Lesson Report:
# **Lesson Report: Nationalism and State Stability**
### **Synopsis**
In this session, the class continued its exploration of nationalism, shifting its focus from conceptual definitions to the practical political impacts of nationalism on state stability. The lesson centered on analyzing nationalism as both a unifying and divisive force, particularly in relation to colonialism and decolonization. A student-led presentation introduced a contemporary perspective on nationalism, linking it to economic and political instability, followed by a discussion and group activities exploring nationalism’s role in state formation, unity, and division. The class concluded with the assignment of a structured debate to examine whether nationalism is primarily a unifying or divisive force.
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### **Attendance**
– No explicit attendance record, but no absences were mentioned.
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### **Topics Covered**
#### **1. Student Presentation: Contemporary Perspectives on Nationalism**
– **Presenter: Lily**
– **Key Points from the Article:**
– Three frameworks for analyzing nationalism:
1. **Political Outcome**: Examines nationalism as a driving force affecting global peace and democracy.
2. **Behavioral Identity**: Views nationalism as evolving alongside economic and structural changes.
3. **Everyday Practice**: Emphasizes bottom-up nationalism rather than elite-driven nationalist policies.
– **Connections to Previous Readings**:
– Builds upon *Hobsbawm’s* modernist notion of nationalism as an elite-driven phenomenon.
– Contrasts with earlier theories by incorporating individual and bottom-up perspectives.
– **Decolonization and Nationalism:**
– Challenges Eurocentric assumptions that decolonial nationalism is merely a derivative of European nationalism.
– Suggests diverse, regionally specific forms of nationalism exist outside a European framework.
– **Resurgence of Nationalism Post-2000s:**
– Identifies new nationalist movements as emerging from economic globalization.
– Links economic distress to exclusionary nationalism and social instability.
– **Paradox of Nationalism and Stability:**
– While nationalism can be a destabilizing force, it is also a necessary prerequisite for democratic unity.
#### **2. Colonialism and Decolonization**
– **Definition and Characteristics of Colonialism:**
– Extractive economic system, benefiting the colonizing power at the expense of the colony.
– Systematic suppression of local cultures and imposition of foreign governance.
– Examples discussed: **British Empire’s rule in India** – economic and cultural exploitation.
– **Decolonization as a Nationalist Movement:**
– Defined as the reassertion of national identity through political, cultural, and economic autonomy.
– **Examples:**
– **India’s Independence Movement (Gandhi’s role)**
– **Post-Soviet Republics** – challenges in forming new national identities.
– **Complications of Independence:**
– Example of **Central Asia**: Continued Russian cultural and linguistic influence post-independence.
– Raised questions on how deep national independence can be when cultural remnants of colonial rule persist.
#### **3. Nationalism as a Unifying vs. Divisive Force**
##### **Unity-Driven Nationalism**
– **National Unification Case Studies:**
– **Germany (1871 Unification)** – Shared language, history, and external threats caused states to merge.
– **Kyrgyz Tribes (16th Century)** – United to face an external threat, forming a unified national identity.
– **Israel (1948 Formation):**
– Brought together Jews from different regions under a national religious identity.
– Shared trauma from the Holocaust as an external factor reinforcing unity.
– **Cultural and Symbolic National Unity:**
– **Sports as a Nationalist Vehicle:**
– Example from the **Paris 1984 Olympics** – national sports teams create unity by rallying national pride.
– The **”Rally Around the Flag” Effect**: National unity surges in moments of pride, conflict, or high visibility.
##### **Nationalism Leading to Division**
– **Divisive Case Studies:**
– **Rwanda (1994 Genocide):**
– Colonial legacy of ethnic division fostered nationalist rivalry between Hutus and Tutsis.
– **Sudan (Civil Wars and 2011 Secession):**
– A divided nationalist identity contributed to civil war and eventual state dissolution.
– **USSR (1991 Dissolution):**
– Nationalist movements within Soviet republics fueled demands for independence.
– Rapid economic and social fragmentation post-independence.
– **Ethnic and Linguistic Tensions:**
– Colonial-era artificial borders exacerbated nationalism-driven conflicts.
– **Ongoing examples:** **Crimea-Russia conflict, post-Soviet national struggles.**
#### **4. Structured Debate Preparation: Nationalism – Unity or Division?**
– **Objective:**
– Debate the primary effects of nationalism on state stability.
– **Group Assignments**:
– **Groups 1 & 2** → Argue that nationalism is primarily unifying.
– **Groups 3 & 4** → Argue that nationalism is primarily divisive.
– **Preparation Task:**
– Each group to formulate key arguments with historical or contemporary examples.
– Time given to brainstorm and begin drafting defenses for respective positions.
– **Debate to take place at the start of next class.**
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### **Actionable Items**
#### **For Next Class (Monday, Urgent)**
– **Debate Preparation:**
– Each group finalizes arguments and examples.
– Prepare rebuttals to counter opposing viewpoints.
– **Class Presentation Announcement:**
– **Next Wednesday:** Barfya will present a topic (details unspecified).
#### **General Follow-Ups**
– Instructor to assess email follow-ups (one student requires an email reminder).
– Review of nationalism-destabilization paradox for potential expansion.
– Possible deep dive into **Soviet dissolution vs. nationalism** for clarity.
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This report provides a comprehensive overview of the lesson, ensuring continued engagement with the evolving discussion on nationalism and its effects on stability. The next session will further contextualize these ideas through the structured debate.
Homework Instructions:
NO HOMEWORK. No explicit homework assignment was given in the lesson. The professor conducted discussions, group activities, and outlined a debate planned for the next class but did not instruct students to complete any work outside of class.