Lesson Report:
**Class Summary Report**
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### **Title**
**”Ethnic vs. Civic Nationalism: Exploring Ideologies and Quebecois Nationalism”**
This session focused on the distinctions between civic and ethnic nationalism, examining them as ideological frameworks and exploring their historical and sociopolitical implications. The class also connected these concepts to the context of Quebecois nationalism through the comparative analysis of two political movements: the Parti Québécois and the Parti Libérale de Québec. The discussion highlighted the developmental trajectory of nationalistic ideologies and engaged with the critiques of their Western-centric framing.
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### **Attendance**
– **Number of students mentioned absent:** 1
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### **Topics Covered**
#### **1. Introduction and Contextual Framework**
– **Diversity Week:** Brief informal discussion about Diversity Week performances and student participation. Transitioned into the class’s focus: ethnic and civic nationalism.
– **Course Context:** Recap of prior lessons on the construction of national identity (e.g., divine essence theories, industrialization, capitalism) and how nations form. Transition towards nationalism as an ideology rather than merely a group identity.
– **Definition of an Ideology:** Ideologies help people:
1. Identify problems in the world.
2. Define an ideal future.
3. Prescribe a means to achieve that future.
– **Nationalism as an Ideology:** Example provided:
– Problem: Lack of sovereignty/oppression among a people.
– Goal: National sovereignty/autonomy.
– Method: Dependant on type of nationalism (ethnic or civic).
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#### **2. Theoretical Distinctions Between Ethnic and Civic Nationalism**
– **Ethnic Nationalism:**
– Membership: By birth and inherited ethnicity.
– Key characteristics: Cultural homogeneity, emphasis on shared language, heritage, and religion. Prioritizes sovereignty and often secession.
РExample: Ethnic-based independence or autonomy movements, such as Qu̩bec nationalism during its earlier stages.
– Reading tie-in: *Lacour’s* analysis of ethnic nationalist groups generally desiring secession.
– **Civic Nationalism:**
– Membership: Based on voluntary legal citizenship and adherence to shared political principles and laws.
– Key characteristics: Emphasis on multiculturalism, inclusion, and equal rights. Focus on autonomy within existing states rather than full secession.
– Example: National movements that support unity yet emphasize cultural preservation within a framework of inclusivity (e.g., Québec’s later civic nationalism).
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#### **3. Case Study: Quebecois Nationalism**
Р**Parti Qu̩b̩cois (PQ)**:
– Described as ethnic nationalists.
– Emphasized:
– Cultural markers: French language and Catholic religion.
– Desire for secession and full sovereignty.
Р**Parti Lib̩rale de Qu̩bec (PLQ):**
– Framework: Civic nationalism.
– Emphasized:
– Pluralism, protected legal rights, and shared language (French) as cultural markers of a distinct identity.
– Goal: Autonomy within Canada rather than full secession.
– **Discussion on Shift from PQ to PLQ:**
– *Lacour’s Argument:* Economic development, industrialization, and the rise of a professional middle class led to a shift from ethnic to civic nationalism in Quebec (linked to the “Silent Revolution”).
– Class Critique: Western-centric assumptions in this argument.
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#### **4. Partner Activities**
– **Activity 1:** Analyzing Quebecois Nationalism
– Students paired up to identify examples from *Lacour* that differentiated civic and ethnic nationalism in terms of goals, ideals, and methods for both Quebecois political parties.
– **Activity 2:** Reflecting on Developmental Theory of Nationalism
– Questioned the validity of tying ethnic/civic nationalism to developmental trajectories.
– Students explored examples (e.g., globalization, economic factors) that supported or contradicted this theory, including examples of “fluctuating” nationalism in Eastern Europe and Central Asia.
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### **5. Classroom Discussion Observations**
– **Critical Perspectives Raised by Students:**
– Highlighted that not all ethnic nationalist movements are secessionist (e.g., Basques in Spain, Tamils in Sri Lanka, Catalans seeking cultural autonomy rather than state independence).
– Discussed how civic versus ethnic nationalism can fluctuate based on sociopolitical conditions, rather than adhering to a simple linear progression.
– Brought up Soviet Union’s dual role in promoting and suppressing nationalism while incorporating socialist ideology.
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### **Actionable Items**
#### **Administrative**
– **Attendance Documentation:** Follow up with the student seeking an excused absence for their upcoming training session and coordinate a solution with administration. Ensure they submit formal proof of the mandatory event.
#### **Student Follow-Ups**
– Recommend further reading: “Kazakification and the Creation of the Kazakh National Identity in the 1990s” for deeper insight into Central Asian nationalism discussions.
#### **Class Preparation for Next Session**
– Ensure students complete readings assigned for Wednesday that expand upon civic and ethnic nationalist frameworks, as they’ll be critical for framing further discussions.
#### **Miscellaneous**
– Write and submit a recommendation letter for the student applying to the CU York program by midnight.
– Review materials and possible critiques of Soviet nationalism for upcoming sessions, as suggested during student discussions.
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This report should help track the session and prepare for subsequent lessons addressing nationalism, identity, and development.
Homework Instructions:
NO HOMEWORK
Based on the transcript, no homework was explicitly assigned during this lesson. While the professor referenced two previous readings that were related to the discussion, these were past assignments and not new ones. Additionally, there were no specific tasks or future assignments mentioned for students to complete outside of class. This conclusion comes from the transcript where the professor said, “If you haven’t read the two articles, please read the two articles for Wednesday,” signaling that it was a continuation of prior work rather than a new assignment.