Lesson Report:
# **Lesson Report: Nationalism—Civic, Ethnic, and Stability**
### **Synopsis**
This session focused on deepening the understanding of civic and ethnic nationalism, exploring their theoretical distinctions and practical applications. The class reviewed Tamir’s argument that civic nationalism is often a political illusion used to mask exclusionary policies. The lecture and discussions also examined the paradox of nationalism’s role in both uniting and dividing societies. The session concluded with an introduction to the connection between nationalism and state stability, leading into the next class’s discussion.
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### **Attendance**
– No explicit mention of absent students.
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### **Topics Covered**
#### **1. Student Presentation on Ethnic and Civic Nationalism**
– **Presenter:** Ruslan
– **Main Article Discussed:** Tamir, *Is There a Difference Between Ethnic and Civic Nationalism?*
– **Key Arguments:**
– Civic and ethnic nationalism are often blended rather than separate categories.
РCivic nationalism is not inherently inclusionary and often serves as a fa̤ade to justify exclusionary policies.
– Tamir critiques the moral superiority often attributed to civic nationalism.
– Compared Tamir’s view with Nikol’s argument that nationalism is shaped by socio-political and economic factors.
– **Discussion Points Raised:**
– The misconception that ethnic nationalism evolves into civic nationalism with development.
– Civic nationalism being used as a masking tool for exclusionary policies.
#### **2. Lecture on Civic Nationalism as a Political Illusion**
– **Key Questions Explored:**
– How is civic nationalism used to justify exclusionary practices?
– Why do states uphold civic nationalism if it often disguises ethnic nationalism?
– **Activity:**
– **Student Examples:**
– **France:** Secularism laws justify exclusionary policies targeting Muslims.
– **United States:** African Americans face exclusion despite being “American” by birth.
– **UK (Brexit):** Civic nationalist rhetoric masked ethnic nationalist undertones.
– **Soviet Union:** Promoted Soviet identity but favored Slavic dominance.
– **Lecture Insights:**
– The role of global norms in shaping national identity and policies (e.g., democracy, inclusivity as required standards).
– Constructivist approach: States adhere to international identity expectations, explaining the persistence of elections in authoritarian regimes.
#### **3. Nationalism and State Stability**
– **Introduction to Concept:** Nationalism can both unite and destabilize states.
– **Key Question:** Why does nationalism serve as both a unifying and divisive force?
– **Defining State Stability:**
– **Political Stability:** Government legitimacy, balanced powers, national cohesion.
– **Economic Stability:** Low unemployment, controlled inflation, strong social services.
– **Social/Cultural Stability:** National integration, policy legitimacy, social protection.
– **Discussion on Stability Factors:**
– Some defined stability in Western democratic terms, prompting a debate on whether authoritarian stability is legitimate.
– Turkmenistan as an example: authoritarianism, low crime, but questionable legitimacy.
#### **4. Group Activity: Mechanisms of Stability Through Nationalism**
– Students worked in pairs to identify specific features of nationalism that unify a state and contribute to stability.
– Responses included:
– **National Identity Promotion:** Strengthens a sense of common purpose.
– **Political Nationalism:** Mobilization of citizens around shared values.
– **Education Policies:** Reinforce national cohesion.
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### **Actionable Items**
#### **For Next Class (Urgent)**
– **Student Presentation:** Lily will present on nationalism and state stability.
– **Reading Assignment:** Students must complete Hobbesbaum’s reading on nationalism before Wednesday.
#### **Course Administration**
– **Assignment Upload Issue:** Some students faced problems submitting PDFs. The instructor will check the system settings.
– **Resend Article Links:** Presenting students should send article information via email if needed.
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End of Report.
Homework Instructions:
NO HOMEWORK. The transcript does not contain any explicit homework assignments for students to complete outside of class. The professor focuses on in-class discussions and group activities rather than assigning any take-home work.