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Course Syllabus
Title of the course Politics and Society in Central Asia
Title of the Academic Programme MA Programme “Comparative Politics of Eurasia”
Type of the course Elective
Prerequisites
ECTS workload 6 ECTS
Total indicative study hours Directed Study Self-directed study Total
48 180 228
Course Overview This course explores politics and society in contemporary post-Soviet
Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and
Uzbekistan). It will briefly cover Central Asian history in the Russian
Empire and the USSR before proceeding with an analysis of its post-
Soviet transformation(s). The course aims to provide students with
understanding of key issues in political and societal developments in
these countries. It covers a number of issues such as Russian/Soviet
legacies; post-colonial/post-Soviet identities; state building and state
fragility; ethnicity, language, nationhood, nation building and
nationalism; (ethnic) conflict and violence; role of gender, family,
religion, formal and informal networks and institutions in state-society
relations; multiple forms of civil society and ambiguous impact of
(external) development/democracy promotion efforts. The course will
help students to acquire knowledge on the nature of state, politics and
society in Central Asia, and develop critical thinking on variations in and
drivers of political, economic, social and cultural transformations in this
part of the world.
Intended Learning Outcomes
(ILO)
Teaching and Learning Methods The course consists of 11 lectures (22 hours) and 13 interactive tutorials
(26 hours) involving discussions of the readings, individual and group
assignments. For both lectures and tutorials, students are expected to read
materials specified below. These readings will be used as basis for class
discussions. Students will be assigned selected readings for individual or
group presentations – depending on the size of the group – introducing
topics of each tutorial. Students will also develop their analytical and
critical writing skills while working on two written assignments: book
review and final paper.
I am happy to provide advice and guidance. I can help you plan your
work and develop your coursework assignments. I will look at short (i.e.
1 page) final paper plans (not draft papers) and provide guidance. I will
also provide feedback on marks for assessed work on this course. Please
feel free to contact me by email (address below) to arrange an
appointment and come to see me during my office hours during teaching
weeks.
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Content and Structure of the Course
№ Topic / Course Chapter Total
Directed Study Self-directed
Study Lectures Tutorials
1 Central Asia in the Russian Empire.
Political transformations and nation-
building in the Soviet period
20 2 2 16
2
Independence: experiencing post-
colonial and post-Soviet
20 2 2 16
3 Peace-building, nation-building and
state-building (I)
24 2 4 18
4 Peace-building, nation-building and
state-building (II)
20 2 2 16
5 Multiple facets of the state 24 2 4 18
6 Tradition and informality 20 2 2 16
7 Gender and family 20 2 2 16
8 Islam: beyond radicalization
narratives
20 2 2 16
9 Migration 20 2 2 16
10 Multiple forms of civil society:
“local” ways and “universal”
templates
20 2 2 16
11 Civil society: international
involvement and its effects
20 2 2 16
Total study hours 228 22 26 180
Indicative Assessment Methods
and Strategy General requirements:
•Completion of required readings in advance of the lectures and tutorials;
•Active participation in the discussion with reliance on required readings;
•Presentations based on assigned readings and active involvement in in-
class group assignments.
The final grade for this course consists of:
In-class participation: 25%
Assessment will be based on attendance, preparation of readings,
participation in class discussion with the focus on qualitative contribution
to the discussion, ability to answer questions based on the readings, come
up with own interpretations and react to comments made by other
students.
Presentation: 25%
Each tutorial (starting from the week 2) will commence by a presentation
prepared by a small group of students (up to 4 students per group).
During the first tutorial, students should propose for approval by the
instructor: 1) composition of their groups; 2) topics for their presentations
based on the topics/readings for the tutorials; 3) outlines of their
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presentations. These presentations will function as basis for further class
discussion. Therefore, presenters are supposed to cover mandatory and
optional readings and, preferably, use other non-assigned sources for their
analysis on the chosen topic in order to make a genuinely original
contribution.
Mid-term book review (1000-1500 words): 25%
For this mid-term assignment, students need to read a book from the list
below (book choice needs to be approved by the instructor by the week 2)
and write a short book review (1000-1500 words). The review is due by
the tutorial 6.
Final paper (3000 words): 25%
The final paper should relate to any aspect of the course. It can be a
critical review of the existing literature on a specific topic, or an original
piece of research (format and topic need to be approved by the instructor
by the week 4). The final paper is due by the tutorial 12.
Readings / Indicative Learning
Resources Mandatory
Cummings, S.N. and Hinnebusch, R. (eds.) (2011) Sovereignty
After Empire: Comparing the Middle East and Central Asia.
Edinburg: Edinburg University Press. [selected chapters]
Jones Luong, P. (2002) Institutional Change and Political
Continuity in Post-Soviet Central Asia: Power, Perceptions, and
Pacts. Cambridge and New York: Cambridge University Press.
[selected chapters]
Khalid, A. (2007) Islam after Communism: Religion and Politics in
Central Asia. Berkeley: University of California Press. [selected
chapters]
Reeves, M., Rasanayagam, J. and Beyer, J. (eds.) (2014)
Ethnographies of the State in Central Asia: Performing Politics.
Indiana University Press. [selected chapters]
Sahadeo, J. and Zanca, R. (eds.) (2007) Everyday Life in Central
Asia. Bloomington: Indiana University Press. [selected chapters]
Readings listed below under the headings corresponding to the topics of
course sessions are required for the tutorials (in addition to the books
indicated above).
Central Asia in the Russian Empire. Political transformations and nation-
building in the Soviet period
Darden, K. and Grzymala-Busse, A. (2006) “The Great Divide:
Literacy, Nationalism, and the Communist Collapse,” World
Politics, Vol. 59, No. 1, Pp. 83-115.
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Hirsch, F. (2000) “Toward an Empire of Nations: Border-Making
and the Formation of Soviet National Identities,” Russian Review,
Vol. 59, Issue 2, Pp. 201-226.
Pianciola, N. and Sartori, P. (2007) “Waqf in Turkestan: The
Colonial Legacy and the Fate of an Islamic Institution in Early
Soviet Central Asia, 1917–1924,” Central Asian Survey, Vol. 26,
Issue 4, Pp. 475-498.
Slezkine, Y. (1994) “The USSR as a Communal Apartment, or
How a Socialist State Promoted Ethnic Particularism,” Slavic
Review, Vol. 53, Issue 2, Pp. 414-452.
Independence: experiencing post-colonial and post-Soviet
Grant, J. (1994) “Decolonization by default: Independence in
Soviet Central Asia”, Central Asian Survey, Vol. 13, Issue 1, Pp.
51-58.
Kandiyoti, D. and Cole, J. (2002) “Nationalism and the Colonial
Legacy in the Middle East and Central Asia”, International Journal
of Middle East Studies, Vo. 34, Issue 2, Pp 189-203.
Scarborough, S. (2016) “(Over) determining social disorder:
Tajikistan and the economic collapse of perestroika,” Central Asian
Survey, Vol. 35, Issue 3, Pp. 1-25.
Peace-building, nation-building and state-building (I)
Akiner, S. (1997) “Melting pot, salad bowl ‐ cauldron?
Manipulation and mobilization of ethnic and religious identities in
Central Asia”, Ethnic and Racial Studies, Vol. 20, Issue 2, Pp. 362-
398.
Denison, M. (2009) “The Art of the Impossible: Political
Symbolism, and the Creation of National Identity and Collective
Memory in Post-Soviet Turkmenistan”, Europe-Asia Studies, Vol.
61, Issue 7, Pp. 1167-1187.
Fumagalli, M. (2007) “Framing Ethnic Minority Mobilisation in
Central Asia: The Cases of Uzbeks in Kyrgyzstan and Tajikistan”,
Europe-Asia Studies, Vol. 59, Issue 4, Pp. 567–590.
Heathershaw, J. (2009) “Tajikistan's Virtual Politics of Peace”,
Europe-Asia Studies, Vol. 61, Issue 7, Pp. 1315-1336.
Lynch, D. (2001) “The Tajik Civil War and Peace Process”, Civil
Wars, Vol. 4, No. 4, Pp. 49–72.
Murzakulova, A. and Schoeberlein, J. (2009) “The Invention of
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Legitimacy: Struggles in Kyrgyzstan to Craft an Effective Nation-
State Ideology”, Europe-Asia Studies, Vol. 61, Issue 7, Pp. 1229-
1248.
Peace-building, nation-building and state-building (II)
Isaacs, R. (2015) “Nomads, Warriors and Bureaucrats: Nation-
Building and Film in Post- Soviet Kazakhstan”, Nationalities
Papers, Vol. 43, Issue 3, Pp. 399–416.
Kudaibergenova, D. T. (2017) “The Archaeology of Nationalizing
Regimes in the Post-Soviet Space: Narratives, Elites, and
Minorities”, Problems of Post-Communism, Vol. 64, Issue 6, Pp.
342-355.
Lottholz, P. (2018) “Old Slogans Ringing Hollow? The Legacy of
Social Engineering, Statebuilding and the „Dilemma of Difference‟
in (Post-) Soviet Kyrgyzstan”, Journal of Intervention and
Statebuilding, Vol. 12, Issue 3, Pp. 405-424.
Multiple facets of the state
Adams, L. and Rustemova, A. (2009) “Mass Spectacle and Styles
of Governmentality in Kazakhstan and Uzbekistan”, Europe-Asia
Studies, Vol. 61, Issue 7, Pp. 1249-1276.
Heathershaw, J. (2011) “Tajikistan amidst globalization: state
failure or state transformation?”, Central Asian Survey, Vol. 30,
Issue 1, Pp. 147-168.
Juraev, S. (2008) “Kyrgyz Democracy? The Tulip Revolution and
Beyond”, Central Asian Survey, Vol. 27, Issues 3–4, Pp. 253–264.
Megoran, N. (2005) “The Critical Geopolitics of Danger in
Uzbekistan and Kyrgyzstan”, Environment and Planning D: Society
and Space, Vol. 23, No. 4, Pp. 555– 580.
Tradition and informality
Beyer, J. and Finke, P. (2019) “Practices of traditionalization in
Central Asia”, Central Asian Survey, 38:3, 310-328.
Collins, K. (2004) “The Logic of Clan Politics: Evidence from the
Central Asian Trajectories”, World Politics, Vol. 56, Issue 2, Pp.
224–261.
Isaacs, R. (2014) “Neopatrimonialism and beyond: reassessing the
formal and informal in the study of Central Asian politics,”
Contemporary Politics, Vol. 20, Issue 2, Pp. 229-245.
Sharipova, D. (2015) “State retrenchment and informal institutions
in Kazakhstan: people's perceptions of informal reciprocity in the
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healthcare sector”, Central Asian Survey, Vol. 34, Issue 3, Pp. 310-
329.
Gender and family
Cleuziou, J. (2016) “„A second wife is not really a wife‟: polygyny,
gender relations and economic realities in Tajikistan”, Central
Asian Survey, Vol. 35, Issue 1, Pp. 76-90.
Commercio, M.E. (2014) “The Politics and Economics of
„Retraditionalization‟ in Kyrgyzstan and Tajikistan”, Post-Soviet
Affairs, Vol. 31, Issue 6, Pp. 529-556.
Kamp, M (2016) “The Soviet Legacy and Women‟s Rights in
Central Asia”, Current History, Vol. 115, No. 783, Pp. 270-276.
Werner, C., Edling, C., Becker, Ch., Kim, E., Kleinbach, R.,
Sartbay, F.E. and Teachout, W. (2018) “Bride kidnapping in post-
Soviet Eurasia: a roundtable discussion”, Central Asian Survey,
Vol. 37, Issue 4, Pp. 582-601.
Islam: beyond radicalization narratives
Hann, C. and Pelkmans, M. (2009) “Realigning Religion and Power
in Central Asia: Islam, Nation-State and (Post)Socialism”, Europe-
Asia Studies, Vol. 61, Issue 9, Pp. 1517-1541.
Montgomery, D.W. and Heathershaw, J. (2016) “Islam, secularism
and danger: a reconsideration of the link between religiosity,
radicalism and rebellion in Central Asia,” Religion, State and
Society, Vol. 44, Issue 3, Pp.192-218.
Ro'i, Y. and Wainer, A. (2009) “Muslim identity and Islamic
practice in postSoviet Central Asia”, Central Asian Survey, Vol. 28,
Issue 3, Pp. 303-322.
Migration
Ibanez-Tirado, D. (2019) “„We sit and wait‟: Migration, mobility
and temporality in Guliston, southern Tajikistan”, Current
Sociology, Vol. 67, No. 2, Pp. 315-333.
Korobkov, A. (2007) “Migration trends in Central Eurasia: Politics
versus Economics”, Communist and Post-Communist Studies, Vol.
40, Pp.169-189.
Laruelle, M. (ed.) (2013) Migration and Social Upheaval as the
Face of Globalization in Central Asia. Brill. [selected chapters]
Reeves, M. (2012) “Black work, green money: remittances, ritual
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and domestic economies in southern Kyrgyzstan”, Slavic Review,
Vol. 71, Issue 1, Pp. 108-134.
Multiple forms of civil society: “local” ways and “universal” templates
Babajanian, B., Freizer, S. and Stevens, D. (2005) “Introduction:
Civil society in Central Asia and the Caucasus”, Central Asian
Survey, Vol. 24, Issue 3, Pp. 209-224.
Buxton, C. (2009) “NGO networks in Central Asia and global civil
society: potentials and limitations”, Central Asian Survey, Vol. 28,
Issue 1, Pp. 43-58.
Freizer, S. (2004) “Central Asian fragmented civil society:
communal and neoliberal forms in Tajikistan and Uzbekistan”, in
Glasius, M., Lewis, D. and Seckinelgin, H. (eds.) Exploring Civil
Society: Political and Cultural Contexts. London and New York:
Routledge, Pp. 130–140.
Sievers, E. W. (2003) The Post-Soviet Decline of Central Asia:
Sustainable Development and Comprehensive Capital. London and
New York: Routledge. [selected chapters]
Civil society: international involvement and its effects
Earle, L. (2005) “Community development, „tradition‟ and the civil
society strengthening agenda in Central Asia”, Central Asian
Survey, Vol. 24, Issue 3, Pp. 245-260.
Kluczewska, K. (2019) “How to Translate „Good Governance‟ into
Tajik? An American Good Governance Fund and Norm
Localisation in Tajikistan”, Journal of Intervention and
Statebuilding, Vol. 13, Issue 3, Pp. 357-376.
Pétric, B.M. (2005) “Post-Soviet Kyrgyzstan or the birth of a
globalized protectorate”, Central Asian Survey, Vol. 24, Issue 3, Pp.
319-332.
Roy, O. (2005) “The Predicament of „Civil Society‟ in Central Asia
and the „Greater Middle East‟”, International Affairs, Vol. 81, No.
5, Pp. 1001–1012.
Optional
Readings listed below are essential for fruitful discussions during the
tutorials and, therefore, highly recommended for study prior to each
tutorial. The instructor may assign additional readings to the seminar
optional reading list.
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Central Asia in the Russian Empire. Political transformations and nation-
building in the Soviet period
Ferrando, O. (2011) “Soviet population transfers and interethnic
relations in Tajikistan: assessing the concept of ethnicity”, Central
Asian Survey, Vol. 30, Issue 1, Pp. 39-52.
Kassymbekova, B. (2011) “Helpless imperialists: European state
workers in Soviet Central Asia in the 1920s and 1930s”, Central
Asian Survey, Vol. 30, Issue 1, Pp. 21-37.
Northrop, D. (2000) “Languages of Loyalty: Gender, Politics, and
Party Supervision in Uzbekistan, 1927-41”, The Russian Review,
Vol. 59, Issue 2, Pp. 179-200.
Thomas, A. (2017) “The Caspian Disputes: Nationalism and
Nomadism in Early Soviet Central Asia,” The Russian Review, Vol.
76, Issue 3, Pp. 502-525.
Independence: experiencing post-colonial and post-Soviet
Ibañez-Tirado, D. (2015) “„How can I be post-Soviet if I was never
Soviet?‟ Rethinking categories of time and social change – a
perspective from Kulob, southern Tajikistan,” Central Asian
Survey, Vol. 34, Issue 2, Pp. 190-203.
Kandiyoti, D (2002) “Postcolonialism Compared: Potentials and
Limitations in the Middle East and Central Asia”, International
Journal of Middle East Studies, Vol. 34, Issue 2, Pp 279-297.
Peace-building, nation-building and state-building (I)
Cummings, S. (2006) “Legitimation and Identification in
Kazakhstan”, Nationalism and Ethnic Politics, Vol. 12, Issue 2, Pp.
177-204.
Dave, B. (2004) “Entitlement through Numbers: Nationality and
Language Categories in the First Post-Soviet Census of
Kazakhstan,” Nations and Nationalism, Vol. 10, Issue 4, Pp. 439–
459.
Ferrando, O. (2008) “Manipulating the Census: Ethnic Minorities in
the Nationalizing States of Central Asia”, Nationalities Papers,
Vol. 36, Issue 3, Pp. 489–520.
Marat, E. (2009) “Nation Branding in Central Asia: A New
Campaign to Present Ideas about the State and the Nation”, Europe-
Asia Studies, Vol. 61, Issue 7, Pp. 1123-1136.
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Peace-building, nation-building and state-building (II)
Menga, F. (2015) “Building a nation through a dam: the case of
Rogun in Tajikistan”, Nationalities Papers, Vol. 43, Issue 3, Pp.
479-494.
Golosov, G.V. (2018) “The five shades of grey: party systems and
authoritarian institutions in post-Soviet Central Asian states”,
Central Asian Survey, DOI: 10.1080/02634937.2018.1500442
Ó'Beacháin, D. and Kevlihan, R. (2015) “Imagined Democracy'?
Nation-Building and Elections in Central Asia”, Nationalities
Papers, Vol. 43, Issue 3, Pp. 495–513.
Multiple facets of the state
Doolot, A. and Heathershaw, J. (2015) “State as resource, mediator
and performer: understanding the local and global politics of gold
mining in Kyrgyzstan”, Central Asian Survey, Vol. 34, Issue 1, Pp.
93-109.
Fauve, A. (2015) “Global Astana: nation branding as a
legitimization tool for authoritarian regimes”, Central Asian Survey,
Vol. 34, Issue 1, Pp.110-124.
Lemon, E. (2018) “Critical approaches to security in Central Asia:
an Introduction”, Central Asian Survey, Vol. 37, Issue 1, Pp. 1-12.
Marat, E. (2016) “Post-violence regime survival and expansion in
Kazakhstan and Tajikistan”, Central Asian Survey, Vol. 35, Issue 4,
Pp. 531-548.
Tradition and informality
Rasanayagam, J. (2002) “Spheres of Communal Participation:
Placing the State within Local Modes of Interaction in Rural
Uzbekistan”, Central Asian Survey, Vol. 21, Issue 1, Pp. 55–70.
Satybaldieva, E. (2015) “Political capital, everyday politics and
moral obligations: understanding the political strategies of various
elites and the poor in Kyrgyzstan”, Europe-Asia Studies, Vol. 67,
Issue 3, Pp. 370-387.
Gender and family
Beyer, J. and Kojobekova, A. (2019) “Women of protest, men of
applause: political activism, gender and tradition in Kyrgyzstan”,
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Central Asian Survey, Vol. 38, Issue 3, Pp. 329-345.
Harris, C. (2011) “State business: gender, sex and marriage in
Tajikistan”, Central Asian Survey, Vol. 30, Issue 1, Pp. 97-111.
Thibault, H. (2018) “Labour migration, sex, and polygyny:
negotiating patriarchy in Tajikistan”, Ethnic and Racial Studies,
Vol. 41, Issue 15, Pp. 2809-2826.
Von Boemcken, M., Boboyorov, H. and Bagdasarova, N. (2018)
“Living dangerously: securityscapes of Lyuli and LGBT people in
urban spaces of Kyrgyzstan”, Central Asian Survey, Vol. 37, Issue
1, Pp. 68-84.
Islam: beyond radicalization narratives
Radford, D. (2014) “Contesting and negotiating religion and ethnic
identity in Post-Soviet Kyrgyzstan”, Central Asian Survey, Vol. 33,
Issue 1, Pp. 15-28.
Rasanayagam, J. (2014) “The Politics of Culture and the Space for
Islam: Soviet and Post-Soviet Imaginaries in Uzbekistan”, Central
Asian Survey, Vol. 33, No. 1, Pp. 1-14.
Migration
Nasritdinov, E. (2016) “„Only by learning how to live together
differently can we live together at all‟: readability and legibility of
Central Asian migrants‟ presence in urban Russia”, Central Asian
Survey, Vol. 35, Issue 2, Pp. 257-275.
Peyrouse, S. (2007) “Nationhood and the Minority Question in
Central Asia. The Russians in Kazakhstan”, Europe-Asia Studies,
Vol. 59, No. 3, Pp. 481−501.
Schroeder, P. (2010) ““Urbanizing” Bishkek: Interrelations of
Boundaries, Migration, Group Size and Opportunity Structure.”
Central Asian Survey, Vol. 29, Issue 4, Pp. 453–467.
Stephan-Emmrich, M. (2017) “Playing cosmopolitan: Muslim self-
fashioning, migration, and (be-)longing in the Tajik Dubai business
sector”, Central Asian Affairs, Vol. 4, Issue 3, Pp. 187-207.
Multiple forms of civil society: “local” ways and “universal” templates
Knox, C. and Yessimova, S. (2015) “State-Society Relations:
NGOs in Kazakhstan”, Journal of Civil Society, Vol. 11, Issue 3,
Pp. 300-316.
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Passiaro, M. (2009) “Home-Grown Strategies for Greater Agency:
Reassessing the Outcome of Civil Society Strengthening in Post-
Soviet Kyrgyzstan”, Central Asian Survey, Vol. 28, Issue 1, Pp. 59–
77.
Civil society: international involvement and its effects
Féaux de la Croix, J. (2013) “Grounding Mobile Ideas: Kyrgyzstani
NGO-leaders and the Notion of 'Knowledge Transfer' as a Source
of Social Cohesion”, Zeitschrift für Ethnologie, Pp. 217-233.
Kluczewska, K. (2017) “Benefactor, industry or intruder?
Perceptions of international organizations in Central Asia – the case
of the OSCE in Tajikistan”, Central Asian Survey, Vol. 36, Issue 3,
Pp. 353-372.
Books for the book review (please select one for your analysis):
Liu, M. (2012) Under Solomon’s Throne: Uzbek Visions of Renewal in
Osh. Pittsburg: University of Pittsburg Press.
Radnitz, S. (2010) Weapons of the Wealthy: Predatory Regimes and
Elite-led Protests in Central Asia. Ithaca and London: Cornell University
Press.
Reeves, M. (2014) Border Work: Spatial Lives of the State in Rural
Central Asia. Cornell University Press.
Roche, S. (2014) Domesticating Youth: Youth Bulges and Their Socio-
Political Implications in Tajikistan. New York and Oxford: Berghahn.
Schatz, E. (2004) Modern Clan Politics and Beyond: The Power of
“Blood” in Kazakhstan. Seattle, WA: University of Washington Press.
Indicative Self- Study Strategies Type +/– Hours
Reading for seminars / tutorials (lecture
materials, mandatory and optional resources)
+ 100
Assignments for seminars / tutorials / labs + 30
E-learning / distance learning (MOOC /
LMS)
-
Fieldwork -
Project work -
Other (please specify): writing book review
and final paper
+ 50
Preparation for the exam -
Academic Support for the Course Academic support for the course is provided via LMS, where students can
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find: guidelines and recommendations for doing the course; guidelines
and recommendations for self-study; samples of assessment materials.
Facilities, Equipment and
Software
A class with a laptop, a film projector and a sound system are required for
lectures and tutorials.
Course Instructor Dr. Oleg Korneev, Associate Professor (Department of Political Science),
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Annex 1
Intended Learning Outcomes (ILO) Delivering
Programme ILO(s) Course
ILO(s)
Teaching and Learning
Methods for delivering
ILO(s)
Indicative Assessment
Methods of Delivered ILO(s)
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Annex 2
Assessment Criteria
In-class Participation
Grades Assessment Criteria
«Excellent» (8-10) A critical analysis which demonstrates original thinking and shows strong
evidence of preparatory research and broad background knowledge.
«Good» (6-7) Shows strong evidence of preparatory research and broad background knowledge.
Excellent oral expression.
«Satisfactory» (4-5)
Satisfactory overall, showing a fair knowledge of the topic, a reasonable standard
of expression. Some hesitation in answering follow-up questions and/or gives
incomplete or partly irrelevant answers.
«Fail» (0-2) Limited evidence of relevant knowledge and an attempt to address the
topic. Unable to offer relevant information or opinion in answer to follow-up
questions.
Presentation
Grades Assessment Criteria
«Excellent» (8-10)
A well-structured, analytical presentation of work. Shows strong evidence and
broad background knowledge. In a group presentation all members contribute
equally and each contribution builds on the previous one clearly. Answers to
follow-up questions reveal a good range and depth of knowledge beyond that
covered in the presentation and show confidence in discussion.
«Good» (6-7)
Clearly organized analysis, showing evidence of a good overall knowledge of the
topic. The presenter highlights key points and responds to follow up questions
appropriately. In group presentations, there is evidence that the group has met to
discuss the topic and is presenting the results of that discussion, in an order
previously agreed.
«Satisfactory» (4-5)
Takes a very basic approach to the topic, using broadly appropriate material but
lacking focus. The presentation of project work is largely unstructured, and some
points are irrelevant to the topic. Knowledge of the topic is limited and there may
be evidence of basic misunderstanding. In a group presentation, most of the work
is done by one or two students and the individual contributions do not add up.
«Fail» (0-3) Fails to demonstrate any appropriate knowledge.
Book review paper
Grades Assessment Criteria
«Excellent» (8-10) The paper has a clear argument, which responds effectively to all aspects of the
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task. Fully satisfies all the requirements of the task; rare minor errors occur.
«Good» (6-7) The paper responds to most aspects of the task with a clear, explicit argument.
Covers the requirements of the task; may produce occasional errors.
«Satisfactory» (4-5)
The paper generally addresses the task; the format may be inappropriate in places;
displays little evidence of (depending on the assignment) independent thought and
critical judgement; includes a partial superficial coverage of the key issues; lacks
critical analysis, may make frequent errors.
«Fail» (0-3) The paper fails to demonstrate any appropriate knowledge.
Final paper
Grades Assessment Criteria
«Excellent» (8-10)
The final paper has a clear argument, which addresses the topic and responds
effectively to all aspects of the task. Fully satisfies all the requirements of the task;
rare minor errors occur.
«Good» (6-7) The final paper responds to most aspects of the topic with a clear, explicit
argument. Covers the requirements of the task; may produce occasional errors.
«Satisfactory» (4-5)
The final paper generally addresses the task; the format may be inappropriate in
places; displays little evidence of (depending on the assignment) independent
thought and critical judgement; includes a partial superficial coverage of the key
issues; lacks critical analysis, may make frequent errors.
«Fail» (0-3) The final paper fails to demonstrate any appropriate knowledge.
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Recommendations for students about organization of self-study
Self-study is organized in order to:
Systemize theoretical knowledge received at lectures; Extending theoretical knowledge; Learn how to use legal, regulatory, referential information and professional literature; Development of cognitive and soft skills: creativity and self-sufficiency; Enhancing critical thinking and personal development skills; Development of research skills; Obtaining skills of efficient independent professional activities. Self-study, which is not included into a course syllabus, but aimed at extending
knowledge about the subject, is up to the student‟s own initiative. A teacher recommends
relevant resources for self-study, defines relevant methods for self-study and demonstrates
students‟ past experiences. Tasks for self-study and its content can vary depending on individual
characteristics of a student. Self-study can be arranged individually or in groups both offline and
online depending on the objectives, topics and difficulty degree. Assessment of self-study is
made in the framework of teaching load for seminars or tests.
Recommendations for essay
An essay is a written self-study on a topic offered by the teacher or by the student
him/herself approved by teacher. The topic for essay includes development of skills for critical
thinking and written argumentation of ideas. An essay should include clear statement of a
research problem; include an analysis of the problem by using concepts and analytical tools
within the subject that generalize the point of view of the author.
Final paper structure:
1. Introduction and formulation of a research question.
2. Main part including theoretical framework and/or description of conducted fieldwork
as well as presentation of main arguments, their discussion and, potentially, methodological
reflections.
3. Conclusion: summary of the main arguments, limitations and possibilities for further
research.
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Special conditions for organization of learning process for students with special needs
The following types of comprehension of learning information (including e-learning and
distance learning) can be offered to students with disabilities (by their written request) in
accordance with their individual psychophysical characteristics:
1. for persons with vision disorders: a printed text in enlarged font; an electronic document;
audios (transferring of learning materials into the audio); an individual advising with an
assistance of a sign language interpreter; individual assignments and advising.
2. for persons with hearing disorders: a printed text; an electronic document; video
materials with subtitles; an individual advising with an assistance of a sign language
interpreter; individual assignments and advising.
3. for persons with muscle-skeleton disorders: a printed text; an electronic document;
audios; individual assignments and advising.