CIVICA ESR
COURSE CATALOGUE

This session will review the definition of the pillars of a course. We will then present the keys to organizing (or reorganizing) your course plan by aligning learning objectives, activities and assessment methods. The question of how to link times, places and methods of delivering your teaching will also be addressed. This session will be held online (Zoom) on 23/09/2024 from 10am to 11.30am.
Teachers:

• Véronique DUBOIS BOUCHET (Sciences Po)

This hands-on course introduces participants to theory and best practices of teaching in higher education. In addition to the presentation of conceptual tools and strategies for good teaching and learning, such as inclusive classroom teaching, some time will be allocated to practical exercises. This is a block seminar, which will take place online from Monday 23 Sept until Friday 27 Sept 2024 (9:30-13:00). The course will be followed by a micro-teaching session on Monday 30 Sept 2024 (9:30-17:30). Instructor: Dr. Annika Zorn. More information here: https://www.hertie-school.org/en/phd/phd-research/doctoral-course-offerings/introduction-to-teaching-in-higher-education
Entry requirements: little or no teaching experience

This session will review the definition of the pillars of a course. We will then present the keys to organizing (or reorganizing) your course plan by aligning learning objectives, activities and assessment methods. The question of how to link times, places and methods of delivering your teaching will also be addressed. This session will be held online (Zoom) on 24/09/2024 from 2.30pm to 4.00Pm.
Teachers:

• Véronique DUBOIS BOUCHET (Sciences Po)

This seminar surveys the state-of-the-art in the field of international relations (IR) theory. It is based on two developments that concern the understanding of theory itself and its substantive content. First, IR, but the social sciences more generally, have become more self-aware of the fact that theorising takes place in different domains, such as meta-theory, ethics and normative theory, empirical theory both in the interpretivist and naturalist tradition, concept analysis and analytical frameworks, and political or ontological theorising. It also serves different purposes. While theory, in its instrumental purpose, can be the result of (empirical) knowledge, it can also be the very condition for the possibility of knowledge, as in the constitutive function of ‘analytical lenses’.
Teachers:

• Stefano Guzzini (European University Institute)

Welcome to the online course on Equity, Diversity and Inclusion. In this course you will familiarise with the concepts of equity, diversity and inclusion and reflect on how to make your research and working environment more inclusive. Module 1 presents an Introduction to Equity, Diversity and Inclusion. It will introduce the concepts of Equity, Diversity and Inclusion (EDI). It will focus on four important steps: unpacking what EDI means, by providing some key definitions; visible and invisible characteristics, represented by the Diversity iceberg; the concepts of intersectionality, privilege and discrimination. Module 2 will focus on unconscious bias and gender stereotypes, by inviting you to reflect on: the meaning of unconscious bias; the types of biases and how to overcome them; the meaning of gender stereotypes; and how to overcome gender stereotypes. At the end of the course, you will be more aware of key concepts concerning equity, diversity and inclusion, and be able to understand and recognise how they relate to your daily life. The participants will be selected on a first-come-first-served basis.

Theories of recognition are prominent in different theoretical domains of social and political theory. They touch questions of the ontological assumptions we make about what humans are. They understand the subject as someone always already entangled in the recognition practices shared with others. Any individual is fundamentally social. As such, theories of recognition can be closely, if often critically, connected to theories of identity (or indeed: identification) and subjectification. This, in turn, makes theories of recognition relate to theories of domination, as social roles, rank and status are negotiated through practices of recognition or misrecognition. Power relations are constituted not only through the direct effects of (mis)recognition but also through the underlying discourses and terms within which such recognition is authorised and granted in the first place. Consequently, theories of recognition also inform many symbolic theories of action, focusing, for instance, on practices of stigmatisation or the rituals of the everyday in which performances reconvene or also challenge subject positions and the terms in which they are constituted, such as gifts. Finally, theories of recognition have become the base of normative theories of democracy and also international politics.
Teachers:

• Stefano Guzzini (European University Institute)

Nomothetic accounts of politics have postulated a deductive framework to explain political outcomes, in principle applicable across space and over time. In this framework, self-interest is the driving force of human action, dictating decisions based on two ingredients, both exogenously given: preferences and institutions. Within this set-up, culture has been treated as a residual quantity, devoid of any any analytical power. The purpose of this course is to unpack and scrutinize this residual, bringing culture to the forefront of political analysis. The seminar offers an in-depth exploration of theoretical and empirical approaches to the study of political culture. Political culture, as a field of study, intersects various disciplines, including political science, economics, public policy, psychology, evolutionary biology, and anthropology. This course aims to define and understand culture using social science tools, addressing fundamental questions about its origins, transmission, and evolution.
Teachers:

• Elias Dinas (European University Institute)