Module SGIA3581: THE POLITICS OF IDENTITY IN MIDDLE EAST INTERNATIONAL RELATIONS

Department: Government and International Affairs

SGIA3581: THE POLITICS OF IDENTITY IN MIDDLE EAST INTERNATIONAL RELATIONS

Prerequisites

• • Any Level 2 SGIA module

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• The Middle East is a region that has been often described as ‘dripping with identity politics’ (Telhami and Barnett, 2002:3). This module aims to familiarise students with competing identities of various forms and how they have shaped international relationships in the Middle East. The module will discuss the different dimensions of identity in the region: territorial, sub-and supra-state identities and the novel issues that emerged in the wake of the Arab Uprisings. It will also introduce students to the analytical tools to grasp identity politics from various theoretical debates within IR Theory, Middle East Studies, Religious studies, Sociology and other disciplines. By the end of the module, students should have gained an insight into how these theoretical approaches have been, or could be, applied to understand how identity politics are shaping Middle East international relations.

Content

• Telhami and Barnett noted that ‘much of the political history of the Middle East has been told with reference to political identities’ and they argued that ‘no student of Middle East international politics can begin to understand the region without taking into account the ebb and flow of identity politics’ (Telhami and Barnett, 2002:1,2). This module offers an in-depth theoretical and empirical understanding of identity politics as a defining feature in the study of Middle East international relations. The module situates the region in analytical, conceptual and theoretical debates on identity from various disciplines: IR, Middle East Studies, Sociology, and Religious Studies. On the one hand, the module enables students to examine theoretical debates about the study of identity in IR and apply it to the study of the region. On the other hand, the module enables students to reflect on how various forms of identities in the Middle East shape and define regional dynamics. The module examines theoretical and empirical debates about identity politics and the international relations of the Middle East through several themes, such as supranational identities (pan-Islamism and pan-Arabism), national identities, ethnic identities, tribalism, sectarianism, and religion. The module also examines how these various forms of identity affect war, peace, conflict, cooperation, and alliances in the Middle East.

Learning Outcomes

• Through the module, students are expected to acquire subject-specific knowledge of:
• the major theoretical and analytical approaches to the study of identity and its various forms;
• the major features and particularities of identity politics in Middle East international relations;
• identity politics at multiple levels of analysis (supranational, national, and sub-national) that are shaping international relationships in the region.

• Through the module, students are expected to develop the following subject-specific skills:
• the ability to apply and critique relevant theoretical frameworks and approaches to identity politics;
• the ability to recognise, analyse and account for competing identities in various forms in the Middle East;
• the ability to interpret and analyse empirical data at an advanced level when appropriate, to identify major events and trends in identity politics as a defining feature of regional politics;
• the ability to critically evaluate various analytical and conceptual tools in explaining particular regional events pertaining to identity politics.

• Through the module, students are expected to develop the following key skills:
• independent learning within a defined framework of study;
• independent thought in analysing and critiquing existing scholarship on the subject area and in evaluating its contribution;
• the ability to work to a deadline and complete written work within word limits.
• advanced essay-writing skills;
• the ability to seek out and use relevant data sources, including electronic bibliographic sources.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The teaching and assessment methods of the module are intended to provide the framework for the required synthesis of analytical and conceptual tools in the study of identity politics their application to the Middle East while promoting the required subject-specific and key skills.
• The module is taught on the basis of 12 two-hour seminars to cover the wide range of theoretical and empirical issues related to identity politics in Middle East international relations.
• The weekly sessions will introduce students to analytical and theoretical debates on identity politics and their application to relevant regional themes and events. The seminar provides the framework and the overarching narrative for the weekly topic and serves as a guide for students’ readings and preparation towards the seminars.
• In the seminars, students have the opportunity to discuss and reflect upon some of the issues raised in their readings and preparation at greater details.
• Students are required to submit two summative essays. The first is a review essay of 2000 words, where students are expected to present a book review pertaining to the theme of the module. Students will be provided with a special list of books. This review essay enables the student to develop critical thinking while enhancing their understanding of the existing debates within the relevant scholarship. The second assessment is a 3,000-word essay to be submitted at the end of the module. This essay enables them to demonstrate achievement that they have acquired sufficient subject knowledge and have achieved the subject skills as well as key skills.
• Students are required to submit a formative essay at the end of the tenth week. This enables them to practice their essay-writing skills, to assess their own progress, and to receive feedback on whether they are achieving at the appropriate level, whether they are sufficiently informed, and they are expressing themselves appropriately.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will be required to submit a formative essay (1,000 words) on week 10.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University