SOS520 New Social MovementsIstanbul Okan UniversityDegree Programs Master of Arts in Social and Cultural Studies with thesisGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational Qualifications
Master of Arts in Social and Cultural Studies with thesis
Master TR-NQF-HE: Level 7 QF-EHEA: Second Cycle EQF-LLL: Level 7

General course introduction information

Course Code: SOS520
Course Name: New Social Movements
Course Semester: Spring
Course Credits:
Theoretical Practical Credit ECTS
3 0 3 6
Language of instruction: TR
Course Requisites:
Does the Course Require Work Experience?: No
Type of course: Department Elective
Course Level:
Master TR-NQF-HE:7. Master`s Degree QF-EHEA:Second Cycle EQF-LLL:7. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. ESRA KÖTEN
Course Lecturer(s):
Course Assistants:

Course Objective and Content

Course Objectives: The aim of the course is to understand the definition and scope of the concept of postcolonial and to provide the information equipment that will provide theoretical dominance to the studies in this field. For this purpose, it is aimed to carry out discussion and reasoning through articles on current postcolonial ideas.
Course Content: The course covers a range of philosophical, sociological, psychological and literary theories that problematize the legacy of postcolonialism and colonialism. As a literary theory and critical approach, postcolonialism examines literary works produced in countries that were once colonies of other states, especially Europe's great colonial powers Britain, France and Spain; It also includes countries that still have colonial arrangements (Canada, Australia, etc.). In addition, postcolonial literature includes works written by the citizens of colonial countries, which make the exploited countries and their people their main subject.

Learning Outcomes

The students who have succeeded in this course;
Learning Outcomes
1 - Knowledge
Theoretical - Conceptual
1) Masters the common points and opposite thoughts between the concepts of colonialism and postcolonialism.
2) Gains knowledge about the historical development of postcolonialism.
2 - Skills
Cognitive - Practical
1) Follow and discuss current developments related to postcolonialism.
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week Subject Related Preparation
1) Introduction to postcolonialism: definition and scope ASHCROFT, Bill; GRIFFITHS, Gareth ve TIFFIN, Helen. (2007), Post-Colonial Studies: The Key Concepts, Routledge, New York, 2. Basım.
2) Reading and discussion on Bill Ashcroft's Post-Colonial Studies ASHCROFT, Bill; GRIFFITHS, Gareth ve TIFFIN, Helen. (2007), Post-Colonial Studies: The Key Concepts, Routledge, New York, 2. Basım.
3) Comparing Siba Grovoqui's views against Postcolonialism, providing reading and discussion GROVOQUI, Siba N. (2007) “Postcolonialism”, Tim Dunne, Milja Kurki ve Steve Smith (Ed.), International Relations Theories: Discipline and Diversity, Oxford University Press, New York, ss. 229-246.
4) Imperialism and Postcolonial comparative analysis BUSH, Barbara. (2006), Imperialism And Postcolonialism, Pearson, Harlow
5) Postcolonial in Post-Soviet Post-Soviet Past?: Analysis and discussion of the article Towards a Global Postcolonial Criticism MOORE, David Chiani. (2006), “Is the Post- in Pstcolonial the Past- in Post-Soviet?: Toward a Global Postcolonial Critique”, Violeta Kelertas(Ed.), Baltic Postcolonialism, Radopi, New York, ss.11-31.
6) Analysis of the comparison of Orientalism and Occidentalism NİNG, Wang. (1997), “Orientalism versus Occidentalism”, New Literary History, Cilt 28, Sayı 1, ss. 57-76.
7) Realizing economic growth using the key features of "The Stages of the Economy: A Non-Communist" to reveal the fine postcolonial economic perspective ROSTOW, Walt Whiteman. (1960), The Stages of Economic Growth: A Non-Communist Manifesto, , Cambridge University Press, Cambridge, 2. Baskı.
8) Discussing the concept of imperialism, hegemony, and empire, which are the three main historical ontologies of world history, by cross-analysis including the invasion of Iraq. OKUR, Mehmet Akif. (2012), Emperyalizm, Hegemonya, İmparatorluk: Tarihsel Dünya Düzenleri ve Irak’ın İşgali, Ötüken, İstanbul, 2. Basım.
9) Examination and discussion of various options in designing Leonard Orr's Joyce from postcolonial theory and chapter ORR, Leonard. (2008), Joyce, Imperialism&Postcolonialism, Syracuse University Press, New York.
10) Said traces the origins of "orientalism" to a centuries-long period of European domination of the Middle and Near East, when Europe dominated the Middle and Near East and defined the "orient" simply as the "other". examination of the scene and discussion of how true understanding has been suppressed as western ideas caused by this established view continue to dominate and do not allow the East to represent itself. SAİD, Edward W. (1979), Orientalism, , Vintage Books, New York
11) Examining orientalism's long-overlooked links between the imperial striving of the West and the culture that both reflects and reinforces it SAİD, Edward W. (1994), Culture and Imperalism, Vintage Books, New York.
12) While the possibility of producing a decolonized, post-colonial knowledge in development studies was a major topic of discussion in the 1990s, there was little dialogue between postcolonialism and development. The topic of this course is Postcolonialism and Development, which explains, reviews and critically evaluates the recent debates on postcolonial approaches and their impact on development studies. HARP, J. ve BRİGGS, J. (2006), “Postcolonialism and Development: New Dialogues?”, The Geographical Journal, Cilt. 172, Sayı. 1, ss. 6-9.
13) Discussion XİE, Shaoboo. (1997), “Rethinking the Problem of Postcolonialism”, New Literary History, Cilt. 28, Sayı. 1, s.s. 7-19.
14) Final Exam All papers

Sources

Course Notes / Textbooks: ASHCROFT, Bill; GRIFFITHS, Gareth ve TIFFIN, Helen. (2007), Post-Colonial Studies: The Key Concepts, Routledge, New York, 2. Basım.
References: GROVOQUI, Siba N. (2007) “Postcolonialism”, Tim Dunne, Milja Kurki ve Steve Smith
(Ed.), International Relations Theories: Discipline and Diversity, Oxford University
Press, New York, ss. 229-246.
BUSH, Barbara. (2006), Imperialism And Postcolonialism, Pearson, Harlow
MOORE, David Chiani. (2006), “Is the Post- in Pstcolonial the Past- in Post-Soviet?:
Toward a Global Postcolonial Critique”, Violeta Kelertas(Ed.), Baltic Postcolonialism, Radopi, New York, ss.11-31.
NİNG, Wang. (1997), “Orientalism versus Occidentalism”, New Literary History, Cilt 28,
Sayı 1, ss. 57-76.
ROSTOW, Walt Whiteman. (1960), The Stages of Economic Growth: A Non-Communist
Manifesto, , Cambridge University Press, Cambridge, 2. Baskı.
OKUR, Mehmet Akif. (2012), Emperyalizm, Hegemonya, İmparatorluk: Tarihsel Dünya
Düzenleri ve Irak’ın İşgali, Ötüken, İstanbul, 2. Basım.
ORR, Leonard. (2008), Joyce, Imperialism&Postcolonialism, Syracuse University Press,
New York.
SAİD, Edward W. (1979), Orientalism, , Vintage Books, New York.
SAİD, Edward W. (1994), Culture and Imperalism, Vintage Books, New York.
SHARP, J. ve BRİGGS, J. (2006), “Postcolonialism and Development: New Dialogues?”,
The Geographical Journal, Cilt. 172, Sayı. 1, ss. 6-9.
SMITH, Steve ve OWENS, Patricia. (2006), “Alternative Approaches to International Theory”, John Baylis ve Steve Smith (Ed.), The Globalization of World Politics, , Oxford
University Press, New York, 3. Baskı, ss. 271-296.
XİE, Shaoboo. (1997), “Rethinking the Problem of Postcolonialism”, New Literary History, Cilt. 28, Sayı. 1, s.s. 7-19.
YOUNG, Iris Marion ve LEVY, Jacob T. (2011), “Introduction”, Jacob T. Levy ve Iris Marion Young, Colonialism And Its Legacies, Lexington Books, Plymouth.

Course-Program Learning Outcome Relationship

Learning Outcomes

1

2

3

Program Outcomes
1) Learn which concepts and theories in sociology are used in production of knowledge and how the knowledge produced is grounded in social reality.
2) Learn which sociological approaches and methods of analysis are used in which sociological fields and areas of specialization, and present and publish the original findings from these analyses, both individually and in teams, in accordance with academic principles.
3) Discuss critically cause and effect relationships used in sociological perspectives; thereby formulate visions, aims and targets by identifying gaps in the existing knowledge in their areas of interest.
4) Analyze and determine the formation, the structure and future development of such institutions as family, state, education and religion critically and scientifically; and develop policy proposals for implementation.
5) Gain lifelong learning skills and competencies, use them in everyday life situations and professional contexts, and thereby develop, implement and manage projects, with socially responsible approaches.
6) Combine sociology with other social sciences such as psychology, philosophy and anthropology, employ interdisciplinary approaches, and thereby develop new conceptualizations and interpretations.
7) Learn to conduct sociological research by using both qualitative and quantitative methods, select the subject, develop a research question, formulate a theoretical framework with variables and hypotheses, prepare questionnaires, collect and analyze data from a sample, write a research report, and disseminate the findings in professional fields of interest within a social, cultural, and ethical framework.
8) Acquire skills and competencies for taking initiative in evaluating and changing norms while implementing decisions in social problem areas.
9) Pursue national and international publications and innovations and thereby find solutions to problems using qualitative and quantitative data and publish and disseminate best practices.
10) Know, contribute to, and participate in current sociological debates, and be ready to go ahead with a third cycle program.
11) Have unbiased attitudes towards the universality of social rights and social justice, value high standards of quality, respect cultural values, promote environmental protection, health and work safety at work, and be open to change.

Course - Learning Outcome Relationship

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Learn which concepts and theories in sociology are used in production of knowledge and how the knowledge produced is grounded in social reality. 4
2) Learn which sociological approaches and methods of analysis are used in which sociological fields and areas of specialization, and present and publish the original findings from these analyses, both individually and in teams, in accordance with academic principles. 3
3) Discuss critically cause and effect relationships used in sociological perspectives; thereby formulate visions, aims and targets by identifying gaps in the existing knowledge in their areas of interest. 4
4) Analyze and determine the formation, the structure and future development of such institutions as family, state, education and religion critically and scientifically; and develop policy proposals for implementation. 5
5) Gain lifelong learning skills and competencies, use them in everyday life situations and professional contexts, and thereby develop, implement and manage projects, with socially responsible approaches. 3
6) Combine sociology with other social sciences such as psychology, philosophy and anthropology, employ interdisciplinary approaches, and thereby develop new conceptualizations and interpretations. 5
7) Learn to conduct sociological research by using both qualitative and quantitative methods, select the subject, develop a research question, formulate a theoretical framework with variables and hypotheses, prepare questionnaires, collect and analyze data from a sample, write a research report, and disseminate the findings in professional fields of interest within a social, cultural, and ethical framework. 3
8) Acquire skills and competencies for taking initiative in evaluating and changing norms while implementing decisions in social problem areas. 4
9) Pursue national and international publications and innovations and thereby find solutions to problems using qualitative and quantitative data and publish and disseminate best practices. 4
10) Know, contribute to, and participate in current sociological debates, and be ready to go ahead with a third cycle program. 4
11) Have unbiased attitudes towards the universality of social rights and social justice, value high standards of quality, respect cultural values, promote environmental protection, health and work safety at work, and be open to change. 5

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Lesson
Reading

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

Semester Requirements Number of Activities Level of Contribution
Midterms 1 % 40
Final 1 % 60
total % 100
PERCENTAGE OF SEMESTER WORK % 40
PERCENTAGE OF FINAL WORK % 60
total % 100

Workload and ECTS Credit Grading

Activities Number of Activities Workload
Course Hours 14 42
Midterms 1 70
Final 1 70
Total Workload 182