European Studies Logo

EUS 305 • Intro To European Studies

36325 • Laubenthal, Barbara
Meets TTH 12:30PM-2:00PM PAR 301
show description


            Europe is home to a bewildering puzzle of many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union - a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey.

            This course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent.  Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states - to change politics and everyday lives in particular ways.

            A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them.  Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure. 

            The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union.  This part of the course will introduce the structure of European governance and its institutions and will outline its central features and challenges.

            The largest section of the course is devoted to a workshop on issues in contemporary Europe. The class will address current European political and cultural issues such as immigration, education, language policies, European politics of memory and Europe’s role in the world. Students will get an overview on these topics from a European perspective and will carry out some small research projects on a particular country.  

The course will introduce students to the most important research materials for the study of Europe such as the central academic journals that focus on European issues, European survey tools, and research by European think tanks. The assignments of the course build on each other to help students acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses. This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.



By the end of this course,

  • You will have a profound knowledge of the main phases and events of Europe’s history after World War Two and of its central political project, the European Union.
  • You will know the relevant empirical research literature and its main findings on current political and cultural issues in Europe such as immigration, education, language policies, cultural heritage and memory, and Europe’s role in the world.
  • You will know the most important academic, policy-oriented and news sources for the study of European societies and politics.



  • Chapter review = 20%
  • Collecting information on a Webpage on one of the EU member states: 5 tasks = 10%
  • Two one-hour online tests @ 10% each = 20%
  • Response paper = 30%
  • Final Evaluative Book Review of Postwar  = 20%



Tony Judt.  Postwar:  A History of Europe Since 1945.  New York:  The Penguin Press, 2005.  

EUS 306 • Luther's World

36330 • Hess, Peter
Meets TTH 11:00AM-12:30PM GEA 114
(also listed as GSD 310, HIS 306N, R S 315)
show description


In Fall 2017 we will observe the quincentennial of the beginning of the Protestant Reform initiated by Martin Luther’s (1483-1546) 95 theses. Luther was one of the seminal figures of the second millennium whose impact is felt today. We will examine his writings and his activities, the conditions that lead to his rise, and the impact he had on the world after him. Just as importantly, we will study the historical, cultural, and social context in which he lived and whose product he was.

In a broader sense, this course focuses on the transformation of European culture (with special emphasis on Germany) from the late Middle Ages to the early modern age (1450-1600), roughly during Luther’s life time. Humanism and the Protestant Reformation will be the main focus of this course, but we will also discuss political, social, economic, scientific, and philosophical developments as well as architecture, art, music, and literature of the time period. At the end, students will have a good understanding of German and European culture at this particular crossroads.

We will break down the course into the following themes:

*          What is Humanism? Renaissance?

*          The printing press and the first information revolution

*          A new urban culture (literature, architecture, music)

*          Political power and social order

*          Heliocentrism and discoveries: America, Cape of Good Hope

*          Trade networks: the first age of Globalization

*          The Catholic church and monastic life before Luther

*          Luther’s life

*          Luther’s theology: his writings

*          The Protestant Reform: Luther, Zwingli, Calvin, and others

*          Catholic responses

*          Social and political impact of the Reformation

*          How Luther changed the world



*          Scott H. Hendrix. Martin Luther: A Very Short Introduction.

*          John Dillenberger (ed.). Martin Luther: Selections From His Writing.

*          R.C. Sproul and Stephen J. Nichols (eds.). The Legacy of Luther.

*          Jerry Brotton. The Renaissance: A Very Short Introduction.

*          Diarmaid MacCulloch, The Reformation: A History

*          other materials on Canvas



Attendance, Participation                             10%

Quizzes                                                           10%

Oral presentation                                          10%

Two short writing assignments                   20%

Two examinations                                         50%

EUS 307 • Vampire In Slavic Cultures

36335 • Garza, Thomas
Meets TTH 2:00PM-3:30PM PHR 2.108
(also listed as C L 305, REE 302)
show description


Eight hundred years before Bram Stoker gave us the West's most memorable vampire in Dracula (1897) and long before the exploits of Vlad "the Impaler" Tepes horrified Europe (1431-46), the Russian Primary Chronicles write of a Novgorodian priest as Upyr' Likhij, or Wicked Vampire (1047).  The Slavic and Balkan worlds abound in histories, legends, myths and literary portraits of the so-called undead, creatures that literally draw life out of the living. This course examines the vampire in the cultures of Russia and Eastern Europe, including manifestations in literature, religion, art, film and common practices from its origins to 2013.  Texts – both print and non-print media – will be drawn from Russian, Czech, Slovak, Bulgarian, Hungarian, Serbian and Croatian sources.  Participants will be asked to separate historical fact from popular fiction, and form opinions about the place of the vampire in Slavic and East European cultures. 


Prerequisites:  The course is conducted in English.  No knowledge of Russian required, though readings in Russian and other Slavic languages are available for majors and concentrators in these related fields.


Readings:   • The Vampire in Slavic Culture, Course Reader (CR), T. J. Garza, ed., Cognella Press, San Diego: CA, 2010. [order online]

• The Vampire: A Casebook, Alan Dundes, Madison: University of Wisconsin Press, 1998.

[at the UT Co-op]



Short essay I (3-4 pp.)          25%                            

Midterm exam I                    25%

Short essay II (3-4 pp.)         25%                            


EUS 346 • Europn Immigratn Texas 19th C

36400 • Kearney, James
Meets TTH 2:00PM-3:30PM GEA 114
(also listed as AMS 321, GSD 360)
show description

In the nineteenth century waves of immigrants from several Central and Northern European countries altered the demographics of Texas significantly while accelerating both economic and cultural development of the republic and (later) state. Painted churches, dance halls, sausage festivals, etc. still speak to the cultural legacy of these immigrants in large swaths of Texas while, amazingly, pockets of bilingualism still survive after several generations. The immigrant story often intertwined with larger themes of Texas history such as frontier, Native Americans, and slavery. Contrasting attitudes and values led to conflict at times, especially during the Civil War, since many of the immigrants openly opposed secession and/or slavery.

This course will examine both the causes of European emigration and the attraction of Texas as a destination. The goal is to further our understanding of the cultural and social forces in the nineteenth century on both sides of the Atlantic and to examine the legacy of the European nationalities that have been woven into the rich and colorful tapestry of the state of Texas.

Readings for classroom discussion will all come from online sources, either posted on my website or available through the Handbook of Texas online. It will not be necessary to purchase any books.

This will be a project-oriented course. We will tour the Briscoe Center for American History Studies, the Texas State Library, and the General Land Office, all located in Austin and all important repositories of primary and secondary source information. Students will do a research paper and presentation based on original research.


EUS 346 • German Scholars: US Exile

36405 • Arens, Katherine
Meets TTH 12:30PM-2:00PM GEA 114
(also listed as AMS 321, GSD 360, PHL 354)
show description

German-speaking scholars and professionals lost their worlds because of the 20th century's two great European Wars, but Europe's loss was the US's gain.  From philosophers, psychoanalysts, and sociologists through theorists of art, film, and power -- between the end of the First World War (1918) and the aftermath of the Second World Warm these scholars and professionals at the top of their intellectual games were displaced, deported, or sent into exile on a diasporic course.  No small number of them ended in the US.

This course will combine history with the study of disciplinary philosophies  in order to pursue the problem of what forced intellectual migration can imply for the disciplines to which these scholars belonged.  What is the responsibility, for example, of a scholar like Adorno when he brings a study from Weimar Germany and uses it to help support the myth of Hitler as a father figure, or like Siegfried Kracauer, who theorizes representations of the "mass ornament" in films to write From Caligari to Hitler,  or of Heidegger's followers who refuse to look Nazi complicity in the face? Or, looking back to WW I, what it meant to claim your work as the product of a national school of thought, when the nation that It purportedly belonged to did not exist before 1918 and had not educated or sponsored you? 

In pursuing these examples, students will learn not only new ways of reading philosophy and theories that were central to the 20th century and remain viable today, but also how to evaluate the costs for individuals caught between history, exile, and intellectual work. 


Readings will include:

Heidegger, Letter on Humanism

Erik Erikson, Identity and the Life Style

 Kracauer: From Caligari to Hitler

Arendt:  Origins of Totalitarianism

Adorno, et al.;  Authoritarian Personality

Marcuse, One-Dimensional Man

Cassirer, Myth of the State

Neurath, 1937. Die neue Enzyklopaedie des wissenschaftlichen Empirismus = .

---. The Departmentalization of Unified Science', Erkenntnis VII, pp. 240–46

---. 1940. Argumentation and action.

---. 1941. The danger of careless terminology

Joel Isaac, Working Knowledge:  Making the Human Sciences from Parsons to Kuhn (2012)

Klemperer:  LTI:  Language of the Third Reich

Neumann, ed.  Secret Reports on Nazi Germany.

Claus-Dieter Krohn and Rita Kimber.  Intellectuals in Exile: Refugee Scholars and the New School for Social Research

Martin Jay, Permanent Exiles

Franz L. Neumann and Peter Hayes.  Behemoth: The Structure and Practice of National Socialism, 1933-1944



  • 4 précis situating texts into historical context to address the covert ethical / valuative assumptions of theory = 4 x 5% of course grades = 20 % of grade
  • 1 short essay (5- 8 pp) analyzing a selection of the readings as representing both an intellectual and an ethical problem = 20 % of Grade (will be done in groups)
  • 1 essay for the defense or prosecution of an immigration trial:  combing historical research in the history of a particular discipline with a systematic case for guilt or innocence, done in phases:  10% of grade= abstract/proposal;  20 % for bibliography and "history of" section, and 20% for the final essay presenting a case.

EUS 346 • Ital Renaissance, 1350-1550

36425 • Frazier, Alison
Meets MW 10:00AM-11:30AM GAR 1.126
(also listed as HIS 343G, R S 357, WGS 340)
show description

This upper-division course combines lecture, group work, and discussion to introduce the political, social, economic, and cultural phenomena that made the Italian peninsula such a lively place between 1350 and 1550. Drawing on a wide range of primary sources, we examine cultural production in many realms of human experience, emphasizing the ethical questions that individuals faced.

This course aims to teach the analysis of historical evidence. By semester’s end, you will have read some of the most influential and controversial works from this period. You will be able to put them in historical context, to describe how historians use them, and to explain why they remain compelling today. 

This course has no prerequisites and assumes no prior knowledge of the subject, but students are presumed to be capable of critical reflection upon both lectures and readings.

Readings may include:

Boccaccio, Decameron, selections

Petrarch, selected letters Alberti, excerpts from On the FamilyMachiavelli, Mandragola Castiglione, The Courtier, selectionsVasari, Lives of the Artists, selections

Quizzes and in-class writing
Reading worksheets 
Two essay exams

EUS 346 • Protest/Revolt In W Germany

36420 • Fulk, Kirkland
Meets TTH 2:00PM-3:30PM RLM 5.118
(also listed as GSD 361J)
show description

The social, cultural, and political development of post-war Germany can hardly be thought apart from the protests that erupted in the streets in the 1960s. What initially began as a demand for a reform of the university system quickly became an outright challenge to the West German government. Issues ranging from the Nazi past, the Vietnam War, and German rearmament, to criticisms of the media and the politicization of literature and film became central concerns for a generation that viewed itself as a revolutionary force capable of effecting significant change. As the sixties together with the large-scale protests that characterized the decade came to an end, however, other movements arose in their wake. The rise of feminism and terrorism in the 1970s as well as the anti-nuclear movement and the Green movement all, in some way, owe a great deal to this pivotal moment in West Germany.

Throughout this course we will engage a wide variety of materials (film, literature, theoretical texts, and the internet) in order to examine the influence of protest, revolt, and revolution on post-war West German society from the 1960s to the 1980s. To what extent is the “spirit of the sixties” still alive and to what end? What are the legacies, and perhaps myths, that coalesce around such movements in the contemporary imagination? How does this triumvirate continue to shape Germany today?

EUS 346 • Regions/Cultures Of Europe

36415 • Jordan, Bella
Meets TTH 3:30PM-5:00PM BUR 220
(also listed as GRG 326, REE 345)
show description

This course is a systematic introduction to geography of all regions of Europe, from Iceland to Sicily and European Russia and Finland to Bretagne and Galicia. The course is based on a renowned textbook by Alexander B. Murphy, Terry G. Jordan-Bychkov and Bella Bychkova Jordan and focuses on all the major aspects of the European makeup: its physical, economic, political, and cultural geography, geolinguistics and environmental issues. A special attention is given to such issues as expansion of the European Union and NATO, problems associated with immigration and ethnic tensions, challenges of multiculturalism and integration. A significant portion of the class is dedicated to the analysis of demographic, urban and agricultural patterns. The historical perspective allows the analysis of the evolution of the European civilization during the last two millennia and resulting geographical patterns in modern Europe.

Prerequisites: upper division undergraduate students


  • Alexander B. Murphy, Terry G. Jordan-Bychkov and Bella Bychkova Jordan.  The European Culture Area: A Systematic Geography, 2009, 5th edition. Rowman and Littlefield: Lanham, Boulder, CO. Available at The Co-Op and

Grading: The final grade is based on 3 exams.

EUS 346 • Rise Of The West: 1492-1815

36409 • Vaughn, James
Meets MWF 1:00PM-2:00PM CLA 0.102
(also listed as HIS 362G)
show description

This lecture course surveys the political, economic, social, and intellectual history of Western Europe and its expansion overseas from the late Middle Ages to the early Industrial Revolution.  In doing so, the class examines why the transition to modernity took place in the westernmost part of the Eurasian landmass.  How and why, between the late fifteenth and early nineteenth centuries, did the decline of medieval Christendom eventually lead to the emergence of modern society in the West?  In exploring this question, the course places early-modern Western Europe and its imperial expansion in the contexts of long-term and global history.


1. R. R. Palmer, Joel Colton, and Lloyd Kramer, A History of Europe in the Modern World, Vol. 1: To 1815

2. Douglass C. North and Robert Paul Thomas, The Rise of the Western World: A New Economic History

3. Tim Blanning, The Pursuit of Glory: The Five Revolutions That Made Modern Europe, 1648-1815

Examinations and Grading:

There are three take-home essay exams that focus on major themes and topics covered in the course lectures and assigned readings.  The two mid-term exams each count for 25% of the final grade and the final exam counts for 40%.  Attendance and participation count for the remaining 10% of the final grade.

EUS 346 • Sacred/Sec In Mod Euro Thought

36410 • Matysik, Tracie
Meets MW 2:30PM-4:00PM JES A209A
(also listed as CTI 335, HIS 362G, R S 357)
show description

Europe was long thought to have undergone a process of “secularization” in the modern era, beginning roughly with the sixteenth century and becoming largely unstoppable by the nineteenth.  According to this narrative, “God” was supposed to have slowly disappeared from the political, social, and cultural arenas; the supernatural, the divine, and the sacred were supposed to have receded from daily life; and the European world was supposed to have found itself  “disenchanted.”  More recently, however, historians and critical theorists have begun to reassess this story, finding instead mutually-evolving processes of disenchantment and re-enchantment, as new formations of the divine and the sacred appeared on the intellectual and emotive landscape.  Some theorists now talk about “varieties of secularism” at play in the modern world, while others have resuscitated a language of “political theology” to discuss the ever-complicated relationship between the state, sovereignty, power, and the sacred or divine. 

            This course will introduce students to key themes and methodologies of intellectual history and social theory by exploring the dueling approaches to secularization and sacralization in modern European thought.  In the first two weeks, we will read recent theoretical works on the sacred and the secular (essays from Peter Berger, Simon Critchley, Charles Taylor, and others).  With theoretical tools in hand, we will turn to the period between 1800 and 1945 to read classic works in philosophy and social theory that thematize the sacred and the secular.  Drawing on founding works in social and human sciences (from sociology,  psychoanalysis, philosophy and beyond), we will investigate related sub-themes of violence, sacrifice, ritual,  redemption, the sublime, and transcendence.  We will also discuss select artworks from the Romantic period through Surrealism as a means to enhance our discussion of these themes. 

            Central to our concerns will be the sacred and secular formations of modern ethics.  We will observe on the one hand how modern thinkers have sought to establish ethical systems on purely immanent and secular grounds, even as they intentionally or unintentionally retained notions of the divine and the sacred (e.g., Immanuel Kant’s Religion within the Limits of Reason Alone).  On the other hand, we will grapple with explicitly religious works that nonetheless establish ethics on what might seem like secular-humanist foundations (e.g., Søren Kierkegaard’s Fear and Trembling).  We will read works that seek to explicate the structure of religions and their guidelines for comportment according to social categories of the sacred and profane or the taboo (Émile Durkheim’s Elementary Forms of Religion; Roger Caillois’s Man and the Sacred; Sigmund Freud’s Totem and Taboo); and we will read works that seek to rediscover and/or re-insert the sacred into the modern and profane world (e.g., George Bataille’s Theory of Religion; Walter Benjamin’s “Critique of Violence” and “Theses on the Philosophy of History”; Franz Rosenzweig’s Star of Redemption). 

            The course lends itself naturally to the requirements of the Flag in Ethics and Global Leadership.  Our readings themselves concentrate on the question of the secular and sacred foundations of ethical systems and decisions.  As a final project, worth 35% of the grade, students will be asked to identify and analyze a sacred, secular, or taboo function that governs moral presuppositions.  They may find such a function represented in a film, a novel, an artwork, a legal decision, a U.N. declaration, etc.  Their task will not be to assess whether or not the practice is “right” or “good” or “ethical,” but rather to analyze the practice in terms of its (usually unstated) sacred, secular, taboo, or ritual context.  They will be asked to ground their analysis in one or more of our core readings.


Immanuel Kant, Religion within the Limits of Reason Alone (excerpt)

G. W. F. Hegel, Philosophy of History (excerpt from the introduction)

Søren Kierkegaard, Fear and Trembling

Friedrich Nietzsche, Genealogy of Morality (Books I and II) (but may substitute The Gay

            Science, Book IV)

Émile Durkheim, Elementary Forms of Religion (selections)

Roger Caillois, Man and the Sacred (selections)

George Bataille, Theory of Religion (selections)

Sigmund Freud, Totem and Taboo (selections)

—, “The Uncanny”

Franz Rosenzweig, Star of Redemption (selections)

Simon Critchley, Faith of the Faithless (selections)

Peter Berger, Desecularization of the World (introduction)

Judith Butler, Jürgen Habermas, Charles Taylor, and Cornell West, The Power of Religion in the Public Sphere

Journal                         10%

Short Essay 1                        20%

Short Essay 2                        20%

Final Essay                           35%

Class Participation                  15%

EUS 346 • The Church And The Jews

36430 • Bodian, Marion
Meets MWF 9:00AM-10:00AM PAR 1
(also listed as HIS 362G, R S 357)
show description

This course will examine the complex relationship between the Church and the Jews over two millenia. It will analyze ideas and policies regarding Jews as expressed in both elite and popular culture, from theology and canon law to church art and popular preaching. It will also survey the factors which led to striking changes in attitudes and policies over time, with emphasis on the interplay of the theological legacy and evolving realities.

Revised Standard Version of the Bible (any edition)

The course will make used of a website designed specifically for it by the instructor. The website includes many of the readings. Other assigned readings will be posted on Blackboard.

Class attendance and participation (10%), participation on Discussion Board (20%), two 1-3 pp. assignments (20%), mid-term exam (20%), final exam (30%).

EUS 347 • 20th-Cen European Art To 1940

36460 • Henderson, Linda
Meets TTH 11:00AM-12:30PM DFA 2.204
show description

Please check back for updates.

EUS 347 • Art At Court: Gothic Period

36435 • Holladay, Joan
Meets TTH 9:30AM-11:00AM DFA 2.204
show description

Please check back for updates.

EUS 347 • Dante

36465 • Raffa, Guy
Meets TTH 11:00AM-12:30PM CLA 0.122
(also listed as CTI 345, E 366D, ITC 349)
show description

Dante: Fall 2017

ITC 349, same as E 366D, crosslisted with EUS 347 and CTI 345

Professor Guy Raffa, Dept. of French and Italian

E-mail:; Home Page: 

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds ( In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            Inferno, Purgatorio and Paradiso (Trans. Allen Mandelbaum)

            Vita Nuova (Trans. Barbara Reynolds)

Recommended Text: The Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas ( and select the course, you will have access to the syllabus, assignments, lecture presentations (pdf), grades, and a discussion forum (for posting responses to study questions). You will be required to submit most assignments on-line using Canvas.

Assignments and Computation of Grade:

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Major rewrite of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

EUS 347 • North Renais Art 1500-1600

36470 • Smith, Jeffrey
Meets MWF 9:00AM-10:00AM DFA 2.204
show description

Please check back for updates.

EUS 347 • Northern European Comics

36445 • Cortsen, Rikke
Meets MWF 10:00AM-11:00AM MEZ 1.120
(also listed as C L 323, GSD 340)
show description


The burgeoning field of comics and graphic novels has received attention in the last few decades where publishers, critics and new readers have engaged enthusiastically with a medium which has historically not been at the pinnacle of cultural good taste. This course provides an introduction to comics and graphic novel with an emphasis on works from Northern Europe as a specific area of comics culture that tends to stand in the shadow of more known comics cultures. The course will go into depth with the mechanics of comics, how images and text work together, as well as how this particular way of telling stories relates to other media. The main readings will delve into the rich material from the Northern European sphere but will situate these comics in the wider world of international comics culture through parallel readings of American, Franco-Belgian and Japanese manga. The main focus will be on comics from the last 30 years, but the course will include a historical element that considers the history of comics globally.

One of the main reasons comics have surfaced as an artistically viable and serious medium in recent years is the diversity of subjects and the quality of writing and drawing of comics artists today. This course discusses style, line, coloring and structure as important aspects of comics and graphic novels story telling but also emphasizes the wide variety of topics that comics portray with great sensibility and complexity. From adventure stories to graphic memoir, from avant-garde experimental comics to newspaper humor strips, this course allows you to read, write, discuss and think critically about comics and graphic novels as well as it provides a greater understanding of the cultures of Northern Europe.

The course meets the Writing Flag and the Global Cultures Flag Criteria


Course Materials:

Ivan Brunetti, Cartooning: Philosophy & Practice (Yale UP)

Jeet Heer & Kent Worcester, eds., A Comics Studies Reader (UP Mississippi).

Jason: Hey, wait…

Steffen Kverneland: Munch

Tommi Musturi: Book of Hope

Tove Jansson:  Moomin

Martin Kellerman: Rocky

Ulli Lust: This is the last day in the rest of your life.



Essays: 30%   

Final essay: 20%        

Quizzes: 20%             

Midterm: 10%            

Participation: 20%

NB: plus/minus grades will be assigned in this class.

EUS 347 • Viking Lang: Runes/Sagas

36450 • Straubhaar, Sandra
Meets MWF 1:00PM-2:00PM BUR 337
(also listed as C L 323, GSD 360)
show description


This course uses Jesse Byock’s _Viking Language_ book to introduce students to Old Norse/Old Icelandic language, literature, history, and culture in a way that is both academically sound and optimally accessible. We will explore the Viking-Age world (793-1066 C.E.) through its extant texts: runic inscriptions, poetry, sagas, and chronicles. Lessons will introduce vocabulary and grammar at a manageable pace using selected period prose and poetry passages, assigned in order of increasing complexity, as well as exercises using constructed sentences. All four of the modalities of foreign-language learning – reading, writing, listening and speaking – will be integrated into the course, with stress on the first two. Icelandic Pronunciation (IP) will be used.    Graduate students, should they wish to enroll, will be further required to purchase Gordon and Taylor’s Introduction to Old Norse (Oxford, 1981) and to complete additional translation assignments.



Jesse L. Byock, _Viking Language_. Los Angeles: Jules William Press, 2013.



40 % Attendance, Daily Quizzes, and Homework

30 % Midterm

30 % Final

EUS 347 • Women/Resistnc Contemp E Euro

36455 • Lutsyshyna, Oksana
Meets TTH 9:30AM-11:00AM GEA 127
(also listed as REE 325, WGS 340)
show description

Course description:

This course will examine works of a number of Eastern European women writers, such as Olga Tokarczuk (Poland), Svetlana Alexievich (Belarus), Oksana Zabuzhko (Ukraine), Dubravka Ugresic (Croatia), Herta Muller (Romania – Germany), Sofi Oksanen (Finland), and Ludmila Petrushevskaya (Russia), and trace their role and involvement in resisting not only political regimes but also gender-based oppression. We will also read supplemental articles, interviews, and secondary sources to provide a general understanding of contemporary politics and ethnic conflict as well as gender roles in Eastern Europe. Through class discussion, students will discuss the many forms and repercussions of women's resistance to recent issues and events within this strategic region. 


  • Muller, Herta. The Land of Green Plums. Transl. Michael Hofmann. Picador, 2010. ISBN-10: 0312429940
  • Alexievich, Svetlana. Voices from Chernobyl: The Oral History of a Nuclear 
  • Disaster. Trans. Keith Gessen. Picador, 2006. ISBN-10: 0312425848.
  • Oksanen, Sofi. Purge. Trans. Lola Rogers. Grove Press, 2010. ISBN-10: 0802170773.
  • Petrushevskaya, Ludmila. There Once Lived a Woman Who Tried to Kill Her Neighbor’s Baby: Scary Fairy Tales. Trans. Keith Gessen. Penguin, 2009. ISBN-10: 0143114662.
  • Tokarczuk, Olga. Primeval and Other Times. Trans. Antonia Lloyd-Jones. Twisted Spoon Press, 2010. ISBN-10: 8086264351.
  • Ugresic, Dubravka. The Culture of Lies: Antipolitical Essays. Penn State UP, 1998. ISBN-10: 027101847X.
  • Ugresic, Dubravka. Thank You for Not Reading. Dalkey Archive Press, 2003. ISBN-10: 1564782980
  • Zabuzhko, Oksana. Fieldwork in Ukrainian Sex. Trans. Halyna Hryn. AmazonCrossingEnglish, 2011. ISBN-10:1611090083.


Journals, 1-2 page long, on authors of choice (4): 20 %

To in-class exams: 20 %

Final paper (may be based on one of the journals): 30 %

Presentation: 20%


EUS 348 • Bus Enviro Of The Europe Union

36475 • Froehls, Michael
Meets T 5:00PM-8:00PM CBA 5.328
show description

Please check back for updates.

EUS 348 • Compr Notions Eur Security

36510 • Mosser, Michael
Meets TTH 11:00AM-12:30PM CLA 1.106
(also listed as GOV 365N)
show description

Course concept

International security, a subfield of international relations, examines the nature of the international states system. It specifically focuses on what is known as the ‘security dilemma,’ the idea (or myth, depending on your theoretical predilection) that states in the international system desire above all to remain secure and extant, and will do whatever necessary to avoid becoming less secure or even disappearing entirely. Questions of how or whether it is necessary or even possible to cooperate to achieve security were seen as peripheral.

Recently, many scholars and practitioners have begun to question the state-centric approach to international security, as well as its focus on power, rivalries, and conflict. Instead, these scholars and practitioners have begun to speak of  ‘comprehensive’ security, or the ‘comprehensive approach’ to international security. Besides being a good catchphrase, what does comprehensive security mean? What does it entail? “Comprehensive security” has a variety of connotations, depending on the context in which the idea is presented, but generally most agree on the idea of a more all-encompassing, holistic understanding of ‘security’ than that embraced by traditional international relations theories. Part of the rationale for this course is to unpack some of the themes underpinning the various ‘flavors’ of comprehensive security, (among others, its human, economic, environmental dimensions).

One of the regions of the world where the notion of ‘comprehensive’ security has been most explicitly theorized and implemented is in Europe. Now more than ever, this notion is under fire. Thus the course pays special attention to this region of the world and examines the practical aspects of comprehensive security via the institutions charged with implementing it: the European Union (EU), the North Atlantic Treaty Organization (NATO), and the Organization for Security and Cooperation in Europe (OSCE).

Part One: Theories of international security (three weeks)

This part of the course investigates the underlying theoretical premises of international security, with special emphasis on:

  • Theories of conflict and cooperation, covering topics such as realism, institutionalism, constructivism, democratic peace theory.
  • Theories of influence, covering topics such as soft power, deterrence & coercion, domestic politics and influence, credibility, norms and institutions as influencers of behavior.

Part Two: The idea of comprehensive security (three weeks):

This section of the course takes the theoretical precepts gained from Part One and applies them to the newly emerging idea within international security that true international (and regional) security must take into account factors beyond mere state survival. To that end, the idea of ‘comprehensive’ security is raised, bringing into play a more nuanced view of international security. In this section, we will examine various ways in which comprehensive security has been thought about. Primarily, we will explore the idea of ‘human’ security that developed out of the 1994 UN Human Development Report, which has seven constituent elements:

  1. Economic security
  2. Food security
  3. Health security
  4. Environmental security
  5. Personal security
  6. Community security
  7. Political security

The section will begin with a survey of the general concept of human security, then move to a treatment of four of its components: economic, health and environmental, and community security. The section will conclude with a discussion of security sector reform as the means to establishing lasting peace in post-conflict societies, a key facet in any discussion of post Cold War comprehensive security.

Part Three: The practice of comprehensive security in Europe: case studies (ten weeks):

In Part Three of the course, we look at ways in comprehensive security has been implemented in Europe.  We look specifically at European notions of comprehensive security, focusing on the North Atlantic Treaty Organization (NATO), the Organization for Security and Cooperation in Europe (OSCE), and the European Union (EU).


There is no required textbook for this course. Rather, each week has a series of readings assigned that are to be read before the class meets each day. The readings will be accessible via Blackboard and the average reading load per class is between 40 and 60 pages.

Assigments and Grading

Your course grade will consist of a midterm exam grade, a take-home final exam grade, a short paper grade and a discussion/participation grade:

Exams: 75%

As this class is an upper-division course, a major portion of the grade for the course will consist of exams, consisting of two midterm exams and a take-home final exam. Both midterms and the final will each count for 25% and the take-home final exam will be worth 25% of your course grade.

Attendance / Participation / Discussion Questions: 20%

Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Participation will be divided into two sections:  Discussion questions and in-class participation. Since not everyone enjoys speaking in class, discussion questions will count for more than in-class participation. Discussion questions will count for 10% of your course grade, while in-class participation will count for 5% of your course grade. 

So that we can discuss points raised in the online postings in Thursday’s class, discussion questions for the week on which I am lecturing will be due by 5:00 pm every Wednesday (unless directed otherwise). Postings can be drawn from the readings; in this case, they should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. Postings may also be brief synopses of newsworthy events. In this case, you must post both the link to the news story and a brief (50-word) précis of what the article discusses. Finally, postings may be replies to others' questions or news stories, as long as they are informative replies and not merely agree/disagree posts. One post (or a thoughtful reply to a post) counts as your post for that week.

There are no discussion postings necessary for midterm week. The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

  • 12-15 postings: Full credit
  • 8-11 postings: 70% credit
  • 5-7 postings: 50% credit
  • Less than 5 postings: No credit

There is also a distinction between attendance and participation. Attendance will be managed through Canvas and will take place at five random intervals throughout the semester. Each of these five attendance days will count for 1% of your course grade (for a total of 5%).

In-class participation will be graded as follows:

  • Attending every day, but not participating in class: 80/100
  • Attending every day, participating via question answering (from instructor): 90/100
  • Attending every day, participating via question answering and active learning (extending discussion, asking follow-up questions): 100/100

** A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

  • Late topic choices will receive a 1% deduction per day before grading.
  • Late topic outline and list of references will receive a 2% deduction per day before grading.
  • Late paper drafts will receive a 5% deduction per day before grading.
  • Missed exams will receive a 5% deduction per day until made up.


Extra credit (up to 6 points):

Students who attend an academic lecture/event dealing with an international/global issue and hand in a typed, one-page summary may receive a 3 point increase on an exam grade.  The maximum extra credit for the semester is two lectures/events (a total of 6 extra credit points).  Summaries must be turned in within 7 days of the event.

EUS 348 • Germany And Immigration

36480 • Laubenthal, Barbara
Meets TTH 3:30PM-5:00PM GEA 114
(also listed as GOV 365N, GSD 360)
show description

A massive influx of refugees, conflicts about cultural diversity and religion, debates on the lack of highly-skilled workers - immigration currently is at the top of the German public agenda. However, discussions on immigration are taking place in a political climate much different from twenty years ago. Until the year 2000, despite being a major destination for international migration, Germany defined itself as a non-immigration country and aimed at preventing permanent immigration. However, for some years now, the integration of migrants has become a central aim and in some fields the country even pursues a pro-active immigration policy. What factors have encouraged this change, and how has immigration changed German society and culture? These are the questions that the course will address. Applying a historical perspective and using central theories and concepts of contemporary migration research, we will analyze recent changes in the fields of labor migration, asylum and undocumented migration and the integration of migrants. We will ask how the changes that have taken place are reflected on a cultural level, looking at the (contested) incorporation of Islam in German society, the reflection of immigration in contemporary art, movies and novels, and regional and civil society initiatives to preserve the memory of immigration.

The course aims at providing students with a profound knowledge of the main characteristics of Germany as an immigration country and on the current central empirical research topics on immigration in Germany. It also aims at enabling students to understand and apply central theories and concepts of contemporary migration studies beyond the case of Germany. At the end of the course, students should also be able to understand and assess Germany’s profile as an immigration country in comparison to other immigration countries such as the United States.


  • Borkert, Maren/Bosswick, Wolfgang (2011): The Case of Germany, in: Zincone, Giovanna/Penninx, Rinus/Borkert Maren (eds.): Migration Policymaking in Europe. The Dynamics of Actors and Contexts in Past and Present, Amsterdam: Amsterdam University Press, 95-128.
  • Bretell, Caroline/Hollifield, James F. (2006): Migration Theory. Talking across Disciplines (2nd edition). London: Routledge.
  • Göktürk, Deniz/Gramling, David/Kaes, Anton (eds.) (2007): Germany in Transit. Nation and Migration, 1955-2005, Berkeley, CA: California University Press.
  • Green, Simon (2013): “Germany. A changing country of immigration,” German Politics, 22 (3), 333-351


  • 2 Writing Assignments (3 pages)   20 %
  • Participation and Homework          20 %
  • Oral Presentation                          20 %
  • Final Paper                                   40 %

EUS 348 • International Trade

36505 • Mendez, Deirdre
Meets MW 2:00PM-3:30PM UTC 1.118
show description

Please check back for updates.

EUS 348 • International Trade

36495 • Mendez, Deirdre
Meets MW 9:30AM-11:00AM UTC 1.118
show description

Please check back for updates.

EUS 348 • International Trade

36500 • Mendez, Deirdre
Meets MW 11:00AM-12:30PM UTC 1.118
show description

Please check back for updates.

EUS 348 • Sports/Politics In Germany

36485 • Laubenthal, Barbara
Meets TTH 11:00AM-12:30PM BUR 337
(also listed as GSD 360)
show description


Sport and other forms of physical culture have played important political roles in German history over the past two centuries. The gymnastics movement of the early 19th century promoted an intense German nationalism based on racial/ethnic identity. The late-19th century gymnastics movement was both politically conservative and engaged in an unsuccessful struggle with the foreign “sport” culture that eventually conquered the world in the form of the Olympic Games and global soccer. The 1936 Berlin (“Nazi”) Olympics promoted Hitler’s foreign policy objectives by serving as a propaganda platform that persuaded much of the world that Nazi Germany would not go to war. An anti-Nazi boycott effort in the United States did not succeed. The next German dictatorship to adopt sport as a political strategy was East Germany (1949-1989), which produced huge numbers of internationally successful athletes by creating a system of early recruitment, expert coaching, and a secret doping program that fed anabolic steroids to thousands of young men and women, including children: criminal medicine in the service of sportive nationalism. In recent decades, democratic Germany has pursued a very successful program to become a world soccer power. The 2006 World Cup competition in Germany marked a turning point by producing a politically acceptable form of German nationalism. The German victory at the 2014 World Cup in Brazil has confirmed traditional stereotypes about German efficiency that reflect well on Germany’s political system. The inclusion of players of non-German origin on the national team serves as a symbol of German multicultural policy in an era of troubled race relations across the face of Europe.


Selected Readings:

Léon Poliakov, “Arndt, Jahn and the Germanomanes,” in The History of Anti-Semitism: From Voltaire to Wagner (New York: The Vanguard Press, 1975): 380-391.

John Hoberman, “The Origins of Socialist Sport: Marxist Sport Culture in the Years of Innocence,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 170-189.

John Hoberman, “Fascism and the Sportive Temperament,” “Nietzsche and the Authority of the Body,” “Fascist Style and Sportive Manhood,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 83-109.

 John M. Hoberman, “”Nazi Sport Theory: Racial Heroism and the Critique of Sport,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 162-169.

 Marcel Reinold and John Hoberman, “The Myth of the Nazi Steroid,” The International Journal of the History of Sport  (2014).

Allen Guttmann, “’The Nazi Olympics’,” in The Games Must Go On: Avery Brundage and the Olympic Movement (New York: Columbia University Press, 1984): 62-82.

Richard Mandell, The Nazi Olympics (1971).

Alan Tomlinson, “FIFA and the Men Who Made It,” Soccer & Society 1 (2000): 55-71.

Werner Krauss, “Football, Nation and Identity: German Miracles in the Post-War Era,” in Dyck, Noel and Eduardo P. Archetti, eds., Sport, Dance and Embodied Identities (Oxford and New York: Berg, 2003): 197-216.

John Hoberman, “The Politics of Doping in Germany,” “The German Sports Medical Establishment,” in Mortal Engines: The Science of Performance and the Dehumanization of Sport (New York: Free Press, 1992): 237-252, 252-265.

John Hoberman. "The Reunification of German Sports Medicine, 1989-1992," Quest 45 (1993): 277-285.

Werner W. Franke and Brigitte Berendonk, “Hormonal doping and androgenization of athletes: a secret doping program of the German Democratic Republic government,” Clinical Chemistry 43 (1997): 1262-1279.



Examination #1 (25%)

Examination #2 (25%)

Quizzes (5 worth 5% apiece)

Term paper (25%)

EUS 348 • Sweden And Global Politics

36490 • Nilsson, Klas
Meets TTH 9:30AM-11:00AM GDC 5.304
(also listed as GOV 360N, GSD 360)
show description

The course examines Sweden and its changing roles in European and world politics over the last century. Three consecutive phases stand out: a watchful neutrality during the world wars, social activism in support of intergovernmental organizations and developing nations during the Cold War, and a swift political alignment with mainland Europe after the end of that war. The course seeks to explore and analyze these changing roles from an international relations perspective and it argues that Sweden (alongside its Scandinavian neighbors) has exercised an external authority that significantly exceeds its military or economic strength- this authority has instead been rooted in ideational and moral ground. The course offers insight into when and how small states can influence political events and developments outside their own borders and it explores the limits of such influence. It furthermore emphasizes the fundamental changes that took place after 1995, when Sweden became part of the European Union, and discusses the ways in which the shift from sovereign nation to member state has both enabled and hampered the foreign-policy ambitions of the country. Throughout the course, the widespread notion that Sweden is a "norm entrepreneur" in international politics, and a role model for others to emulate in the context of peace promotion, good governance, social equality, and human welfare, will be critically assessed.

EUS 350 • Govs & Polit Of Western Europe

36515 • Somer-Topcu, Zeynep
Meets MW 2:30PM-4:00PM BUR 208
(also listed as GOV 324L)
show description

GOV324L/  EUS 350

Government & Politics of Western Europe

Fall 2017

BUR 208

M-W 2:30-4pm


Professor: Zeynep Somer-Topcu, PhD

Office:  BAT 3.124




This course provides students with a general introduction to the political institutions, voter behavior, and issues in West Europe. The objective is to equip students with a broad overview of the politics and political systems of Western Europe, as well as on concepts, methods, and tools to understand and analyze contemporary developments. The course is organized thematically (rather than in a country-specific way) around a framework that emphasizes the political determinants and policy consequences of institutional differences.


We will start the course with a short overview of the countries and the history of Europe. We will then look at political institutions in Europe, and briefly discuss the European Union. Toward the end of the course we will discuss West European voters, their political behavior, and important issue areas and policies in Europe.


Course Requirements:


Class participation       5%

Three short papers       10% (each)

Two Midterms            20% (each)

Final Exam                  25%      




Attendance is NOT required. However, the exams will heavily rely on what we will discuss in class. I make the power-point slides available after class (on Canvas). However, there are more details beyond the slides we will discuss in class, and you will be responsible of those details in the exam. Therefore, I strongly encourage you to come to class.


Class Participation (5%)


Class participation is different from attendance. Throughout the course students are encouraged to raise questions and relevant discussion topics in class, and expected to contribute to class discussions. Students are expected to do the assigned readings before we discuss the topic in class, and arrive at class ready to discuss the readings.


Note that I make a distinction between attendance and participation. Attending every class, without ever speaking up or turning these assignments, does not constitute participation. If you do so, you will receive 60 points (D-) for this part of the class. To receive more credit for participation, students are required to ask questions, raise issues, express opinions, etc. regarding the topics covered.


Short papers (10% each):


There are seven topics with deadlines scattered throughout the semester. You have to choose three of these topics and write short papers. These short papers should not be longer than 6 pages (double-spaced), or shorter than 3 pages (double-spaced), excluding the title page and the bibliography.


In these assignments, you will provide the facts about the question asked. However, you can receive full grade only if you provide a critical analysis for the question. You have to have a bibliography part and show your research. Wikipedia is not accepted as a scholarly citation.


You can work in groups for these assignments but your write-up must be original and demonstrate your unique point of view.


Please check out the deadlines to submit the papers below on the class schedule, and decide which dates work best for you before signing up.


Midterm Exams (20% X 2) and Final Exam (25%)


Each exam will be a combination of multiple-choice questions, short or bullet-point answer questions, and a few long (one-page) essays. The final exam may also have one long essay (2-3 pages long). If you foresee problems with the exam dates, see me after class, during office hours, or contact me by e-mail at least two weeks before the assigned dates.


Required Text:


The following book is available for purchase at the bookstore:


Gallagher, Laver and Mair. 2011. Representative Government in Modern

Europe: Institutions, Parties, and Governments. McGraw Hill. 5th Edition. (Make sure you have the correct edition)


There will also be required news articles or editorials assigned for each class period. These will be based on the current events for the topic under discussion. We will post them on Canvas on Fridays before each week.


There will be additional required articles/chapters for some classes. These readings are denoted with an asterisk (**) in the syllabus, and will be available on Canvas in advance. 

  • Center for European Studies

    University of Texas at Austin
    158 W 21st Street
    Austin, Texas 78712