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ADI200031_Undergrad_Syllabus.pdf | Syllabus | Tereza Jermanová, Ph.D. |
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Poslední úprava: Tereza Jermanová, Ph.D. (30.01.2019)
The aim of this course is to introduce students to the recent events that crucially reshaped the politics in the region of the Middle East and North Africa – the Arab uprisings. We will discuss the causes, dynamics, and immediate aftermaths of the popular revolts that swept the region in 2010 and 2011, as well as consider what longer-term changes these upheavals triggered. In particular, students will engage with the following questions: Who did mobilize against the long-standing authoritarian regimes and why? How did the protests diffuse from one country to another? Why did some protests manage to push authoritarian presidents from office while other ones brought only limited legal reforms, or worse, developed into violent conflicts? What challenges emerged when the dictators stepped down, as opposition forces prepared for elections, wrote new constitutions, and sought to deal with the old regime figures and the human rights violations they were responsible for? The course will be organized both around themes and selected case studies. We will study the uprisings from the perspective of the regime contestants (such as women and workers) as well as consider patterns of stability/change on the level of political regimes. While each class will entail a short lecture, an important element of the classes will be a structured student interaction (in the form of open and/or small group discussion, for example) which will require students’ active participation and preparation. Students will also develop their ability to critically engage with academic, policy-oriented and journalistic texts. |
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Poslední úprava: Tereza Jermanová, Ph.D. (20.02.2019)
Course requirements and grading · Active participation in the seminars. · Students are required to complete the assigned reading(s) before the class as the lectures and class work directly build on the readings. · Write four 500 words-long reaction papers per course. Reaction papers are due by email by 8 pm the day before the class for which they are assigned (late submissions will not be accepted). The reaction paper that receives the best mark is worth 40 % of the final mark. The other two are worth 30 % each. See reaction paper guidelines below. Reaction papers A reaction paper is a brief, thoughtful and structured response to the assigned reading(s) for the given week. Each reaction paper is composed of two sections: (1) Response to the questions set for the given week based on the assigned reading(s). Ahead of each class, I will determine a set of questions that the class will deal with (e.g. What made people join the demonstrations? How did they organize the protests? etc.). Your task will be to explain what answers to these questions the assigned readings provide. (2) Your own qualified assessment of one of the academic readings. You will be asked to choose one of the assigned academic readings for the given week (i.e. not a journalistic article) to do that. You should then provide your own opinion about the article. Do you agree with the main argument that the author is making or not? Is there any issue that the author did not cover that you think is essential? Are you convinced by their analysis? Why? To prepare this part of the reaction paper, when reading the assigned text, think about a) the question the article is posing, b) the main argument(s) the author is making, c) how she/he explains and develops it, and d) what evidence the author uses to support the argument. Where relevant, you can support your opinion by additional sources (journal articles, books, newspaper articles, human rights reports, etc., but make sure you properly reference these). |
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Poslední úprava: Tereza Jermanová, Ph.D. (08.02.2019)
Readings There is no one textbook for this course. Instead, there will be readings assigned for each lecture (see the lecture schedule below). However, the following books will be very helpful in providing an overview of the uprisings and their aftermaths across the region. · Roberts, Willis, McCarthy, Ash (2015). Civil Resistance in the Arab Spring: Triumphs and Disasters. Oxford: Oxford University Press. · Brownlee, Masoud, Reynolds (2015). The Arab Spring: Pathways of Repression and Reform. Oxford: Oxford University Press. · Lynch, M. (ed.) (2014) Arab Uprisings Explained. Columbia University Press. I also recommend the following online resources: · Jadaliyya.com · Pomeps.org (POMEPS Conversation is a great podcast!) · Pomed.org · Middle East Research and Information Project, merip.org · Middle East Channel, foreignpolicy.com/category/the-middle-east-channel/ · SEPAD Podcast (Richardson Institute) · Carnegie Endowment for International Peace, http://carnegieendowment.org/ · International Crisis Group, http://www.crisisgroup.org/ · "Fractured Lands: How the Arab World Came Apart", New York Times, 11 August 2016, available at: https://www.nytimes.com/interactive/2016/08/11/magazine/isis-middle-east-arab-spring-fractured-lands.html Lecture schedule The schedule is tentative and subject to change. There will be readings assigned for each lecture – please have them completed before class on the day for which it is listed in order to get the most out of the lectures/seminars.
1. Introduction: Arab uprisings and the debates about democratization and authoritarianismin the region (19 February). Introduction to the course. What does the term “Arab Spring” mean and how does it matter for the way we study it? How can we compare the uprisings to other waves of democratization? Readings: · Brownlee, J. et al. (2015) The Arab Spring: Pathways of Repression and Reform. Oxford: Oxford University Press, pp. 1-12.
2. Protests I: Mobilization, diffusion, and attitudes (26 February). What made people join the demonstrations? How did they organize the protests? Why did the protests spread so quickly from one country to another? Readings: · El-Ghobashy, M. (2011) “The Praxis of the Egyptian Revolution,” Middle East Report 258, available at: http://www.asu.edu/courses/pos350/The%20Praxis%20of%20the%20Egyptian%20Revolution%20%7C%20Middle%20East%20Research%20and%20Information%20Project.pdf · Pearlman, W. (2017) “The Revolution Begun,” Harper’s Magazine, June, available at: https://harpers.org/archive/2017/06/the-revolution-began/?fbclid=IwAR2XOF77VdI53BqWBA1sdZRZiJ8HImfisxvkyS0UBI85cK5F02eHouUxFtw · Sgiri, Malek. 2013. “Greetings to the dawn: Living through the bittersweet revolution (Tunisia)” In L. Zubaidi and M. Cassel (ed.) Diaries of an unfinished revolution. New York: Penguin Books, pp. 9-47. Suggested: · Beissinger et al. (2015) “Explaining divergent revolutionary coalitions: Regime strategies and structuring of participation in the Tunisian and Egyptian Revolutions.” Comparative Politics (October 2015). · Pearlman, W. (2013) “Emotions and Macrofoundations of the Arab Uprisings.” American Political Science Association 11(2). · Patel, D. et al. (2014) “Diffusion and Demonstration.” In M. Lynch (ed.) Arab Uprisings Explained. Columbia University Press, pp. 57-74.
3. Protests II: Workers and labour organizations in the uprisings (5 March). What role did workers play in the uprisings? Did the uprisings provide a space for them to voice their particular demands? How did the role of organized labour organizations in the revolutions differ from one country to another? Readings: · Langohr, V. (2014) “Labor Movements and Organizations.” In M. Lynch (ed.) Arab Uprisings Explained. Columbia University Press, pp. 180-200.
4. Responses I: Regime change and continuity (19 March). Why did some protests manage to push authoritarian presidents from office while other ones brought only limited legal reforms, or worse, developed into violent conflicts? Why did security officers in some countries refuse to shoot into the crowd while in other countries they violently repressed the protests? Readings: · Brownlee, J. et al (2013) “Why the modest harvest?” Journal of Democracy 24(4), pp. 29-44. · Bellin, E. (2012) “Reconsidering the Robustness of Authoritarianism in the Middle East: Lessons from the Arab Spring,” Comparative Politics 44, pp. 127–49.
5. Film screening (TBC).
6. Case study I: Egypt (26 March). Why did the uprising in Egypt fail to bring about a democratic change? What factors played a role in bringing about such an outcome? Readings: · Brownlee, J. et al. (2015) The Arab Spring: Pathways of Repression and Reform. Oxford: Oxford University Press, pp. 98-125. · Wickham, C. (2018) “The Challenges of Democratization in the Arab World.” In A. Stepan, Democratic Transition in the Muslim World. New York: Columbia University Press, pp. 29-42. · Blair. E. et al. (2013) “Special report: How the Muslim Brotherhood lost Egypt” Reuters, 25 July, available at: https://www.reuters.com/article/us-egypt-mistakes-specialreport/special-report-how-the-muslim-brotherhood-lost-egypt-idUSBRE96O07H20130725 Suggested: · Hammer, J. (2017) “How Egypt’s Activists became ‘Generation Jail’”. New York Times, 14 March, available at: https://www.nytimes.com/2017/03/14/magazine/how-egypts-activists-became-generation-jail.html
7. Case study II: Tunisia (2 April). Tunisia is today the only democracy of the countries that witnessed the 2010/11 uprisings. What explains this outcome? What role did Tunisian political parties play in bringing this outcome about? What problems does the country face today? Readings: · Brownlee, J. et al. (2015) The Arab Spring: Pathways of Repression and Reform. Oxford: Oxford University Press, pp. 125-46. · Marks, M. (2018) “Purists and Pluralists: Cross-ideological Coalition Building in Tunisia’s Democratic Transition.” In A. Stepan, Democratic Transition in the Muslim World. New York: Columbia University Press, pp. 91-119. · McCarthy, R. “It’s 2018 and Tunisians Are Still Mad as Hell.” New York Times, 8 October, available at: https://www.nytimes.com/2018/10/08/opinion/tunisia-economy-essebsi-ennahda.html Suggested: · Barrie, C., and N. Ketchley (2018) “Is protest a safety valve against ISIS in Tunisia?” 10 December, Washington Post.
8. Responses II: Regional and international responses (guest lecture by Jan Daniel, 9 April). Readings: TBA
9. Case study III: Syria (guest lecture by Lenka Filípková, 16 April, TBC). Readings: TBA
10. Aftermath II: Where did they go and what happened to the victims? Old regime cadres and transitional justice (30 April). What is transitional justice and why is it important? Does it make sense to view transitional justice through the lenses of gender? Can there be justice when perpetrators of these crimes remain entrenched in politics? Readings: · Wolf, A. (2017) “Beyond the ‘Revolution’: Authoritarian Revival and Elite Reconfiguration in Tunisia”, Middle East in London 14(1): pp. 12-13. · Gray, D., and T.C. Coonan (2017) “Reframing Gender Narratives through Transitional Justice in the Maghreb.” In Ch. Sriam (ed.) Transitional Justice in the Middle East and North Africa. Oxford: Oxford University Press. Suggested: · Chomiak, L. (2019) “What Tunisia’s historic truth commission accomplished – and what went wrong.” 16 January 2019, Washington Post.
11. Aftermath III: Writing new constitutions (7 May). Readings: TBA
12. Arab Spring 8 years on (21 May). Readings: TBA |