser originales en desarrollo y/o aplicación de ideas, a menudo en un contexto de investigación.
  • CB7. Que los estudiantes sepan aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos nuevos o poco conocidos dentro de contextos más amplios (o multidisciplinares) relacionados con su área de estudio.
  • CB8. Que los estudiantes sean capaces de integrar conocimientos y enfrentarse a la complejidad de formular juicios a partir de una información que, siendo incompleta o limitada, incluya reflexiones sobre las responsabilidades sociales y éticas vinculadas a la aplicación de sus conocimientos y juicios.
  • CB9. Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos especializados y no especializados de un modo claro y sin ambigüedades.
  • CB10. Que los estudiantes posean las habilidades de aprendizaje que les permitan continuar estudiando de un modo que habrá de ser en gran medida autodirigido o autónomo.

Resultados de aprendizaje (Objetivos)

  • The main objectives are as follows:
  1. To enable students to acquire theoretical and practical knowledge that allows them to analyze and understand the phenomenon of the European Union, its institutions, and its legal framework, within the context of the current international reality.
  2. To develop students' ability to construct, present, and defend reasoned international arguments in an ethical, honest, and coherent manner, demonstrating intellectual independence, scientific rigor, and a critical commitment to reality.

Programa de contenidos Teóricos y Prácticos

Teórico

  • 1. Nationalism and Ethnic Conflicts
  • 2. Revolutions
  • 3. From European to World conflicts
  • 4. Civil wars in Europe
  • 5. Postwars
  • 6. Hunger, power and famines
  • 7. Decolonisation processes
  • 8. Democracy and social movements
  • 9. European memories and conflicts

Práctico

  • Seminars/Workshops
    • Throughout the course, seminars/workshops will be designed on various topics related to the syllabus.

Bibliografía

Bibliografía fundamental

  • Anderson, B. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso, 1983. 

  • Breuilly, J. Nationalism and the State (2nd ed.). Manchester University Press, 1993.

  • De Wall, Alex, Mass starvation : the history and future of famine. Polity, 2018.

  • Gatrell, Peter. The Unsettling of Europe: How Migration Reshaped a Continent. Basic Books, 2019.

  • Judt, Tony. Postwar : A History of Europe Since 1945. Vintage, 2010.

  • Judt, Tony. Reappraisals : Reflections on the Forgotten Twentieth Century. Vintage Books, 2009.

  • Judt, Tony. The Memory Chalet. Penguin Books, 2011.

  • Kershaw, Ian. Roller-Coaster : Europe, 1950-2017. Penguin Books, 2019.

  • Kershaw, Ian. To Hell and Back : Europe, 1914-1949. Penguin Books, 2016.

  • Kershaw, Ian. The End: The Defiance and Destruction of Hitler’s Germany, 1944-45. Penguin Press, 2011.

  • Lowe, Keith. Savage Continent : Europe in the Aftermath of World War Ii. First Picador ed., Picador, 2013.

  • Lowe, Keith. Prisoners of History: What Monuments of the Second World War Tell Us About Our History and Ourselves. William Collins, 2021.

  • Malesevic, S. Nation-States and Nationalisms. Polity, 2013.

  • Mazower, Mark. Post-War Reconstruction in Europe: International Perspectives, 1945-1949. Oxford Univ. Press, 2011.

  • Mazower, Mark. Dark Continent. Europe’s Twentieth Century. Random House USA, 2020.

  • Mazower, Mark. Hitler’s Empire : How the Nazis Ruled Europe. Penguin Press, 2008.

  • Ó Gráda, Cormac. Famine : a short history. Princeton University Press, 2009.

  • Smith, A., Myths and Memories of the Nation. Oxford University Press, 1999.

  • Snyder, Timothy. Bloodlands : Europe between Hitler and Stalin. Second trade paperback ed., Basic Books, 2022.

  • Trouillot, Michel-Rolph, Silencing the Past: Power and the Production of History. Beacon Press, 2015.

Bibliografía complementaria

  • Billig, M. Banal Nationalism. Sage, 1995.
  • Brubaker, R. Nationalism Reframed. Nationhood and the National Question in the New Europe. Cambridge University Press, 1996. 
  • Burbank, J., & Cooper, F., Empires in World History: Power and the Politics of Difference. Princeton University Press, 2010.
  • Corporaal, Marguérite, and Ingrid de Zwarte. Famines and the Making of Heritage.  Routledge, 2024.
  • De Waal, A., Famine that kills: Darfur, Sudan. Oxford University Press, 2023.
  • Garton Ash, Timothy, Homelands: A Personal History of Europe. Vintage, 2024. 
  • Gellner, E. Nations and Nationalism (1st ed.). Cornell University Press, 1983
  • Hale, H. E., The Foundations of Ethnic Politics: Separatism of States and Nations in Eurasia and the World. Cambridge University Press, 2008.
  • Hobsbawm, E. & Ranger, T. (Eds.), The Invention of Tradition. Cambridge University Press, 2012.
  • Laschi, Giuliana, et al., editors. Europe between Migrations, Decolonization and Integration (1945-1992). Routledge, Taylor & Francis Group, 2020, 
  • Ó Gráda, C. (2015) Eating people is wrong, and other essays on famine, its past, and its future. Princeton [etc: Princeton University Press.
  • Özkirimli, U. Theories of Nationalism: A Critical Introduction. St. Martin’s Press, 1999. 
  • Puzon, Katarzyna, et al., editors. Islam and Heritage in Europe : Pasts, Presents and Future Possibilities. Routledge, 2021,
  • Sèbe, Berny, and Matthew G. Stanard, editors. Decolonising Europe? : Popular Responses to the End of Empire. Routledge, 2020, https://www.taylorfrancis.com/books/9780429029363.
  • Tilly, C. "States and Nationalism in Europe 1492–1992". Theory and Society, 23(1), 1994, 131–146.
  • Yuval-Davis, N. Gender and Nation. Sage, 1998.
  • Wimmer, A. Nationalist Exclusion and Ethnic Conflict: Shadows of Modernity. Cambridge University Press, 2002.
  • Wimmer, A. Waves of War: Nationalism, State Formation, and Ethnic Exclusion in the Modern World. Cambridge University Press, 2013. 

Enlaces recomendados

Metodología docente

Evaluación (instrumentos de evaluación, criterios de evaluación y porcentaje sobre la calificación final.)

Evaluación Ordinaria

  • Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.
  • The continuous assessment will comprise:
    • Student commitment and active participation to the course lessons (30%)
    • Student participation to the seminars and other activities of the practical syllabus (30%)
    • Final essay (40%)

Evaluación Extraordinaria

  • Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.
  • The assessment will comprise:
    • Student commitment and active participation to the course lessons (30%)
    • Student participation to the seminars and other activities of the practical syllabus (30%)
    • Final essay (40%)

Evaluación única final

  • Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.
  • In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the Coordinator of the Master’s Programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.
  • In this case, the assessment will comprise:
    • A written exam concerning the entire theoretical programme (50%)
    • A small essay regarding a subject-matter of the practical programme (50%)

Información adicional

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).