| Course Name | Multiculturalism and Globalization |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| GEET 202 | Fall/Spring | 3 | 0 | 3 | 5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Service Course | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | Multiculturalism is one of the normative models of ‘living together’ in diverse societies. As one of the most debated political concepts of the post-Cold War era, multiculturalism has been theorized by scholars mainly for two purposes. Firstly, it establishes a critique of liberal theory of ‘impartial’ state by addressing the problems of ‘justice’ based on individualism. Among many, one significant problem is that it fails to account for the rights of minority groups. Secondly, rejecting state policies of assimilation and moving beyond policies of integration, theories of multiculturalism aim to build alternative, arguably better, idea of a ‘just society’. In this normative theory, states must sufficiently respond to the demands of inclusion and exclusion from cultural minorities and immigrants, recognize cultural difference, and consider not only individual but also group rights and needs. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | We are going to spend the first part of the course on the general context within which debates on multiculturalism were born. In the second part, we will discuss different approaches to multiculturalism developed by major thinkers, such as Will Kymlicka, Charles Taylor, and Jürgen Habermas. In the third part, we will turn our attention towards debates on multiculturalism in the context of globalization and the recent populist reaction to it. |
| Related Sustainable Development Goals |    |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction to the course: Objectives and Expectations | |
| 2 | Normative Models of ‘Living Together’ | Ronald Beiner, “Liberalism, Nationalism, Citizenship: Three Models of Political Community,” in Liberalism, Nationalism, Citizenship, Toronto: UBC Press, 2003, pp. 21-38. |
| 3 | What is Multiculturalism? | Ali Rattansi, Multiculturalism: A Very Short Introduction, NY: Oxford University Press, 2011, pp. 7-41. |
| 4 | Critique 1: Clash of Civilizations | Samuel P. Huntington, “The Clash of Civilizations,” Foreign Affairs, Vol. 72, No. 3, 1993, pp. 22-49. |
| 5 | Critique 2: ‘Impartial’ state: Liberal critique of multiculturalism | Brian Barry, Culture and Equality: An Egalitarian Critique of Multiculturalism, UK: Polity, 2002, pp. 292-328 |
| 6 | Midterm Exam I | |
| 7 | Liberal/Thin Multiculturalism (Will Kymlicka) | Frederik Stjernfelt, “Liberal Multiculturalism as Political Philosophy: Will Kymlicka,” The Monist, Vol. 95, No. 1, pp. 49-71. |
| 8 | Communitarian/Thick Multiculturalism (Charles Taylor) | Charles Taylor, “The Politics of Recognition,” Multiculturalism: Examining the Politics of Recognition, Taylor et al. (eds), Princeton: Princeton University Press, 1994, pp. 25-73 |
| 9 | Constitutional Citizenship (Jürgen Habermas) | Jürgen Habermas, “Three Normative Models of Democracy,” Constellations, Vol. 1, No. 1, 1994, pp. 1-10. |
| 10 | Midterm Exam II | |
| 11 | Multiculturalism and Globalization | Ali Rattansi, “Conclusion: Moving On: Multiculturalism, Interculturalism, and Transnationalism in a New Global Era,” pp. 143-164. |
| 12 | Populism and the Crisis of Globalization | Michael Cox, “The Rise of Populism and the Crisis of Globalization,” Irish Studies in International Affairs, Vol. 28, pp. 9-17. |
| 13 | Student Presentations I | |
| 14 | Student Presentations II | |
| 15 | Review | |
| 16 | Review |
| Course Notes/Textbooks | |
| Suggested Readings/Materials |
| Semester Activities | Number | Weighting |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 25 |
| Presentation / Jury | 1 | 10 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 25 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 10 | 2 | 20 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 15 | |
| Presentation / Jury | 1 | 10 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 15 | |
| Final Exams | 1 | 20 | |
| Total | 128 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able master and use fundamental phenomenological and applied physical laws and applications, | |||||
| 2 | To be able to identify the problems, analyze them and produce solutions based on scientific method, | |||||
| 3 | To be able to collect necessary knowledge, able to model and self-improve in almost any area where physics is applicable and able to criticize and reestablish his/her developed models and solutions, | |||||
| 4 | To be able to communicate his/her theoretical and technical knowledge both in detail to the experts and in a simple and understandable manner to the non-experts comfortably, | |||||
| 5 | To be familiar with software used in area of physics extensively and able to actively use at least one of the advanced level programs in European Computer Usage License, | |||||
| 6 | To be able to develop and apply projects in accordance with sensitivities of society and behave according to societies, scientific and ethical values in every stage of the project that he/she is part in, | |||||
| 7 | To be able to evaluate every all stages effectively bestowed with universal knowledge and consciousness and has the necessary consciousness in the subject of quality governance, | |||||
| 8 | To be able to master abstract ideas, to be able to connect with concreate events and carry out solutions, devising experiments and collecting data, to be able to analyze and comment the results, | |||||
| 9 | To be able to refresh his/her gained knowledge and capabilities lifelong, have the consciousness to learn in his/her whole life, | |||||
| 10 | To be able to conduct a study both solo and in a group, to be effective actively in every all stages of independent study, join in decision making stage, able to plan and conduct using time effectively. | |||||
| 11 | To be able to collect data in the areas of Physics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
