Module SGIA40R15: The Non-Arab States of the Middle East

Department: Government and International Affairs

SGIA40R15: The Non-Arab States of the Middle East

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module aims to provide a conceptual and empirical understanding of the role played by Iran, Turkey, and Israel in shaping the contemporary Middle East. The module locates each state within broader conceptual debates surrounding political legitimacy, state-security relations, ideology, and political economy to name but a few. The module is designed to explore and critique the sources of power and influence exercised by these three actors, allowing students to reflect on how and why their regional behaviour and the influence they exercise might be considered unique and/or explained by any given theoretical framework. By the end of this module, students should have developed a core understanding of the sources of state power of these three actors, and how such power in turn influences the politics of the wider MENA region.

Content

• Indicative module content may include:
• The ‘Other Middle East’: Themes, Issues and Identities
• Turkey: Religion, State and Political legitimacy
• Turkey: Political Economy, the Military and the Deep State
• Turkey: Regional Relations under Erdogan
• Iran: Religion, State and the legacy of the revolution
• Iran: the economy and the role of the military
• Iran: regional relations: between ideology and pragmatism
• Israel: Zionism, the state, and religious identity
• Israel: political economy and the role of the military
• Israel: regional relations and fraternal enemies

Learning Outcomes

• Through the module students will gain an understanding and subject specific knowledge of:
• The core and competing conceptual approaches to the study of non-Arab states.
• An advanced understanding of and detailed knowledge of specific historical, political, religious and social forces that have shaped Turkey, Iran and Israel
• The ability to apply appropriate methodologies and complex concepts as they relate to particular aspects of each state.

• Students will also develop some subject specific skills, such as:
• The ability to critique, develop and apply relevant concepts, theories and approaches towards the study of ITI.
• The ability to conduct advanced independent research, including case study selection and conceptual framing.
• The ability to interrogate empirical data from a conceptual standpoint that highlights the epistemological limits over how to understand state behaviour as an expression of a ‘national identity’ or in the pursuit of national security.

• Students will also develop some important key skills, suitable for underpinning study at this and subsequent levels, such as:
• Develop a self-critical and independent approach to learning.
• Independent thought in analysing and critiquing existing scholarship on the subject area and in evaluating its contribution.
• Ability for independent thinking informed by academic debate at an advanced level.
• Advanced essay-writing skills and the ability to work to a deadline.
• Effective oral and written communication of research and policy applications
• Flexibility in applying knowledge to new areas and problems while working to deadlines.
• Project design and management at a group level that involves teamwork on an assigned project.

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

• Teaching and learning are through a series of weekly 1-hour lectures and weekly 1-hour seminars.
• The weekly lecture introduces students to the shared conceptual approaches against the individual states and how these concepts can be used to inform the political choices made by these actors in pursuit of interests in the regional system. The lectures provide a primer for weekly seminars. Topics discussed as part of small group work reflect the issues outlined in the lecture, which serves as a guide for the relevant readings and small group presentations.
• Seminars provide students with the forum to reflect and discuss the concepts introduced in the lectures and how they might be applied to the relevant case studies. Students will be assigned to designated groups (ensuring appropriate gender balance) where they will work collectively on an assigned topic based on a series of set questions.
• Students will be expected to submit 1 x 1,500 formative essay consisting of a brief literature overview from key selected texts of the conceptual approaches towards understanding either a) the state-security relations or b) resilience and political legitimacy. Formative assessment in the form of 1 x 1500 essay allows students practice in developing their skills in formulating a coherent and logically consistent written argument ahead of both summative assessments.
• Summative Assessments: Students will be expected to submit 1 x 2,000 words essay (50 per cent of the overall assessment) and 1x1,500 Policy Brief. The essay demonstrates the ability to understand competing conceptual approaches to the study of Iran, Turkey and Israel. The essay is designed to help students develop critical analysis, research skills, and independent thinking. By contrast, the ‘Brief’ places the students in the position of a policy analyst allows students to focus on a particular aspect (religious/economic/security) one of the states covered in the module. This aspect of the assessment develops critical policy analysis skills that are empirically focused. Students will receive clear guidance from the module leader on researching and writing the policy brief.
• Module Teaching Structure; Seminars allow students to engage in in-depth exploration of scholarly debates on how we understand the regional roles of ITI against their respective domestic settings and regional ambitions Collectively, students in assigned groups will be expected to work collectively on allocated pre-set questions. At the end of a seminar, they will present their findings to the wider group through a short presentation. This is a useful exercise in introducing students to the formal requirements of preparing for their summative essay while also developing oral presentation skills.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1 x 1,500-word essay from a list of questions

■ 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