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講義概要/Course description
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CONTEMPORARY EUROPEAN CULTURAL STUDIES: This course aims at giving a broad and interdisciplinary perspective on some of the very diverse cultural and historical roots of European identity. What binds Europe together? What are the core elements and key events of contemporary European culture? How are these defined, and by whom? By using fruitful (and provocative) perspectives (gender, space, emotions, material culture, spirituality) and a variety of supports (songs, short movies, newspapers, websites) students will explore the ways in which European societies have imagined and articulated their changing identities. The course is designed to appeal to students who have a wide-ranging interest in European culture, in transnational history, and in cultural studies. Class work will help students appreciate and debate Europe’s cultural and political complexity. It will also encourage them to stablish a self-reflection regarding their own culture (and its history) in relation to other cultures.
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達成目標/Course objectives
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a)to offer students the opportunity to improve their knowledge of Europe in the light of the broad spectrum of cultures;
b)to reflect on the different perspectives on several issues arising from this cultural diversity;
c)Encourage students to explore significant debates in Cultural History;
d)Support students to constructively reflect on the past and how cultural identities are constructed locally, nationally and transnationally.
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授業計画/Lecture plan
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1
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| 授業計画/Class |
Introduction: who decides what is “culture”, and why should we study it? |
| 事前学習/Preparation |
reading short article “Political models to make Europe” https://ehne.fr/en/encyclopedia/themes/political-europe
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| 事後学習/Reviewing |
make a summary of the reading. |
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2
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| 授業計画/Class |
The construction of Europe: a complex political entity. |
| 事前学習/Preparation |
reading short article “Political models to make Europe” https://ehne.fr/en/encyclopedia/themes/political-europe |
| 事後学習/Reviewing |
make a summary of the reading |
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3
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| 授業計画/Class |
Culture and the Nation. |
| 事前学習/Preparation |
reading short extracts of Benedict Anderson. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso, 2006. |
| 事後学習/Reviewing |
make a summary of reading. |
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4
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| 授業計画/Class |
Europe: a (trans)national imagined community? |
| 事前学習/Preparation |
visit the website of the House of European History Museum https://historia-europa.ep.eu/ |
| 事後学習/Reviewing |
complete short assignment about the House of European History Museum |
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5
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| 授業計画/Class |
Class: Gender (I) – Fascism. |
| 事前学習/Preparation |
Half of the class will read text A. The other half will read text B.
Text A: De Grazia, Victoria. “Nationalizing Women: The Competition between Fascist and Commercial Cultural Models in Mussolini's Italy” The Sex of Things. Gender and Consumption in Historical Perspective, 337-359.
Text B: Mosse, George L. “The New Fascist Man” The Image of Man: The Creation of Modern Masculinity, Oxford University Press, Incorporated, 1998. (short extracts).
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| 事後学習/Reviewing |
make a summary of reading. |
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6
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| 授業計画/Class |
Communism, The New Left and beyond. |
| 事前学習/Preparation |
1/3 of the class will read short text A, another 1/3 will read short text B, and the other 1/3 will read short text C.
Text A: “The Gender of Communism”https://ehne.fr/en/encyclopedia/themes/gender-and-europe/gender-and-revolution-in-europe-19th-20th-century/gender-communism
Text B: “The gender of May 68” https://ehne.fr/en/encyclopedia/themes/gender-and-europe/gender-and-revolution-in-europe-19th-20th-century/gender-%2768
Text C: Queers in Europe: https://ehne.fr/fr/encyclopedie/th%C3%A9matiques/genre-et-europe/le-corps-genr%C3%A9-en-europe-entre-contrainte-et-%C3%A9mancipation/le-queer-en-europe
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| 事後学習/Reviewing |
make a summary of reading. |
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7
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| 授業計画/Class |
Consumption and Material Cultures (I) Music and the Cold War. |
| 事前学習/Preparation |
Watch video :“How To Fight A War Without Weapons”
https://www.youtube.com/watch?v=BYgE08HW9Qo
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| 事後学習/Reviewing |
complete short assignment about the video.
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8
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| 授業計画/Class |
Consumption and Material Cultures (II) Photographs. |
| 事前学習/Preparation |
reading short article: “the construction of discourse on war and European identity through images”
https://ehne.fr/en/encyclopedia/themes/wars-and-memories/representations-war/photojournalism-in-europe-1920-1970
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| 事後学習/Reviewing |
make a summary of reading. |
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9
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| 授業計画/Class |
A tale of two Europes? The city and the countryside. |
| 事前学習/Preparation |
reading article: https://www.bennettinstitute.cam.ac.uk/news/urban-rural-divide/ |
| 事後学習/Reviewing |
make a summary of reading. |
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10
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| 授業計画/Class |
Emotional Communities - The emotions that govern Europe. |
| 事前学習/Preparation |
watch the video: William Reddy: The Navigation of Feeling https://www.youtube.com/watch?v=G_1SshDyEEA |
| 事後学習/Reviewing |
complete short assignment about the video. |
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11
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| 授業計画/Class |
Religion - A Secular Europe? |
| 事前学習/Preparation |
read very short article from sociologist Grace Davie for the The Guardian newspaper:
https://www.theguardian.com/commentisfree/belief/2009/jun/01/europe-christianity-religion
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| 事後学習/Reviewing |
write a summary of the article. |
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12
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| 授業計画/Class |
Migration – A Global Europe? (case study: Sweden). |
| 事前学習/Preparation |
watch this video on immigration in Sweden in the 21st c. :
https://www.youtube.com/watch?v=AShK42vPUcA
Now, read this very short text about Swedish emigration to the US in the 19th century:
https://www.dailyscandinavian.com/the-swedish-emigrants/
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| 事後学習/Reviewing |
write a short text comparing the video and the text. |
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13
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| 授業計画/Class |
From European cultural heritage to European diversity and pluralism. |
| 事前学習/Preparation |
Review your notes from class to prepare your final essay-project. |
| 事後学習/Reviewing |
write 1st draft of the main ideas you want to include in your final essay-project. |
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14
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| 授業計画/Class |
Final discussion, and in-class support with final essay-project (I). |
| 事前学習/Preparation |
Do some individual research to improve your final essay-project. We will spend this class to improve your final work, you will get support and feedback from teacher and other students. |
| 事後学習/Reviewing |
write a 1-minute presentation of the theme of your final essay-project. |
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15
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| 授業計画/Class |
Final discussion, and in-class support with final essay-project (II). |
| 事前学習/Preparation |
Review your notes from class and your personal research to improve your final essay-project. We will spend this class polishing and finishing your final work, you will get support and feedback from teacher and other students. |
| 事後学習/Reviewing |
write 2nd draft of the main ideas you want to include in your final essay-project. |
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授業方法/Method of instruction
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| 区分/Type of Class |
オンライン授業 / Online
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| 実施形態/Class Method |
オンデマンド型・リアルタイム型のブレンド形式 / on-demand, real-time blend
補足事項/Supplementary notes
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| 活用される授業方法/Teaching methods used |
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成績評価方法/Evaluation
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| 1 |
平常点 In-class Points
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25%
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Participation: Your active andthoughtful participation in class activities and discussions is required. Youwill be evaluated through: a) short in-class tasks; b) any other individualvoluntary participation to class debates/discussions.
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| 2 |
その他 Others
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50%
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(1) Class Preparation (25%): You will be expected to read, watch the videos, take notes, ask questions and give your opinion of the course readings/videos in the syllabus, and other materials assigned in class. This preparation will help you participate in class and obtain a good participation grade. You will prepare a summary of the readings (or complete short assignments about the videos), and write at least one question for debate in class. (2) Quizzes (25%) : teacher will provide an online home-quiz. It will consist of short questions about readings, class debates and activities. They will help you process information as we advance.
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| 3 |
レポート Report
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25%
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Final essay or presentation project: The teacher will provide two essay questions. Students will choose one of them and will write a 700-word reflection. Alternatively, students can think of a question of personal interest to do research on. They can propose it to the teacher, and once the teacher has agreed, they can do a personal project that integrates class readings/discussions and personal research. The presentation of this project is open, but it is to be discussed with teacher first, the format can be an essay, a recorded presentation, a short video, a blog entry, Twitter threads (of 700 words)… other. The project can have an element of creativity but should also be strongly grounded on class contents and readings.
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教科書/Textbooks
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| | 著者名
Author | タイトル
Title | 出版社
Publisher | 出版年
Published year | ISBN | コメント
Comments |
| 1 |
Rosemary Wakeman (ed.)
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Themes in modern European history since 1945
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Routledge
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2003.
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0415219876
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Syllabus readings will be provided by the teacher. Although the course will not follow a particular textbook, the teacher strongly recommends students to read the book
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参考書/Reference books
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| | 著者名
Author | タイトル
Title | 出版社
Publisher | 出版年
Published year | |
| 1 |
D Leonard, R Taylor
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The Routledge Guide to European Union
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Routledge
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2016
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| 2 |
Gordon Kerr
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A Short History of Europe: From Charlemagne to the Treaty of Europe
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Old Castle
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2009
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メッセージ/Message
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Digital Encyclopedia of European History: https://ehne.fr/en (in English and French)
-Europeana History: https://www.europeana.eu/fr (articles in English, French, Spanish… etc this website can also provide great ideas for final projects).
- Historiana Euroclio: https://historiana.eu/historical-content
-Journal of Contemporary European History (some articles are accessed through open access, great ideas for personal projects): https://www.cambridge.org/core/journals/contemporary-european-history
Students will be assessed in their capacity to:
recall, select and organize information relevant to the syllabus;
understand, analyze and establish links pertaining to the information relating to European issues studied in class, and their own knowledge and culture.
A Word About Plagiarism: You must document all of your source material. You cannot just copy and paste information from the Internet. This will be considered plagiarism. You can: a) rewrite ideas in your own words and b) cite the ideas from others correctly. If you want to c) cite somebody else’s words, you must make it clear the text is being quoted (by using quotation marks “”) and where the text comes from (by citing author, publication, website… etc.). If you have any questions about what does or does not constitute plagiarism, do ask the teacher I am here to help!
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その他/Others
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Dr. Natalia Nunez Bargueno is a Spanish researcher with aninternational career.
She obtained her first Ph.D. in Spanish Literature and CulturalStudies from the State University
of New York (2007) and hersecond double Ph.D. in History and Religious Studies from the Sorbonne andAlcala. She has taught culture and history classes at the State University of New York (2001-2006), the Sorbonne(2008-2013), and currently she teaches at SciencesPo.
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キーワード/Keywords
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Cultural Studies
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