Lesson Report:
# Lesson Report: Theories of Ethnic Conflict and Political Manipulation
### Synopsis
This class session focused on the causes of ethnic conflict, with a student presentation and subsequent discussions on two competing theories: the instrumentalist and psychocultural perspectives. The instrumentalist view posits that ethnic conflict is primarily driven by political and economic manipulation, whereas the psychocultural view holds that deeply ingrained identities and historical grievances fuel such conflicts. The session also included discussions on case studies such as the Rwandan genocide and the Northern Ireland conflict, helping students contextualize these theories with real-world examples. Additionally, details were covered regarding the upcoming midterm exam.
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### Attendance
The following students were absent:
– Ruslan
– Erhan
– Salamat
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### Topics Covered
#### **Student Presentation: Causes of Ethnic Conflict**
– Elena presented on ethnic conflict drivers, focusing on Stuart J. Kaufman’s contributions.
– Kaufman’s **“Symbolic and Political Theoryâ€�** suggests that political elites manipulate ethnic identities, collective memory, and historical narratives to justify conflicts.
– Examples provided:
– Serbian historical narratives portraying Serbs as defenders against Ottoman rule.
– The **Rwandan Genocide (1994)** as a case of ethnic fear and manipulated historical narratives.
– The **Kazakh-Uzbek conflict (2010)**—examined through perspectives of ethnic inequality in education and economic opportunity.
– Key takeaways:
1. Ethnic conflicts stem from more than material grievances; they involve identity-driven symbolism.
2. Structural inequalities exacerbate ethnic tensions.
3. Conflict prevention requires tackling both identity-based divisions and economic disparities.
#### **Lecture: Theories Explaining Ethnic Conflict**
– **Kaufman’s Two Views of Ethnic Conflict**:
1. **Instrumentalist View**
– Ethnicity is a flexible identity that political elites activate for political and economic gain.
– Ethnic groups are **mobilized strategically** to serve political objectives rather than inherently belonging to rigid divisions.
– **Example: Rwanda**
– Pre-colonial Rwanda had fluid social classes.
– Belgian colonial authorities solidified rigid **Hutu-Tutsi** distinctions.
– Post-independence political elites weaponized these distinctions, leading to genocide.
– Summary: Ethnic identity is more about manipulation for power rather than a deep-seated identity conflict.
2. **Psychocultural View**
– Ethnic identity is **deeply ingrained** and emotionally significant, making it a central driver of conflict.
– Historical grievances, collective trauma, and symbolic attachment to land and heritage intensify hostilities.
– **Example: The Troubles (Northern Ireland)**
– Northern Ireland experienced violent conflict over British sovereignty vs. Irish unification.
– Rooted in centuries of historical grievances, religious divides, and perceived oppression.
#### **Class Discussion & Reflection Activity**
– Students were assigned to reflect in writing: **Which theory—instrumentalist or psychocultural—better explains ethnic conflict?**
– Brief discussion followed:
– Some students supported the instrumentalist view, arguing material and political motives underlie ethnic mobilization.
– Others defended the psychocultural view by citing emotional and historical grievances as core causes.
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### Actionable Items
#### **Midterm Exam (Next Week, Wednesday the 12th)**
– **Exam format**:
– One **essay question**, four-paragraph essay format (intro, two body paragraphs, conclusion).
– Based on a **case study dossier**, connecting theory to real-world events.
– **Materials allowed**:
– **Handwritten notes only** (no electronic devices).
– **Exam purpose**:
– Demonstrate the ability to connect theoretical literature to real-world case studies.
– **Instructor reminders**:
– Post final readings for the semester on the e-course website tonight.
– Remind students again next session about exam details.
#### **Upcoming Student Presentations**
– Ruslan presenting on **Wednesday**.
– Azamat presenting on **Monday the 10th**.
– Imat presenting on **Wednesday the 12th (right before the midterm)**.
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This session covered significant theoretical ground while incorporating student-led discussion and real-world case applications. Future lessons will likely build on this foundation by discussing additional case studies and examining potential solutions to ethnic conflict.
Homework Instructions:
NO HOMEWORK. No explicit homework assignment was given during the lesson. While students were asked to take a short written reflection during class on instrumentalist versus psychocultural views of ethnic conflict, this was not assigned as homework. The class discussion primarily focused on covering ethnic conflict theories, midterm exam details, and future presentations.