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EUS 305 • Intro To European Studies

36835 • Fulk, Kirkland
Meets TTH 9:30AM-11:00AM BUR 224
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By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    Scholars often claim that "Europe does not exist." Yet the continent is there, 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. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, 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. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner 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.


305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%


    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.


    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 307 • Vampire In Slavic Cultures

36840 • Garza, Thomas
Meets MW 1:00PM-2:30PM ART 1.102
GC (also listed as C L 305, REE 302)
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This course examines the figure of the vampire in the cultures of Russia, Eastern Europe, and the Balkans, including its manifestations in folklore, literature, religion, art, film and common cultural practices from its origins to present day 2019. Texts – from both print and non-print media – will be drawn from original sources. Participants will be asked to separate historical fact from popular fiction, and form their own opinions about the place of the vampire in Slavic and other East European cultures, particularly in contrast to the more familiar portraits in US and Western European cultures. The course is conducted in English with all original source material in Russian or other languages provided in English. No knowledge of Russian required, though readings in Russian and other Slavic languages are available for majors and minors in these related fields from the instructor on request.



  • Reaction Paper 25%
  • Midterm exam 1 25%
  • Film Review 25%
  • Midterm exam II 25%

EUS 346 • French Revolution/Napoleon

36900 • Coffin, Judith
Meets TTH 9:30AM-11:00AM JGB 2.218
GC (also listed as CTI 363, HIS 353)
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The French revolution is one of the most famous events in global history. We have still not resolved the fundamental questions it raises. Why does a regime collapse? How is a new state built? Why are some revolutions peaceful while others become protracted and violent? The human drama of this tumultuous decade and a half is irresistible. How were extraordinary careers made and then lost? How did people take sides? How did ordinary people survive?We will use the French revolution to think about all these questions concretely.

We have three aims. The first is to master the major developments of the revolution itself. The second is to understand how those events have produced classic political arguments about the conditions for democracy, the sources of rights, and the process of historical change.  Third, we consider how the revolution has shaped the world, and how it compares with other revolutions, including ones going on right now.

Rousseau, The Social Contract
William Doyle, The French Revolution: A Very Short History
Timothy Tackett, When the King Took Flight
Timothy Tackett, The Coming of the Terror in the French Revolution or R.R. Palmer, 12 Who Ruled.
David Bell, Napoleon, A Biography

• 2 4-5 page take home papers (25% each)  (total 50% of grade**)
• 1 comprehensive test (25%)
• group political club assignments (25%).

EUS 346 • German Nationalisms

36890 • Belgum, Kirsten
Meets MWF 11:00AM-12:00PM GEA 127
GCWr (also listed as GSD 361K, REE 335)
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EUS 346 • Holocaust Aftereffects

36895 • Bos, Pascale
Meets TTH 12:30PM-2:00PM BUR 337
GC (also listed as C L 323, GSD 360, J S 365, R S 357V, WGS 340)
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In this course, we specifically examine the significant influence of American Hollywood representations of the Holocaust as they have shaped and are reflective of the American cultural memory of the Holocaust. In contrast to Europe where the events of the Holocaust took place and were witnessed personally, knowledge of the events in the United States has been from its earliest inception been mediated by cinematic images, be it of a documentary nature – newsreel footage of the opening of the concentration camps in 1945 - or of a more fictionalized nature. By tracing how Hollywood has shaped a uniquely American way of viewing the Holocaust, and while contrasting this at times with other (European) film traditions, we consider in some depth what particular American cultural or political considerations, sensibilities, and concerns, led to the production of certain films in different decades and not others, how certain genres and cinematic techniques work and why they became popular, and why particular movies became blockbusters while others did not. 


  • Attendance/participation/prep (15%)
  • Film Precis (10%)
  • Website evaluation (10%)
  • Response paper (10%)
  • Class presentation (10%)
  • Final Project (45%)

EUS 346 • Marx And Marxist Theory

36905 • Sarkar, Sahotra
Meets TTH 12:30PM-2:00PM WAG 308
GCWr (also listed as PHL 342M)
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EUS 346 • Memories Of War

36915 • Laubenthal, Barbara
Meets TTH 11:00AM-12:30PM PMA 6.112
GC (also listed as AMS 321W, GOV 362S, GSD 362D)
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The course aims at enabling students to understand central theories and concepts of memory studies and to familiarize them with the cultural and social scientific definitions and research perspectives on war, death, trauma, mourning and political activism. At the end of the course, students will have a thorough theoretical and empirical understanding of the ways in which memory and war intersect both as research fields and as cultural, societal and political practices in contemporary societies. Students will be able to independently design a case study, to identify a relevant research question and to carry out a small research project.



  • Moderator/discussion leader: 20 percent
  • Presentation of vignette of your research project: 20 percent
  • War and Memory brief: 30 percent
  • Short written and oral comment on somebody else’s brief: 20 percent
  • Homework: 10 percent

EUS 346 • Regions/Cultures Of Europe

36885 • Jordan, Bella
Meets TTH 2:00PM-3:30PM CMA 3.114
GC (also listed as GRG 326, REE 345)
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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.


  • 3 exams (33.33% each)


EUS 346 • Witches, Workers, And Wives

36880 • Hardwick, Julie
Meets TTH 12:30PM-2:00PM UTC 4.122
GC (also listed as HIS 343W, WGS 345)
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Our stereotypical image of an early modern woman is a witch - for some good reasons because thousands of witch trials took place.  In this course, we will look beyond that perspective to explore the complex of material, political, and cultural factors that shaped experiences of gender, family and power in early modern Europe.  The early modern centuries between about 1500 and 1800 were years of tremendous change in many ways – including religious reformations, more powerful governments, the domestic impacts of colonialism that included the forced migration of people of African descent to Europe and involvement with slavery in many indirect forms, and the economic transformation we call the transition to capitalism.  Some features were slower to change, however, especially with regard to family life. We will focus on lived experience to explore how women's experiences compared to men's - whether as workers, consumers, criminals, political subjects and political actors, peasants or nobles, members of racial and religious minorities, spouses or parents.  Along the way, we will explore why some of these dynamics fed into a proliferation of "witches."

Discussion of the assigned readings (see below) will be an important element of this class: you will learn more effectively when you take an active part in the analysis of the material to be covered. Consequently you must expect to read every reading assignment very carefully and thoughtfully. You should come to each class ready to ask questions and contribute observations. You will need to demonstrate mastery of the readings to do well on the exams.

Daily class readings are available on Canvas or online through the Library Catalogue. 

Midterm 20%
Final 30%
Reading grids 20%
Witchcraft group projects 20%
Preparation and engagement 10%

EUS 347 • Art/City In Renaissance Ita

36945 • Johns, Ann
Meets MWF 12:00PM-1:00PM DFA 2.204
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EUS 347 • Dante

36930 • Raffa, Guy
Meets TTH 11:00AM-12:30PM BEN 1.108
GCWr (also listed as CTI 344D, E 366D, ITC 348)
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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 and expand 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.

EUS 347 • Erly Itl Renais Art To 1470

36935 • Waldman, Louis
Meets TTH 11:00AM-12:30PM DFA 2.204
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EUS 347 • Films Of Ingmar Bergman

36920 • Wilkinson, Lynn
Meets TTH 9:30AM-11:00AM GEA 127
GCWr (also listed as C L 323, GSD 331C)
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Ingmar Bergman (1918-2007) was arguably the greatest filmmaker of the twentieth century.  His career spanned over sixty years and includes such works as the sophisticated comedy Smiles of a Summer Night (1955), the allegorical Seventh Seal (1957), the avant-garde Persona (1966), the masterful television adaptation of Mozart’s The Magic Flute (1975), and the television miniseries Fanny and Alexander (1982).  He also wrote novels, plays, and scripts for many other filmmakers, including Bille August and Liv Ullmann.  In 2003, he directed the television film Saraband (2003), and in recent years, many of his films have been adapted for the stage.

This course is an introduction both to the films of Ingmar Bergman and to the viewing of films in general.  We will look at representative films by this prolific and gifted filmmaker, considering them in the contexts of the director's life, Scandinavian culture, and issues of film theory and aesthetics. 

ASSIGNMENTS AND GRADING:  One two-page paper (5%); one five-page paper which may be rewritten (25%); one storyboard (10%) accompanied by a five-page essay (25%), and five quizzes (25%; you may drop the lowest grade).   Class participation will count 10%.

REQUIRED TEXTS (for purchase and available on reserve at PCL):

  • Bordwell and Thompson:  Film Art:  An Introduction.  9th ed.; 6th ed. on reserve: PN 1995 B617 2001
  • Peter Cowie:  Ingmar Bergman, PN 1998 A3 B46147 1982
  • Braudy and Cohen:  Film Theory and Criticism (FTC on syllabus), 6th ed. on reserve:  PN1995 B617 2001


  • Birgitta Steene:  Ingmar Bergman:  A Reference Guide.  (U of Amsterdam Press):  PN1998 A3 B46829 2005
  • French and French:  Wild Strawberries (BFI Film Classics):  PN 1997 S63 F74 1995


Port of Call, Prison, Monika, Sawdust and Tinsel, Smiles of a Summer Night, Wild Strawberries, The Seventh Seal, Through a Glass Darkly,  Persona, Hour of the Wolf, The Passion of Anna, Cries and Whispers, Scenes from a Marriage,  The Magic Flute, Fanny and Alexander, Document:  Fanny and Alexander, Saraband

EUS 347 • Hans Christian Andersen

36925 • Hansen, Frank
Meets MWF 12:00PM-1:00PM CMA 3.114
GCWr (also listed as GSD 341E)
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EUS 347 • Italian Television Advertis

36965 • Russi, Cinzia
Meets TTH 9:30AM-11:00AM PMA 6.112
GC (also listed as ITC 338, WGS 340)
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EUS 347 • Rembrt/Rubens: N Baroq Art

36940 • Smith, Jeffrey
Meets MW 8:30AM-10:00AM DFA 2.204
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EUS 347 • Viking Lang: Runes/Sagas

36950 • Straubhaar, Sandra
Meets MWF 2:00PM-3:00PM CMA 5.190
GC (also listed as C L 323, GSD 361R)
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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.



  • 40 % Attendance, Daily Quizzes, and Homework
  • 30 % Midterm
  • 30 % Final

EUS 348 • Compr Notions Eur Security

36985 • Mosser, Michael
Meets TTH 11:00AM-12:30PM GDC 6.202
(also listed as GOV 365V)
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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 ‘human’ 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. 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).


Exams: 75%

Homework: 5%

Participation: 20%

EUS 348 • International Trade

36975 • Mendez, Deirdre
Meets MW 2:00PM-3:30PM CBA 4.326
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EUS 348 • International Trade

36970 • Mendez, Deirdre
Meets MW 9:30AM-11:00AM SZB 330
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EUS 348 • International Trade-Wb

36980 • Vaca-Senecal, Michelle
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
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EUS 348 • Sports/Politics In Germany

36989 • Hoberman, John
Meets TTH 11:00AM-12:30PM BUR 228
GC (also listed as GSD 361P)
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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 ("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 Easy 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 to sportive nationalism. In recent decades, Democratic Germany has pursued a very successful program to become a world soccer power. The 2006 wold Cup competition in Germany marked a turning point by producing and 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.



  • Exam #1: 25%
  • Exam #2: 25%
  • Quizzes (5 worth 5% each): 25%
  • Term Paper: 25%

EUS 348 • Switzerland/Globalization

36990 • Hess, Peter
Meets TTH 9:30AM-11:00AM JES A307A
GC (also listed as GOV 363U, GSD 361T)
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This course investigates how this small European country positions itself in a globalized world and how it competes and thrives in it. A key question will be how globalization pressures impact a small, affluent country, how the economy copes with globalization, what defense mechanisms—both integrative and isolationist—they elicit, and what identity issues they provoke accentuate. A key factor of the Swiss strategy is a unique relationship with the European Union that highlights the themes of integration and integrative patterns versus isolation and the ideology of exceptionalism in a small European country. The course starts with a brief survey of Swiss history, beginning with a defensive pact among three small alpine valleys in 1291, in order to better understand Swiss exceptionalism. We will closely examine the Swiss system of direct democracy, how it shapes the political country, but also how it inspires right-wing populists across the globe. We also will study how direct democracy has created unique patterns of conflict resolution and consensus building. Finally, we will take a look at Swiss responses to climate change.


  • research paper (8-10 pp.) 30%
  • short paper (minimum 2 pages) 10%
  • group presentation 10%
  • first exam 20%
  • second exam 20%
  • class participation, homework, quizzes 10%

EUS 350 • Govs & Polit Of Western Europe

36995 • Somer-Topcu, Zeynep
Meets TTH 9:30AM-11:00AM RLP 0.112
(also listed as GOV 324L)
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Europe has experienced a remarkable transformation in the last century: from the mass destruction of World War II to the emergence of prosperous multiparty democracies, from the erection of the Iron Curtain to the fall of the Berlin Wall, from centuries-long divisions to a European Union of 28 states that stretches from Lisbon to Bucharest to Helsinki. Many of us know this recent past from history books, others have visited the other side of the Atlantic for vacation or study. But despite our apparent familiarity with our transatlantic neighbors, the governments and politics of Europe often remain unfamiliar. How exactly does a parliament work? Why are there so many political parties? How can governments just call new elections? How do European democracies compare with one another, and with the United States? European politics becomes even more mystifying when discussing the European Union, an entity encompassing 28 member states, over 500 million people, and one of the world’s largest economies. What is the European Union exactly? Is it an international organization, a federation of countries, or something else entirely? Who actually makes the decisions for Europe today?

This course will seek to answer to all of these questions by focusing on the major political, social, and economic dynamics shaping contemporary European politics. In the first part of the course, we will examine the historical origins of contemporary European politics, the features of parliamentary government, multiparty democracy and electoral systems, and other essentials of European politics today. We will highlight how these operate in a number of country contexts, but especially Great Britain, France, and Germany. The second half of the course will provide students with a detailed introduction to the European Union, including its tumultuous history, its decision-making institutions, and its relations with member states and the international community. Finally, the course will conclude with an investigation of some major policy issues and challenges in Europe today, notably the Euro crisis, European integration and enlargement, immigration, and European foreign policy.

  • Center for European Studies

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