POLS-440

Politics of Ethnicity and Nationalism

Winter 2016

INSTRUCTOR:
Charan Rainford
EMAIL ADDRESS: charan.rainford@queensu.ca
OFFICE LOCATION:Mackintosh-Corry Hall, Room C307
OFFICE HOURS:
Wednesdays 2:00pm 4:00pm (or by appointment)
CLASS DETAILS: Thursday 11:30am 1:00pm
Mac-Corry D405

Academic integrity comprises the five core fundamental values of honesty, trust, fairness, respect
and responsibility ( http://www.academicintegrity.org/icai/home.php ) . These values are central
to the building, nurturing and sustaining of an academic community in which all members of the
community will thrive. Adherence to the values expressed through academic integrity forms a
foundation for the freedom of inquiry and exchange of ideas essential to the intellectual life of
the University (see the Senate Report on Principles and Priorities). Students are responsible for
familiarizing themselves with the regulations concerning academic integrity and for ensuring that
their assignments conform to the principles of academic integrity. Information on academic
integrity is available in the Arts and Science Calendar: see Academic Regulation 1 (
http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations/regulation- 1 )
and from the instructor of this course. Departures from academic integrity include plagiarism, use
of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the
development of an academic community at Queens. Given the seriousness of these matters,
actions which contravene the regulation on academic integrity carry sanctions that can range from
a warning or the loss of grades on an assignment to the failure of a course to a requirement to
withdraw from the university.
Students are advised that incomplete standing will be granted only with the permission of the
chair of undergraduate or graduate studies (as appropriate) and only where there is a clear
demonstration of need. Applications for Incomplete standing must be made in the first instance
to the instructor on the form available in the General Office. The simple fact of non-submission of
work does not constitute an application and will result in a grade of zero for that assignment.

Students who feel that there are reasons to have their grades reviewed should follow the steps set out
in the Faculty of Arts and Sciences Regulation 11, Review of Grades and Examinations

( http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations/regulation 11 ).

Copyright of Course Materials

Syllabus
This material is copyrighted and is for the sole use of students registered in POLS 361. This
material shall not be distributed or disseminated to anyone other than students registered in POLS
361. Failure to abide by these conditions is a breach of copyright, and may also constitute a
breach of academic integrity under the University Senates Academic Integrity Policy Statement.
Website
The material on this website is copyrighted and is for the sole use of students registered in POLS
361. The material on this website may be downloaded for a registered students personal use, but
shall not be distributed or disseminated to anyone other than students registered in POLS 361.
Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of
academic integrity under the University Senates Academic Integrity Policy Statement.
Students with Disabilities
Queen's University is committed to achieving full accessibility for persons with disabilities.
Part of this commitment includes arranging academic accommodations for students with
disabilities to ensure they have an equitable opportunity to participate in all of their academic
activities. If you are a student with a disability and think you may need accommodations, you are
strongly encouraged to contact the Queens Student Accessibility Services (QSAS) office
(formerly the Disability Services Office) and register as early as possible. For more information,
including important deadlines, please visit the QSAS website at:

http://www.queensu.ca/studentwellness/accessibility-services

GRADING SCHEME:
All components of this course will receive letter grades which, for purposes of calculating your
course average, will be translated into numerical equivalents using the Faculty of Arts and
Science approved scale:
Arts & Science Letter Grade Input Scheme
Assignment mark
Numerical value for

calculation of final mark

A+
93
A
87
A82
B+
78
B
75
B72
C+
68
C
65
C62
D+
58
D
55
D52
F48 (F+)
48
F24 (F)
24
F0 (0)
0
Your course average will then be converted to a final letter grade according to Queens Official
Grade Conversion Scale:

Queens Official Grade Conversion Scale

Numerical
Grade
Course Average
(Range)
A+
90-100
A
85-89
A80-84
B+
77-79
B
73-76
B70-72
C+
67-69
C
63-66
C60-62
D+
57-59
D
53-56
D50-52
F
49 and below

Course Description
The purpose of this course is to provide students with an overview of the analysis of ethnicity and
nationalism. Contestation between ethno-national groups, imbued with nationalist ideology,
represent one of the most critical features of global politics. This can be overt, in the form of civil
wars and internal conflict, or more covert, in the acceptance of non-western immigrants in
western liberal democracies. The course will endeavour to firstly clarify the terms of ethnicity
and nationalism, both of which are notoriously difficult to define, before addressing critical
questions associated with ethnicity and nationalism: What are nations and ethnic groups? Are
nations ancient or modern phenomena? Who constitutes the nation, and who decides those
boundaries? How is the nation constituted, and how is it associated to the capture of state
resources and state-building? Why is nationalism such a potent ideology? Further, the course will
seek to apply these questions to non-western perspectives in an effort to interrogate the classical
accounts of ethnicity and nationalism. This arises out of a feeling that many courses on ethnicity
and nationalism tend to focus too much on the western experience of nationalism. As such, the
course will seek to incorporate perspectives from Africa and Asia where possible. Thus, is the
western experience of nation-construction transferable to non-western, third world settings? In
particular, does a history of colonialism suggest different avenues and routes towards nationbuilding and nationalisms? Is there a common post-colonial experience to speak of? These
questions, and others, will underpin the readings and discussion.

The course will be organized in two sections. The first part of the course will look at the
conceptual and foundational debates that surround ethnicity and nationalism. The second part of
the course will examine and unpack the theories of nationalism through a range of contemporary
perspectives, including the incorporation of case studies. The major thematic focus of the second
part of the course will be the relationship between ethnicity and violence, territoriality and the
(nation-)state. This will include analysis of whether ethnic wars are instrumental elite-driven
affairs; the relationship between ethnic hegemonies and equality in democratic settings; and the
nature of ethnic violence in contemporary settings.
Assessment and Objectives

By the end of the course, students will develop the ability to recognize and interpret the
definitional challenges in the discourse on ethnicity and nationalism, the core foundational
theories, and take a position in assessing the most important challenges around ethnicity and
nationalism. This includes the formation of nations and the nature of ethnic identities. They will
also be exposed to literature on nationalism and the challenges posed from a range of settings,
including the post-colonial world, such that they will be able to recognize and take a post-colonial
perspective on issues related to ethnicity and nationalism. Furthermore, the design of the
assessment strategies is aimed at building up specific skills and as such, students will be able to:

interpret and critically analyze competing theories of ethnicity, nations and nationalism,
develop excellent research and writing skills, including the utilization of comparative
methodology and case study research,
recognize the variety of ethno-national conflicts in contemporary settings through in-depth casebased group presentations,
adapt and construct arguments based on extensive feedback,
demonstrate knowledge of course materials through discussion and participation during class
hours.

The overall mark for the course will be determined on the following basis 20% Class
Participation
15%

Reflection Papers

15%

Case Presentations

10%

Research Paper Proposal

40%

Research Paper

Participation (20%)
This course is designed to be a seminar, not a lecture. The purpose of a seminar is to bring
together a reasonably small number of students to engage with and debate material. As such, the
considered and constructive participation of the students is key to its success. Completing all the
assigned readings is a pre-requisite to such considered participation.

Evaluation is based on a qualitative assessment of the students ability to demonstrate knowledge

of course materials, including drawing analytical connections between arguments, asking
searching questions, and uncovering potential difficulties within the arguments. As such, it is
based on the quality, not quantity, of participation. That said, any sort of participation is not
possible without attendance and one-fifth of the mark is set aside for attendance. My policy is that
students can miss one session without requiring medical documentation but for any other
absence, written documentation (or some other form of concrete justification) will be required.
The rest of the participation grade is based on the quality of engagement.
Reflection Papers (15%)
Reflection papers will be due the weekend before class from Week 3 onwards. A critical
reflection will comprise an assessment of the readings for the week. The first paragraph should
aim to be a summary of the main points and findings of the articles. The second paragraph

provides an opportunity to draw on the linkages and provide some critical assessment of the
weeks readings. Each reflection should pose at least two questions for class discussion. This
provides an opportunity for you to directly feed in to the discussion during class as I will collect

and examine the questions before each class, and then introduce those that are the most thoughtprovoking during the class discussion. The reflections should be around 2 pages double spaced.
Six reflection papers will be due over the duration of the course. Assessment of the reflection
papers will be done according to quality. A thoughtful and well-reasoned effort will attain full
marks while an effort that has been clearly put together hastily will receive minimal marks. As
such, it is quite possible to get the full 15% for this but it also equally possible to hand in six
reflections and end up getting around 5% if each effort is substandard.
Case Presentations (15%)
Details will be finalized once it is clear how many students are enrolled in the class. Assuming
around 20 students, I anticipate five groups of 4 presenting in-depth analyses of cases beginning
in Week 8. For each case, it will be the responsibility of the team to cover all the angles of an
ethno-national conflict. For example, if the case in question was Cyprus, each student would take
on a component of analysis: one will provide an analysis of the Greek Cypriot nationalist
perspective on the conflict, their major aspirations and demands; one will do likewise for the
Turkish Cypriot nationalist perspective on the conflict; and the remaining two students will
provide a more analytical evaluation of the challenges the case provides by utilizing the theories
that we have covered in the first part of the course. The presentations should each be around 2025 minutes long.
The division of labour in this instance is more akin to a traditional presentation and is flexible. As
such, half the presentation is an impression of what the nationalists on both sides perceive the
conflict is about while the other half of the presentation provides an unpacking of this. Each
group will be responsible for identifying the major challenges that have ensured the longevity of
the conflict and prevent its resolution. They will also be responsible for fielding questions from
the class about the case and their analysis of it.
Research Paper Proposal (~ 3-4 pages, 10%)
The objective of this assignment is for students to organize and plan their research papers and to
react and adapt those interim papers when provided with extensive feedback. The paper proposals
should include
Major themes under study and their importance;
Research question central to the study;
Theoretical framework and methodology you intend to utilize, including the case or cases to be
examined;
A preliminary argument or hypothesis;
Rough outline of the paper, i.e. an idea of how you would organize the paper, for example:
Introduction; Theoretical Approach; Post-Independence Evolution of the Sri Lankan State; The
Rise of Conflict in Sri Lanka; Conclusion.

Preliminary list of at least ten scholarly sources (books, book chapters, journal articles) key to
your paper.
Research Paper (20 pages, 40%)
The research paper will seek to provide the student with an opportunity to engage the course
materials in an in depth manner. It will also encourage strong research and writing skills. The
focus of the paper is the students decision but it must address at least one case study,
incorporating themes of ethnicity and nationalism. Furthermore, the paper must have a
methodology section, justifying the case study selection and the methodology used to examine it.
The proposal detailed above is designed to ensure that students are on the right track for the
research paper. Further details will be provided at a later date, including useful sources on how to
approach case study analysis.
Submissions, Penalties and Appeals
The deadlines for the assignments are as follows:

Reflection Papers

via e-mail by Tuesday nights before class (so the first reflection

paper deadline would be on January 19th in Week 3)

Research Paper Proposal
In class, February 25th 2016 (Week 8)
Research Paper April 4th 2016

The research paper proposal should be handed in to me at the beginning of class on the day that it
is due. Alternatively, you can submit it by email prior to class on February 25 th. The final paper
must be submitted to the Political Studies Office (M-C C321) no later than 4pm on Monday, April
4th.
The deadline for written assignments will be strictly enforced. If your paper is late, 5% will be
deducted from the grade on the first day and 2% for every subsequent day (including weekends).
Extensions will be granted by my discretion and provided students can furnish evidence why it
was not possible to submit by the designated date.

If you disagree with the evaluation of an assignment and wish to contest the grade, I ask for the
following stipulations: First, allow for at least 48 hours before having an initial discussion with
me about contestation of the grade. If, after our initial discussion, you are still unhappy with my
reasoning for the grade, submit a one-page explanation as to why you believe your assignment is
worthy of a higher grade. Submit this explanation to my mailbox in the POLS office (M-C C321).
Schedule of classes
There is no course text to purchase.

An [E] means the reading is available electronically from the library site. I have only included
this for non-journal articles. All journal articles should be available electronically. The remaining
material is uploaded to a shared Google documents folder. The link for the folder is:
https://drive.google.com/folderview?id=0B8dYfTdkrsONSzFzSm1tOEFkYVU&usp=sharin g
These PDFs can be downloaded or printed out. If you have problems accessing the folder, inform
me as soon as possible.
January 7 (Week 1): Introduction to the Course
SECTION I NATIONS AND NATIONALISM
January 14 (Week 2): Foundational, Conceptual and Definitional Underpinnings
Nationalism is primarily a political principle, which holds that the political and the national unit
should be congruent. Ernest Gellner, Nations and Nationalism, p. 1.
This week we address the foundational questions that underpin the course. What is ethnicity?
What is a nation? What is nationalism? How do we differentiate nations from ethnic groups, from
tribes, from countries, from states? What are the boundaries between ethnic groups? What is the
stuff of ethnicity and nationhood? We also address some common misconceptions and
misunderstandings about the themes that we are studying.
BARTH, Frederik, Ethnic Groups and Boundaries (Boston: Little, Brown, 1969): 9-38.
CONNOR, Walker, A Nation is a Nation, is a State, is an Ethnic Group, is a Ethnic and
Racial Studies, 1 (4): 377-397.
BRUBAKER, Rogers, Myths and Misconceptions in the Study of Nationalism, in
Margaret Moore, Ed, National Self Determination and Secession (Oxford: Oxford University
Press, 1998): 233-265.
January 21 (Week 3): Are Ethnic Identities Given?
This week we examine three broad theories of nationalism primordialism, perennialism, and
ethnosymbolism all of which make some claim to the pre-modern origins of nations. Overviews
of primordialism and perennialism are provided while Anthony Smiths 1986 book provides his
first major conceptualization of ethnosymbolism, a theory most closely associated with his own
work. The last two pieces act as counterpoints to the nations are ancient argument while Hales
article seeks to reconfigure the debate around nations and nationalism. The key questions include
whether ethnic groups and nations have existed in the pre-modern period; whether nations today
are merely updated versions of previous phenomena; and the relationship around historical
symbols and markers of ethnicity and todays ethnie and nations.
FENTON, Steve, The Primordialism Debate, in Ethnicity (Cambridge and Malden, MA: Polity,
2010): 71-87.

[E] SMITH, Anthony D., Nationalism and Modernism (London and New York: Routledge, 1998):
159-169.
SMITH, Anthony D., The Ethnic Origins of Nations (London: Blackwell, 1986): Chapter 2, 2146.
HALE, Henry, Explaining Ethnicity, Comparative Political Studies, 37, 4 (May 2004): 458485.
January 28 (Week 4): Nation-Formation and Modernity
The week deals with two of the most influential works on nationalism. Gellners theory of
nationalism juxtaposes the rise of the nation with that of the emergence of the industrial
revolution, while Andersons contribution looks at how nations were imagined. Both are
essential works in the modernist school of nationalism. Eugen Webers Peasants Into Frenchmen
remains a key text in identity construction and nationalization of the mass.
GELLNER, Ernest, Nationalism as a Product of Industrial Society, in Montserrat
Guibernau and John Rex, Eds, The Ethnicity Reader: Nationalism, Multiculturalism &
Migration, 2nd Ed (Cambridge and Malden, MA: Polity, 2010): 64-78
ANDERSON, Benedict, Imagined Communities: Reflections on the Origins and Spread of
Nationalism (London and New York: Verso, 2006): 1-46.
[E] WEBER, Eugen, Civilizing in Earnest: Schools and Schooling, Ch. 8 in Peasants into
Frenchmen: The Modernization of Rural France, 1870-1914 (Stanford University Press, 1976)
February 4 (Week 5): Is Nation-Formation Inevitably Exclusionary? Investigating the
Civic-Ethnic Dichotomy
This week examines the ethnic-civic dichotomy in nationalism studies with a series of articles
that make an argument for an ethnic and civic nation and nation-formation, and counter-points
from Yack and Marx that argue that the notion of the civic nation (at least in terms of nationbuilding) is a myth. The key questions to be addressed here are whether or not there is any utility
in demarcating nation-building and nationalism as civic or ethnic, or, indeed, continuing to argue
that Western, civic nations and Eastern, ethnic nations are useful conceptualizations of either realworld phenomena.
KOHN, Hans, Western and Eastern Nationalisms, in John Hutchinson and Anthony D.
Smith, Nationalism (Oxford and New York: Oxford University Press, 1994): 162-165. (orig. in
Hans Kohn, The Idea of Nationalism. New York: Macmillan, 1945).
IGNATIEFF, Michael, Introduction, in Blood and Belonging: Journeys into the New
Nationalism (London: Vintage, 1993): 3-16.
GREENFELD, Liah, Nationalism: Five Roads to Modernity (Cambridge: Harvard University

Press, 1992): 3-22.

YACK, Bernard, The Myth of the Civic Nation, Critical Review, 10, 2 (1996): 193-211.
[E] MARX, Anthony, Faith in Nation (Oxford University Press, 2003): Preface, 12-32, 73-112.
SECTION II ETHNICITY AND NATIONALIST MOBILIZATION
IN COMPARATIVE PERSPECTIVE

February 11 (Week 6): Ethnic Identity Formation and Conflict in the Post-Colonial World
This week provides a bridge to the weeks that follow by introducing some of the key elements of
post-colonial polities that remain salient in examining ethnic violence in significant parts of
Africa, Asia, and the Middle-East. The manipulation of ethnic identities by colonial powers for
the purpose of ordering and structuring native populations has often strengthened ethnic
identities or created them entirely where they did not exist. Likewise, Horowitz provides a
ground-breaking analysis of the creation of ethnic differences between groups. Finally, this week
introduces the relationship between instrumental elites and violence in post-colonial settings.
ANDERSON, Benedict, Census, Map, Museum, Chapter 10 in Imagined Communities:
Reflections on the Origins and Spread of Nationalism (London and New York: Verso, 2006): 167190 [http://proxy.queensu.ca/login?url=http://quod.lib.umich.edu/cgi/t/text/pageviewer - idx?
c=acls;cc=acls;rgn=full%20text;idno=heb01609.0001.001;didno=heb01609.0001.00
1;view=image;seq=00000179;node=heb01609.0001.001%3A12]
HOROWITZ, Donald, Group Comparison and the Sources of Ethnic Conflict, in
Ethnic Groups in Conflict (Berkeley and Los Angeles: University of California Press, 1985): 141184.
CHATTERJEE, Partha, Whose Imagined Community? Millennium: Journal of International
Studies, 20, 3 (1991): 521-525.
BRASS, Paul, Elite Groups, Symbol Manipulation and Ethnic Identity among the Muslims of
South Asia, Chapter 3 in Ethnicity and Nationalism: Theory and Comparison (New Delhi: Sage,
1991): 69-108.
February 18 (Week 7): Reading Week No Classes
February 25 (Week 8): Instrumentalism and Elite Persuasion
A significant stream of nationalism literature views ethnic identities are largely malleable and
changing, open to interpretation, and merely one among a range of available identities. A
corollary of this literature is that ethnic identities become mobilized at the behest of political
elites or ethnic entrepreneurs, who manipulate their salience to achieve political objectives.
Ethnic violence or ethnic war is, therefore, often instrumental or opportunistic. Significant cases
abound in this regard. Jack Snyder speaks of the relationship between elite persuasion and

democratization; and John Mueller of the myth of ethnic war in the former Yugoslavia; while
Rogers Brubaker speaks of the overwhelming tendency to reify ethnic groups through what he
calls groupism.
SNYDER, Jack, From Voting to Violence: Democratization and Nationalist Conflict
(London: W. W. Norton & Company, 2001): 45-83.
MUELLER, John, The Banality of Ethnic War, International Security, 25, 1 (2000): 43-71.
BRUBAKER, Rogers, Ethnicity Without Groups (Cambridge, MA and London: Harvard
University Press): 7-27.
Case Study: Republika Srpska & Bosniak-Croat Federation, 2016.
March 3 (Week 9): Political Mobilization and Violence: Cycles of Violence in Central Africa
This weeks readings look at violence in contemporary settings, focusing on Africa and the
genocide(s) in Rwanda/ Burundi. The important questions that require addressing here relate to
the relationship between colonialism and the post-colonial state, the notion of cycles of violence,
and the particular forms and types of violence that have characterized wars in Rwanda/Burundi
and the former Yugoslavia.
APPADURAI, Arjun, Dead Certainty: Ethnic Violence in the Era of Globalization,
Public Culture, 10, 2 (Winter 1998): 225-247 [http://proxy.queensu.ca/login?
url=http://publicculture.dukejournals.org/content/10/2/225
.full.pdf+html]
MAMDANI, Mahmood, Defining the Crisis of Postcolonial Citizenship: Settler and Native as
Political Identities, Chapter 1 in When Victims Become Killers: Colonialism, Nativism and the
Genocide in Rwanda (Princeton: Princeton University Press, 2001): 19-40.
LEMARCHAND, Rene, Genocide in the Great Lakes. Which Genocide? Whose
Genocide? African Studies Review, 41, 1 (1998): 3-16.
BESWICK, Danielle, Democracy, Identity, and the Politics of Exclusion in Post-Genocide
Rwanda: The Case of the Batwa, Democratization, 18, 2 (2011): 490-511.
Case Study: Rwanda/Burundi
March 10 (Week 10): Ethnic Hegemonies and Democracy
Ethnic hegemonies are responsible for a number of prominent contemporary internal conflicts,
including Israel/Palestine and Sri Lanka. While ethnic hegemonies are ubiquitous in authoritarian
settings, they are also common in democracies, as John McGarrys article seeks to demonstrate.

McGarry points to the difficulties in getting beyond ethnic domination in democracies, given that
it does not contradictory the notion that the majority rules. He, nonetheless, questions these

regimes, whereas Sammy Smoohas theory of ethnic democracies seeks to demonstrate that
where ethnic hegemony coexists with high levels of democracy for both the majority and
minority groups, the results are positive for all communities.
McGARRY, John, Ethnic Domination in Democracies, in Marc Weller, Ed, Political
Participation of Minorities: A Commentary on International Standards and Practices
(Oxford and New York: Oxford University Press, 2010): 35-71.
SMOOHA, Sammy, The model of ethnic democracy: Israel as a Jewish and democratic state,
Nations and Nationalism, 8, 4 (2002): 475-503.
SPENCER, Jonathan, A Nationalism without Politics? The illiberal consequences of liberal
institutions in Sri Lanka, Third World Quarterly, 29, 3 (2008): 611-629.
Recommended
HAKLAI, Oded, State Formation and the Creation of National Boundaries, in
Palestinian Ethnonationalism in Israel (Philadelphia: University of Pennsylvania Press, 2011):
36-52.
GAVISON, Ruth, Jewish and Democratic? A Rejoinder to the Ethnic Democracy Debate,
Israel Studies, 4, 1 (1999): 44-72.
Case Study: Sri Lanka
March 17 (Week 11): Ethnic Hegemonies and Democracy: The Consequences No Class
A continuation of last weeks theme, this week focuses on the consequences of democratic
regimes that are characterized by ethnic hegemonies. The focused case here is Sri Lanka while
Fearon and Laitins article provides a more general view on one particular strategy common to
hegemonic regimes, i.e. where the dominant community settles community members in areas
where the subordinate communit(ies) are in a majority and consider themselves indigenous. This
characteristic is common to the Sri Lankan case as well.
FEARON, James and David LAITIN, Sons of the Soil, Migrants and Civil War, World
Development, 39, 2 (2011): 199-211.
UYANGODA, Jayadeva, Travails of State Reform in the Context of Protracted Civil War in Sri
Lanka, in Kristian Stokke and Jayadeva Uyangoda, Eds, Liberal Peace in Question: Politics of
State and Market Reforms in Sri Lanka (London and New York: Anthem, 2011): 35-62.
PELEG, Ilan and Dov WAXMAN, Losing Control? A Comparison of Majority-Minority
Relations in Israel and Turkey, Nationalism and Ethnic Politics, 13 (2007): 431-463.

March 24 (Week 12): Territory, Violence and Nationalism, part 1

The next two weeks look at three central themes: the indivisibility of territory, claims of
legitimacy surrounding territory, and nationalist violence that can emerge (or fail to emerge) in
territorially-based conflicts. Brubaker provides the framework for understanding many of postcommunist Europes low-level conflicts; Duffy Toft and Goddard provide theoretical arguments
around territory which Voronkova disputes in the Nagorno-Karabakh case. Nina Caspersen
introduces ethnic democracy and applies it to democratizing states in the Caucasus while
Charles King provides a foundation for understanding extreme politics in the region.
BRUBAKER, Rogers, Nationalism Reframed: Nationhood and the National Question in New
Europe (Cambridge University Press, 1996): 55-76.
DUFFY TOFT, Monica, Indivisible Territory, Geographic Concentration, and Ethnic
War, Security Studies, 12, 2 (2002/3): 82-119.
[E] GODDARD, Stacie, Indivisible Territory and the Politics of Legitimacy: Jerusalem and
Northern Ireland (Cambridge University Press, 2010): 18-46.
Case Study: Ukraine
March 31 (Week 13): Territory, Violence and Nationalism, part 2
KING, Charles, Extreme Politics: Nationalism, Violence and the End of Eastern Europe
(Oxford University Press, 2010): 37-54, 103-132.
CASPERSEN, Nina, Democracy, nationalism and (lack of) sovereignty: the complex dynamics
of democratisation in unrecognized states, Nations and Nationalism, 17, 2 (2011): 337-356.
VORONKOVA, Anastasia, Nationalism and Organized Violence in Nagorno-Karabakh: A
Microspatial Perspective, Nationalism and Ethnic Politics, 19, 1 (2013): 102-118.
Case Study: Nagorno-Karabakh