Kurzus nemzetközi vendég- és részidős hallgatóknak
- Kar
- Társadalomtudományi Kar
- Szervezet
- TÁTK Kisebbségszociológia Tanszék
- Kód
- EKIP04
- Cím
- Social psychology of inter-group relations
- Tervezett félév
- Őszi
- Meghirdetve
- 2024/25/1
- ECTS
- 4
- Nyelv
- en
- Leírás
- te_kód: SZOCMA-KSZ3 kurzuskód: SZOCMA-KSZ3/1
- Oktatás célja
- To introduce the students to classical social psychological approaches to intergroup relations, including, but not limited to: the social self; schemas, attributions and judgements; groups; conformity and obedience, stereotypes, prejudice and discrimination; nationalism and ethnocentrism; hurting, helping and cooperation. To reflect on novel approaches to intergroup conflicts, cooperation and reconciliation. To apply these frameworks on a case study in order to foster critical thinking skills. The aim of the course is to familiarize the students with the central issues related to the social psychology of intergroup relations; to foster essay-writing, presentation and critical thinking skills. The semester itself is divided into two parts. During the first part we will discuss the theoretical framework, main research issues related to intergroup relations, while the student familiarize themselves with the case study of the semester at home by reading relevant literature. During the second part each student writes an individual paper applying a respective theoretical framework to the case study in question, presents her/his findings, while another student and the lecturer responds to the paper. This second part is constructed in a manner so that intergroup conflicts’ causes, remedies and intergroup peace and collaboration can be discussed.
- Tantárgy tartalma
- During the first part of the semester (the first 7 classes), the format of the class is a lecture: we discuss basic themes relevant for the studying of social psychological aspects of intergroup relations. There is a semester-long theme, the genocide in Rwanda that we examine in the theoretical framework of the social psychology of intergroup relations. Therefore, students are expected to finish reading Philip Guerevitch’s book, We Wish To Inform You That Tomorrow We Will Be Killed with Our Families (1999) by October 5. Aspects of the Rwanda case will be discussed by the students in the second half of the semester, therefore each student should choose a second reading next to the book, by October 5. Options are: Having familiarized themselves with both the case study and the respective framework in the chosen article, students are required to hand in a 3000-word essay that discusses the connections between the two by November 1, midnight via email to the instructor (zsofia.nagy@tatk.elte.hu). The essay should have a proper introduction and conclusion. The discussion part within should introduce the theoretical framework and critically analyse how that framework applies to the case of Rwanda, citing examples, trends, patterns, that support or contradict the connection. A list of references should be included in the essay. The essays will be uploaded on the given Coospace forum. In the second part of the semester each student presents their essay in a 15-minute long oral presentation. The timetable of the presentations will be discussed in class. Each student also responds to another student’s paper and presentation in 10 minutes. The instructor will sign you up for a response for a specific paper by November 1 on the given Coospace forum. Response should concentrate on three aspects: what was good in the paper, what was problematic, and how the paper could be improved. The instructor also responds to the paper in 10 minutes, followed by a 10-minute class discussion. The final grade is based on your performance in the following activities: 3000-word essay connecting the case study and the chosen reading (40 %) Having familiarized themselves with both the case study and the respective framework in the chosen article, students are required to hand in a 3000-word essay that discusses the connections between the two by November 1, midnight via email to the instructor (zsofia.nagy@tatk.elte.hu). The essay should have a proper introduction and conclusion. The discussion part within should introduce the theoretical framework and critically analyse how that framework applies to the case of Rwanda, citing examples, trends, patterns, that support or contradict the connection. A list of references should be included in the essay. Presentation of the paper (30 %) In the second part of the semester each student presents their essay in a 15-minute long oral presentation. The timetable of the presentations will be discussed in class. Student response (15 %) Each student also responds to another student’s paper and presentation in 10 minutes. Response should concentrate on three aspects: what was good in the paper, what was problematic, and how the paper could be improved. Class participation (15 %) Students will be evaluated on the basis of their active, informed and thoughtful oral participation in class discussions. All materials are available online on Coospace. Please show up at class and do so regularly. (Please inform me beforehand if you have a difficulty preventing your attendance) Please participate in class activities. This includes listening respectfully, participating actively, respecting fellow students and showing a general interest in the course. The use of mobile phones, smartphones, and laptops is allowed and encouraged at class. Essay assignments in this course must be 12 pt font, double-spaced and have standard one-inch margins. As much as possible they should be free of spelling and grammatical errors. They must include appropriate citations (endnotes or footnotes) and bibliography.
- Számonkérés és értékelés
- Assignments are due on the dates specified in the course outline. Late papers will be subject to a penalty of 5% a day not including weekends. The essay will not be accepted one week after the due date. Do not ask for an extension on the due date of the assignment. Exceptions will be made only in those cases of special circumstances, (e.g. illness, bereavement) and where the student has verifiable documentation. If you anticipate a problem with one of the above deadlines please approach me as soon as you can in advance of the assignment.
- Irodalomjegyzék
- Vallacher, R. R., Coleman, P. T., Nowak, A., & Bui-Wrzosinska (2010). Rethinkng Intractable Conflict: The Perspective of Dynamical Systems. American Psychologist 65(4): 262-278. Roccas, S., & Brewer, M. B. (2002). Social Identity Complexity. Personality and Social Psychology Review 6(2): 88-106. Bilali, R., & Ross, M. A. (2012). Remembering Intergroup Conflict. In: L. Tropp (Ed.): The Oxford Handbook of Intergroup Conflict. Oxford: Oxford University Press. pp. 123-135. Bar-Tal, D. (1990). Causes and Consequences of Delegitimization: Models of Conflict and Ethnocentrism. Journal of Social Issues 46(1): 65-81. Vollhardt, J. R. (2012). Collective Victimization. In: L. Tropp (Ed.): The Oxford Handbook of Intergroup Conflict. Oxford: Oxford University Press. pp. 136-157. Dovidio, J. F., Gaertner, S. L., Kawakami, K. (2003). Intergroup Contact: The Past, Present and the Future. Group Processes Intergroup Relations 6(1): 5-21. Nagda, B. A., & Gurin, P. (2007). Intergroup Dialogue: A Critical-Dialogic Approach to Learning About Difference, Inequality, and Social Justice. New Directions for Teaching and Learning 111(2007): 35-46. Mackie, D. M., & Smith, E. R. (2015). Intergroup Emotions. In: M. Mikulincer, & P. R. Shaver (Eds.): APA Handbook of Personality and Social Psychology: Vol. 2. Group Processes. Washington: American Psychological Association. pp. 263-293. Christie, D. J., Tint, B. S., Wagner, R. V., & Winter, D. D. (2008). Peace Psychology for a Peaceful World. American Psychologist 63(6): 540-552. Nadler, A., Liviatan, I. (2006). Intergroup Reconciliation: Effects of Adversary’s Expressions of Empathy, Responsibility, and Recipients’ Trust. Personality and Social Psychology Bulletin 32(4): 459-470. Staub, E. (2000). Genocide and Mass Killing: Origins, Prevention, Healing and Reconciliation. Political Psychology 21(2): 367-382. Clements, K. P. (2012). Building Sustainable Peace. In: L. Tropp (Ed.): The Oxford Handbook of Intergroup Conflict. Oxford: Oxford University Press.