This course gives students a broad theoretical perspective; Nation, class, tribe, ethnicity, gender, and faith.
Recognizing the historical and contextual meanings of such terms and the differences and / or effects of their use, some thinkers have attempted to classify different meanings of each term. Others either offer their own definitions of their own work or simply use local terminology with or without their chosen translations. Many others still apply these terms very loosely in their works.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Understand the definitions of nation, tribe, identity, ethnicity, belief and gender | 2 | 1,2,3 | A,C |
| To approach the term of identity (broader than the universal sociological classes of broader evolution) as a cultural and social issue | 2,4 | 1,2,3 | A,C |
| To present their own definitions in the context of their own work | 2,6 | 1,2,3 | A,C |
| Using local terminology translating or non-translating | 2 | 1,2,3 | A,C |
| To be critical when new terms are encountered that do not fit in every context | 2,4 | 1,2,3 | A,C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | What is identity? Is it a single, standard or universal reality? |
Bilgin, Nuri 1994 Sosyal Bilimlerin Kavşağında Kimlik Sorunu, İzmir:Ege Yayıncılık.
Williams, Raymond1988 [1983/1976] “Ethnic,” pp:119-‐120;“Nationalist,pp 213-‐214 “Native,” pp: 215-‐216 (Also see, “Folk,” pp: 136-‐137, “Genetic,” pp:142-‐143, Keywords:A Vocabulary of Culture and Society, London: Fontana Press (An Imprint of Harper Collins Publishers). |
| 2 |
The formation of an identity
Key elements: Time, Place, Context
|
Anderson, Benedict 1983
Imagined Communities: Reflections on the Origin and Spread of Nationalism, London: Verso Editions and NLB. |
| 3 |
Key elements:
Time, Place, Context Examples from Turkey and other Countries |
Bentley, Carter 1983
“Theoretical Perspectives on Ethnicity and Nationality,” in Sage Race Relations Abstracts |
| 4 |
Homework:
Subject to Selection
Identity and diversity |
Barth, Fredrick 1969
Ethnic Groups and Boundaries, Boston: Little Brown and Company. |
| 5 |
Different
Types, Other Societies |
Khoury, Philip S. and Joseph Kostiner (eds.) 1990
Tribes and State Formation in the Middle East, Berkeley Los Angeles Oxford: University of California Press. Lindner, Paul Rudi 1982 “What Was a Nomadic Tribe?” Comparative Studies in Society and History, 24(4)/ Oct.: 689-‐711. |
| 6 | Tribal Identity |
Alter, Peter 1991 (1989
Nationalism, (Trans. by Stuart McKinnon-‐Evans), London ·∙ New York ·∙ Melbourne ·∙ Auckland: Edward Arnold (A divisionof Hodder & Stoughton). |
| 7 | National Identity |
Cox, Oliver C. 1970 [1948]
Cast, Class, and Race: A Study of Social Dynamics, Garden City, New York: |
| 8 | Class Identity | “Gramsci’s Relevance for the Study of Race and Ethnicity,” Journal of Communication Inquiry, 10(2): 5-‐27. |
| 9 | Ara Sinav | |
| 10 | Religious Identity | Nakavi, Ali Muhammed 1992İslam ve Miliyetçilik, İstanbul: Bengisu Yayİncılık |
| 11 | Individual Discussions | -------- |
| 12 | Individual Discussions | --------- |
| 13 | Individual Discussions | ---------- |
| 14 | Individual Discussions | ----------- |
| 15 | Final Exam | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Anderson, Benedict 1983
Imagined Communities: Reflections on the Origin and Spread of Nationalism Verso Editions and NLB. |
| Additional Resources |
Aydın, Suavi 1993
Modernleşme ve Milliyetçilik, Ankara: Gündoğan Yayınları. Bentley, Carter 1983 HT 1501 S23 “Theoretical Perspectives on Ethnicity and Nationality,” in Sage Race Relations Abstracts, 8(2) &8(3), Bilgin, Nuri 1994 Sosyal Bilimlerin Kavşağında Kimlik Sorunu, İzmir: Ege Yayıncılık. |
Material Sharing
| MATERIAL SHARING | |
| Documents | - |
| Assignments | - |
| Exams | - |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 30 |
| Quizzes | 2 | 10 |
| Assignment | 1 | 60 |
| Total | 40 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 60 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 100 | |
| 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 | |||||
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) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 15 | 240 |
| Mid-terms | 1 | 30 | 30 |
| Homework | 2 | 15 | 30 |
| Final examination | 1 | 40 | 40 |
| Total Work Load | 378 | ||
| Total Work Load / 25 (h) | 15.12 | ||
| ECTS Credit of the Course | 15 | ||