Course Syllabus

Democracies at Risk in Europe

Photo: Roman Koziel.

Semester & Location:	Spring 2023 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Political Science, International Relations, Government
Prerequisite(s):	None
Faculty Members:	Miłosz J. Cordes, PhD (current students please use the Canvas Inbox)
Time & Place:	Monday & Thursday 11:40-13:00, Classroom Fi44-Kosmo 405

Course Description

Political transition in Central and Eastern Europe (CEE) in 1989-1991, often referred to as the Autumn of Nations, brought an unprecedented expansion of liberal democracy. Over the course of the next two decades, most countries of the region anchored themselves in Transatlantic institutions and were gradually closing the development gap created during the socialist years.

Market economy, however, led to new problems, such as unemployment, poverty and exclusion. This, together with rapid changes, has caused many turned to both left- and far-right populist movements. They took power in a number of CEE countries, including Czechia, Hungary, Poland and Slovakia. In recent, years, parties such as Law and Justice and Fidesz managed to introduce legislative changes that are considered undemocratic. It led to serious conflicts with EU institutions over the rule of law.

In all that time, Western Europe was regarded as a reference point for democratic principles and standards. Already in early 2000s, however, populists formed the ruling coalition in Austria. In later years, far right and far left parties became popular throughout the continent. When the financial crisis hit in 2008/2009, people like Marine le Pen, Viktor Orban, Alexis Tsipras and Mateo Salvini became prominent figures on the national and European political scene.

The COVID-19 pandemic has been a test of borders that European populists are ready to cross to achieve their goals. Some used it to limit civil liberties, others to weaken the opposition on the eve of upcoming national elections.

Finally, Russia's invasion of Ukraine has led to serious shiftings in many populist and anti-democratic movements agenda. Some, like Marine le Pen, had to revise their stance towards Russia. Other, like Viktor Orbán, have never broken ties with the Kremlin and have played a double game, trying to appease their EU partners while benefiting from steady supplies of Russian gas.

The course seeks to analyse the reasons behind populist movements' popularity in Europe. Although their agenda might look very similar, they all have different roots, stemming from respective countries' and nations' history. They draw from different political traditions and seek inspiration in different, both past and present, phenomena. Altogether, they form a fascinating landscape of European politics and reflect fears, challenges and changes that the Europeans have experienced.

Learning Objectives

By the end of this course, they students will be able to identify main deficiencies of participatory democracy in European context. They will understand the historical roots of contemporary challenges in political, economic and social life of European societies, and will put them in academic context. They will be able to tell the difference between far-left and far-right populism in practical context.

The students will possess the tools to apply the following phenomena in the complex landscape of today's Europe:
- nationalism;
- authoritarianism;
- globalisation
- modernisation;
- post-modernity;
- far-left and far-right populism;
- European integration;
- identity.

The students will also be able to locate, historical, intellectual and political inspirations of anti-democratic movements across the continent, including the linkages to the U.S. and Russia.

The main questions this course seeks to answer are:

• What are the roots of contemporary European far-left and far-right populism?
• Why did the far-right populism become successful in otherwise highly successful Central European societies?
• What are the main differences between populist movements in Central Europe (Hungary, Poland), Western Europe (France, the UK) and Southern Europe (Greece, Italy)?
• What role does the European Union and its institutions play in European populists' agenda?
• What is their stance towards the Transatlantic relations?
• What links are there between far-right European political movements and Russia?
• How is the war in Ukraine affecting European populist parties and their agenda?

Faculty

Miłosz J. Cordes

PhD in Cultural Studies, MA in East-European Cultural Studies & International Relations, BA in History & International Relations. Research Fellow at the Danish Foreign Policy Society (from 2021), Post-Doc Researcher at Lund University (from 2022). Benjamin Franklin Transatlantic Fellow (2006).

Miłosz spent 10 years at Polish diplomatic service. He was Vice-Consul at Poland's Consulate General in Kaliningrad (2018-2021), Second Secretary at Poland's Permanent Representation to the European Union (2016-2018), Second Secretary & Specialist at Poland's Ministry of Foreign Affairs (2012-2016).

Miłosz's research interests cover identity, politics of memory, nationalism & populism in Central and Eastern Europe, the Baltic Sea Region integration, as well as the West-Russia relations. He has published over 30 articles in international journals and is now working on his book about identity politics in Kaliningrad Oblast.

Readings

András Deszó (2015). The secret life of Bela Kovacs, source: https://www.europeanpressprize.com/article/the-secret-life-of-bela-kovacs/

Marc Lazar (2021). European Populism, From Left to Right. Source: https://www.institutmontaigne.org/en/blog/european-populism-left-right

Anton Shekhovtsov (2018). Russia and the Western Far Right. Tango Noir. Routledge. London.

Field Studies

This is an interactive and discussion-based course. It combines teacher lectures and classroom dialogue, with student-driven case studies and scenario building. To make abstract themes tangible and engaging, we will draw in visual and audio material: art, slogans, documentaries, campaign videos and clips from speeches and rallies.

Moreover, field studies, site visits, documentaries and guest speakers will form an integral part of the course. Amongst our several excursions, we will visit:

• Lund University, Sweden;
  
• DIGNITY - Danish Institute Against Torture;
  
• Danish Institute of International Studies (DIIS).

Guest Lecturers

Guest lectures will be professionals both from academia and politics. They will allow us to confront the theoretical knowledge we will have gathered during the course with reality on the ground. My intention is to have intellectually stimulating and controversial discussions.

Approach to Teaching

My teaching style is based on interaction with students. I employ different methods to make sure everybody in the class can feel their expectations and preferences are taken into account, such as: presentations, discussions, guest lectures, mock negotiations, movies, podcasts, classic readings, written assignments and field trips. The classes are dynamic and, although based on thorough preparations, they are never set in stone.

Expectations of the Students

The students are expected to actively participate in the classes not only by following the syllabus, but also by employing their own interests and skills. This course seeks to unleash the students' potential in the way that they would feel most comfortable with.

By active participation, I mean intellectual engagement, openness to new ideas and seeking out more information in the way that is interesting to the students themselves. This can mean making use of the course in their future professional career. My role is to help create links between the two.

Evaluation & grading

This class will be interactive and driven by student participation. I expect all students to actively engage in discussions and will make room for occasional student presentations. The final grade will be based on the following evaluation:

Assignment	Percent
Class activity & class attendance	20%
Short presentation during the semester	10%
Mid-term exam	25%
Two reflection papers after field trips	20%
Case study	25%

A detailed description of what is expected of students in order to earn a high grade in participation and simulation exercise will be provided at our first class session. Guidelines and expectations for the short essay will also be thoroughly introduced in class.

 

Academic Regulations 

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org