Course Syllabus

Democracies at Risk in Europe

Photo: Roman Koziel.

Semester & Location:	Spring 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Political Science, International Relations, Government
Prerequisite(s):	None
Faculty Members:	Miłosz Jeromin Cordes, PhD (current students please use the Canvas Inbox)
Time & Place:	Monday & Thursday 11:40-13:00 Classroom: N7-C23

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 in February 2022 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' rise in Europe with particular emphasis on Central and Eastern 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.

The course focuses on the following issues:

1) Political, economic and social transition in Central and Eastern Europe (1989-1999). Key notions: the Washington Consensus, perestroika, democratisation, de-communisation, westernisation, Euro-Atlantic integration.

2) Different waves of populism in Central and Eastern Europe. Key notions: left- and right-wing populism, Ostalgie. Case study: Goodbye Lening! movie.

3) Anti-migrant and anti-refugee discourse in CEE. Key notions: right-wing populism, clash of civilisations, secularisation, nationalism, xenophobia. Case study: refugee crisis on the Lithuanian-Belarusian and the Polish-Belarusian borders in late 2021.

4) Populism, Russia, and the European Union. Key notions: European integration, nation-state, anti-Europeanism, Putin's neo-conservative project. Case study: Hungary's illiberal democracy.

5) The so-called parties of protest in CEE. Key notions: anti-establishment, mixed populism, Russia. Case study: populist parties in contemporary Germany.

The course is heavily based on current political developments. We will discuss them as we go.

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 in Central Europe, predominantly in Germany, Poland and Hungary.

The main questions this course seeks to answer are:

• What were the main effects of politico-economic transition in Central Europe? Why did it leave so many people feeling dissatisfied and abandoned?
• What are the roots of contemporary Central European far-left and far-right populism?
• Why did the far-right populism become a major political force in economically successful Central European societies?
• 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. Consultant at the Danish Institute of International Studies (2023). Research Fellow at the Danish Foreign Policy Society (2021-2023), Post-Doc Researcher at Lund University (2022-2023). Benjamin Franklin Transatlantic Fellow (2006). Member of the Polish U.S. Alumni Association and the Association for the Advancement of Baltic Studies.

Miłosz spent 10 years in the 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). He assisted the Maltese Presidency in the EU Council in affairs related to Eastern Europe, South Caucasus and Central Asia.

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

Readings

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

Samuel P. Huntington (1991). Democracy's third wave. Journal of Democracy 2.2 (1991): 12–34.

Fie Johansen (2023). Spreeblitz. The Quest in Plänterwald. Forlaget Wunderbuch. Skive.

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

Blanka Lamrová (2016). Zlom epochy Praha 1989 / The End of an Era Prague 1989. KANT. Praha.

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

Velvet Terrorism - Pussy Riot's Russia (2023). Exhibition catalogue. Humlebæk, Louisiana Museum of Modern Art.

Various OSCE Election Observation Mission handbooks.

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. We will visit:

• Danish Youth House to talk about election observation missions in CEE.
  
• Danish Institute for Parties and Democracy to better understand differences between an established democratic system and those who are still in the state in transition.

Since our field trips involve other institutions with their own agendas and timetables, we might have to introduce changes in our plans. They will be communicated as soon as possible.

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.

To facilitate communication between me and the group, we will elect two class representatives at the beginning of the semester. We will discuss the representatives' role during our first meeting.

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:

Assignment	Percent
Class attendance	15%
Active class participation	20%
Group presentation at some point throughout the semester (minimum 2 people per presentation)	25%
Field study reflection paper	15%
Final project: mock negotiations or another group exercise (format and topic to be agreed upon)	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.

There is no possibility to obtain an A grade without active class participation.

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

 

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