| Course Name |
Multiculturalism and Globalization
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GEET 202
|
Fall/Spring
|
3
|
0
|
3
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Service Course
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | Multiculturalism and Globalisation are central concepts across numerous academic disciplines in the 21st century. Over time they have given rise to a variety of concepts and theories that attempt to explain their impact on contemporary sociteties, states, and individuals. Multiculturalism cannot be fully understood in isolation from globalisation. In today’s rapidly changing world shaped by globalisation, multiculturalism remains one of the most widely discussed and contested issues—both within academia and in public discourse. This course is designed to provide students with a comprehensive understanding of multiculturalism and globalisation, offering knowledge that is valuable for both research and professional careers beyond academia. By fostering critical thinking and encouraging creativity, it also aims to broaden students’ perspectives, helping them interpret today’s globalised world, address its challanges, and anticipate the near future in a more insightful and enriched way. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | In the opening weeks, the course will address the topics of multiculturalism and globalisation separately, equipping students with a foundational understanding of these two phenomena. This will be followed by a week dedicated to key theories of multiculturalism and globalisation. In the subsequent weeks, the course will explore the relationship between multiculturalism and globalisation in the context of phenomena such as migration, global inequalities, and populism. In the concluding weeks, attention will turn to the challenges and future prospects of multiculturalism and globalisation, concluding with student presentations. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Related Preparation |
| 1 | Introduction to the course: Objectives and Expectations | |
| 2 | What is globalisation? Key Ideas and Concepts | 1) Steger, M. B. (2023). Globalization: A very short introduction. Oxford University Press. Ch. 1 & 2 2) Heywood, A. (2019). Politics, Red Globe Press. Ch.7 (pp. 293-309) |
| 3 | What is Multiculturalism? Key Ideas and Concepts | 1) Heywood, (2019), Ch. 8 2) Rattansi, A. (2011). Multiculturalism: A very short introduction. Oxford University Press (Introduction) & Ch.1 |
| 4 | Theories of Globalisation | 1)Ritzer, G., & Dean, P. (2019) Globalization: The Essentials. Wiley‐Blackwell. Ch.2 & Ch. 7 |
| 5 | Theories of Multiculturalism | 1) Heywood, A. (2021). Political ideologies: An introduction. Red Globe Press. Ch. 11 |
| 6 | Multiculturalism in the Context of Globalisation: Understanding Diversity in a Connected World | 1) Smallman, S, & Brown, K. (2020). Introduction to international and global studies. Univ of North Carolina Press. Ch. 5 2) Shome, R. (2012). Mapping the limits of multiculturalism in the context of globalization. International Journal of Communication, 6, 144–165. 3) Steger, Ch. 5 |
| 7 | Migration | 1) Ritzer & Dean, Ch. 8 2) Pakulski, J, & Markowski, S. (2014). Globalisation, immigration and multiculturalism – the European and Australian experiences. Journal of Sociology, 50(1), 3-9 |
| 8 | Global inequalities | 1) Ritzer & Dean, Ch. 11 & 12 |
| 9 | Midterm Exam | |
| 10 | Populism, Multiculturalism and Globalisation | 1) Heywood, (2021), Ch. 8 2) Kymlicka, W. (2016). Defending diversity in an era of populism: Multiculturalism and interculturalism compared. In N. Meer, T. Modood R. Zapata-Barrero (eds.), Multiculturalism and interculturalism: Debating the dividing lines, Edinburgh University Press,158-177. (Ch. 7) 3) Steger, Ch. 7 |
| 11 | Challenges of Globalisation & Multiculturalism | 1) Rattansi, Ch. 3 & 4 2) Nye, M. (2007). The challenges of multiculturalism. Culture and Religion, 8(2), 109-123. 3) Ritzer & Dean, Ch. 13 |
| 12 | Future of Globalisation & Multiculturalism | 1) Steger, Ch. 8 2) Rattansi,(Conclusion) 3) Smallman, & Brown, Ch. 13 |
| 13 | Student Presentations I | |
| 14 | Student Presentations II | |
| 15 | Review | |
| 16 | Final Exam |
| Course Notes/Textbooks | All assigned readings above are mandatory. Further readings may be added as needed throughout the semester. |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
30
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
10
|
2
|
20
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
22
|
22
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
26
|
26
|
| Final Exam |
1
|
34
|
34
|
| Total |
150
|
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to take the responsibility as an individual and as a team member. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout human history to their field of economics. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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