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Race and Global Politics (JPM080)
Instructor & Course Information Course Site: https://dl1.cuni.cz/course/view.php?id=14148 Instructor: Dr. Hana Kubatova Email: hana.kubatova@fsv.cuni.cz Office Hours: Available via konzultace.fsv.cuni.cz, and by appointment Office Location: Room 516, Jinonice
Course Description This course examines the political implications of racial and ethnic identities. It starts by addressing the essential question of what race and racism are and progresses to explore how these identities are mobilized across time, groups, and actors. The course is global and comparative, discussing the intersections of race with gender and class across Europe, North America, Africa, Asia, and Latin America. Students are expected to engage with interactive teaching methods and work consistently on assignments. Graduate-level participation is expected, but BA students are welcome if they are prepared to meet course requirements.
General Course Disclaimer As with all my courses, this course is built on discontent. I like to disagree. I also encourage my students to disagree with me. I tend to think that true learning involves making us feel uncomfortable—challenging what we think we know, critically evaluating the information we absorb, and questioning assumptions we may have taken for granted. In my courses, we engage in discussions, debates, and respectful disagreements. This course is no exception.
Readings Readings for the class include news articles, book chapters, primary sources, and scholarly papers. All readings are available on the course Moodle site. It is essential that students read the required readings for each class beforehand. Occasionally, I will also bring handouts to class.
Course Outline
Class I (October 2): Introduction, Course Aims, and Objectives Overview of the course structure, requirements, and expectations. Tasks: Select discussion group leader in class; choose your discussion date and group by October 8.
Class II (October 9): Ethnic and Racial Identities Key Themes: Understanding the concepts of ethnicity and race, group identities, and their political implications.
Required Readings: Rogers Brubaker, Ethnicity Without Groups (Harvard University Press, 2004): Chapter 1. Stuart Hall, “The Question of Cultural Identity” in Modernity: An Introduction to Modern Societies (1996), pp. 276–280.
Class III (October 16): Intersectionality: Race, Class, Gender, and Religion Key Themes: How race intersects with other social identities; the implications of intersectionality.
Required Readings: Kimberlé Crenshaw, “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color,” Stanford Law Review 43.6 (1991): 1241–1299. Patricia Hill Collins, Black Feminist Thought (Routledge, 2000): Chapters 1 and 2.
Class IV (October 23): Ethnic Mobilization, Ethnic Parties, and Voting Key Themes: The dynamics of ethnic group mobilization, the role of ethnic parties, and how they influence voting behavior.
Required Readings: Steven I. Wilkinson, “Votes and Violence: Electoral Competition and Ethnic Riots in India,” Cambridge University Press, 2004: Chapter 1. Daniel Posner, “The Political Salience of Cultural Difference: Why Chewas and Tumbukas Are Allies in Zambia and Adversaries in Malawi,” American Political Science Review 98.4 (2004): 529–545.
Class V (October 30): Ethnic Minorities and Ethnic Preferences. Book Discussion with Jan Rovny Key Themes: What are the political preferences of ethnic minorities and their representatives? How are ethnic preferences translated into political representation, how does this representation shape political competition, and with what systemic effects?
Required Readings: Jan Rovny, Circumstantial Liberals. Ethnic Minorities, Political Competition, and Democracy, Oxford University Press, 1–56. https://ebookcentral.proquest.com/lib/cuni/reader.action?docID=31750293&ppg=21&c=RVBVQg
Class VI (November 6): Ethnic and Nationalist Violence Key Themes: Causes and dynamics of ethnic and nationalist violence; theoretical frameworks and case studies.
Required Readings: Stathis N. Kalyvas, “The Ontology of ‘Political Violence’: Action and Identity in Civil Wars,” Perspectives on Politics 1.3 (2003): 475–494. Ashutosh Varshney, Ethnic Conflict and Civic Life: Hindus and Muslims in India (Yale University Press, 2002): Chapters 1 and 2.
Class VII (November 13): Colonization and Decolonization Key Themes: The impact of colonialism on ethnic identities and conflicts; processes and challenges of decolonization.
Required Readings: Frantz Fanon, The Wretched of the Earth (Grove Press, 1963): Chapter 1. Achille Mbembe, “Necropolitics,” Public Culture 15.1 (2003): 11–40.
Class VIII (November 20): National and International Interventions Key Themes: The role of national and international interventions in ethnic conflicts and humanitarian crises.
Required Readings: Samantha Power, A Problem from Hell: America and the Age of Genocide (Basic Books, 2002): Introduction and Chapter 1. David Chandler, “Rhetoric Without Responsibility: The Attraction of ‘Ethical’ Foreign Policy,” The British Journal of Politics and International Relations 5.3 (2003): 295–316.
Class IX (November 27): Diasporas and Transnationalism Key Themes: The role of diasporas in shaping ethnic identities and transnational political mobilization.
Required Readings: Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism (Verso, 1983): Chapter 10. Nina Glick Schiller, Linda Basch, and Cristina Szanton Blanc, Nations Unbound: Transnational Projects, Postcolonial Predicaments, and Deterritorialized Nation-States (Gordon and Breach, 1994): Chapter 2.
Class X (December 4): Video Group Presentations Task: Present your group video (upload three days prior). No required readings.
Class XI (December 11): Video Group Presentations Task: Present your group video (upload three days prior). No required readings.
Class XII (December 18): Learning Portfolio Presentations Task: Individual portfolio presentations (submitted a day prior). No required readings. Additional dates in January.
Course Requirements and Evaluation
Attendance & Discussion Leadership (20% or 20 Points) Expectations: Regular attendance, participation in discussions, and active engagement with weekly readings. Discussion Leader: Each week, a pair of students will lead part of the seminar discussion to encourage deeper engagement.
Group Video Presentation (40% or 40 Points) Task: Form groups of up to three students to produce a video (maximum 10 minutes) critically assessing one or more debates on race and ethnicity in politics. Assessment: Engagement with sources, contextualization, argumentation. You can be creative in the format, focusing on content quality over technical execution. Submission: Videos must be uploaded to Google Drive three days before the presentation.
Learning Portfolio (40% or 40 Points) Throughout the semester, students write short reflections on selected readings and discussions (recommended 5 entries, approx. 300–400 words each). By December 17, students submit a portfolio consisting of 2–3 entries they consider most representative of their learning (max. 6 pages). On December 18 (or during exam period), each student will give a brief (5–7 minute) presentation highlighting what they have learned, which concepts or readings influenced them most, and how their understanding evolved.
Grade Calculation Based on Charles University regulations: A: 100–91 points B: 90–81 points C: 80–71 points D: 70–61 points E: 60–51 points F: Below 50 points (Fail)
General Guidelines
Making Accommodations If you have any concerns about your grades or participation, please do talk to me! I understand that some situations might make participation difficult for some students. Should you need accommodations for religious, medical, or any other reasons, or if there is anything else I can do to help you thrive in this class, please contact me early in the semester.
Academic Integrity It is important to be aware of issues of academic integrity. Plagiarism, whether intentional or not, is a serious academic offense. I report all academic integrity issues to the Disciplinary Committee, and I consider them a breach of trust.
AI USE The use of Artificial Intelligence (AI) tools, including but not limited to text generators (e.g., ChatGPT), grammar checkers, and research assistants, is allowed in this course under specific conditions.
Any use of AI tools for assignments, discussions, or projects must be fully disclosed in your work. This includes specifying what tools were used, how they contributed to your process, and how they influenced the final submission. AI can be a helpful supplement to your learning and research, but it must not replace your own critical thinking and original analysis. Undisclosed use of AI tools may be considered a breach of academic integrity, potentially leading to disciplinary actions as per the university’s policy. Proper citation of any AI-generated content is required, just as with any other source or tool you incorporate into your work.
If you are unsure about how to use AI tools ethically in your assignments or projects, please consult with the instructor early in the semester.
No-Electronic Devices Policy My classes observe a no-electronic devices policy. Students are not to use computers, tablets, or phones in class. I have found that this creates the best environment for learning. Don’t worry—there’s no need to take notes during my lectures. I will post everything you need on the Moodle site. Last update: Kubátová Hana, doc., M.A., Ph.D. (02.10.2025)
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