Lesson Report:
Okay, here is the lesson report generated from the transcript:
**Lesson Report**
**Title: Comparative Ethnonationalism (Catalonia/Basque) & Introduction to Multiculturalism Challenges**
**Synopsis:** This session began by completing the previous week’s activity, applying Lacour’s three processes of ethnonationalism (identity formation, interest definition, political mobilization) to case studies of Catalonia and the Basque Country based on video analysis. The objective was to compare and contrast how these processes manifested in each context. The latter part of the class transitioned to the current week’s topic, introducing the inherent tensions between ethnonationalism and multiculturalism, primarily through the theoretical lens of Walker Connor’s concepts of patriotism vs. nationalism and the non-rational basis of ethnic identity.
**Attendance:**
* 0 students mentioned absent (Instructor noted “Full class”).
**Topics Covered:**
1. **Opening & Lesson Outline:**
* Acknowledged the unexpected class meeting due to a calendar change (Orozoh Ait holiday moved).
* Outlined the plan:
* Review and discuss the Catalonia vs. Basque Country ethnonationalism videos using Lacour’s framework (from the previous week).
* Introduce the week’s topic: Ethnonationalism and Multiculturalism, exploring potential contradictions and challenges.
2. **Review: Lacour’s Framework for Ethnonationalism:**
* Recap of the three necessary processes for transforming an ethnic group into a politically meaningful ethnic community:
1. Identity Formation
2. Interest Definition
3. Political Mobilization
3. **Activity & Discussion: Applying Lacour’s Framework to Catalonia:**
* **Instructions:** Students were asked to review their notes from the Catalonia video (1 minute) and identify examples for each of the three processes.
* **Identity Formation (Catalonia):**
* *Language:* Catalan as distinct from Spanish.
* *Economic Status:* Perception of Catalonia as richer than other Spanish regions.
* *Culture & Symbols:* National anthem (sung in Catalan), distinct flag, unique games (human tower building) contrasted with banned Spanish traditions (bullfighting).
* *Shared Trauma:* History of repression under the Spanish state creating a common narrative of injustice.
* *Institutional Aspect:* Brief discussion on whether distinct Catalonian government institutions contribute to identity formation (marked for potential future discussion).
* *Key Concept:* Transition from *ethnic category* (shared traits) to *ethnic community* (meaningful collective identity).
* **Interest Definition (Catalonia):**
* *Political Goal:* Independence and sovereignty from Spain.
* *Cultural Preservation:* Protecting and promoting Catalan language and culture (e.g., signs in Catalan).
* *Economic Rationale:* Belief that Catalonia subsidizes the rest of Spain and would be economically better off independently (mentions tourism, industrialization, Barcelona).
* **Political Mobilization (Catalonia):**
* *Elite Role:* Emphasized Lacour’s point about top-down mobilization by powerful elites.
* *Key Actors:* Identified former President Quim Torra (“Quijma” in transcript) and the Catalonian Parliament.
* *Methods:* Organizing the independence referendum, urging participation.
4. **Activity & Discussion: Applying Lacour’s Framework to the Basque Country:**
* **Identity Formation (Basque):**
* *Language:* Basque language noted as highly distinct (unlike Catalan/Spanish similarities).
* *Symbols:* Basque flag.
* *Focus on People/Narratives:* Strong emphasis on shared history, trauma, and specific individuals – particularly ETA members imprisoned by Spain, often viewed as martyrs or heroes within the community (“legendary status”). Lists of prisoners in public spaces (bars/cafes).
* *ETA’s Role:* ETA itself became an element of Basque identity, not just an organization serving its interests (described using an Ouroboros metaphor).
* **Interest Definition (Basque):**
* *Shift from Independence:* Noted that the primary goal is no longer independence (since ETA disbanded).
* *Justice for Prisoners:* Current focus on fair treatment for imprisoned ETA members (e.g., transfer to prisons closer to home).
* *Narrative Rectification:* Desire for former ETA members to be recognized respectfully, countering the “terrorist” label imposed by the Spanish state.
* *Reparations/Recognition:* Implied desire for reparations or acknowledgement of past injustices in return for giving up the fight for sovereignty.
* *Community Rituals:* Celebrations and gatherings upon prisoners’ release highlighted as part of expressing these interests.
* **Political Mobilization (Basque):**
* *Former Mobilizer:* ETA (Euskadi Ta Askatasuna), noted for its history of violence and being labeled a terrorist organization (responsible for >800 deaths mentioned).
* *Current Mobilizer:* A successor organization (name not recalled by instructor) mobilizes differently post-ETA disbandment.
* *Methods:* Non-violent community organizing focused on prisoner support – organizing welcome parties, photo ops with banners, providing platforms for released prisoners to speak, maintaining public displays of solidarity (prisoner photos).
5. **Comparative Analysis Activity: Catalonia vs. Basque Country:**
* **Instructions:** Students asked (3-5 mins) to identify one key difference in *how* identity formation, interest definition, OR political mobilization occurs in the two cases and consider its effects.
* **Identity Comparison:**
* Catalonia: Focus on impersonal cultural symbols (language, games, flag).
* Basque Country: Focus on the human element, shared trauma, history, narratives surrounding specific individuals (prisoners/ETA members).
* **Interest Comparison:**
* Catalonia: Focus on present/future political goals (independence, sovereignty, contemporary policy).
* Basque Country: Focus on rectifying past wrongs (justice for prisoners, reparations), having abandoned the independence goal.
* **Mobilization Comparison:**
* *Actors:* Catalonia mobilized by official state institutions (regional government); Basque Country by non-state organizations (ETA, successor group).
* *Methods:* Catalonia uses institutional, non-violent political means (referendum); Basque Country historically used violence (ETA), now uses non-violent community/activist organizing focused on prisoner solidarity.
6. **Introduction to New Topic: Ethnonationalism vs. Multiculturalism (Walker Connor):**
* **Reading Clarification:** Instructor explicitly stated only Chapter 8 of the uploaded Walker Connor book was required reading, not the entire volume.
* **Defining Multiculturalism:** Class discussion defining it via examples (Switzerland) and principles (coexistence of multiple cultures/languages/ethnicities, harmony, pluralism, institutional power-sharing).
* **Posing the Conflict:** Highlighted the apparent tension: ethnonationalism (emphasizing one group’s uniqueness, special claim, potential dominance) vs. multiculturalism (emphasizing harmony, synthesis, shared power).
* **Introducing Walker Connor’s Concepts:**
* *Patriotism vs. Nationalism:* Defined Patriotism (loyalty to the state and its institutions) and Nationalism (loyalty to the ethno-national group).
* *Competing Loyalties:* Connor argues nationalism often overrides patriotism when they conflict (examples: USSR, Yugoslavia collapses attributed to stronger ethnic loyalties).
* *Source of Ethnonationalism’s Power:* Connor posits it stems from non-rational, emotional, psychological drives – specifically the idea of **blood kinship**. Contrasted with rational/economic models of group formation. Sacrifice for the nation used as evidence of non-rationality.
* *Implications:* This powerful, emotional basis fosters an “us vs. them” mentality, potentially leading to exclusion, intensity, and violence that can supersede state loyalty.
7. **Concluding Remarks:**
* Class ended slightly early.
* Reminder to read Walker Connor Chapter 8 for the next session (Wednesday) for a synthesis activity.
**Actionable Items:**
* **Reading Clarification (Urgent):**
* Ensure students understand only **Chapter 8** of the Walker Connor text is required reading for the next class, not the entire book uploaded to eCourse.
* **Classroom Management/Supplies (Immediate):**
* Need new working markers for the whiteboard.
* **Conceptual Follow-up (Medium Priority):**
* Revisit the question raised during the Catalonia discussion: Do distinct regional government institutions themselves function as markers of *identity formation* within Lacour’s framework, beyond just being tools for mobilization or expressions of interest?
* **Factual Follow-up (Low Priority):**
* Identify the name of the Basque successor organization to ETA involved in current prisoner support mobilization (instructor could not recall).
* **Lesson Planning (Future):**
* Plan the upcoming debate activity focused on evaluating Lacour’s framework and the complexities of ethno-nationalism (mentioned as occurring in “a week or two”).
Homework Instructions:
ASSIGNMENT #1: Reading – Walker Connor on Ethnonationalism and Multiculturalism
This reading assignment requires you to engage with Walker Connor’s analysis of ethnonationalism, patriotism, and the challenges posed to multiculturalism. Understanding Connor’s perspective, especially his differentiation between loyalty to the state (patriotism) and loyalty to the ethno-national group (nationalism), and his arguments about the often non-rational, emotional basis of ethnonational identity, is essential preparation for our upcoming class discussion and synthesis activity on Wednesday.
Instructions:
1. Access the Walker Connor reading material provided on the course page.
2. Locate and carefully read Chapter 8. Please note: You are only responsible for reading Chapter 8, not the entire book that was uploaded.
3. While reading, focus on identifying and understanding Connor’s key arguments, including:
* The distinction he makes between patriotism and nationalism based on the object of loyalty (state vs. ethno-national group).
* His explanation for why ethno-national loyalty often prevails over state loyalty, drawing on concepts like the perceived “blood kinship” bond and the non-rational, emotional drivers of identity.
* The examples he uses (like the dissolution of the USSR and Yugoslavia) to illustrate the power of ethno-nationalism.
* The implications of his arguments for the feasibility and stability of multicultural states.
4. Consider how Connor’s ideas relate to our previous discussions on ethnonationalism (e.g., the Basque and Catalan cases) and how they might complicate the ideal of multiculturalism.
5. Come to class on Wednesday prepared to discuss the reading and participate in the synthesis activity exploring the relationship between ethnonationalism and multiculturalism based on Connor’s framework.