Course Syllabus
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Conspiracy Theories and Historical Controversies C |
 |
| Semester & Location: |
Spring 2025 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
History, International Relations, Political Science |
| Prerequisite: |
None |
| Faculty Members: |
Maya Lahav - Current students use Canvas inbox |
| Time & Place: |
Mondays 13:15-16:10 Classroom: V10-B24 |
Description of Course
The course explores the complex world of conspiracies, their historical roots, sociopolitical implications, and the role of digital spaces in their propagation. Through lectures, debates, guest talks, field studies, and group work, students will critically examine how conspiracy theories shape and are shaped by societal anxieties, identity politics, and mistrust in authority. By the end of the course, students will gain a nuanced understanding of conspiracy theories as a cultural and political phenomenon, as well as develop analytical skills to evaluate truth claims in an era of misinformation.
Learning Objectives
By the end of this course, students will be able to critically analyze the historical, sociopolitical, and cultural contexts of conspiracy theories, evaluate their impact on contemporary society and political discourse, and apply theoretical frameworks to understand the mechanisms of disinformation and belief formation in both offline and online environments.
Faculty
Maya Lahav
PhD Criminology, Oxford University, Currently; MSc Criminology & Criminal Justice, Oxford University 2021; MSc International Relations, Edinburgh University, 2020; BSc Anthropology, University of Copenhagen, 2019. Head of Section of Cyber- and Information Security, Danish Ministry of Defence, 2024; Team Lead of Human Trafficking Mitigation Team, ActiveFence, 2021-2023, Research Fellow, University College London, 2021, Commercial Project Manager, Pepperminds, 2013-2015.
Readings
You will find all the readings (including specific pages) in the Canvas calendar.
Astapova, A. (2021) Conspiracy theories and the Nordic countries. 1st ed. Abingdon, Oxon; Routledge
Bilewicz, M. & Imhoff, R. (2022) Political Conspiracy Beliefs and Their Alignment on the Left-Right Political Spectrum. Social research. 89 (3)
Cassam, Q. (2019) ‘How to Respond to Conspiracy Theories’, in Conspiracy Theories. United Kingdom: Polity Press.
Cinelli, M. et al. (2022) Conspiracy theories and social media platforms. Current opinion in psychology.
Fallon, K. (2019) Where Truth Lies : Digital Culture and Documentary Media after 9/11. [Online]. Oakland: University of California Press.
Gabriele Cosentino: From Pizzagate to the Great Replacement: The Globalization of Conspiracy Theories in Social Media and the Post-Truth World Order (Palgrave MacMillan, 2020)
Mcmillan, J. (2006) ‘Putting the CULT Back Into Community’, in Returning (to) Communities.
Miller, M. K. (ed.) (2023) The social science of QAnon : a new social and political phenomenon. 1st ed. Cambridge ; New York, NY: Cambridge University Press.
Pirro, A. L. & Taggart, P. (2023) Populists in power and conspiracy theories. Party politics. [Online] 29 (3)
Ramsay, R. (2000) Conspiracy theories. Harpenden: Pocket Essentials.
Uscinski, Joseph E. - 'The Politics of Conspiracy Theories' in Conspiracy Theories_ A Primer (2020, Rowman & Littlefield Publishers)
John C Zimmerman, Holocaust Denial: Demographics, Testimonies and Ideologies, (University of America Press, 2000)
Approach to Teaching
This course emphasizes active participation and dynamic class discussions as core elements of the learning experience. While I provide the overall structure and guidance, the class is a collaborative environment where everyone contributes to the production of knowledge. Discussions are designed to challenge assumptions, spark debate, and integrate diverse perspectives. Through this shared effort, we aim to create a deeper, more nuanced understanding of conspiracy theories and their societal implications. This approach ensures that learning is not only about absorbing information but also about critically engaging with ideas and co-creating insights as a community.
Expectations of the Students
Students are expected to have completed the reading prior to each class and to arrive with notes and questions to promote discussion. This will give us material to generate conversation. We will discuss mutual expectations and define ‘active participation’ in more detail during the first class.
Field Studies
See Canvas Calendar
Evaluation
| Assignment |
Percent |
| Active participation in class |
25% |
|
Written assignment (500-600 words) |
35% |
|
Groupwork (Debate) Participation |
20% |
|
Final Presentation |
20% |
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
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