Poslední úprava: Valeriya Korablyova, Ph.D. (03.02.2019)
The course covers post-1991 developments in Ukraine framed as “quadruple transition” (Taras Kuzio). Arguably, the (re)establishment of Ukraine as a sovereign state faced multiple challenges: beside political transformation towards liberal-democratic institutions and a multi-party system, and marketization (the “usual suspects” of the “democratic transition” paradigm), state-building and nation-building were on the agenda. Both required stepping away from the Soviet (colonial?) legacy. As it is written in Kuchma’s book “Ukraine is not Russia” (1994): “We created Ukraine; now we have a harder task, that is to create Ukrainians.” A shaky balance and tensions between a weak state captured by rent-seekers, on one side, and civil society with growing national awareness, on the other, constitute the core issue here. Mass protests known as the “Maidans” will be considered in the context. The first part of the course is dedicated to a new canon of Ukrainian national history, its cornerstones crucial for unifying the nation today, and its most contentious episodes triggering history wars in the region. In this thematic bloc we will start with the contested legacy of the (Kievan) Rus’, then consider the first attempts of Ukraine’s statehood after WWI, and conclude with the Holodomor (Great Famine) topic. After tackling these historical topics re-actualized in the national imaginary of the contemporary Ukrainians, we will proceed with an overview of political and economic transformations in the country while trying to figure out how a shift to market economy and democracy resulted in oligarchization and crony capitalism. The final part of the course will be dedicated to the current issues in and around Ukraine, namely post-Maidanian reforms, regional divisions – with a special focus on the Crimea and the Donbass, and migration, both outward labour migration and internally displaced persons.
The course has an interdisciplinary character combining historical and political science approaches, as well as involving sociological data. It provides a deeper historical context to the current situation in Ukraine disclosing the roots of the warfare in Donbass, the origins and outcomes of the Maidan uprising, and discussing the viability of Ukraine’s national project.
Podmínky zakončení předmětu - angličtina
Poslední úprava: Valeriya Korablyova, Ph.D. (03.02.2019)
Upon completion of this course, students should be able to:
describe main stages and challenges of Ukraine’s post-Soviet development;
explain the specificity of Ukraine’s national project;
assess the post-colonial legacy of Ukraine;
single out the main episodes in the national history;
raise arguments in discussions on debatable topics (Holodomor as a genocide; Ukraine as a failed state; Ukraine as a cleft country; national church of Ukraine; and so on);
orient in the political landscape of the present-day Ukraine;
discuss the shortcomings of the economic situation in Ukraine;
describe regional, linguistic, and religious diversity in present-day Ukraine;
put the current Russian-Ukrainian war in a broader context;
discuss the prospects of Ukraine in terms of regional and European integration;
enhance oral and writing skills in academic English.
Literatura - angličtina
Poslední úprava: Valeriya Korablyova, Ph.D. (03.02.2019)
Compulsory literature:
Wilson, Andrew. (2015). The Ukrainians: Unexpected Nation, Fourth edition. Yale University Press.
Plokhy, Serhii. (2015). The Gates of Europe: a History of Ukraine. Basic Books.
Recommended literature:
Wilson, Andrew (2014) Ukraine Crisis: What It Means for the West. Yale University Press.
Yekelchyk, Serhii. (2007). Ukraine. Birth of a Modern Nation. Oxford University Press.
Snyder, Timothy. (2010). The Bloodlands: Europe between Hitler and Stalin. New York: Basic Books.
Yekelchyk, Serhy. (2015). The Conflict in Ukraine: What Everyone Needs to Know. Oxford: Oxford University Press.
Szporluk, Roman. (2000). Russia, Ukraine, and the Breakup of the Soviet Union. Stanford: Hoover Institution Press.
Brubaker, Rogers. (1996). Nationalism Reframed: Nationhood and the National Question in the New Europe. Cambridge: Cambridge University Press.
Aslund, Anders. (2015). Ukraine: What Went Wrong and How to Fix It. Peterson Institute for International Economic.
Besters-Dilger, Juliane (ed.). (2009). Language Policy and Language Situation in Ukraine. Peter Lang.
Metody výuky - angličtina
Poslední úprava: Valeriya Korablyova, Ph.D. (03.02.2019)
The main teaching methods of this course will be micro-lectures and focused discussions. Every class starts with an introductory micro-lecture by the instructor, then we will proceed with a presentation by one of the students followed by a discussion of the assigned literature. Whereas every enrolled student is obliged to do the required reading for every class (2-3 papers), a presenter should pick a source from further reading and elaborate on it in her presentation. Primary sources and documentaries are included in the scope of materials to the course.
Požadavky ke zkoušce - angličtina
Poslední úprava: Valeriya Korablyova, Ph.D. (03.02.2019)
Assignment
Weight in Final Grade
Evaluated Student Learning Outcomes
Test
10%
Knowledge of main dates, events and actors in the history of Ukraine. Ability to orient in main narratives in and around Ukraine. Assessment of the compulsory reading.
Active Class Participation
20%
Engagement in class discussion, demonstrating the knowledge gained from assigned weekly reading and other sources; making own point, asking and answering questions.
Presentation
30%
Ability to comprehend academic texts and to formulate their main ideas; present them in a well-structured and clear way; prepare visual materials to the presentation (power-point presentation and/or handouts); ability to assess the source critically.
Final Paper
40%
Ability to understand the main ideas, concepts and case studies covered; define a problem and look for answers; write in a clear, academic style; use cohesive argument.
TOTAL
100%
· Test
Test will take place at the beginning of 12th class session. It will consist of open questions presupposing short answers. It will be based on the topics studied in previous classes (week 1-12).
Active Class Participation
Students should participate actively in the course. Mere attendance is not active participation. To take active part in the class means, for instance, to present findings from compulsory readings, to comment on the topic, to discuss with other students, to answer questions raised by the instructor, and to ask own questions.
· Presentation
Presentation should be based on one of the additional readings which are indicated to every class session. Selection is up to students. Presentation should take about 20 minutes.
· Final Paper
Final paper should be based on a chosen topic approved by the instructor beforehand. It must be related to some of the topics presented in the course. At least some of the literature listed in the syllabus should be used. The length of the paper should be 2 000 words. The final paper is due to May 31, 2019.
Letter Grade
Percentage
Description
A
90-100
Excellent performance. The student has shown originality and displayed an exceptional grasp of the material and a deep analytical understanding of the subject.
B
80-89
Good performance. The student has mastered the material, understands the subject well and has shown some originality of thought and/or considerable effort.
C
70-79
Fair performance. The student has acquired an acceptable understanding of the material and essential subject matter of the course, but has not succeeded in translating this understanding into consistently creative or original work.
D
60-69
Poor. The student has shown some understanding of the material and subject matter covered during the course. The student’s work, however, has not shown enough effort or understanding to allow for a passing grade in School Required Courses. It does qualify as a passing mark for the General College Courses and Electives.
F
0-59
Fail. The student has not succeeded in mastering the subject matter covered in the course.
