VIExpertin kevään 2020 kurssit / Courses in Spring 2020

• Ukrainan neuvostovallan viimeiset vuodet KGB:n dokumenttien mukaan 5 op (HY)
• European Borders: Nation-building, Integration and the EU’s Eastern Neighbourhood 5 cr (UEF)
• Puolalaisen elokuvan analyysi 5 op (HY)
• Reactions and Responses: Diversity and Governance: Civil Society, Religion and Nationalism 5 cr (UH)
• Gender and sexuality in the making of new Europe 5 cr (UH)
• Viron kirjallisuus 5 op (HY)
• Virolainen nykykirjallisuus 5 op (HY)
• EU's eastern enlargements 5 cr (UH) CANCELLED!
• Poliittiset aatteet: Politiikka ja kulttuuri totalitaristisissa yhteiskunnissa - Neuvostoliitto ja kansallissosialistinen Saksa 5 op (HY)
• Kulttuurinen muisti Virossa 5 op (HY)
• Viron lähihistoria ja Suomi 5 op (HY)
• Odessa on the Edge: Cultural and Literary Perspectives on the City 5 cr (UH)
• Unkarin kulttuuria ja kieltä tekstien kautta 5 op (HY)
• Venäläinen rock: lyriikka – musiikki – kulttuuri 5 op (HY) ETÄSUORITUSMAHDOLLISUUS
• Balttilaiset kansat ja kielet 5 op (HY)
• Kulttuuri sosialistisessa yhteiskunnassa. Viro ja Unkari. 5 op (HY)
• Apostoleista 2000-luvulle: Kristinuskon vaiheet Albaniassa 5 op (HY)
• Keisariajan eliitit Suomen ja Venäjän välissä 5 op (HY)
• WEB COURSE: To Europe 'via' Lenin? Politics, identity and decommunization in post-Euromaidan Ukraine 5 cr (UH)
• (Post)colonial Balkans and Baltics 5 cr (UH)
• Critical Geopolitics and Border Theories 5 cr (UEF)
• WEB COURSE: Mobilities and Migration in Central and Eastern Europe 5 cr (UH)
• WEB COURSE: History of Technology and Economy of East-central- and Southeast Europe 5 cr (UH)
• Changing challenges and future of public and environmental health in the region of former Soviet Union 5 cr (UEF)
• Verkkokurssi: Ylirajallinen liikkuminen Itämerellä: Suomenlahden alueet kautta aikojen 5 op (TY)

• Everyday Lives between Conflict and Peace: Empirical Evidences from the Former Soviet Area  5 cr (TAU)
• History of the Soviet Union 2 cr (UEF)
• Povsednevnja zhizn' i kultura pozdnesovetskogo vremeni (kak my zhili v Sovetskom Sojuze) 5 cr (TAU)
• Geopolitical imaginaries around the Baltic Sea 5 cr (UH)
• Venäjän politiikka ja yhteiskunta: Venäjän turvallisuuspolitiikka 5 op (HY)
• Change and Continuity: Challenges of Historical Interpretation of Eastern Europe 5 cr (UH)
• Contemporary Ukrainian Culture: Fiction, Street Art, Film 5 cr (UH)
• Post-Soviet Lithuania: memory, trauma and social development 5 cr (UH)
• International Law in Context: Russia, ECHR, and the CIS 5 cr (ÅA)
• Stalin era culture, intellectual histories and the concept of Stalinism 5 cr (UH)

• Investment Opportunities in Eastern Europe 6 cr (UTU)
• Law, Culture and Society in Russia 5 cr (UH)
• How to study Soviet and Post-Soviet Urbanization as Cultural Phenomena 5 cr (TAU)
• Selected Themes in Russian Studies: Gender and Social care in Russia 5 cr (TAU)
• Marketing Strategies and Management in Central and Eastern Europe 5 cr (UWASA)
• Schooling and childhoods in socialist and post-socialist societies 5 cr (TAU)
• ‘Forest Empire’: Soviet Environmental and Technological Development during the Cold War 5 cr (UEF)
• “Good Neighbours”: Russia’s Cross-Border Twin Towns in practice and comparative perspective 5 cr (UEF)
• Regulation and governance of natural resources in Russian Federation: transnationalisation and state-forced isolation 5 cr (UL)
• WEB COURSE: Perspectives on Russian Arctic 5 cr (UL)

• The Development of the EU-Russia Economic Relations 6 cr (UTU)
• Ukrainian nation and state from Perestroika to present day 5 cr (TAU)
• The Russian 20th century visual culture 5 cr (TAU)
• Jazz in former Eastern Europe 5 cr (UH) CANCELLED
• Digital Transformation of State and Society in Russia from a Comparative Perspective 5 cr (UH)

• The Russian Market Economy 3 cr (UTU)

• Фольклор, древнерусская литература и литература XVIII века 5 op (HY)
• История русской литературы XIX века 5 op (HY)

13.01.2020 - 28.02.2020

Ma 13.1.2020 10:15 - 11:45 Soc&Kom, sali 209, Snellmaninkatu 12
Pe 17.1.2020 10:15 - 11:45 Metsätalo, sali 5, Unioninkatu 40
Ma 20.1.2020 10:15 - 11:45 Soc&Kom, sali 209, Snellmaninkatu 12
Pe 24.1.2020 10:15 - 11:45 Metsätalo, sali 5, Unioninkatu 40
Ma 27.1.2020 10:15 - 11:45 Soc&Kom, sali 209, Snellmaninkatu 12
Pe 31.1.2020 10:15 - 11:45 Metsätalo, sali 5, Unioninkatu 40
Ma 3.2.2020 10:15 - 11:45 Soc&Kom, sali 209, Snellmaninkatu 12
Pe 7.2.2020 10:15 - 11:45 Metsätalo, sali 5, Unioninkatu 40
Ma 10.2.2020 10:15 - 11:45 Soc&Kom, sali 209, Snellmaninkatu 12
Pe 14.2.2020 10:15 - 11:45 Metsätalo, sali 5, Unioninkatu 40
Ma 24.2.2020 10:15 - 11:45 Soc&Kom, sali 209, Snellmaninkatu 12
Pe 28.2.2020 10:15 - 11:45 Metsätalo, sali 5, Unioninkatu 40

Kurssilla käydään lävitse Ukrainan KGB-arkistojen kautta neuvostovallan viimeisiä vuosia ja analysoidaan sitä minkälainen järjestelmäkriisi Ukrainassa oli käynnissä näinä vuosina. Kysymyksiä on paljon: miten perestroika eteni Ukrainassa ja miten KGB suhtautui "demokratisaatioon”, entä miten puoluejohto jakaantui? Luennot perustuvat GDA SBU:n (KGB:n Ukrainan Kiovan filiaalin materiaaleihin) ja niistä tehtyihin analyyseihin (Arto Luukkanen: Suomi hajoavan suurvallan kainalossa/ilmestyy lokakuussa 2019, Otava).

Suoritusmuoto: Luennot 24 h, oheislukemisto, suoritustapa vahvistetaan lähempänä kurssin alkua.

Moodle: Koulutussuunnittelija (ks. lisätiedot alla) lähettää kurssille rekisteröityneille sisäänkirjautumisohjeet. Huom: ohjeet lähetetään helsinki.fi-sähköpostiin. Kurssiavain ilmaantuu kurssisivulle kurssin aloituspäivänä.

13.01–09.03.2020

Lectures (20 hrs)

Mon 13.1.–10.2., 14–16 M105
Tue 14.1.–21.1., 14–16 M105
Tue 28.1.–11.2., 14–16 M106 Exam
Mon 17.2., 14–16 M105 Seminar
Mon 24.2., 9–15 M105 Exam re-take
Mon 9.3., 14–16 M105

• the students are familiar with the main lines of the formation and transformation of borders in Europe and within the EU’s eastern neighbourhood
• students recognise the conceptual and theoretical underpinnings of current research on the constitution of borders, European integration and EU policies of external relations.
• students are able to discuss the variety of theoretical approaches and understand their contested nature and links to hidden political agendas.
• with involvement in the seminar, the students have more experience and insight in applying their research methods and communication skills.

Kurssilla analysoimme yhdessä seuraavat elokuvat:
• Michał Waszyński: Dybuk (1937)
• Andrzej Wajda: Popiół i diament (1958, Tuhkaa ja timanttia)
• Jerzy Kawalerowicz: Matka Joanna od aniołów (1960, Nunna ja paholaiset)
• Wojciech Jerzy Has: Sanatorium pod klepsydrą (1973, Parantola tiimalasin pohjalla)
• Krzysztof Kieślowski: Krótki film o zabijaniu (1987, Lyhyt elokuva tappamisesta)
Kaikkia näitä elokuvia yhdistää pohjautuminen kirjallisuuteen ja toinen vahvasti läsnä oleva teema on juutalaisuus.

Suoritusmuoto:
Luennot, elokuvien analysointi yhdessä ja essee, jossa opiskelija analysoi yhden puolalaisen elokuvan.

Taustalukemisto:
Jos kurssin teema ei ole entuudestaan tuttu, voit perehtyä seuraaviin teoksiin:

The visual story : seeing the structure of film, TV and new media
Block, Bruce Focal Press cop. 2001.
https://helka.finna.fi/Search/Results?lookfor=Block%2C+Bruce&type=Author

If it's purple, someone's gonna die : the power of color in visual storytelling
Bellantoni, Patti Elsevier/Focal Press 2005. 1st American pbk. ed (E-kirja)
https://helka.finna.fi/Search/Results?lookfor=Bellantoni%2C+Patti&type=A...

The law of the looking glass : cinema in Poland, 1896-1939
Skaff, Sheila Ohio University Press c2008. (E-kirja)
https://helka.finna.fi/Search/Results?lookfor=Skaff%2C+Sheila&type=Author

The dybbuk and the Yiddish imagination : a haunted reader
Neugroschel, Joachim Syracuse University Press 2000.
https://helka.finna.fi/Search/Results?lookfor=Neugroschel%2C+Joachim&typ...

Tuhka ja timantti / Popiół i diament, suomi
Andrzejewski, Jerzy ; Lahtinen, Åke Kansankulttuuri 1960.
• https://helka.finna.fi/Search/Results?lookfor=Andrzejewski%2C+Jerzy&type...
• https://helka.finna.fi/Search/Results?lookfor=Lahtinen%2C+%C3%85ke&type=...

Kanelipuodit ja muita kertomuksia
Schulz, Bruno, kirjoittaja. ; Hämeen-Anttila, Virpi, esipuheen kirjoittaja. ; Kärkkäinen, Tapani, kääntäjä, Basam Books 2013.
• https://helka.finna.fi/Search/Results?lookfor=Schulz%2C+Bruno&type=Author
• https://helka.finna.fi/Search/Results?lookfor=H%C3%A4meen-Anttila%2C+Vir...
• https://helka.finna.fi/Search/Results?lookfor=K%C3%A4rkk%C3%A4inen%2C+Ta...

Of Elephants and Toothaches : Ethics, Politics, and Religion in Krzysztof Kieslowski's 'Decalogue'
Badowska, Eva, kirjoittaja. ; Parmeggiani, Francesca, kirjoittaja. Fordham University Press 2016. (E-kirja)
• https://helka.finna.fi/Search/Results?lookfor=Badowska%2C+Eva&type=Author
• https://helka.finna.fi/Search/Results?lookfor=Parmeggiani%2C+Francesca&t...

Cinematic overtures : how to read opening scenes
Insdorf, Annette, kirjoittaja. Columbia University Press [2017] (E-kirja)
https://helka.finna.fi/Search/Results?lookfor=Insdorf%2C+Annette&type=Au...

Moodle:
Luentojen oheismateriaali tulee kurssin kuluessa Moodleen. Koulutussuunnittelija (ks. lisätiedot alla) lähettää kurssille rekisteröityneille sisäänkirjautumisohjeet. Huom: ohjeet lähetetään helsinki.fi-sähköpostiin. Kurssiavain ilmaantuu kurssisivulle kurssin aloituspäivänä.

The course analyses EU’s eastern enlargement as part of the EU’s foreign policy; the ECEBB countries’ western integration, as a theoretical and a political process. There are seven contact sessions, each 3 hours, to leave ample time for seminar work and tutoring the group work. Each contact session includes a discussion based on pre-readings, 1-2 short lectures on the topic of the day as well as various group works.

Lectures: 1 EU and the East – history and present 2 Theories on EU foreign policy 3 Area studies and EU studies approaches to the enlargements 4 Political, economic and security considerations on the EU side 5 Accession politics of ECEBB countries 6 Assessing the outcome and perspectives of eastern enlargement 7 Poster presentations Teaching methods: The course is based on problem-based learning (PBL). Students work in small groups to find out a solution to a given problem. The teaching and learning methods are self/peer evaluation; learning diary; group work; lectures, seminar discussions; flipped classroom. Completion: Lectures 21h, reading, group work (poster, report, evaluation), and learning diary

Students will become familiar with the key issues when it comes to gender dimension of post-socialist transformation in Europe. They will learn to analyse the socio-political processes of democratisation, nation-state building, and transition to capitalist economy from gender perspective. Students will also learn to better grasp the ways in which the intersection between the global and the local - and the process of European integration in particular- affect gender politics and LGBTIQ rights.

The aim of the course is to explore the central role of gender and sexuality in the process of social transformation in the post-state socialist Eastern Europe and Russia and to familiarise students with key concepts and debates related to gender and LGBTIQ rights in this region. We will critically examine how gender and sexuality have informed and at the same time been informed by the processes of democratisation, nation-building, and the introduction of capitalist mode of production and liberal values of individual, civil, and political liberties in the post-Cold War period. Special attention will also be given to the ways in which European Union’s legislation, forms of democracy, and value system of gender and sexual equality and non-discrimination have been negotiated by the post-state socialist European countries.

The course will consist of 20 contact hours (lectures, discussion, and group work) divided in 7 meetings (one per a week):
1: Introduction to the course (2h, both teachers)
2: Sexuality and politics of memory (3h, Riikka Taavetti)
3: Gender inequalities in post-socialist semi-periphery (3h, Katja Kahlina)
4: Migration, diasporas, and sexuality (3h, Riikka Taavetti)
5: Anti-gender/anti-LGBTQ mobilisation (3h, Katja Kahlina)
6: Gender and sexuality in EU integration: introduction and group work (3h, both teachers together)
7: Gender and sexuality in EU integration: groups work presentations, feedback and course wrap-up (3h, both teachers)

Completion:
Lectures 20 h, reading (two articles each week for topics 2-5), short Moodle comments each week, short final essay (2200-2600 words). The essay will comprise 70% of the grade, while 30% of the grade will be based on the class participation and short commentaries (due before each class).

Moodle:
Reading and other eventual material will be posted to Moodle. ECEBB Planning Officer will send instructions how to log in for those who have registered to the course. Note: Moodle instructions will be sent to your University of Helsinki email address (Helsinki.fi). The Moodle enrolment key will also appear at the Course page when the course begins.

13.01. - 27.04.2020

Ma 12:15 - 13:45 Metsätalo, sali 22, Unioninkatu 40

13.01. - 27.04.2020

Ma 10:15 - 11:45 Metsätalo, sali 27, Unioninkatu 40

14.01.2020 - 27.02.2020 

Ti 14.1.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 16.1.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 33
Ti 21.1.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 23.1.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 33
Ti 28.1.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 30.1.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 33
Ti 4.2.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 6.2.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 33
Ti 11.2.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 13.2.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 33
Ti 18.2.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 20.2.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 33
Ti 25.2.2020 10:15 - 11:45 Kielikeskus, V5 h144, Vuorikatu 5
To 27.2.2020 10:15 - 11:45 Päärakennus, sali 14, Fabianinkatu 3

Jokaisen luennon yhteydessä on flipped classroom -tyyppinen ennakkotehtävä (esim. lukemista, elokuvien tai videokoosteiden katsomista), joka liittyy luennon aihepiiriin.

Kukin opiskelija osallistuu yhden ryhmätyön laatimiseen ja esittämiseen. Tehtävien aineistoina on Neuvostoliiton ja kansallissosialistisen Saksan politiikkaan, kulttuuriin ja taiteeseen liittyviä tekstejä ja visuaalista materiaalia.

Kurssin pääteeksi kirjoitetaan essee.

Kurssin kertakohtainen ohjelma:

Aihe 1: kurssin järjestäytyminen, lähiopetuskerta
Aihe 2: johdantoluento, MH: Neuvostoliitto / MV: Kansallissosialistinen Saksa
Aihe 3, 4: MH: Neuvostoliitto
Aiheet 5, 6: MV: Natsi-Saksan nousu
Aihe 7: pienryhmätapaaminen
Aihe 8: MV: Natsi-Saksan tuho
Aihe 9: MH: Stalinin loppukausi
Aihe 10: ensimmäinen ryhmätyökerta: NL-ryhmätyöt
Aihe 11: toinen ryhmätyökerta: NS-ryhmätyöt
Aihe 12: kolmas ryhmätyökerta (NL + NS tms.?)
Aihe 13: MH & MV: NL ja NS: järjestelmien vertailua
Aihe 14: MH & MV: Kokoava yhteenveto, loppukeskustelu ja opiskelijapalautteet

Opintojaksossa tutustutaan Viron historian päälinjoihin ja –vaiheisiin. Opiskelijoille annetaan yleiskatsaus seuraavista viron historian tai kirjallisuuden teoksista: Henrik Lättiläisen kronikka; Kalevipoeg; Kevade/Arno ja kumppanit; Totuus ja oikeus; Juhan Liivin runot; Hopeanvalkea (Lennart Meri) , Uppiniskaisuuden kronikki, Riihiukko, Lingvistiline mets (Valdur Mikita). Opiskelijat tutustuvat 2-3 virolaisen elokuvaan (Kevade, Viimne reliikvia, Siin me oleme, 1944) ja musiikkiteokseen.

Pakollinen kirjallisuus:

• Toivo U. Raun, Viron historia. Otava, 1989
• Seppo Zetterberg, Viro. Historia, kansa, kulttuuri. SKS, 1995

Seuraavista valitaan:

• Henrikin Liivimaan kronikki. Suomentaneet Maijastina Kahlos ja Raija Sarasti-Wilenius, SKS 2003;
• Anton H. Tammsaare, Totuus ja oikeus I (tai II, tai III, tai IV, tai V)
• Oskar Luts, Arno ja kumppanit , 1973
• Jaan Kross, Keisarin hullu. WSOY 1982 (useita painoksia)
• Andrus Kivirähk Riihiukko
• Juhan Liiv Kanssasi ja ilman 2014

Oppimista tukevat aktiviteetit ja opetusmenetelmät

Luentokurssi. Kurssin suoritettua opiskelija tuntee viron historian suomenkieliset yleiskatsaukset ja viron kulttuurin päälähteet. Opiskelijat kirjoittavat esseen viron historian/kirjallisuuden yhdestä merkkiteoksesta, etsivät tietoa eri lähteistä, arvioivat eri kirjallisuusteosten/elokuvien/ kulttuuritapausten merkitystä virolaisessa kaanonissa.

Opintojaksossa käsitellään Viron historiaa 20. vuosisataan loppupuolella. Pääpaino on Viron Neuvostotasavallan ja Suomen kontakteilla ja niiden luonteella. Käsitellään myös suomalaisten suhteita ulkovirolaisten kanssa.

Oppimateriaali

• Mika Waltari, Totuus Virosta, Latviasta ja Liettuasta. WSOY 2008
• Mati Graf, Heikki Roiko-Jokela. Vaarallinen Suomi : Suomi Eestin kommunistisen puolueen ja Neuvosto-Viron KGB:n silmin. Minerva 2004.
• Ants Oras. Viron kohtalonvuodet. Useita painoksia.
• Jaan Siiras (=August Annist). Viro neuvostokurimuksessa. WSOY 1942
• Martti Turtola. Presidentti Konstantin Päts : Viro ja Suomi eri teillä
• Martti Turtola. Kenraali Johan Laidoner ja Viron tasavallan tuho 1939-1940. Otava 2008
• Kulle Raig. Pitkä matka lähelle: naapuriksi vapaa Viro . K&K kirjastus 2011
• Kulle Raig. Sateenkaaren värit. Lennart Meren elämä ystävien silmin. Ajatus 2001
• Pekka Lilja, Kulle Raig. Urho Kekkonen ja Viro Minerva 2006
• Juhani Salokannel. Sielunsilta. Suomen ja Viron kirjallisia suhteita 1944-1988 SKS 1988
• Juhani Salokannel. Sivistystahto. Jaan Kross, hänen teoksensa ja virolaisuus, WSOY, 507 s., Juva 2008
• Pekka Lilja. Positiivisen sankarin tulo neuvostovirolaiseen romaaniin: tausta ja toteutus. Jyväskylän yliopisto, 1980
• Heikki Rausmaa. Tuglaksen tuli palaa. SKS 2007
• Heikki Rausmaa. ”Kyllä kultuurin nimissä voi harrastella aika paljon”. Suomen ja Viron poliittiset suhteet keväästä 1988 diplomaattisuhteiden solmimisee elokuussa 1991.
• Pekka Lehtonen: Tehtävä Tallinnassa : Neuvostopropagandaa ja itsenäisyysinnostusta. Into 2016

Oppimista tukevat aktiviteetit ja opetusmenetelmät

Suullinen ja kirjallinen palaute ja vertaispalaute; pienryhmätyöskentely ja itsenäinen työskentely; reflektointi.

Arviointimenetelmät ja -kriteerit:  Yleinen arviointiasteikko 0-5.

Toteutus

Kurssilla opiskelijat suorittavat luentojen jälkeen kirjallisen tentin ja kirjoittavat referaatin valitusta aiheesta.

Opintojakso on mahdollista suorittaa myös kirjatenttinä; tentittävistä kirjoista ja referaatin aiheesta sovitaan vastuuopettajan kanssa.

The students will be able to identify historical events and themes significant in the history of Odessa and become familiar with important works of literature and cinematography connected with the city. Further, they are acquainted with the stereotypical image of Odessa in Russian culture and can critically assess the meaning given to the city within the cultural geography of both Russia and Ukraine and thus gain a deeper insight into the complex relationship between these two countries.

The course explores the cultural history of Odessa from a multidisciplinary perspective from the founding of the city in 1794 up until today. This peripheral city bears an exceptional meaning within the cultural geography of post-Soviet space with its multi-ethnic background and rich cultural heritage. A special focus is given to the early 20th century, when the most notable Odessan Russian-language writers emerged. These authors have played an important part in forming what could be called “the myth of Odessa” in the Russian culture. One of the objectives of the course is the exploration of this myth and the complex relationship between Russian and Ukrainian cultures, as the latter part of the course focuses on the Ukrainian Odessa and contemporary culture of the city. The course is comprised of lectures and class-room discussions on pre-given texts and the students can choose to focus on a specific theme (such as Jewish culture, cultural imperialism, the city-text, the Odessan hero, Russian-Ukrainian cultural relations) according to their interests.

Lectures (3 h each):

1. Introductory lecture: the birth of Odessa, discussion on theoretical frameworks
2. 19th century and fin de siècle Odessa
3. 1910’s and the young generation of Odessan writers
4. Revolution in Odessa
5. Soviet Odessa
6. Ukrainian Odessa
7. Closing lecture: contemporary Odesa; bringing together the themes

Opintojaksossa keskitytään koko kauteen tai yksittäisiin kirjailijoihin ja kausiin, esim. unkarilainen groteski, postmoderni proosa.

Oppimateriaali:

T. Gintli: Magyar irodalom. E. Kulcsár Szabó, A magyar irodalom története 1945-1991; M. Szegedy-Maszák, Irodalmi kánonok; M. Szegedy-Maszák, “Minta a szőnyegen.” A műértelmezés esélyei; E. Kulcsár Szabó, Esterházy Péter (https://pim.hu/hu/dia/dia-tagjai/esterhazy-peter#szakirodalom. 26.2.2017); J. Wernitzer: Idézetvilág avagy Esterházy Péter, a Don Quijote szerzője (https://pim.hu/hu/dia/dia-tagjai/esterhazy-peter#szakirodalom, 26.2.2017.).

G. Tolcsvai Nagy, Nagy László; G. Tolcsvai Nagy, Pilinszky János; P. Szirák: Esterházy Péter (https://pim.hu/hu/dia/dia-tagjai/kertesz-imre#szakirodalom. 26.2.2017.) P. Balassa. Nádas Péter (https://pim.hu/hu/dia/dia-tagjai/esterhazy-peter#szakirodalom. 26.2.2017);

Teoriakirjallisuuden lisäksi kaunokirjallisuutta unkarin kielellä. Määräytyy vuosittaisen kurssitarjonnan mukaan. Kirjatentin lukemisesta on sovittava vastuuopettajan kanssa (unkarin yliopistonlehtori).

Oppimista tukevat aktiviteetit ja opetusmenetelmät: Mm. pari- ja ryhmätöitä, teosten analyysia, pienesitelmiä, esseitä.

Arviointimenetelmät ja -kriteerit: Kokonaisarvosana muodostuu loppukokeen sekä tunti- ja kotityöskentelyn arvioinnista tai kirjatentin tuloksesta. Arvosteluasteikko 0-5.

Toteutus: Luento tai kirjatentti.

Helsingin yliopisto

The goal of the course is to provide students with critical tools for examining political and socioeconomic developments of post-Euromaidan Ukraine as a case study of multiple forms of ‘decommunization’ or democratization. After completion of the course, the students will be equipped with strong theoretical and methodological basis effective for research on turbulent areas such as Ukraine, or any other regions undergoing similar socio-political transitioning.

The course will be taught online. The language of instruction is English. Flexible to existing modes of conduction, the course is open to taking place in Moodle. Within this course, a power point lecture will be provided for each lecture. The video or voice lecture will also be uploaded as to enrich the topic of the lecture for a particular week.

Course outline:
The course proposes critical look at post-2013 Ukraine as a space undergoing multiple forms of socio-political and cultural transitioning that, particularly after the 2014 Euromaidan revolution, has been implemented under multiple forms of ‘decommunization’ reforms. The course introduces students to multivocality of the Ukrainian voices. It extracts the prevailing ‘themes’ that define lives of Ukrainians over particular territory and framework of time, and suggests how, in broader terms, political, economic and cultural domain gets transformed as a consequence of quasi objective forces of both history and present.

Web lectures:
W1:. Introduction: Ukraine: the Borderland (Geography, History, Culture)
W2: Geopolitics of Memory: Kievan Rus, WWII, the USSR
W3: Opposing myths of the Ukrainian Cultural Identity. Socio-political foundations for ‘Othering’
W4. The Euromaidan Revolution: Background, Chronology, Outcomes
W5: Art of the Protest: photo/video/media analysis
W6: Constructing ‘new’ Ukrainian Nation: roots of the ‘Leninfall’
W 7: The 2015 decommunization laws: socio-political and cultural implementation
W8: The ‘Leninfall,’ De-Communization and Nation-Building: multivocality of the grassroots narratives
W9: Objecting decommunization?: The academic, political and medial debates
W10: From grassroots multivocality to state homogeniety?
W11: From Lenin to Bandera: eradication of the ‘Soviet’ past with the ‘nationalist’ present?
W12: Conclusions: “The Unified Ukraine?”—bridging diversity.

Completion:
12 web lectures, reading, weekly journals, and final essay (8-10 pages)
The students will be required to complete two compulsory readings per week and will be given extensive supplementary literature to be covered by those willing to expand their knowledge of the subject further. The students will be asked to complete weekly journals and a final essay.

Background reading:
You can take a look at the following book in case you are not familiar with the course topic:
• Fedinec, Csilla, et al. (2017) ”(Re)conceptualization of Memory in Ukraine after the Revolution of Dignity” in Social Pathology and Prevention Vol.5(1), pp.46-71 (E-article in Helka)
• Zelinska A, Olga 2017: Ukrainian Euromaidan Protest: Dynamics, Causes, and Aftermath. Sociology Compass, September 2017, Vol. 11 (9). (also compulsory course reading, available as E-article in Helka)

This course aims to discuss a relatively new topic related to the Central-Eastern European area, namely (post)colonialism. Traditionally this area was studied through the concepts of nation, ethnicity or religion, but not race. So, what does race has to do with this area both in socialist and even more in the post-socialist context? By studying areas of Balkans and Baltics, this course will cover and discuss a bourgeoning reading on (post)coloniality and the need for an expanded scholarly understanding in identity research in Central-Eastern Europe.

1. Introduction: identity, belonging and intersectionality (DC)
2. Posing the other question: stereotypes, discrimination and colonization (DC)
3. (Post)colonialism and Central-Eastern Europe (DC)
4. What does race have to do with Soviet Union and former Yugoslav region? (DC)
5. Ethnicity, nation and migration in the Baltics (SKK)
6. Ethnicity, nation and migration in the Balkans (DC)
7. Post-socialism, security and race in the Balkans (DC)
8. Seminar (DC)
9. Borders and liminal imaginaries of Balkans and Baltics (DC)
10. Closing the course: conclusions and feedback (DC)

Completion:
Lectures 20 h, reading, essay seminar with poster production, and final essay

Moodle:
Reading and other eventual material will be posted to Moodle. ECEBB Planning Officer will send instructions how to log in for those who have registered to the course. Note: Moodle instructions will be sent to your University of Helsinki email address (Helsinki.fi). The Moodle enrolment key will also appear at the Course page when the course begins.

22.1.­–6.3.2020

Wed 22.1.–19.2., 12–14 M106
Thu 23.1.–30.1., 14–16 M106
Thu 6.2.–30.1., 14–16 M107
Thu 13.2., 14–16 M105
Thu 20.2., 14–16 M106 Seminar (6h)
Fri 6.3., 9–15 M105

This course will provide targeted discussion and analysis of theoretical foundations of border studies and geopolitics as critical social science disciplines. The course will discuss the historical genesis of these theories as well as their applications in the contemporary world. Students will be motivated to read and discuss key works that have characterised the state of art and to contribute their insights into the politically charged debates related to borders and geopolitics (e.g. migration, citizenship, responses to regional conflicts, European Union policies). In this way, theoretical perspectives will be related to practical and policy aspects of borders.

After completing the course the student

• has gained a deeper critical understanding of geographical knowledge and its production
• is aware of political agendas, interests and power relations that inform different geopolitical ideas
• has a deeper understanding of border-making processes as formal (political) as well as everyday practices.

Furthermore, the students will receive training and competence in discussing, presenting and writing their research and thus actively applying theoretical knowledge of border studies and geopolitics.

One major focus of the course will be on the critical analysis of contemporary border-related and geopolitical issues that involve processes of conflict and co-operation, both within the European Union and in neighbouring states. We will devote particular attention to regions near the EU’s external frontiers as case studies of co-operation. Another major substantive element of the course is the analysis of the European Union’s Neighbourhood Policy and how it is affecting relations with neighbouring states such as Russia, Ukraine, Moldova, Morocco, etc. In pursuing a critical geopolitics of borders we will attempt to ‘de-code’ the policies of the EU and neighbouring states.

The course consists of a seminar setting in which there will lectures and text discussion (20h) and seminar presentations (4h) (3 credits); and a written essay (2 credits). Regular attendance is expected and participants will be required to write a seminar presentation and paper based on lectures, class readings and their own text-based research.

At the end of the course, students will:

• be familiar with approaches to and phenomena of migration and mobility;
• be familiar with migration regimes and migration trends within/from the region;
• be able to analyze migration patterns;
• be familiar with political, social, and economic contexts of migration and mobility in and for the region;
• be able to analyze challenges of migration and mobility in and for the region;
• understand the impact of migration on different scalar levels.

The online course consists of four parts, subdivided into ten sessions. All sessions offer comparative perspectives. In order to allow students to focus on their region of study, they can choose for every session whether to analyze a case in CEE/Ukraine, or in the territory that formerly comprised the Soviet Union. The online course offers different discussion forums dedicated to the different cases. However, all students have access to all materials and discussion forums which allows them to gain a broader overview.

PART I: Introduction and Approaches to Migration and Mobility (1) A region ‘on the move’: Migration and mobility in Central and Eastern Europe and the former Soviet Union (2) Approaches to phenomena of migration and migration theory (3) Approaches to phenomena of mobility and mobility theory

PART II: Migration and Mobility Patterns (4) Labor-related migration and mobility Cases: Moldova, Poland, and Lithuania (5) Conflict-induced displacement Cases: BiH, Nagorno-Karabakh, and Ukraine (6) Return and repatriation Cases: Latvia, Russia, and Ukraine (7) Movements from rural areas and small towns to cities and growth poles Cases: Out-migration: Stara Planina (Serbia). In-migration: Tallinn

PART III: Impact of Migration and Mobility (8) Managing diversity: Between xenophobia and integration (9) Emotions and imaginations

PART IV: Summary and Outlook (10) Concluding remarks and open questions

Completion: Ten web lectures, reading, weekly assignments, final essay

1. Introduction - Introduction to the course and course requirements. - Europe’s backyard: East-central Europe and Southeast Europe before the Industrial Revolution: geographical, political, and economic introduction in a global context.

2. An awakening periphery. Ideas of modernization in East-central Europe and Southeast Europe in the nineteenth century

3. History derailed. Modernization attempts in East-central Europe and Southeast Europe in the late nineteenth century

4. End of Empire. East-Central Europe and Southeast Europe after World War I

5. Marching into War. Economic and political tensions of the Interwar Era and World War II in East-central Europe and Southeast Europe

6. The Sovietization of East-central Europe and Southeast Europe

7. The Thaw. Reform communism in the 1960s

8. Rusting Communism. Economic and technological stagnation in East-central Europe and Southeast Europe in the 1970s

9. Dying Communism. Economic and technological collapse in East-central Europe and Southeast Europe in the 1980s.

10. A Blank Sheet. The “Shock Therapy” and toward European integration in East-central Europe and Southeast Europe

11. Bolt from the Blue? The Financial Crisis and its Aftermath in East-Central Europe and Southeast Europe

12. Dark Clouds. What the future will bring to East-Central Europe and Southeast Europe?

Completion: 12 web lectures, reading, essay

Jussi Kauhanen, Javkhlanbayar Dorjdag, Tiina Laatikainen, Timo Lanki, Simo Kokko, Pavitra Paul, Arja Erkkilä, Sohaib Khan, Kastytis Smigelsgas, Enkhjargal Batbaatar

Visiting scholars and lecturers affiliated with the St. Petersburg State University or some other Russian academic institutions (Sergei Mylnikov, PhD, professor; Victoria Dudina, PhD, professor; Maria Taame, MPH, researcher at UEF; Maria Semenova, MD, MPH, researcher at UEF;) Other visiting lecturers may be joining the teaching faculty

The general aim of this online course is to examine the public health aftereffects of the collapse of the Soviet Union. Current challenges, evolving patterns and trends of public and environmental health will be discussed regarding the region that covers the former Soviet Union and some adjoining areas.

The course also includes an overview to the health systems and health care services that are in transition in most parts of the region. After the completion of the course, a student has developed a better understanding of both public health challenges and the efforts to respond to these challenges in the region. A further goal is to develop students’ skills to independently acquire updated health-related data from online sources, regarding crucial issues and developments in public and environmental health.

The profound social, economic, political and cultural changes in the former Soviet Union since 1980s have had a remarkable effect on population health in the region. For example, premature mortality increased sharply in Russia and many other former Soviet states in 1990s, and despite leveling off later, they have remained remarkably high compared to other European countries, and even to many other populations in Asia. In particular, the burden of noncommunicable diseases remains heavy in many parts of Russia, Caucasus, and Central Asia. Controlling infectious disease epidemics has also, for many reasons, turned out to be challenging in the region that also suffers from endemic multiresistant tuberculosis, high rates of HIV, etc. Internal migration within countries, and also across former Soviet states poses one challenge for both population health and service provision. Rates of so-called external deaths, including inuries, suicides, alcohol poisonings, drug-related deaths, and violence, have remained relatively high in many parts of the former Soviet region. Recent or ongoing changes in health systems (partial or total privatization of certain services, revising of health funding schemes, shortage of trained staff, outdated technology and infrastructure, relative lack of pharmaceuticals, weak development in own research etc.) contribute to observed increase of socially patterned health inequalities within many of these populations.

Additional threats come from environmental factors, such as poor air quality, polluted water sources, and uncertain food security and food safety in some areas. The partly unpredictable effects of climate change on population health will be also discussed during the course. The 2-month long online course (on estimate, a half-time study effort to accumulate 5 ECTS study points) utilizes available online health data from a number of sources including, among others, the WHO, the UN and its agencies, the Institute of Health Metrics and Evaluation, the EU (especially with respect to Baltic states), and some national statistical databases. Experts in public health, health promotion, environmental health, social epidemiology, health policy, health economics, and health systems research, present real data-based cases of population and environmental health from various parts of the macroregion. The course also aims at making predictions of future trends, and encourages students to find out about possible policy suggestions and solutions to tackle the existing challenges. Video lectures are be provided by public health specialists and researchers from Russia (e.g. St Petersburg State University, and some other academic institutions), Lithuania, Armenia, UEF (own faculty, plus scholars engaged in public health research in the region), and environmental health experts. Online discussion groups will be formed and operating on the Moodle platform. Independent work involves readings, examining of online sources, public health and environmental health data searches, and at the end, writing of a scholarly essay/report/policy brief on a given topic.

The lectures discuss various cases in the former Soviet area, where local diverse communities have managed to establish, maintain and practice their own unique versions of everyday peace following direct and indirect experiences of different forms of violence. In these societies, the deeply engrained traumas and antagonist divisions co-exist with personal affections between members of groups living side by side, care, respect and love towards each other. The course explores from different perspectives the ways in which such communities cope with their traumas and experiences of direct and indirect violence, build and sustain their precarious versions of local peace, demand justice, and strive for the wellbeing.

The course also critically evaluates effectiveness of peacebuilding interventions of various state and non-state actors that are often deficient of knowledge and capability to meet local needs and to support the locally established practices of everyday peace. Following the introductory lectures devoted to theoretical aspects of everyday peace, each succeeding lecture presents a case study of a specific conflict-affected environment. The emphasis in class discussion is placed on local peace processes involving various community members and the ways to support them by the appropriate policies of external actors. The lecturers discuss virtues and challenges of peace by analyzing its manifestations through everyday practices of local diverse communities strongly influenced by multidimensional state policies.

The main goal of the course is to encourage students to reflect critically on the relation between discourses of conflict and peace and develop an understanding how peace is performed and confronted in different domains of socio-political life. The lectures are delivered by TAPRI members as well as by visiting lecturers who possess profound knowledge about the region, represent different academic disciplines and employ diverse theoretical and methodological approaches. This course is co-funded by Aleksanteri Institute's Russian and East European Master's School.

• be familiar with the main developments of foreign policy in Tsarist Russia after the Napoleonic Wars, in the Soviet Union, and in post-Soviet Russia;
• be aware of how different western schools of international relations explain Russian international relations
• appreciate which factors persist in foreign policy thinking throughout these periods and which change
• be able to compare Russia's relations with different neighbours and great powers, and how this affects cross-border interactions;
• understand the relationship between domestic politics and foreign policy
• be aware of Russia's role in regional and international systems.

Outline (updated 14.2.)
1. Introduction, Kaasik-Krogerus & Lehtisaari, 9.3. (2 h)
• Practicalities of the course (outline, assessment, Moodle)
• Brief overview of geopolitics

2. Popular geopolitics and the media, Lehtisaari, 16.3. (2h)
• Geopolitics in mediatized society
• Journalists and other societal actors in the process of ‘geo-graphing’ in different BSR countries (past and present)

3. Social media and spatial imaginaries, Dmitry Yagodin, 20.3. (3h)
• Social media in making geopolitics
• Russian ‘soft power’ and geopolitical struggles
• Group work

4. Being or becoming European, Kaasik-Krogerus, 23.3. (2h)
• Geopolitical identities and belonging
• EU, Europe and ‘new’ member countries

5. Uses of the past in geopolitics, Justyna Pierzynska, 27.3. (3h)
• Critical heritage studies and geopolitics
• Cases of Estonian and Polish museums

6. Mobility and migration, Kinga Polynczuk-Alenius, 30.3. (2h)
• Heading from ‘Eastern’ to ‘Western’ labour market
• ‘Refugee crisis’ as geopolitical process
• ‘Crisis’ with and without refugees – spread of ‘refugee crisis’ discourse around the Baltic Sea

7. Presentation of group work, Kaasik-Krogerus & Lehtisaari, 1.4. (2h)

8. Conclusions and feedback, Kaasik-Krogerus & Lehtisaari, 6.4. (2h)

Completion:
Lectures18 h, reading, group work, essay: final assessment consists of an individual essay and a group work.

The course is structured around 9 themes. Each session has 45 minutes lecture and 45 minutes seminar-work. The students have to prepare a short essay (1 page) before every class and share them on the course Moodle site (flipped classroom). For the essay the students are asked to search for 1 article in the respective topic and elaborate its content based on their own understanding, previous knowledge of the subject, political attitudes. In addition, they are also required a half page self-reflection of what they have learned after the class in comparison to the preliminary task. The seminar-sections will rely on various methods of interactive teaching, with an emphasis on debates and oral presentations. In the end the students have a poster exam where they present their conclusion of the central questions of the course.

Outline: 1. Introduction: Change and Continuity? (2h)

2. The Fluidity of Turning points: 1918 - 1947 - 1968 – 1989 (3h)

3. Relevance of Spatiality: Buffer-zones, Spheres of Influence, In-Between-ness (3h)

4. Solid concepts? Investigating the Iron Curtain, Cold War, Communism, Democracy (3h)

5. Ends of History: Competing Ideas of Human Evolution (3h)

6. Modernization Theories: Transitology and the Normative Gaze (3h)

7. Post-Post World: the Preriodization Trap (3h)

8. Interactions and multilevel approach (3h)

9. Agency and Institutions: Structuration Theory in Historical Research (3h)

10. Tranches of Historians: Politics of History (3h)

11. Conclusion: Time, Space and Relativity (2h)

Completion: Introduction (2h), lecture + seminar (9 x 3 h), conclusion (2h), reading before each 3 h seminar, essay

The course consists of theoretical and practical parts, therefore it is to be taught through interactive lectures, case-studies, discussions. Each lecture deals with the basic aspects of the course subject and emphasizes topics from the literature relevant to them. Seminars discuss and interpret points, mentioned in advance and represented in the literature related to the particular topics.

Course outline:

1. The New Ukrainian Fiction (Natalya Bekhta)

2. Fictional/Factual in Nuclear Narrative Studies: New Nuclear Criticism (Inna Sukhenko)

3. Eco-Imperatives of Ukrainian Consciousness within Trauma Studies (Inna Sukhenko)

4. Postmodernism Dimensions of Post-Chornobyl Writing (Inna Sukhenko)

5. Glory and Sorrow: cultural production in the beginning of Ukrainian-Russian war (Natalya Teramae)

6. Show must go on: the rethinking of history, returning to the easy genres (Natalya Teramae)

7. The loss of Crimea and the Crimean Tatar question in literature and movies (Natalya Teramae)

8. Popular culture and protest – the soundtrack of Orange revolution (Arseniy Svynarenko)

9. Street art in Ukrainian Euromaidan revolution (Arseniy Svynarenko)

Preliminary content:

1. Introduction

2. The Beginnings of Hysteria: The Collapse of USSR and the Years after

3.The Muddy Years: Lithuania in 1992-2004 4. Being Very Europe: Lithuania in the EU Context

5. We Can American, Too: Popular Culture, Arts, Literature and TV in the Years of Independence

6.Homo Sovieticus: Individual and Society

7. Are We Going to Disappear: Prospects for Future

8. Final Review, Conclusions, Discussions.

The course clarifies the nuances of applying international law, in particular, the ECHR and the CIS law, within the legal system of the modern Russia. The practice of applying international law standards in the following substantive areas in Russia will be summarized: elections and public administration; non-discrimination; the rights of the child. The students will learn recent legal developments regarding the competences of the Russian Constitutional Court to render the decision of international courts unconstitutional.

The course consists of:

Lectures via the AdobeConnect 10 h

Self study (reading/seeking information/written assignments/essay writing/other independent work) 121 h

Examination 4 h

NB! Essay makes 50% of the final grade. Competing the essay is compulsory for the completion of the course. The course is entirely Moodle-based.

Current scholarship agrees that Soviet cultural political contemporaneity was never static and hardly predetermined, in contrast to the old totalitarian school of research, which posited a single, top-down plan. It is of course true that Stalinism produced precarious conditions not only for the adherents of old culture, but also to the left-wing intelligentsia in its entirety. Nevertheless, it seems a totalitarian claim to maintain that the critical intellectual culture of the Stalin era consisted solely of the desk drawer writings of such isolated intellectuals as Mikhail Bakhtin. Challenging such assumptions, this course addresses Stalin-era culture from the perspective that Stalinism can be viewed as the culture of politics or control politics of culture, but not as the culture of Stalin era. Thus, the course takes a critical stance towards the way the mainstream of Revisionists often address Stalinism as a culture per se. The course, on the contrary, differentiates between the concepts of Stalinism and the culture of the Stalin era. In fact, to view Stalinism as a specific culture and civilization seems a rather totalitarian conception itself, which overlooks the individual theoreticians, whose work and ideas survived through Stalinism.

Various questions of contemporary scholarship will be discussed in class together with students. For example, if during the Stalin era we find recognized intellectuals who not only sought to maintain the seeds of critical humanism, international theoretical connections and personal cultural utopias in their intellectual output, and if intellectual achievements took place despite Stalinism, what kind of achievements were they? What were the major intellectual currents that one way or another prevailed, and who were the major intellectuals who contributed to Stalin-era intellectual life? In particular, the question of how the insecure political context shaped the output of individual theoreticians remains central in current scholarship. Furthermore, the course moves beyond general multidisciplinary research challenging the outlook of Stalin-era culture as a monolithic and introverted totalitarian phenomenon, additionally offering analysis of the intellectual content of this culture in comparison to Western and global intellectual contexts.

The individual lectures address Stalin-era culture from various cultural, historical and contemporary perspectives, introducing students to recent theoretical approaches to the concept of Stalinism and Stalin-era historiography. While the former Soviet culture is discussed in general, the particular case of Ukraine and Stalinism will be discussed in two separate lectures by Prof. Kangaspuro; first on historical and historiographical level and then from the contemporary perspective. Prof. Oittinen and Dr. Viljanen talk about important Russian/Soviet thinkers and cultural theoreticians against the backdrop of cultural transitions and fluctuating cultural politics of the 1930s and 1940s. Dr. Österbeg and Ph.D. Candidate Ikonen will lecture on Stalin era and its legacy from a point of view of cinema and literature. Ph.D. Candidate Okabe will talk about the late Stalinism from the point of view of philology.

Day 1
• Dr. Elina Viljanen (University of Helsinki): Introduction: What do we mean by Stalin era?/Methodology&Goals of the Course
• Prof. Markku Kangaspuro (University of Helsinki): The evolution of the Stalin era historiography

Day 2
• Dr. Elina Viljanen: The concept of Stalinism and culture – the recent scholarship
• Prof. emeritus Vesa Oittinen (University of Helsinki) & Dr. Elina Viljanen: Stalin era intellectual culture and cultural theoreticians

Day 3
• MA Takehiro Okabe (University of Helsinki): Empire, Power and Philological Knowledge in the Late Stalinism: the Kalevala and the Finno-Ugric Studies
• Dr. Meri Herrala (The University of the Arts): The Evolution of Soviet Control System of Arts in the Context of Soviet Politics

Day 4
• Dr. Elina Viljanen: Stalin-era Socialist Realism, its prehistory and aftermath: the case of Soviet Music
• Dr. Lauri Piispa (University of Turku): Cinema in the Stalin Era

Day 5
• MA Susan Ikonen (University of Helsinki): The cultural reading of Stalinism and Stalin era in the post-Stalin era Soviet literature
• Prof. Markku Kangaspuro: The disputes and use of Stalinism in contemporary Russia and Ukraine

Day 6
• Dr. Elina Viljanen: Directions to essay writing & general discussion/Feedback

Teaching methods:
Lectures are introductory and interactive. The students are assigned readings from recent Stalin-era scholarship, which are then discussed during the lessons. We invite students to ponder to what extent certain cultural phenomena and intellectual currents of the Stalin era were unique features that can be branded as Stalinist and to what extent they share features that are shared with other post-revolutionary societies. Furthermore, how does an international or global perspective shift our understanding of the phenomenon of Stalinism?

Completion and course materials:
The student will pass the course by 1) answering to the pre-questions based on pre-readings prior to the class in the Moodle and writing a learning diary after each lesson, and by 2) writing a Final Essay (min. 8 pages plus bibliography, max. 15 pages plus bibliography with 1.5 spacing, typeface Times New Roman, size 12) and Learning Report (min. 5 pages, max. 10 pages. Bibliography is not required, but references to the relevant literature in footnotes is a plus).

The course materials consists of a selection of articles provided by different lecturers. The student will have to refer to these articles in his/her Final Essay and Learning Report (more info in the Moodle before the course). The Learning Report is based on learning diary, which the student forms along the course (short descriptions of the core ideas of each lesson accompanied by student’s own analytical thoughts). The student is asked to return the Final Essay and Learning Report within two weeks after the course via Moodle. The student is free to use books from the list of recommended readings to construct his course writings/essays. In the essay writing, the student is asked to pay attention to the academic writing criteria (detailed directions will be in the Moodle). The pre-questions (20% of the final grade), Final Essay & Learning Report (80% of the final grade) is assessed from 1–5. In order to receive the grade the student needs to attend all lessons.

Background reading:
In case you are not familiar with the course topic from before, you can take a look at the "Stalin era in­tel­lec­tual culture - a chal­lenge" article written by Elina Viljanen (see link below). In the left column of the article page you can find "Discussing Stalinism. Problems and Approaches (Aleksanteri Institute, 2015)" which also serves as background reading.
https://www.helsinki.fi/en/news/language-culture/stalin-era-intellectual-culture-a-challenge

07.-21.01.2020

Tue 07.01.2020 14:00-16:00 Ls09, TSE Ls09

Thu 09.01.2020 12:00-16:00 Ls09, TSE Ls09

Tue 14.01.2020 14:00-16:00 Ls04, TSE Ls04

Thu 16.01.2020 14:00-16:00 Ls07, TSE Ls07

Tue 21.01.2020 14:00-16:00 Ls09, TSE Ls09

In the 2000s, Russia was one of the fastest growing major economies in the world. Russia's skyrocketing growth spilled over to other East European countries, and hence provided foreign firms with a multitude of business opportunities all over Eastern Europe.

The course gives an overview of the development of foreign direct investments in Russia, Belarus and Ukraine. Representatives of several leading firms, which have conducted investment projects in Eastern Europe, speak about their experiences in this lucrative but at the same time so volatile market. In addition to lectures, the course contains an analytical case study (course work) on a topical theme.

Learning material

The Russian Economy and Foreign Direct Investment, Ed. by Kari Liuhto, Sergei Sutyrin and Jean-Marc F. Blanchard. Taylor & Francis Group.

World investment report, UNCTAD. New York and Geneva, United Nations (the most recent annual publication). Available at www.unctad.org.

Liuhto, Kari, Experiences of Finnish firms operating in Belarus – balancing between profits and political peculiarities. Electronic Publications of the Pan-European Institute (4/2014). Available at http://www.utu.fi/pei.

Richmond, Yale, From Nyet to Da: Understanding the new Russia. Boston, Intercultural Press 2008.

Information on additional material will be announced in the beginning of the course.

• students of the course will be able to analyse the complexities of gendered social policies, institutional arrangements and everyday practices of individuals,
• students will develop knowledge about different aspects of social care and gender in Soviet and Russian context, and will be able to apply theoretical lenses of gender theory and sociology of care to conduct research on the topic.

Categories of gender and care are central to understanding everyday life both in contemporary Russia, and in previous periods. In terms of gender arrangements, Russian society in the course of its history has oscillated between the most progressive ideas to the most conservative ones. Care (a phenomenon intertwined with gender) to a large extent framed relations between Soviet citizens and the state. In contemporary Russia transformations of care patterns in different domains exemplify departure from or continuation of Soviet legacies.

The aim of this course is to deal with the issues of gender and social care in Russia both on conceptual and empirical level. We will consider social and historical research on the topic to get deeper insights in Russian society. We will also explore analytical potential of this kind of researches, and focus of theoretical challenges that can be derived from studying Soviet and post-Soviet experience. The course consists of lectures and seminars. Students also will be required to develop and present individual projects, which should be focused on analyzing particular example of social care policies, institutional arrangements and/or practices in Soviet and/or Russian context.

1. Lecture. Theme 1. Care and gender citizenship. Theoretical considerations

2. Lecture. Theme 2. Soviet gender order: 1918-1930’s, political mobilization of women and politics of defamilialization

3. Lecture. Theme 3. Soviet gender order: 1930’s – 1950’s, economic mobilization of women and introduction of ‘working mother’ gender contract

4-5. Lecture and seminar. Theme 4. Soviet gender order: 1950’s – 1980’s, liberalization of gender policy

6-7. Lecture and seminar. Theme 5. Transformations of gender citizenship in contemporary Russia

8-9. Lecture and seminar. Theme 6. State care for women-mothers: institutional reforms and citizens’ reproductive choices

10-11. Lecture and seminar. Theme 7. Child care and family policies

12-13. Lecture and seminar. Theme 8. Elderly care: ideologies, institutions and practices

14. Presentation of individual research projects

By the end of this course students should be able to:

Understand the process of transition from a centrally planned to a market-based economy and its implications for doing business in the region;

Understand the motivation and strategies of foreign companies in CEE;

Be aware of marketing and managerial challenges in CEE and understand how these challenges could be tackled.

The course will also support the development of students’ skills.

After completing this module students will have:

Improved their critical thinking by seeing business issues from different perspectives (Western versus CEE perspective);

The ability to see business decisions in emerging markets embedded into a very diverse and dynamic environmental context;

The ability to structure decisions related to the choice of the right entry and marketing strategy into CEE.

The purpose of this course is to give an overview of current issues and trends when doing business in the region and on strategy formation and implementation in CEE from the perspective of Western and local companies.

The course will focus on the following issues:

Characteristics of the business environment and markets in CEE (in comparison to Western Europe)

Motivation for doing business in CEE

Market entry strategies and strategies of foreign investors in the region

Main marketing challenges in CEE

Main managerial challenges in CEE

Economic crisis and its implications for doing business in CEE.

The course has three main objectives. First, it examines the cultural politics of childhood in socialist and post-socialist spaces and the ways in which childhood unfolds for children in relation to the educational theories, politics, policies, and practices that are used to understand, approach, control, and regulate children’s lives. Special attention is paid to the role of and changes in the policies and practices of education in their larger societal, geopolitical and economic contexts and during large-scale political and social changes.

Second, through a broad and partially comparative approach the course seeks to document both similarities and differences in the objectives and actual realities of education in the region historically and contemporarily. It shatters the myth of a homogenous education space that supposedly unified the socialist world through a unidirectional delivery of ideologized education content and socialization, and disconnected it from the education systems and experiences on the other side of the Iron Curtain. While some lectures focus primarily on a particular aspect of education in the period of historical socialism, others shed light on educational transformations after the fall of the Berlin Wall. They critically examine the supposed end of socialist education practices and question the imaginaries of unidirectional educational transformations driven by Western experts and discourses.

Finally, we look at the historical and contemporary research practices and ask - How do we know what we know about childhood and education during and after socialism? In our answer to this question we explore the hierarchy between the East and West that constructs the former as a periphery and the latter as the center of knowledge production which still exists today. We also ask in what ways socialist legacies and education utopias are alive and continue to play a role in schooling and childhoods in post-socialist spaces and beyond.

Course content:

Lectures 14h, readings-based seminars 6h, student presentations 4h

Lecture 1 The cultural politics of childhoods in socialist spaces (Zsuzsa Millei, Tampere University).

Lecture 2 Cultures of childhood and schooling: materialities, emotions and bodies (Zsuzsa Millei, Tampere University)

Lecture 3 Education, international assistance and solidarity during and after state socialisms (Jane Weiss, Humboldt University & Nelli Piattoeva, Tampere University).

Lecture 4 Education borrowing - the “East” to “West” dimension (Daniel Tröhler, University of Vienna)

Lecture 6 Education surveillance and the digital governance of education: continuities and ruptures between the Soviet and the post-Soviet (Nelli Piattoeva, Tampere University)

Lecture 5 Post-socialist education transformations: unexpected openings (Iveta Silova, Arizona State University).

Lecture 7 & Panel discussion Exploring knowledge production on childhood and schooling in socialist and postsocialist societies: the potential of decolonial approaches. (Madina Tlostanova, Nelli Piattoeva, Nelli Piattoeva)

Lecture 1. What do we know about environment and technology in socialism?

Lecture 2. Cold War Nature: competition and cooperation between East and West Lecture

3. Soviet Forests: how did different actors see them?

Lecture 4. Industrial Production and Natural Resources: forests and water

Lecture 5. Socialist Engineers: destroyers or protectors?

Lecture 6. ‘Seeing like a State’: Soviet ideology and legislation

Lecture 7. Innovations and Nature: the problem of green economy in the USSR

Lecture 8. Nature protection and environmental movement in the USSR

Modes of Study

Lectures (16 hours) + a written course diary (2 credits) and a research essay (8-10 pages, 3 credits) on a related topic of choice that will be evaluated by Dr Pasi Tuunainen (pasi.tuunainen at uef.fi)

10.2.–14.2.2020 

Mon 10.2., 10–12 M305
Tue 11.2., 8–10 M305
Tue 11.2., 12–14 M305
Wed 12.2., 8–10 M305
Wed 12.2., 12–14 M305
Thu 13.2., 8–10 M305
Thu 13.2., 12–14 M305
Fri 14.2., 10–12 M107

The short intensive course is dedicated to Russia’s cross-border twin towns, geographically proximate urban places on international borders that have a special relationship – conflictual, co-operative or both. Widespread in both Americas, Eurasia and Africa, cross-border twin towns have strong regional features that derive from the history of re-/debordering, as well as from the towns’ ethno-cultural and religious composition.

The course will provide a general understanding of cross-border twin towns as a global phenomenon and methods to study them, summarise the regional specifics of cross-border twin towns in Russia and Eastern Europe and point at ways of reciprocal experience transfer among twin towns in the East and the West. Students will learn how changes in border permeability along Russia’s borders and in Eastern Europe have influenced cross-border twin towns and their symbolic function, as some have become laboratories of bilateral co-operation while others have turned into places of confrontation and securitisation.

Lecture 1. Twin towns: theoretical remarks and geographic overview

Lecture 2. Methods of studying twin towns

Lecture 3. Classic examples of twin towns along Russia’s borders: Narva-Ivangorod and Svetogorsk-Imatra

Lecture 4. Ersatz twin towns: paired settlements along the Sino-Russian border

Lecture 5. ‘Self-declared’ twin towns: Nikel-Kirkenes and other possibilities of twin town breeding along Russia’s borders

Lecture 6. Twin towns in Eastern Europe

Lecture 7. International examples of twin towns: possibilities for experience transfer?

Lecture 8. Current research avenues in studying twin towns

Modes of StudyLectures (16 hours) + a written course diary (2 credits) and a research essay (8-10 pages, 3 credits) on a related topic of choice that will be evaluated by Dr Paul Fryer (paul.fryer at uef.fi)

The goals and contents of the course (general description, headlines of singular lessons, teachers) and planned schedule: Aim of the course is to attain in-depth knowledge of Russian and transnational environmental regulation “in books and in practice”. Focus is on the multilevel governance of renewable and non-renewable natural resources, on the role of private authority (transnational corporations and NGOs) in governance, on effects of sanctions on resource extractive industries, corporate social responsibility, benefit sharing and the interaction between enterprises and indigenous and other local communities.

The course will give sufficient knowledge on transnational and national governance of natural recourses in Russian Federation in a situation of continuous sanctions and political isolation. Transnational private regulation and national legislation on forests, fisheries, oil and gas, and nuclear energy will be evaluated. Special attention will be given to forestry and fisheries certification schemes and their contribution to sustainability of resource use. After the introduction of relevant legislation and other forms of regulation, the actual implementation of law and other regulation in Russia will be discussed. Comparative analysis with European and the North American resource management laws and practices will be provided. Case study examples will help to grasp the problems and benefits of regulation and its implementation and implications on local people and environment.

1) Transnational and national regulation of resource management (2 h) Pappila

2) Russian environmental legislation and administration (2 h) Pappila

3) Private regulation: Corporate social responsibility and certification schemes (1h)Tysiachniouk

4) Legal (land) rights of indigenous peoples (1 h) Tysiachniouk

5) Environmental NGOs in resource management, effects of the law on foreign agent (2 h) Tysiachniouk

6) Regulation and governance of fisheries (2 h) Tysiachniouk

7) Transnational regulation of Russian forestry: transnational value chains and forest certification schemes (Forest Stewardship Council Certification (FSC) (2h).

8) Comparative analysis of forest management in Russia and Byelorussia; in Russia and Finland ( 2h) Tysiachniouk

8) Oil and gas industry in Russia: regulation, CSR, local people and environment, oil production networks, effects of sanctions (2 h) Tysiachniouk

9) Benefit sharing arrangements of extractive industries: comparative analysis in Russia, Alaska and Canada (2h) Tysiachniouk

10) Nuclear energy in Russia and Europe; social movement for nuclear safety (2 h) Tysiachniouk

In this lecture course, we will look at the Russian Arctic from different viewpoints and disciplinary traditions. We combine political, historical, anthropological and legal viewpoints in order to draw a better picture about the Russian Arctic developments from past to present.

The course contains the following themes: 1) Introduction to the Russian Arctic studies 2) History of the Russian North/Arctic 3) Introduction to Russian Arctic law 4) Russian Saami community 5) Indigenous peoples of the Russian Arctic 6) Corporate Social Responsibility in the Russian Arctic 7) Russian Arctic Forests - perspectives for forest use and conservation 8) Memory politics and use of history in Russian Arctic Politics 9) Societal aspects of energy in Russia and the circumpolar north 10) Russian Arctic politics and international cooperation 11) Geopolitics of the Arctic 12) Summary of the course/presentations

Methods: Lectures and exercises (24h), independent work (108h) total 132h. Lectures will be streamed online, but the question remains open, whether the recordings will be available in Moodle. Requirements: Active participation in the lectures (80%), reading requested course material and writing an essey (7-10 pages) based on a given literature and lectures.

Requirements:
Active participation in the lectures (80 %), reading requested course material and writing an essey (7-10 pages) based on a given literature and lectures.

Timetable:
Monday 17.2.
1) 10-12 LS20, Introduction to the Russian Arctic studies and history of the Russian Arctic (Susanna Pirnes)
2) 12-14 LS20, Introduction to Russian Arctic law (Olga Pushina)

Tuesday 18.2.
3) 10-12 LS3, Russian Saami community (Lukas Allemann)
4) 12-14 LS3, Indigenous peoples of the Russian Arctic (Stephan Dudeck)
5) 14-16 LS3, History of colonisation and resource conflicts and land claims (Stephan Dudeck)

Thursday 20.2.
6) 10-12 LS16, Corporate Social Responsibility in the Russian Arctic (Adrian Braun)
7) 12-14 LS16, Russian Arctic Forests - perspectives for forest use and conservation (Kaisa Vainio)

Monday 24.2.
8) 10-12 LS13, Memory politics and use of history in Russian Arctic Politics (Susanna Pirnes)
9) 12-14 LS13, Societal aspects of energy in Russia and the circumpolar north (Hanna Lempinen)

Tuesday 25.2.
10) 10-12 LS13, Russian Arctic politics and international cooperation (Susanna Pirnes)
11) 12-14 LS13, Geopolitics of the Arctic

Thursday 27.2.
12) 10-12 LS13, Summary of the course/group presentations

20.4-25.4.2020

Mon-Fri 10-12 and 12-14

The aim of this course is to present and overview of the nation building and contemporary political developments in Ukraine. Students will learn about various aspects of national identity, nationalism, governance, political protest and civil society in Ukraine.

The course covers the key political and cultural events in Ukraine from Perestroika to present day with their analysis and discussion. Relevant academic literature will be provided to students for each lecture topic. Besides lectures, the in-class work will also include group assignments and discussions with the aim to activate and strengthen critical and analytical thinking.

1. Nation, ethnicity and nationalism: an introduction to theoretical discussion
2. Revolution on Granite. Ukrainian independence: reformed communists, red-directors and former dissidents setting the new rules of the game.
3. Even Crimea voted for Ukraine's independence: political and cultural regions of Ukraine. Cultural policies, minorities and ethnic relations in Ukraine.
4. Ukraine under Kuchma and "Ukraine without Kuchma": political movements, organizations, and personalization of politics in Ukraine.
5. Lessons of the “Orange revolution”: electoral process in Ukraine and the role of the civil society.
6. The system of governance in contemporary Ukraine: finding the balance between president, parliament and regions.
7. Women in Ukrainian politics.
8. 'Ukraine-Russia-the EU' triangle: Ukraine in international relations
9. Euromaidan: political parties and civic protest self-organization in the first Ukrainian revolution in 21 century
10. Russia-Ukraine war: Minsk talks, Normandy format.

Assessment: lecture attendance and lecture diary

Lecture 1 (2 hours) The World of Art movement: re-inventing the Russianness: Mikhail Nesterov, Kuz'ma Petrov-Vodkin, Boris Kustodiev.

Lecture 2 (2 hours) The Russian Futurism. A breakthrough to a new language. Kazimir Malevich and his "Suprematism". The revolution in arts and the social revolution.

Lecture 3 (2 hours) Art and propaganda. The story of one poster (Dmitri Moor). Art under Stalin. ‘The new Soviet citizen’ and the drama of Alexander Rodchenko.

Lecture 4 (2 hours) Unofficial and nonconformist art in the USSR: The Bulldozer exhibition (1974). The phenomenon of Ilya Glazunov and Konstantin Vasilyev and the new Russian nationalism. In search of the new national identity.

Lecture 5 (2 hours) Photography in the USSR. Analytical photography of the Post-Soviet period. Yevgenii Khaldei, Dmitrii Baltermatnz, Antanas Sutkus, Lialia Kuznetsova, Valery Shchekodldin, Sergei Maksimishin, Dmitri Markov.

Lecture 6 (2 hours) Freedom of art-expression in the USSR. "Desert of forbidden art" (2011). A film about one collection of the Russian art and its keeper (Igor Savitskii). A final discussion.

This course aims to introduce jazz as a cultural phenomenon in former Eastern bloc cultural area. Jazz has been problematic for Communist authorities who could not devise an ideologically correct univocal approach to jazz and bounced between characterizing jazz as a legitimate proletarian music of a suppressed racial group, and as a product of bourgeois decadence and Jewish capital. But despite the changing attitude of officials jazz never disappeared - musicians’ fanatical interest towards jazz was impossible to erase. Following to brief introduction to jazz culture in general this course focuses on selected topics to demonstrate the practices, modes of functioning and musical appearances of jazz culture in former Eastern bloc countries.

1.Introduction to jazz

2. Jazz-as-a-tradition paradigm versus Jazz in State Socialism

3. Jazz and ideology in late-Stalinist era: the example of Estonia

4. American Cold War jazz ambassador in Eastern Europe: VOA broadcaster Willis Conover

5. Festivalization of jazz culture: jazz festival Tallinn ’67.

6. Polish jazz and jazz journalism. Polish jazz magazine Jazz Forum.

7. Czechoslovakia ‘Jazz Section’. Jazz in Hungary.

8.Free jazz of Vyacheslav Ganelin and Lithuanian jazz. Jazz in GDR and Yugoslavia. Summary of the course.

The ‘digital’ is profoundly changing Russia today, equally transforming the methods used to study Russia. goals and contents of the course (general description, headlines of singular lessons, teachers) and planned schedule. To grasp this two-fold transformation, this course brings together leading Helsinki experts in Russian studies and digital humanities to examine how Russian society, politics, economy and culture are reconfigured in the context of digitalisation. Through a series of lectures, a documentary screening and concluding workshop, the course provides a concise overview of the novel opportunities for applying digital methods and big data to the study of Russian state and society. We will address methodological questions that are particular to the study of Russia, such as Russian social media platforms and the analysis of Russian-language sources, as well as legal and ethical controversies involved in working with Russian digital research materials.

The course is suitable for all students interested in the changing field of Russian Studies at the intersection of the ‘societal’ and the ‘digital’. Digitalisation has resulted in the emergence of a wealth of new (big) data sources, such as digital archives, social media and various kinds of ‘digital-born’ content that allow us to investigate Russian society in novel ways and with the help of digital tools. While the lectures concentrate on Russia as their case study, students will be invited to reflect on how digitalization is affecting state and society in other countries in Central and Eastern Europe and Central Asia, and how the (dis)similarities in these processes can be explained, throughout the duration of the course. The course is structured in such a way that proficiency in Russian is not required for its successful completion, yet the concluding workshop will be particularly beneficial for students of Russian. The lecturers will provide suitable (e.g. English) alternatives where necessary.

The scope of transformations that ‘digital’ brings to Russian society and state is impressively large. As a consequence, a variety of disciplines focus their attention on the new phenomena brought to life by the digitalization, often using new methods of inquiry and new sources of data. This course brings together experts in Russian studies and digital humanities to examine how Russian society, politics, economy and culture are reconfigured in the context of digitalisation, and introduce major disciplines approaching the digital transformation.

The course is suitable for all students interested in the changing field of Russian Studies at the intersection of the ‘societal’ and the ‘digital’. The course entails 24 hours of teaching with various activating learning formats, such as lectures supported by mandatory reading/video materials and curated work on group projects.

Course schedule

Session 1 (04.05.20) Introduction: course details, key concepts, group work begins

Session 2 (06.05.20) Digital Humanities as a Discipline, Approach, and Methodology

Session 3 (08.05.20) The History of RuNet in a global perspective

Session 4 (11.05.20) Infrastructure approach to Internet

Session 5 (13.05.20) Internet control in Russia

Session 6 (15.05.20) Nationalizing the RuNet

Session 7 (18.05.20) E-government: Plans, Reality, and Future Outlook

Session 8 (20.05.20) Data economy

Session 9 (22.05.20) Culture goes online

Session 10 (25.05.20) Media production

Session 11 (27.05.20) Media consumption

Session 12 (29.05.20) Final group work presentation.

Completion:
18h lectures, readings, video material, learning diary and a final group project in the form of presentation.
Reading, instructions for remote participation and other eventual material will be posted to the Moodle.

1. Ketola, Kari; Vihavainen, Timo, Changing Russia? History, Culture and Business. Helsinki, Finemor Oy 2014.
2. Sutela, Pekka, The Political Economy of Putin's Russia. New York, Routledge 2012.
3. Åslund, Anders, Russia’s capitalist revolution: why market reform succeeded and democracy failed. Washington, Peterson Institute for International Economics 2007.
4. Gregory, Paul R.; Stuart, Robert C., Russian and Soviet economic performance and structure. New York, Harper Collins College Publishers 2001.