CANCELLED - Political Psychology of European Integration

Course content

The course introduces students to the field of research in political psychology through a distinct focus on the issues of European integration. The course engages with key theoretical approaches in the study of political identity, political discourse, politics of remembrance and forgetting, symbols and myths in politics, ontological (in)security, political emotions and violence in a European context.

Education

Bachelor student (2012 programme curriculum): 10 ECTS

Bachelor student (2017 programme curriculum): 7,5 ECTS

Master student: 7,5 ECTS

 

Learning outcome

Knowledge:

Students will obtain knowledge of the processes of European integration from the political psychology perspective. Students will learn a selection of theoretical approaches developed within the field of political psychology applied to the study of some of the most pressing issues in European politics.

 

Skills:

Students will be able to evaluate the merits of analytical contributions of political psychology to the study of European integration. Students will analyze a number of case studies ranging from the inquiries into the phenomena of rising nationalism and euro-skepticism across the EU to the role of symbolic construction and myths in shaping public opinion and informing political change.

 

Competences:

Students will be able to apply key theories engaged within the field of political psychology to the analysis of a variety of cases in contemporary European politics, reflect critically on the psychological component within political processes within the EU and on its borders.

Lectures, individual and group work with the course literature, learning activities, class discussion, student presentations and final written assignment

Tileagă, C. (2013). Introduction: Political psychology as an interpretative field;

 

Nesbitt-Larking, P., Kinnvall, C. & Dekker, H. (Ed.), (2014). The Palgrave Handbook of Global Political Psychology;

 

Shore, C. (2000). Building Europe. Routledge;

 

Fornas, J. (2012). Signifying Europe. Intellect Books Ltd;

 

Hassing-Nielsen, J. (2016). Personality and Euroscepticism: The Impact of Personality on Attitudes Towards the EU. JCMS 54(5);

 

Milliken, J. (1999), The Study of Discourse in International Relations, European Journal of International Relations 5(2);

 

Diez, T. (1999), Speaking “Europe”: the politics of integration discourse. Journal of European Public Policy, 6(4);

 

Manners, I. (2011), Symbolism in European integration, Comparative European Politics, 9;

 

Manners, I., Murray, P. (2016), The End of Noble Narrative? European Integration Narratives after the Nobel Peace Prize. JCMS 54(1);

 

Manners, I. (2018), Political Psychology of European Integration: The (Re)production of Identity and Difference in the Brexit Debate, Political Psychology, Vol. 39, No. 6;

 

Kølvraa, C. (2016), European Fantasies: On the EU’s Political Myths and the Affective Potential of Utopian Imaginaries for European Identity, JCMS, 54(1);

 

Cram, L. (2012). Does the EU need a Navel? Implicit and Explicit Identification with the European Union. JCMS, 50(1);

 

Cram, L. (2009). Introduction: banal Europeanism: European Union identity and national identities in synergy. Nations and Nationalism, 15(1);

 

Della Sala, V.. (2018), Narrating Europe: the EU's ontological security dilemma. European Security, 27(3);

 

Kinnvall, C. (2012). European Trauma. Alternatives: Global, Local, Political, 37(3);

ECTS
7,5 ECTS
Type of assessment
Written assignment
Free assignment
Marking scale
7-point grading scale
Censorship form
No external censorship
Criteria for exam assessment
  • Grade 12 is given for an outstanding performance: the student lives up to the course's goal description in an independent and convincing manner with no or few and minor shortcomings
  • Grade 7 is given for a good performance: the student is confidently able to live up to the goal description, albeit with several shortcomings
  • Grade 02 is given for an adequate performance: the minimum acceptable performance in which the student is only able to live up to the goal description in an insecure and incomplete manner

Single subject courses (day)

  • Category
  • Hours
  • Class Instruction
  • 28
  • English
  • 28