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EUS 305 • Intro To European Studies

35435 • Fulk, Kirkland A
Meets TTH 200pm-330pm WEL 3.402
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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 306 • Jewish Civ: 1492 To Present

35440 • Bodian, Miriam
Meets TTH 1230pm-200pm GAR 1.126
(also listed as HIS 306N, J S 304N, R S 313N)
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This is the second half of a two-semester survey of Jewish civilization, and deals with the period from the Expulsion of the Jews from Spain in 1492 to the present. It will give students a grasp of major demographic shifts, the impact of the Reformation, the emergence of new attitudes to Jews, the breakdown of traditional authority and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a capitalist economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations as new historical contexts took shape.



Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present. 

Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.



First mid-term (25%), second mid-term (25%), final exam (50%).


EUS 306 • Race/Gndr Stereotype In Ger

35445 • Hoberman, John
Meets TTH 200pm-330pm GEA 114
(also listed as GSD 311D)
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EUS 307 • Dissent 20th-Cent Ukraine

35450 • Lutsyshyna, Oksana
Meets MWF 1200pm-100pm BIO 301
(also listed as C L 305, REE 302)
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This course will offer a survey of the Ukrainian authors from the 1920s through the present. We will examine the writings from the times of the “Executed Renaissance,” underground literature, and postmodernism. We will focus specifically on works that, in one way or another, challenge the set paradigm of socialist realism, either ethically or aesthetically, by discussing forbidden subjects (famine, religion, Gulag), or even simply accentuating the themes that are not considered “major” (personal life). Book excerpts and articles will supplement literary works, to enable better understanding of the historical context.



Conflict and Chaos: Desperate Times. Trilogy of Selected Prose, Volume 3. Language Lantern, 2010.

Stories from the Ukraine. Transl. and ed. George Luckyj.

Dovzhenko, Oleksandr. “Zemlia” (“The Land”) Film.

Tychyna, Pavlo. Selected poems. Transl. Michael Naydan.

Semenko, Mykhayl. Selected poems.

Teliha, Olena. Selected poems.

Snyder, Timothy. Bloodlands: Europe Between Hitler and Stalin. Vasic Books, 2012. (excerpts on famine)

Bahriany, Ivan. The Hunters and the Hunted. A novel.

Stus, Vasyl. Selected Poems.

Paradhanov, Serhii. “Shadows of Forgotten Ancestors.” Film.

From Three Worlds: New Writing from Ukraine. Eds. Ed Hogan and Askold Melnyczuk. (Valeri Shevchuk, Yuri Vynnychuk, Oksana Zabuzhko, Yevhen Pashkovsky, others).

Andrukhovych, Yuri. Recreations. A novel. Trans. Marko Pavlyshyn.

Zabuzhko, Oksana. Girls. Transl. Askold Melnyczuk.

The Art of the Maidans. Selected poems, stories and articles. 



Presentation:  20%

Participation: 10%

Short papers (2): 30%

Term (final) paper prospectus: 15%

Term (final) paper: 25%

EUS 307 • Intro Study Of Northern Europe

35455 • Arens, Katherine
Meets TTH 1100am-1230pm WEL 2.256
(also listed as GSD 301)
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EUS 307 • Intro To Czech Hist/Culture

35460 • Hopkins, Mark
Meets TTH 930am-1100am BUR 134
(also listed as REE 302)
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An introduction to Czech culture from 1870 to the present. The first half of the course will begin with the ninth century Premyslid dynasty and Czech legends and will chronicle critical moments in the historical evolution of Czech culture up to the 19th-century Czech National Revival. The second half of the course will focus on the 20th and 21st centuries and will conclude with a field trip tour of a local brewery.



Alois Jirasek, Old Czech Legends

Jan Neruda, Prague Tales

Jaroslav Hasek, The Good Soldier Svejk

Vaclav Havel, Disturbing the Peace

Bazant, Bazantova, Starn, The Czech Reader: History, Culture, Politics

Hugh Agnew, The Czechs and the Lands of the Bohemian Crown



2 Exams  50%

Short Paper  10%

Final Paper  20%

Attendance and Participation  20%

EUS 346 • Communist Consumr Cul E Eur

35545 • Nagy, Shannon
Meets MWF 900am-1000am GEA 127
(also listed as HIS 362G, REE 335)
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Building communism in the Eastern bloc was a part of a larger project to create political and cultural liberalization as well as economic and social modernization. In 1919, Vladimir Lenin declared archaeology a bourgeois science and subsequently transformed archaeology into the study of material culture, with the hope that the study of material culture could and would spark social reform. From this point on, creating, designing, and molding the material culture of the Soviet Union became an important aspect of the socialist project; not only were the citizens of the Soviet Union supposed to support and adhere to the tenets of socialism but the world around them was also supposed to reflect this utopian vision. The style of one’s surroundings and the objects within these environments became representative of socialism’s successes and failures as the Eastern bloc population learned how to negotiate the everyday life of the new political reality.

Therefore, in this course we will examine anthropological approaches to material culture and consumption, identity, and everyday life in the Eastern bloc through the lens of objects. Temporally, we will begin with Stalinist Russia/post-war Stalinism (destalinization and the Thaw) and end with the collapse of the Soviet Union. Throughout the semester we will examine the role of state ideology and other institutions in the construction of the consumer and consumer culture, the role of everyday consumption in identity formation, and the function of material objects in a socialist state, and the relationship between the state and society.

This course brings together lectures and discussions of secondary readings as well as original historical documents (primary sources) and contemporary visual materials such as photographs, films, and travel posters, and even objects. In lieu of a formal mid-term or final exam students will be expected to write essays.


Learning Objectives:

Students will gain an understanding of the many ways that the physical environment has shaped consumer cultures in Eastern Europe and hone their oral and written skills of assessment, analysis, criticism, and reflection. Students will use the following questions to guide their readings and discussions throughout the semester.

  • Can objects be historical agents?
  • How does one study history by using objects?
  • What can objects tell us that documents cannot?
  • How do historians use objects to tell history?
  • What are the ways in which an artifact reflects a culture?
  • What are the ways in which a culture is reflected in an artifact?
  • How does material culture contribute to the formation of identity, aesthetic, and socialist consumer culture?


Required Readings

In addition to journal articles accessed via the University of Texas’s library databases, the following books will be required reading:


Slavenka Drakulic, How We Survived Communism & Even Laughed (New York: Harper

Perennial, 1993).


Selections from:

Paulina Bren and Mary Neuburger, eds., Communism Unwrapped: Consumption in Cold

War Eastern Europe, (New York: Oxford University Press, 2012).


Susan E. Reid and David Crowley, eds., Pleasures in Socialism: Leisure and Luxury in

the Eastern Bloc (Evanston: Northwestern University Press, 2010).


Susan Reid and David Crowley, eds., Style and Socialism: Modernity and Material

Culture in Post-war Eastern Europe (Oxford, New York: Berg, 2000).



10%-visual/material culture analysis presentation

10%-visual analysis (2-3 pages)

10%-class participation and attendance

10% map quiz of Eastern Europe/former Eastern bloc

20%-short essay (4-5 pages)

10%-abstract and outline of long essay

30%-one long essay (7-9 pages)

(1) Students will write one (2-3 page) analysis of a visual culture or material culture source (photographs, posters, objects etc.) and start class with a presentation on the source. The analysis is worth 20% of the final grade while the presentation is worth 10%.

  1. Presentation: This gives students opportunity to make and present connections from the previous week’s readings to the current week’s readings. This presentation should be 5-10 minutes long and students are encouraged to bring in relevant outside sources i.e. film, images, recordings, etc. to enhance the presentation. The purpose of this assignment is to spark class discussion that engages the current week’s readings and force students to seek continuities (or discontinuities) in the course material.

(2) Students will write one long essay assignment (7-9 pages--40% of the final grade--including the rough draft). Students will be required to submit an abstract and outline of this assignment (10%).

(3) One short essay (4-5 pages—20% of the final grade) on one of the essays in the assigned edited volumes that we did not cover in class. I will hand out a specific essay prompt for this assignment.

Participation in class will be assessed on the basis of attendance and active and informed participation in the discussion about the reading materials (10%). 

EUS 346 • Europe Via Ethnography

35550 • Hartigan, John
Meets TTH 930am-1100am SAC 5.118
(also listed as ANT 325L)
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Overview: This course takes a two-pronged approach, introducing students to the cultural complexity of Europe via an understanding of a premier method for generating social science knowledge—ethnography. We begin by developing a geographical and historical orientation to Europe: how has this landmass been peopled and occupied; what are its boundaries, conceptually and politically; what are the historical processes that produced its current configurations? This initial stage of the course will also introduce students to the core components of cultural analysis, developing a set of key terms that will be deployed throughout the semester to objectify social dynamics across Europe today. A basic objective is for the students to comprehend the different scales at which identity is constituted—locally, regionally, nationally, transnationally—and then distinctly inflected by the social diacritics of race, class, and gender. The remainder of the course will survey a broad range of topics—religion, migration, environmentalism, etc.—that are in the news today, principally drawing from recent ethnographic research. Students will learn how to read ethnographic and anthropological research, and then, in their final projects, formulate either 1) a prospective ethnographic research project or 2) a policy statement based principally on qualitative research.

Topics Covered: We will begin with processes and conflicts over migration. The aim is to expand their focus from issues over who travels, who is welcomed or denied entry, to focus on broad questions of belonging and difference, inclusion and exclusion, seen through historical and contemporary frames. This leads into discussions of the State, particularly concerning unsettled matters of ethnicity, but then also to the subject of European integration: how it fares in certain institutional contexts (sciences, banking, etc) and where it breaks down along national or perhaps ethnic lines. We will turn next to discussion of religion and secularism, examining the alternating implicit and explicit contests over belonging that play out in debates over citizenship. Then we address the politics of environmentalism, specifically as it presents “biomes” or “ecozones” as a form of common interests and action that crosscut national boundaries in ways both similar and distinct from religion.  From these fairly abstract registers, our focus will shift to topics such as sports, food, and music, taking up a range of more quotidian activities and concerns, where many of these larger topics are realized in everyday life.

Class dynamics: Lectures will systematically characterize the role of fundamental cultural dynamics informing a range of current debates in Europe today. In introducing “European ethnography,” I will convey to students how the range of topics and concerns on the continent relate to broader strands of anthropological analysis and cultural inquiry. Similarly, I will take opportunities to address parallels between the U.S. and Europe on subjects like immigration or religion, in order to understand the distinctiveness of these dynamics in Europe. “Whiteness” will be one of those overarching subjects that will allow us to think through commonalities and disjunctures in how racial identities operate. Assignments will require two types of writing: 1) short-format pieces, such as policy memos summarizing multiple ethnographic sources, and book reviews that analyze ethnographies as a whole; 2) a length final project, formulating either a proposal to pursue a hypothetical ethnographic project or a policy paper on current conflicts in Europe drawn principally from ethnographic materials.

download syllabus

EUS 346 • Italian Renaissance, 1350-1550

35555 • Frazier, Alison K.
Meets MWF 900am-1000am MEZ 1.120
(also listed as HIS 343G, R S 357, WGS 340)
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EUS 346 • Stuart England, 1603-1689

35560 • Levack, Brian P.
Meets TTH 1100am-1230pm GAR 1.126
(also listed as HIS 375L)
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EUS 346 • The Church And The Jews

35565 • Bodian, Miriam
Meets TTH 330pm-500pm GAR 1.126
(also listed as HIS 362G, J S 364, R S 357)
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This course will examine the complex relationship between the Western 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). This is available online if you don’t wish to purchase it.

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 Canvas.


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

EUS 346 • Witches, Workers, And Wives

35570 • Gossard, Julia M
Meets TTH 930am-1100am MEZ B0.306
(also listed as HIS 343W, WGS 345)
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EUS 346 • Law & Society Early Mod Eur

35575 • Hardwick, Julie
Meets TTH 1230pm-200pm GAR 0.132
(also listed as HIS 350L, WGS 340)
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This research seminar will focus on how historians have explored the significance of law, criminal and civil, in the lives of early modern Europeans. We will explore how historians have used legal records to explore patterns of criminality (which were very highly gendered at the time, for example infanticide and fornication for women and drunkenness and theft for men) and rapidly growing rates of civil litigation (for instance over debt, slander and family disputes of various kinds).   We will investigate how historians have used court cases to examine a wide variety of issues for which few other sources survive, especially in terms of everyday social, cultural and economic patterns for families and communities.  We will combine reading the work of historians with our own readings of cases as preliminaries to research projects in which students will work on a case of their own choosing for their term papers.


Readings will be assigned for most class meetings in the first part of the semester until we move to working on the research projects.  The readings will be a mixture of journal articles (available on line through the PCL website), original legal documents (posted on BlackBoard) and a course packet to be purchased.

For some basic background into early modern Europe, I recommend: Euan Cameron, ed., Early Modern Europe: an Oxford History (in the PCL and widely available on line either new or used).


Research papers 60% (5% proposal, 20% paper, 35% revised paper)

Peer review of research paper 5%

Group projects 20%

Participation 15% (attendance, informed discussion, engagement with presentations, leading discussion)

EUS 346 • Sport And English Society-Gbr

35580 • Carrington, Ben
(also listed as SOC 323M)
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Sport occupies a significant place within English society; from the centrality of cricket in helping to shape the British empire, to the importance of soccer (“football”) in promoting the varied national identities within the UK and Northern Ireland, to the ways in which women and racial minorities have used sport to achieve social mobility and recognition, sport remains one of the most important ways to understand the changing nature of English society in the 21st century.  The course is located in Leeds, a diverse metropolis, known for its culture and sporting teams. Given this unique location, the Maymester enables students to explore the internal divisions around class and region that are central to understanding English identity, particularly the tensions between “the north” and “the south”, as well as discover the origins of American football and baseball.

Assessment criteria:

40% - Three page critical summary of each field trip (each summary will be worth 10% of final grade).

60% - Final synoptic ten to twelve page essay drawing on the lectures, field trips and readings – essay title to be agreed with Professor Ben Carrington.

Required reading: Course pack


EUS 346 • Eastern Europe In 20th Cen

35584 • Nagy, Shannon
Meets TTH 330pm-500pm GEA 127
(also listed as HIS 362G, REE 335)
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This course, organized around both lectures and discussion, will deal with the major political, social, cultural events that shaped Eastern European society in the twentieth century, including contemporary Poland, Czechoslovakia, Hungary, Bulgaria, Romania, ex-Yugoslavia, and Albania. The focus of the course will be on the impact of nationalism and communism on the region, that is, how these political frameworks transformed the region in the 20th century.  Opposition versus collaboration, and ethnic conflict and coexistence in East Europe will also be major themes of the course.


Required Texts:

Jan Gross, Neighbors.

Heda Kovaly.  Under a Cruel Star: A Life in Prague.

Gale Stokes. From Stalinism to Pluralism.


Paulina Bren, The Greengrocer and his TV: The Culture of Communism after the 1968 Prague Spring.  

Slavenka Drakulic, How We Survived Communism & Even Laughed (New York: Harper Perennial, 1993).

Perec, Georges. Things: A Story of the Sixties and A Man Asleep. Translated by David Bellos. Jaffrey, NH: David R. Godine, 1990.



10%-class participation and attendance

10% map quiz of Eastern Europe/former Eastern bloc

30%-2 short essays (4-5 pages) (15% each)

10%-film review

10%-abstract and outline of long essay

30%-one long essay (8-10 pages)

EUS 347 • Art/Politics/Dvrsty Germany

Meets TTH 200pm-330pm CLA 0.104
(also listed as GSD 360)
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Exploring identity politics in Germany, we will focus on museums and exhibitions in the context of globalization and new geopolitical formations. We will look at the representation of minorities in the public sphere and in the art world in particular. Aiming at a better understanding of post-wall Germany, this course addresses this issue from a diachronic perspective: Our discussions will follow a sequence of art exhibition cases from Nazi Germany, the Cold War Germanys, Unified Germany and the ‘Berlin Republic’ as part of the EU. While films, catalogs, and slides from exhibition sites focus on the German case, theoretical readings will allow for a more general and conceptual discussion. 

EUS 347 • Crime Scene Europe

35590 • Rehberg, Peter
Meets MWF 100pm-200pm GEA 127
(also listed as GSD 330)
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From Germany’s chief inspector Derrick, France’s detective Maigret, Dutch commissar Van der Valk to British superintendent Tennison and to the rise of Scandi-noir: Over the past few decades crime shows have become a popular site for telling European national histories. While the crime story functions as a place to articulate cultural characteristics and to negotiate national belonging, it also becomes an opportunity to broach the issues of both Europe’s past and its future both from a national perspective and in a global context: The question of how different European countries have been involved with the Nazi past, for instance, or how the legacy of WWII has shaped European consciousness continually reoccurs with these narratives, as much as controversial contemporary concerns such as immigration, religious fundamentalisms, and gender politics.

This seminar will evolve around the case of Germany by discussing topics related to European politics such as the German reunification but at the same reaches out to discussing the representation of other national cultures like UK, France, Italy, The Netherlands and several Scandinavian countries – as well and their relationships to each other. Some of the more recent crime shows – such as The Killing, or the Wallander-series – were coproduced by several European countries and consequently focused on crime beyond their national frame. By analyzing TV-shows, movies, and literary texts from different European countries of the past 40 years we will discuss post-war European societies and politics from a comparative and transnational perspective in order to understand what binds Europe together – or not.



Andrea Camilleri: Inspector Montalbano (I/GB)

Nicolas Freeling: Van der Valk (GB/NL)

Stieg Larsson: The Girl with the Dragon Tattoo (S)

Lynda La Plante: Prime Suspect (GB)

Henning Mankell: Wallander (S/D/GB)

Reinecker / Ringelmann: Derrick (D)

Several authors: Tatort (D)

George Simenon: Maigret (F)

Søren Sveistrup: The Killing (DK/D)



Berger, Stefan:   Popularizing National Pasts

Geherin, David: The Dragon Tattoo and its Long Tail: The New Wave of European Crime fiction in America



2 Writing Assignments (3 Pages)                                    20%

Participation (incl. Attendance & Homework)                    40 %

Presentation                                                                  10 %

Final Paper                                                                    30 %

EUS 347 • Freud, Feminism & Queer Thry

35595 • Rehberg, Peter
Meets MWF 1000am-1100am BUR 214
(also listed as C L 323, GSD 360, WGS 345)
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Freud’s psychoanalytic project started in the 1890s and thus stands at the beginning of the 20th century’s discourse on sexuality. Queer Theory, emerging around 1990, marks its end. Within those 100 years all theorists on sexuality in the cultural context of the West such as Marcuse or Foucault had to position themselves in relation to Freud – whether they approved of his concepts or not.

In the context of Feminist and Queer Theory this conflict has played out in a particularly dramatic fashion: One of the reoccurring question has been, whether Freud provides a diagnosis of patriarchy or rather one of its manifestations.

In this course we will start with a close reading of Freud’s canonical texts, for instance The Three Essays on the Theory of Sexuality and The Interpretation of Dreams.  In the second part we will focus on the Feminist reception of Freud in the writings of Juliet Mitchell, Luce Irigaray, and Julia Kristeva, before we will eventually breach into Queer Theory and discuss a couple of essays by authors such as Leo Bersani and Tim Dean who renegotiate Freud’s thinking on the body and desire from a non-normative perspective.

While this course has its emphasis on psychoanalytic theory and its reception in the historical context of the 20th century for each of these three sections we will also analyze films and novels in order to put, in an exemplary fashion, the concepts on sexuality that these theories provide to the test. Readings include Thomas Mann, Alfred Hitchcock, and Jean Genet.



Leo Bersani: The Freudian Body

Tim Dean and Christopher Land (eds.): Homosexuality and Psychoanalysis

Anthony Elliott: Freud 2000

Sigmund Freud: Three Essays on the Theory of Sexuality

Sigmund Freud: The Interpretation of Dreams

Sigmund Freud: Beyond the Pleasure Principle

Sigmund Freud: Dora: An Analysis of a Case of Hysteria

Jean Genet: Funeral Rites

Alfred Hitchcock: The Birds

Luce Irigaray: The Sex which Is not One

Julia Kristeva: The Portable Kristeva

Thomas Mann: Death in Venice

Thomas Mann: The Magic Mountain (excerpts)

Juliet Mitchell: Psychoanalysis and Feminism



2 Writing Assignments (3 Pages)                                       20%

Participation (incl. Attendance & Homework)                   40 %

Presentation                                                                          10 %

Final Paper                                                                            30 %

EUS 347 • Itl Tv Ads: Fashion/Food/Cars

35600 • Russi, Cinzia
Meets TTH 1100am-1230pm MEZ 1.118
(also listed as ITC 349, WGS 340)
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ITC 349  Italian television advertising: Fashion, food, cars

Unique # 36345

Spring 2016

T & TH 11:00–12:30   MEZ 1.118

Instructor:     Cinzia Russi

Office:            HRH 3.110 B

Phone:            471 7024


Office hours: T & TH 1:00–3:90, and by appointment 

Course Description

Italy is a country associated with “style”—life style (il dolce far niente), fashion style (Valentino, Prada, Gucci, etc.), film style (Fellini and the like), and, for better or for worse, a certain sort of rather effusive political style (Mussolini, Berlusconi, and their ilk, among others). The specific objective of this course is to categorize and analyze the major changes that have taken place in the peculiarly Italian style of television advertising during the past fifty years.

After a general introduction to the language of television advertising, students will compare chronologically ordered versions of Italian TV commercials for a variety of high-use products (for instance, food, detergents, personal care items, cars) in order to identify changes that have taken place at the level of vocabulary, grammar, and language register as a result of new socio- cultural dynamics that have come to characterize present-day Italy. The Italian commercials will then be compared to/contrasted with equivalent ads broadcasted in US to uncover similarities and differences.

Although the course will focus on language change, it will also draw attention to socio-cultural changes that have taken place in the Italian society since the second half of the 20th century, particularly with respect to the role and figure of women (and how they are portrayed in TV commercials vis-à-vis to men), and the structure, life style and values of the ‘typical’ (or ‘stereotypical’) Italian family.

Course material

Selected chapters/sections from the texts listed below. All the the reading material will be available on Canvas.

Attendance & Class Participation

Regular attendance and active participation in class discussion are required. More that three will lower the final grade; for the fourth absence, three points will be deducted from the final grade; four points will be deducted for the fifth absence, and so forth, up to a maximum of ten points. This policy will be strictly enforced.


  • Journal: Weekly entries summarizing and commenting on class lecturers and readings, to be submitted for grading as indicated in the syllabus.The amount of pages for each entry will change during the semester and will be assigned in class prior to each deadline.
  • Eight thought pieces (500-750 words) in which students comment on the different versions of a commercial.
  • Eight in-class unannounced quizzes.
  • One mid-term exam: Short-answer questions on assigned readings and commercials.
  • Research project: In groups of three/four, students will:

a.   Write a short paper on the ‘history’ of a commercial of their choice;

b.   Create an original commercial for the product selected which will be presented in class.


  • Participation                   15%
  • Thought pieces               20%
  • Quizzes                           15%   
  • Mid-term exam               25%
  • Research project             15%
  • Oral presentation           10%


Use of Canvas          

In this class, I use Canvas, a Web-based course management system with password-protected access at, to distribute some course materials. You can find support in using Blackboard at the ITS Help Desk at 475-9400, Monday through Friday, 8 a.m. to 6 p.m., so plan accordingly.

Tutors Please refer to the French and Italian Department’s web page or visit the French and Italian Department’s Undergraduate Office in HRH

Be aware that tutors ARE NOT ALLOWED to do homework for you rather give you individual attention in mastering complex grammatical structures and oral skills. Moreover, if the professor deems – due to a discrepancy with your oral and written performance in class – that your homework has been done with the help of a computer-translation-program or a tutor, you will receive a ‘no-grade’ for that paper; the ‘no-grade’ will neither lower nor raise your overall grade average. Please read carefully the policy on Scholastic Dishonesty.                

EUS 347 • Kierkegaard And Existentialism

35605 • Holm, Jakob
Meets MWF 1100am-1200pm PHR 2.114
(also listed as C L 323, CTI 375, GSD 360, PHL 334K)
show description

Soren Kierkegaard is one of the most influential thinkers from the 19th century and widely considered to be the first existentialist philosopher. He has exerted an enormous influence on Western culture during the last 150 years and has inspired numerous writers, artists, and filmmakers, who have found new perspectives in his philosophy and theology.

Kierkegaard wrote about a wide range of topics, e.g. organized religion, Christianity, ethics, and psychology, and he explored our emotional responses when we are faced with life choices. In that way, much of his philosophical work deals with the issues of how one lives as a unique individual in a concrete human reality. In his texts, he is displaying an almost postmodern fondness for metaphor, irony and parables, and he made use of various pseudonyms, which he used to present different viewpoints.

In this course we will explore excerpts from a number of Kierkegaard’s key texts such as Either/or, Fear and Trembling, The Concept of Anxiety, Stages on Life’s Way, The Sickness unto Death and Works of Love. It will give us a thorough understanding of his concepts and ideas which we will apply on a wide-ranging number of authors, among others Friedrich Nietzsche, Fyodor Dostoyevsky and Franz Kafka as well as the two most well-known writers connected with existentialism, Albert Camus and Jean-Paul Sartre. We will also watch movies from the heyday of existentialism, the mid-20th century, by directors such as Ingmar Bergman, Federico Fellini and Akira Kurosawa, and look at the influence of Kierkegaard and existentialism within theater as well. In that way, the course will examine the scope and range of Kierkegaard’s ideas in the 20th century and up till today where his ideas seem more relevant and inspiring than ever.

The course aims at increasing your ability to think and work analytically – and ponder some of the most important questions you’ll face in your life. Furthermore, you will in this course develop the ability to read and analyze literary and non-literary texts, to present your ideas through coherent argumentation, to formulate good questions and to communicate your discoveries to others. This Kierkegaard course is an opportunity to explore one of the most pivotal philosophical directions within the last 150 years – and in that process explore yourself.

The course will meet the Writing Flag and the Global Cultures Flag Criteria



Essays: 30%

Final essay: 20%

Quizzes: 20%

Midterm: 10%

Participation: 20%

EUS 347 • North Renais Art 1500-1600

35610 • Smith, Jeffrey Chipps
Meets TTH 930am-1100am DFA 2.204
show description

Please check back for updates.

EUS 347 • Scandinavian Cinema Since 1980

35615 • Wilkinson, Lynn R
Meets TTH 1230pm-200pm BUR 337
(also listed as C L 323, GSD 330)
show description

What does it mean to be a Scandinavian in the last decades of the twentieth and early twenty-first century?   To what extent does film reflect or even construct a sense of national or transnational identity?

This course will begin with two detective films which tie these issues to the presence of new groups of people within the borders of Scandinavia and to the links between contemporary Scandinavian culture and society and the European past.  We will then turn back to Ingmar Bergman’s After the Rehearsal, which marked the end of one phase of the prolific filmmaker’s production, before moving on to films by younger filmmakers in the 1980s, 1990s, and 2000s.  Some, such s Lasse Hallström’s My Life as a Dog, Bille August’s Pelle the Conqueror, Liv Ullmann’s Sofie, and Lukas Moodysson’s Together, turn back to the past, at times reverently, at others critically.  Others, such as Thomas Vinterberg’s The Celebration, turn a scathing eye on contemporary Scandinavian culture.  Still others, such as Per Fly’s The Inheritance and Susanne Bier’s Open Hearts respond to economic and political crises of recent years. 


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%.



Tytti Soila et al.:  Nordic National Cinemas

Bordwell and Thompson:  Film Art



August:  Smilla’s Sense of Snow

Oplev:  The Girl with the Dragon Tattoo

Bergman:  After the Rehearsal

Hallström:  My Life as a Dog

August:  Pelle the Conqueror

Ullmann:  Sofie

Vinterberg:  The Celebration

Moodysson:  Together

Scherfig:  Italian for Beginners

Bier:  Open Hearts

Dagur Kári:  Noí albínói

Fly:  The Inheritance

Trier:  Dogville

Kaurismäki:  The Man without a Past

Bier:  In a Better World

EUS 347 • Migrant Photographs

Meets TTH 1100am-1230pm PAR 101
(also listed as GSD 330)
show description

Touching upon a central feature of photography – its ability to make present the absent – this course investigates the social use of photography in the context of immigration, exile, and travel. We will proceed from immigrants’ family photograph collections to more recent practices of taking pictures and circulating snapshots on social media. We will try to understand their significance from the perspective of migrants from, to and within Europe including from a post-migrant perspective. We will make use of published images and theoretical texts such as the memory books at the Perry Castaneda Library, vintage prints and photography books at the Harry Ranson Center and other readings conduct our own case study during the course of the semester. 

EUS 347 • Slavs In Western Imaginatn

35623 • Kuzmic, Tatiana
Meets MWF 100pm-200pm WRW 113
(also listed as REE 325)
show description

"Russians and Serbs and Poles, oh my!" -- Slavs in Western Imagination explores literary works and some popular culture items from Western Europe and North America that feature various Slavic characters in the roles of villain, rebel, romantic lover, manipulative marriage-wrecker, etc.  The course will address such questions as how the boundary between East and West came to exist within Europe (one historian argues that it pre-dates the Cold War by a couple of centuries), why, for example, the West has been obsessed with the idea that one of the royal Russian princesses (Anastasia) survived the communist purge, and what Sting meant in his song by "I hope the Russians love their children too."  We will cover some of the West's best-known literary classics as well scenes from HBO's Sex and the City where Carrie dates a Russian artist.

EUS 347 • European Folktale

35625 • Straubhaar, Sandra B
Meets MWF 200pm-300pm NOA 1.116
(also listed as GSD 341C)
show description

Please check back for updates.

EUS 347 • Dante

35630 • Raffa, Guy P
Meets TTH 200pm-330pm BEN 1.106
(also listed as CTI 345, E 366D, ITC 349)
show description

Dante: Spring 2016

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

TTH 2-3:15 in BEN 1.106

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)

Optional 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. For help with Canvas, consult the student tutorials ( or contact support staff (

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 • Wmn Film In Nrth/Cntl Eur

35635 • Wilkinson, Lynn R
Meets TTH 930am-1100am BUR 337
(also listed as C L 323, GSD 331D, WGS 340)
show description

Please check back for updates.

EUS 347 • Fictions Of The Self/Other

35640 • Wettlaufer, Alexandra K
Meets TTH 930am-1100am WEL 3.260
(also listed as CTI 345, F C 349, WGS 345)
show description

FC 349

Fictions of the Self and Other



            This course focuses on representative works from 19th- and 20th-century French fiction, from Balzac’s Realism to the present. We consider literature in its relation to history, culture, and society, with special attention to both form and style in the development of the novel, poetry, and theatre.  The class includes a visit to the Blanton Museum and a session at the HRC examining rare books and manuscripts by the authors we are studying.



Balzac, Le Père Goriot

Sand, Gabriel

Baudelaire, The Parisian Prowler (Spleen de Paris)

Flaubert, Madame Bovary

Colette, The Vagabond

Proust, Swann’s Way

Sartre, No Exit

Camus, Exile and the Kingdom

Duras, The Lover



Participation:   20%

In-Class Presentation: 20%

Short paper: 20%

Final paper outline: 10%

Final paper: 30%


EUS 348 • International Trade

35645 • Gerber, Linda
Meets TTH 1100am-1230pm UTC 1.102
show description

Please check back for updates.

EUS 348 • International Trade

35650 • Gerber, Linda
Meets TTH 200pm-330pm UTC 1.102
show description

Please check back for updates.

EUS 348 • International Trade

35655 • Gerber, Linda
Meets TTH 930am-1100am UTC 1.102
show description

Please check back for updates.

EUS 348 • Europe Environmntl Politics

35656 • Mosser, Michael W
Meets TTH 930am-1100am JES A209A
(also listed as GOV 365N)
show description

Course concept

Environmental politics is one area where Europe arguably leads the world. Europe has, at both the national and European-Union level, committed itself to achieving reductions in carbon emissions far greater than anywhere else in the world.

This course will examine the history of environmental politics in both the member states of the European Union and the EU itself. Beginning with a conceptual treatment of general environmental politics and policies, the course moves to a history of European environmentalism, before shifting to a discussion on the institutional responses at important ‘traditional’ Member States (Germany, France, Italy and the UK) as well as ‘new‘ Member States (Czech Republic, Poland and Hungary). The final section of the course examines EU environmental policies themselves, such as the EU Emissions Trading System and its institutional commitment to meeting Kyoto Protocol goals.

Assignments 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. All assignments will be converted to a 100-point scale with no curve. All grades, including final grades, will use the plus (+) and minus (-) system. Grade standards for all assignments are as follows:

93 >     A

90-92   A-

87-89   B+

80-86   B

77-79   B-

75-76   C+

70-74   C

67-69   C-

60-66   D

<60 F

Assignment grade percentages are as follows:

Exams: 50%

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

Paper: 30%

The paper for this class will be a short (2000 word) exploratory paper on one of the five topics chosen by the instructor. Such a paper should be a reasonably thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. The paper should be no more than 2000 words in length. Soon after the beginning of the semester, I will meet with each of you individually to discuss your choice of paper topic and your approach chosen to address it. The paper will comprise 30% of your total grade for the course. The paper grade itself will be divided into four sections:

     Topic choice: due 31 January . Worth 10% of paper grade (3% of course grade).

     Topic outline and list of references: due 14 February. Worth 20% of paper grade (6% of course grade).

     First draft of paper:  due 18 March.  Worth 20% of paper grade (6% of course grade).

     Final draft of paper: due 2 May.  Worth 50% of paper grade (15% of course grade).

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 15% 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). They should be drawn from the readings and 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. I will prepare the first set of discussion questions as a template for future assignments.

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


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.

EUS 350 • Govs & Polit Of Western Europe

35660 • Ofek, Hillel
Meets MWF 900am-1000am MEZ B0.306
(also listed as GOV 324L)
show description

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