Computer Engineering | |||||
Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
Course Code | POLS 327 | ||||
Course Title in English | Youth and Politics | ||||
Course Title in Turkish | Youth and Politics | ||||
Language of Instruction | |||||
Type of Course | Flipped Classroom | ||||
Level of Course | Intermediate | ||||
Semester | Fall | ||||
Contact Hours per Week |
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Estimated Student Workload | 126 hours per semester | ||||
Number of Credits | 5 ECTS | ||||
Grading Mode | Standard Letter Grade | ||||
Pre-requisites | None | ||||
Expected Prior Knowledge | None | ||||
Co-requisites | None | ||||
Registration Restrictions | Only undergraduate students | ||||
Overall Educational Objective | To learn to understand different aspects of youth political engagement and to acquire the skill of building comparisons among youth activisms of various types. | ||||
Course Description | This course aims to move beyond the mainstream approaches to youth political participation and to attract attention to emerging forms of political activism among current generation of young people. It will bring interdisciplinary scholarship on contemporary youth activisms in different parts of the world. The course intends to enable a vivid class discussion on contemporary youth demands and their political implications. | ||||
Course Description in Turkish |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand different conceptions of the category of youth 2) distinguish between different theoretical approaches on youth political participation 3) compare and contrast different types of youth political participations across the world 4) identify the political demands of their generational counterparts across the world and analyze the implications of youth politics on electoral politics 5) understand the history and current state of young people’s relation to politics in their home country |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
---|---|---|---|---|---|
1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | |||||
2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | |||||
3) An ability to communicate effectively with a range of audiences | |||||
4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | |||||
5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | |||||
6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | |||||
7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. |
N None | S Supportive | H Highly Related |
Program Outcomes and Competences | Level | Assessed by | |
1) | An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | N | |
2) | An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | N | |
3) | An ability to communicate effectively with a range of audiences | N | |
4) | An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | H | Exam |
5) | An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | N | |
6) | An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | N | |
7) | An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. | N |
Prepared by and Date | BEGÜM UZUN TAŞKIN , December 2023 |
Course Coordinator | BEGÜM UZUN TAŞKIN |
Semester | Fall |
Name of Instructor | Asst. Prof. Dr. BEGÜM UZUN TAŞKIN |
Week | Subject |
1) | Introduction |
2) | How to Define the Category of ‘Youth’ |
3) | Youth Withdrawal from Mainstream Politics: Reasons, Consequences, and Solutions |
4) | Alternative Forms of Youth Political Participation |
5) | Youth Activism against Neoliberal Education |
6) | Youth Defiance under Authoritarian Regimes: Iran and Saudi Arabia |
7) | Midterm exam |
8) | Pro-Regime Youth Activism: The Nashi Youth Movement in Russia |
9) | The Rise and Fall of Youth Revolutionary Activism: Arab Youth, Democracy and Justice Demands |
10) | ‘Online rebels’: Digital Youth Activism |
11) | #FridaysForFuture- School Strikes against Climate Crisis |
12) | The History of Youth Politics in Turkey |
13) | Contemporary Youth Movements in Turkey |
14) | Presentations |
15) | Final examination period |
16) | Final examination period |
Required/Recommended Readings | Bourdieu, P. (1993). “‘Youth’ is Just a Word.” In P. Bourdieu Sociology in Question (pp. 94-102). London, Thousand Oaks, Calif: Sage. Bastedo, H. (2015). “Not ‘one of us’: understanding how non-engaged youth feel about politics and political leadership”, Journal of Youth Studies, 18(5): 649-665. Stockemer, D. and Aksel Sundström. (2018). “Age representation in parliaments: Can institutions pave the way for the young?”. European Political Science Review, 10(3): 1-24. Norris, P. (2003, November 27-28th ). "Young People and Political Activism: From the Politics of Loyalties to the Politics of Choice". Keynote at the Council of Europe Symposium on young people and activism . Retrieved from: http://www.hks.harvard.edu/fs/pnorris/Acrobat/COE%20Young%20People%20and%20Political%20Activism.pdf. Farthing, R. (2010). "The politics of youthful antipolitics: representing the 'issue' of youth participation in politics". Journal of Youth Studies" , 13(2):181-195. Somma N. M. and Donoso, S. (2021). “Chile’s Student Movement: Strong, Detached, Infleuntial—And Declining?”. In Lorenzo Cini, Donatella della Porta, and Cesar Guzman-Concha (eds) Student Movements in Late Neoliberalism: Dynamics of Contention and Their Consequences, pp. 241-267. Cham: palgrave macmillan Bayat, A. (2010). “Muslim Youth and the Claim of Youthfulness”. In A. Bayat and L. Herrera (eds) Being Young and Muslim: New Cultural Politics in the Global South and North (pp: 28-48). Oxford Scholarship Online. al-Otaibi.A and P. Ménoret (2010). “Rebels without a cause? a politics of deviance in Saudi Arabia”. In A. Bayat and L. Herrera (eds) Being Young and Muslim: New Cultural Politics in the Global South and North (pp: ??). Oxford Scholarship Online. Atwal,M. and E.Bacon (2012). “The youth movement Nashi: contentious politics, civil society, and party politics”. East European Politics 28(3):256-266. Austin, L. (July 2011). “The Politics of Youth Bulge: From Islamic Activism to Democratic Reform in the Middle East and North Africa.” SAIS Review, V. 31 (2): 81-96. “Gen Z: How young people are changing activism”, https://www.bbc.com/worklife/article/20220803-gen-z-how-young-people-are-changing-activism Nisse,S., Jennifer H. K. Wong & Sally Carlton (2020). “Children and young people’s climate crisis activism – a perspective on long-term effects”, Children's Geographies,advance online publication. Neyzi, L. (2001), “Object or Subject? The Paradox of ‘Youth’ in Turkey.” International Journal of Middle Eastern Studies 33 :411-432. Lüküslü, D. (2009). Türkiye’de "Gençlik Miti" 1980 Sonrası Türkiye Gençliği. Istanbul:Iletisim Yayinlari, ss:117-195. Göle,Nilüfer. (2013). “Gezi — Anatomy of a Public Square Movement”. Insight Turkey 15 : 7-14. Gall, Carlotta, (February 1st, 2021),“Prestigious Istanbul University Fights Erdogan’s Reach”. New York Times, available online: https://www.nytimes.com/2021/02/01/world/asia/turkey-bogazici-university-protests-erdogan.html | ||||||||||||||||||
Teaching Methods | The course is design to combine lectures and class discussions. Following a brief lecture on each week’s topic and assigned readings, the students will be encouraged to discuss particular questions related to class in a group setting and then contribute to the general class discussion based on this group work. | ||||||||||||||||||
Homework and Projects | 1 project | ||||||||||||||||||
Laboratory Work | None | ||||||||||||||||||
Computer Use | None | ||||||||||||||||||
Other Activities | None | ||||||||||||||||||
Assessment Methods |
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Course Administration |
taskinbe@mef.edu.tr Students are expected to attend class regularly, do the required readings for each week and participate in class discussions. Students who miss the midterm exam are required to submit a doctor’s report and/or to communicate with the instructor about their excuses for missing the exam in order to take a make-up exam. Students should respect points of view different than their own during class discussions. They should also avoid racist and sexist comments during the discussions. Academic dishonesty and plagiarism: YÖK Disciplinary Regulations. |
Activity | No/Weeks | Calculation | |||
No/Weeks per Semester | |||||
Course Hours | 28 | 196 | |||
Project | 2 | 24 | |||
Homework Assignments | 4 | 12 | |||
Midterm(s) | 2 | 20 | |||
Total Workload | 252 | ||||
Total Workload/25 | 10.1 | ||||
ECTS | 5 |