GEP Spring2023 EUROPE Students - PDF

COURSE: EUROPE
SEMESTER: Spring 2023

PROFESSOR: Elena A Sinitsyna, PhD(C)
P10124@correo.uia.mx
Sigla: 21166 Clave: B
Scheduled: Mondays and Wednesdays, 20:00 to 22:00 hrs.
Modality: Online (MAD / A Distancia)
Platforms: Brightspace, ZOOM, GoogleClassRoom
e-conference:ZOOM
https://correo-ibero-mx.zoom.us/j/99945039494?pwd=M1N5Vm9UK0FjQ3dlaDNsOU92NUZyUT09 ID de reunión:
999 4503 9494 Código de acceso: 477002
GoogleClassRoom: https://classroom.google.com/c/NTM4NTIzOTc4NjMw?cjc=zi644ih
Code: zi644ih
GENERAL OBJECTIVE
An interdisciplinary taught course EUROPE for the Bachelors of Arts in International Relations & Business
International was created in order to allow the students to acquire a complex image of Europe as a reflection
of its historical, geopolitical, economical, ethnical, ideological, sociocultural circumstances.
The students of the Course will reinforce their critical thinking abilities and would be encouraged to apply with
sufficient knowledge, good will and social skills to act in a wide variety of multicultural situations that can occur
in any period of life or at any stage of his or her career.
SPECIFIC OBJECTIVES:
1. Provide a coherent diagnosis of the region based on an available set of data in terms of symbols, values,
and identities
2. Analyze “political identity”, “Nation - State”, “ideology”, “modernity”, “tradition” and “post-modernity” in
transversal terms, from the perspective of “nationalism”, “imperialism”, “post-colonialism”,
“cosmopolitanism” within the European political contexts
3. Recreate the main political events within their historical and cultural settings
4. Identify the main institutions, organized interests and lobbying that characterizes some European
countries as global actors.
5. Describe the relationship European countries maintain in the international setting.
MAIN CONTENT
UNIT 1: The Evolution of the Concept “Europe”
1.1. Understanding Europe from
(1) International Relations Perspective,
(2) A Comparative Politics Perspective,
(3) A Public Policy Perspective,
Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 1

(4) A Sociological / Cultural Perspective
Main frameworks:
- Experimentation & Change
- Power-sharing and Consensus
- Scope & Capacity
1.2. Europe Before “Europe”
Genealogy of the word (myths, metaphors and their interpretations)
The “EuropeS” we know: “Greater Europe”; “Wider Europe”; “Smaller Europe”, Eurasia.
Europe as Singularity: “European Miracle”, “European Dream”, “The Global West”,
“Eurocentrism”
1.3. The Territory of History
Space and Place (landscape, monument, city, region)
“Center” and “periphery” of Europe
1.4. European Identity and the “Otherness”
1.5. Reason and reasons of Europe
The State as a Supreme Reason & Society as a practical reason of the Nation
1.6. The rights of the right ones and the local interests
Revolution. Reaction. Restoration: An Eternal Return of Europe?
UNIT 2: THE POST WORLD WAR RECONSTRUCTION OF EUROPE.
INTEGRATION MODELS OF THE XX CENTURY EUROPE
1.The origins of the contemporary political reality of Europe:

- The results of the World War II
- The “Cold War” (1947-1991). NATO VS. Warsaw Pact
2. From The Council of Europe (CoE) and the fight for human rights, democracy and the rule
of law to The Helsinki Movement (1973-1975) and The Organization for Security and
Cooperation in Europe (OSCE) creation
(1) Euro-Atlantic Axis: “METAMORPHOSIS”

From the Commonwealth of Nations
To the Marshall Plan, North Atlantic Treaty Organization (NATO), AUKUS
(2) THE EASTERN EUROPE: TRANSFORMATION
2.2.1. Origins: the Post-IIWW International Policy of the USSR

Deepening vs. Enlargement.
2.2.2. Cominform; Warsaw Pact (WP); Comecon; KGB
2.2.3. Political crisis of the USSR, perestroika, glasnost and dissolution of the
USSR 2.2.4. Political Destiny of the “Communist Satellite” States
- Dissolution of Yugoslavia 1990-1992
- Liberation of Eastern Europe
- the Crises in the Caucasus (Chechen Wars, Ruso-Georgia conflict, Armenia-
Azerbaijan Conflict (Nagorno Karabakh)
- Ukrainian Crisis, others
2.2.5. Russian National Identity and Foreign Policy.

Eurasianism. Commonwealth of Independent States. Eurasian Economic Union.
(3) THE WESTERN EUROPE: INTEGRATION
2.3.1. Origins of the European Integration Process:

Benelux; the Schumann Declaration. European Communities (ECSC; EAEC; EEC; EC); the
Three Pillars of the European Union. Paris, Rome, Maastricht, Amsterdam, Lisbon Treaties
2.3.2 Creation and consolidation of the European Union

EU Charter of fundamental rights (“Rule of Law”)
2.3.3. The EU´s Major Actors:
- European Parliament; European Council; Council of the EU (ojo: =/= The Council of
Europe (CoE)), others.
- (“Big Four” (since 2020 – “Big Three”); G 6; The V Group; Baltic Assembly, others)
2.3.4. The Key Policies of the EU
Differences between National and EU Policies
The Primacy of Economic Integration
- Eurogroup
- Schengen Zone
- EU Custom Union
- Brexit
2.3.5. Differentiated EUrope 2035: Elaboration and Evaluation of Five Potential Scenarios
(4) “THE THIRD WAY” and the international realities of Europe:

The European Free Trade Association (EFTA)
UNIT 3: SOME ISSUES OF EUROPEAN STUDIES

3.1. People of Europe and Europe of the People
- Demography
- Public health and post COVID recovery
- Euroscepticism (EU-scepticism) vs. pro-Europeanism (Europhile)
- Separatism
- Migration
- “Europe for Citizens” Programme and the creation of the Participatory Citizenship in the
European Union (from liberal / communitarian / civic republican / critical model to
participatory Citizenship)
3.2. Innovate Europe: Competing for Global Innovation Leadership
Environmental Issues / New “Green Deal”
Energy Transition in Europe…
3.3. Digital diplomacy and Europe:
From Big Data to Smart Data: Privacy and Social Mobility
e-Diplomacy and e-Government in Europe
3.4. Global Governance and The Paris Peace Forum, noviembre 2018 - 2020 > 2022
UNIT 4: EUROPE AND MEXICO

4.1. From the perspective of the“Revista Mexicana de Política Exterior”
4.2. The lessons of the “Dual Years”
Cultural Diplomacy of Mexico in Europe:
Case-Study: Mexico in Venice Biennale

Case-Study: MUNACULT 2022
UNIT 5: CULTURA IN THE PRESENT DAY EUROPE
5.1. Europe's Cultural and Natural Heritage
5.2. Art: from a cultural policy of the State to the Cultural Patrimony of the
Humankind. Last class: “Building Resilience” in Europe
NOTA SOBRE EDUCACIÓN Y PEDAGOGÍA DIGITAL EN MODALIDAD A DISTANCIA (MAD).
MODALIDAD A DISTANCIA (MAD) deriva de la pedagogía de la modalidad de aula flexible, donde el alumno es un agente clave del aprendizaje, así
como las prácticas de hibridación de enseñanza analógica y digital (los proyectos colaborativos autónomos), a través de las actividades sincrónicas (tutorías en
ZOOM, 60%) y asincrónicas (investigaciones individuales y en pequeños grupos a través de la web, email, blogs, apps, 40%). En esta modalidad educativa,
tanto el (la) estudiante como el (la) profesor(a) son los agentes de la mayor importancia en el aprendizaje, y, por lo tanto, el proceso de enseñanza y aprendizaje
es compartido entre ambos. Es importante señalarlo, ya que se espera del(la) estudiante una participación e iniciativa mayor que en la educación
presencial tradicional. Por ello, requerimos que haya un compromiso entre alumnas(os) y profesoras(es) desde el principio del curso para lograr los
objetivos de manera significativa, clara y constructiva.
Los requisitos tecnológicos indispensables para participar en clase:

- tener una computadora y el acceso al Internet en el horario de las clases;
- ser capaces de comprender lecturas en inglés;
- gozar de una aptitud para colaborar y buena disposición para aportar la información relevante para cumplir con los trabajos de equipo. Los
alumnos se responsabilicen de las fechas y horas de las entregas de sus trabajos según las especificaciones del Programa del Curso. Los
retrasos de entregas deben de ser justificados. Los trabajos vencidos se recibirán a más tardar para la próxima clase y serán calificados sobre “8”.
CÓDIGO DE CONDUCTA
Se espera que los (las) alumnos(as) respetan las siguientes reglas de etiqueta:
A Distancia:
(1) Ser puntuales. Las sesiones en ZOOM inician a las 20:05 y terminan a las 21:50 los lunes y los miércoles / Tiempo CDMX (GMT-5). (2) está estrictamente
prohibido grabar las clases en línea por medios audiovisuales y sonoros sin la autorización del(la) profesor(a). A su vez, se recomienda llevar apuntes y
tomar capturas de pantalla de lo que el alumno considera relevante para sus avances académicos. (2) se pide tener la cámara activa durante las sesiones del
ZOOM mientras se mantiene el diálogo entre los integrantes del grupo, (3) ser respetuoso al participar en el desarrollo de trabajos de investigación
colaborativos, donde los alumnos (en grupos de no más de tres integrantes) inician y desarrollan un trabajo totalmente en línea, con la posterior
retroalimentación del profesor.
(4) emitir sus comentarios en las discusiones grupales digitales del formato de teleconferencia de una manera cortés, cuidando el buen vocabulario (5) ver /
escuchar materiales audiovisuales (películas, conferencias, podcasts, TedTalks, etc) en los tiempos previstos por el programa para poder participar en las
discusiones del grupo que son parte importante de las dinámicas educativas y son sujeto de la calificación final.
(6) se prohíbe terminantemente el plagio académico. Dependiendo del tipo de plagio, la sanción puede ir desde una nota de cero en ese rubro, hasta una baja
temporal en los estudios.
(7) se recomienda evitar chatear con los demás alumnos de manera privada durante la clase.
(8) se recomienda no realizar otra actividad paralela que no tenga que ver con los contenidos de la clase.
(9) se recomienda a profesores y alumnos mantener su interacción en redes sociales y medios de comunicación en un tono estrictamente académico y referido a
temas de la materia que se imparte. Se recomienda evitar hacer públicos ámbitos de la vida privada o familiar en esos canales, y mantener la comunicación
profesor-alumno en el ámbito del medio universitario en el que nos desenvolvemos.
(10) la profesora se compromete entregar las calificaciones finales en persona durante una reunión virtual para aclarar dudas y entregar calificaciones. Las
calificaciones finales de las materias, una vez que han sido entregadas al alumno por parte de la profesora son inapelables, y únicamente se podrá solicitar la
aclaración pertinente mediante una queja dirigida al Consejo Técnico. Finalmente, cualquier queja o controversia que no esté considerada en este apartado,
deberá ser comunicada al(la) Coordinador(a) del DEI.
(11) en el caso de una emergencia personal por parte de la profesora o el (la) estudiante, particularmente relacionada con situaciones sanitarias, es muy
importante dar aviso de inmediato al(la) Coordinador(a) de la licenciatura, para que de esta manera se pueda detonar el protocolo de ayuda de la
universidad y del propio departamento. Se mantendrá la confidencialidad necesaria y se darán los apoyos requeridos asociados con la materia y sus
implicaciones para la persona involucrada y el grupo en cuestión.
(12) Está prohibido hacer pública esa información sin el consentimiento expreso de la profesora y los (las) participantes.

CÓDIGO DE CONDUCTA CON PERSPECTIVA DE GÉNERO
De acuerdo con la Política Institucional de Igualdad y Equidad de Género de la Universidad Iberoamericana Ciudad de México (Ibero CDMX), se promueve que
los/as integrantes de la comunidad se relacionen de acuerdo con los valores humanos universales, sin discriminación y sin ejercer violencia de género en
cualquiera de sus tipos y modalidades. En este sentido, cualquier acto de discriminación o violencia de género será dirigido a los mecanismos e instancias
correspondientes para su debida atención, siguiendo el Protocolo para la Prevencion y Atencion de la Violencia de Género.1 Cada persona de la comunidad Ibero
CDMX debe de estar familiarizada y poner en práctica no sólo dicho Protocolo, sino también la Política Institucional de Igualdad y Equidad de Género.2
Con el fin de construir un espacio incluyente, los cursos de licenciatura y posgrado promueven las siguientes acciones:
● El uso de una comunicación escrita, verbal y visual no sexista ni discriminatoria en el salón de clases;
● La utilización de lenguaje incluyente;
● La eliminación de imágenes que promuevan estereotipos y roles de género;
● La organización de eventos en los cuales se cuide el equilibrio entre participantes hombres y mujeres;
● La promoción de espacios de diálogo e intercambio sobre temas de género, en el aula y fuera de ella, que involucren en un sentido
bidireccional tanto a profesores/as como a estudiantes;
● La valoración de saberes diversos, mediante la inclusión de materiales bibliográficos, recursos literarios, películas, documentales, etc. escritos o
producidos por mujeres, población LGBTTTIQ+, personas indígenas y afrodescendientes, de preferencia desde el Sur Global; ● La promoción de
un pensamiento informado y crítico en temas de género, particularmente desde reflexiones de los propios saberes del campo de investigación de
cada ciencia, disciplina y área del conocimiento.
En caso de que una persona sea víctima de violencia de género, se debe promover que se acerque al Comité de Atención de la Violencia de Género,3 el órgano
especializado y competente dentro de la Universidad para tramitar y resolver las quejas en materia de violencia de género. ¡Promovamos la cultura de la queja en
casos de violencia de género! Aquí puedes hacer clic para iniciar una queja,4 es muy simple y se mantendrá en la confidencialidad.
SOME PRELIMINARY CONSIDERATIONS:

o Final grade is calculated by dividing a student´s total grade points from all semester (a cumulative avarage grade). No exams. o Readings
and participation are the central elements in the Course. The assignments provide details for class discussions and will vary on each assigned topic.
This is an interactive course and students are expected to read or see the assigned material PRIOR to class. The amount and quality of participation
in activities will be reflected in the students´ final grades.
o 80% of attendance of the ZOOM sessions and participation is OBLIGATORY in order to submit the course (To be considered a candidate
for a“10”/”A” grade Evaluation, the Student could not miss more than THREE classes)
o It is the student's responsibility WITH NO EXCEPTIONS to identify and complete any work ON THE DATE ASSIGNED IN THIS PROGRAM. The
delayed homework could be submitted ONLY THE FOLLOWING to the Due Day Class and would be evaluated over “8”. o The Final Grade:
“9.5” > “9”; “9.6” > “10”
o Attention! Considering malpractice as an inappropriate behavior that results in an unfair gaining advantage in one or more assessment
components, any proven case of plagiarism5 o collusion6 would be qualified with a definitive “0”
1
Universidad Iberoamericana Ciudad de México, Comunicación Oficial 547, mayo 2020, pp. 5-41.
https://ibero.mx/sites/all/themes/ibero/descargables/corpus/co547.pdf#page=5
2
https://ibero.mx/politicadeigualdadyequidad.pdf
3
https://genero.ibero.mx/
4
https://genero.ibero.mx/presenta-una-queja
5
Plagiarism is defined as the representation of the ideas or work of another person as your own. Make sure to enclose quotation marks and acknowledgement for
ANY source of information (books, journals, web sites, etc.).
6
Collusion includes allowing your work to be copied or submitted for assessment by another student, y/o duplicating work for different assessment components
and/or diploma requirements.

ASSESSMENT METHODS: a cumulative avarage grade. No exams Obligatory Percentag
e
1 DEBATES AND DISCUSSIONS PARTICIPATION 20%

1. News from Europe – through the Term √
2. Active participation in Homeworks revisions (“Breakout Groups”) √
2 4. Group Work - GoogleDoc: People That Made Europe (Jan, 14 – April, 26) √ 5%
https://docs.google.com/spreadsheets/d/1sfzsSvGDapguG0o-UJjvguwrVgrI5OMBQdvGAeqFNqY/edit#gid=0
3 UNIT 1. √ 5%
5. Jan, 14,18pm - Written Report (Investigate the meaning of the concepts) 6. Jan, 23 - √ 5%
See the DOCUMANIA TV´s History of Europe videos > choose “People That Made
Europe” (for a joined GoogleDoc) √ 10%
7. TEAM WORK: Jan, 29, 18:00pm - a short video (max. 5 min long) based on ONE of the
Metaphores of an assigned European Nation (previously assigned)
4 UNIT 2 √ 5%
8. Feb, 4 (18:00pm) – See a Documentary (Cold War) > submit a Cold War Timeline 9. √ 10%
Feb, 15 – March, 1 ORAL Team Presentation on ONE of the INTEGRATION MODELS √ 5%
10. > March, 4 18:00pm – Portafolio YOU made on these 4 INTEGRATION MODELS
5 UNIT 3 √ 10%
11. March,6 - Bibliography Research > March, 8 - March, 15 – ORAL presentation (up to
10 min long) of the results of your investigation on ONE of the assigned topics 12. March, √ 5%
25, 18:00 – write and submit an executive report directed to the “Foreign Relations
Minister/ Secretary” about the Paris Peace Forum (2018-2022 > 2023)
6 UNIT 4: √ 5%
13. April, 10 – April, 12 - ORAL Team Presentation of an Article (RMPE) in a format of a
“EXPERTS ROUNDTABLE”
7 UNIT 5: √ 10%
14. April, 24 – April, 26 – presentation of a Team / or Individual brochure or a video clip
about ONE World Heritage site or festivity, protected by UNESCO
√ 5%
15. May, 3 – May, 8 – a brief (10 min maximum) presentation about your
favourite CONTEMPORARY EUROPEAN Artist / Writer / Musician
EXTRA 0.3 points: Write a review on a MOVE you like that depicts some problems of
contemporary Europe for a specific media / targeting specific audience. Due day - May, 3, 18:00
Total: 100%
Your participation in class discussion and activities will be evaluated on the basis of three criteria:
1. Evidence of excellence in preparation, familiarity and reflection on assigned readings,
2. Clarity and originality of the YOUR contribution,
3. YOUR willingness to assume responsibility for making the class discussions work.
Quality indicators:
- Substance (content/ subject matter; competence; ability to analyze, apply, synthesize, compare and contrast, etc.) -
Form (student’s ability to organize the presentation; creativity). The use of technology is highly welcomed.

ESCALA DE CALIFICACIONES
10 = NIVEL EXCEPCIONAL
La calidad supera con exceso las expectativas del producto académico esperado. El trabajo alcanza un nivel profesional, cubre todos los
temas y requisitos de la tarea encargada. La teoría y metodología están desarrolladas de manera armónica y sistemática, con evidencias
empíricas muy bien estructuradas y presentadas de manera clara y elegante. Además, demuestra un dominio del tema en cuestión
usando ejemplos y/o reflexiones personales sobre el contenido. También, la entrega demuestra un nivel de comprensión profundo a
través de reflexiones originales sobre el contenido.
9 = EXCELENTE
La calidad es superior y de alto nivel, cumpliendo completamente las expectativas del producto académico. La entrega tiene un nivel alto,
pero requiere algunas modificaciones para alcanzar un nivel profesional. El trabajo cubre la mayoría de los temas solicitados en la
descripción de los requisitos. También, el trabajo demuestra un buen dominio de la materia lo que también demuestra un nivel de
comprensión amplio del tema general, a través de reflexiones originales (o no) sobre el contenido.
8 = ACEPTABLE
La calidad es satisfactoria y alcanza la mayoría de las expectativas propuestas para el producto académico. El producto académico
requiere de revisiones importantes para alcanzar un nivel profesional. En términos generales, el trabajo cubre aproximadamente con la
mitad de los temas solicitados a principios de semestre. Además, el producto académico muestra un buen dominio de la materia, usando
ejemplos y/o reflexiones sobre el contenido. También, el trabajo demuestra un buen nivel de comprensión del tema general a través de las
reflexiones que se vierten sobre el contenido.
7 = SUFICIENTE
La entrega es aceptable, porque cumple con algunos de los puntos planteados al principio, pero no cubre las expectativas requeridas. El
trabajo necesita mucho trabajo de revisión para alcanzar un nivel profesional. Apenas cubre con la mitad de los requisitos planteados para
la tarea encargada. Sus contenidos consisten primordialmente en citas, síntesis y paráfrasis del texto de referencia, con poca originalidad
y sin un análisis propio. La información resumida es aceptable. La entrega tiene fallas técnico-metodológicas importantes que requieren
revisión.
6 = ELEMENTAL
La entrega es mínimamente aceptable, porque cumple de forma elemental con los aspectos planteados al principio, y no cubre las
expectativas requeridas. El trabajo requiere una restructuración profunda para alcanzar un nivel profesional. La entrega cubre menos de la
mitad de los requisitos del trabajo, como fue planteado desde un principio. El trabajo es descriptivo en exceso, y consiste primordialmente en
un conjunto de citas, síntesis y paráfrasis, con poca comprensión del tema en cuestión. Además, existen serios problemas metodológicos,
con fallas técnicas de redacción y en el aparato crítico. La información presentada es el mínimo aceptable.
5 = NO ACREDITADO
El trabajo no cumple con los requisitos mínimos solicitados y requiere un replanteamiento total. El trabajo no siguió las indicaciones
presentadas y no tiene los requisitos mínimos para acreditar una calificación aprobatoria. La entrega no tiene forma de evaluarse para un
nivel profesional y tiene que desarrollarse desde el inicio. El trabajo carece de originalidad y adolece de fallas de tipo teórico, metodológico.
El trabajo tiene apenas uno o dos sub tópicos de la tarea encargada. La entrega consiste en una transcripción de las ideas principales
extraídas de otros textos de referencia. La información resumida no es precisa ni apropiada. El trabajo tiene un alto nivel de posibilidad de
plagio.
SYLLABUS OF THE COURSE7
Date Main Topic MATERIAL ACTIVITY
Jan, Presentation of the group Why study EUROPE?

9
Badillo, Ángel, “La sociedad de la desinformación:
propaganda, “fake news” y la nueva geopolítica de la
información”, en Elcano Royal Institute, Documento de
trabajo 8/2019, 14 de mayo de 2019. Accessed Aug, 2022
http://www.realinstitutoelcano.org/wps/portal/rielcano_es/contenido?
WCM_GLOBAL_CONTEXT=/elcano/elcano_es/zonas_es/lengua+y
+ cultura/dt8-2019-badillo-sociedad-de-desinformacion-propaganda
fake-news-y-nueva-geopolitica-de-informacion
Jan, 1.Presentation of the Available on the BrightSpace (1) Investigate

11 Course Syllabus the meaning of
Homework (for next Monday): the
terms
Investigate the meaning of the concepts:
- The West
Send your
Extra: - “neo-Europes”
written report
For those who likes -“Greater Europe”
-“Wider Europe” To
creating and using a GoogleClassroo
-“Smaller Europe”
self made maps: -Eurasia m
https://yourfreetemplates.com/e
-Europe as Singularity https://classroom
uro pe-map-free-templates/ -“European Miracle” .go
-“European Dream” ogle.com/c/NTM
-“The Global West”, 4N
TIzOTc4NjMw?cj
-“Eurocentrism”
c= zi644ih
OTHERS (if you'll find any) Código de clase:
zi644ih
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BY MAIL to
P10124@correo.
uia .mx
before Jan, 14,
18pm
UNIT 1: The Evolution of the Concept “Europe”
Jan, Europe Before Bauman, Zygmunt. 2004. Europe: An Unfinished Adventure. Understand the
16 “Europe” Genealogy concept
of the word (myths, Burke, Peter. “HOW TO WRITE A HISTORY OF “Europe” from
EUROPE: EUROPE, EUROPES, EURASIA”. European -International
metaphors and their
Relations
interpretations): Review, 14 (2006): 233-40, Accessed Aug, 2022
Perspective
Bibliography revision https://www.researchgate.net/publication/4853448_How_to_ -Comparative
wr ite_a_history_of_Europe_Europe_Europes_Eurasia Politics
“…where Europe begins Perspective,
and where it ends - OSBORNE, Roger. 2006. Civilization: A New History of -Public Policy
geographically, culturally the del Western World. London: Jonathan Cape Perspective, -
or ethnically?” (Zygmunt Sociological /
Bauman, 2004) Kotkin, Stephen. 2017. What is Eurasia? USA: Video Cultural
Perspective
Conference From The Princeton University. Accessed
Aug, 2022. : Main
https://www.youtube.com/watch?v=_ghn1X7sRFs&list=PLF5 frameworks:
A VQ6-Sy3AY6GTjpESj-RLZBCFAQviq&index=89&t=0s -Experimentation
& Change
Thierry, Chopin. “Europe and the identity challenge: who are -Power-sharing
and Consensus
-Scope & Capacity
7
Syllabus is Subject to Change due to a permanent update. Thanks for your understanding

“we”?” European Issues, n°466 (19th March 2018)
Accessed Aug, 2022
https://www.robert-schuman.eu/en/doc/questions
d-europe/qe-466-en.pdf
Rifkin, Jeremy. 2014. The American Dream: How Europe's

Vision of the Future is Quietly Eclipsing the American
Dream. In: Caroline Schröder. The American Dream vs.
the European Dream. Independence vs.
Interdependence. Accessed Aug, 2022
https://www.gymnasium-ohlstedt.de/wp
content/uploads/2015/04/Jeremy-Rifkin-The-European-Dream.pdf
Jan, Europe: The Territory Start filling the Document in GoogleDoc titled: “People Asynchronous
18 of History (1) That Made Europe” Activity
(2) Homework
https://docs.google.com/spreadsheets/d/1sfzsSvGDapguG
“Center” and “periphery” 0o UJjvguwrVgrI5OMBQdvGAeqFNqY/edit#gid=0 (1) see ALL SIX
of Europe parts of the
La historia de Europa Documanía TV (2018) Documentary
Space and Place 1/6: Los orígenes – Documental
(landscape, https://www.youtube.com/watch?v=_Z5xMA3KqzU&list=PLY_fgKoz8mWgI (2) choose
SE pf-CsmwleIjouw_t6i&index=1&ab_channel=ThrashguI MINIMUM one
monument, city, “Person That
region) Cap 2, El imperio de las religiones
Made Europe”
https://www.youtube.com/watch?v=s_BK0oy3P7Y&list=PLY_fgKoz8mWgIS
from each part
Ep f-CsmwleIjouw_t6i&ab_channel=ThrashguI
of the
Cap 3, Edad media, luces y Documentary
sombras (six, in total) and
https://www.youtube.com/watch?v=lJp04Ki6EMs&list=PLY_fgKoz8 write their names
mWgISEpf-CsmwleIjouw_t6i&index=3&ab_channel=ThrashguI Cap 4, La in a
Europeizacion del Mundo GoogleDoc
https://www.youtube.com/watch?v=lLV3YELojLM&list=PLY_fgKoz8mWgISE
pf -CsmwleIjouw_t6i&index=4&ab_channel=ThrashguI (3) write down
Cap 5, La Edad de las Revoluciones mínimum THREE
https://www.youtube.com/watch?v=SKwZN9r6TcQ&list=PLY_fgKoz8mWgI facts you did not
SE pf-CsmwleIjouw_t6i&index=5&ab_channel=ThrashguI know about before
Cap 6, Guerra y Paz (to share them next
https://www.youtube.com/watch?v=1nuIgoB7B6o&list=PLY_fgKoz8mWgIS class)
Epf -CsmwleIjouw_t6i&index=6&ab_channel=ThrashguI
DON´T send it to
your Professor,
but make sure
to have them at
hand for
Jan, 23 ZOOM
Class
Jan, Europe: The Territory Revision of the Homeworks

23 of History (2)
Reason and reasons

SNYDER, Timothy. Video-Conference. NATIONS, EMPIRES,
of Europe
UNIONS: EUROPEAN INTEGRATION AND
DISINTEGRATION SINCE 1914. Accessed Aug, 2022.
The rights of the right https://www.youtube.com/watch?v=32_cqhaSJLs
ones and the local
interests
Revolution. Reaction.
Restoration: An
Eternal Return of
Europe?
Democracy and
participatory
government; The State
as a Supreme
Reason;
Society as a practical
reason of the Nation;
Civil Society
Jan, Metaphors and TEAM WORK: Asynchronous

25 Metastories Europe is (1)Choose Your Team from: Activity
identified with https://docs.google.com/spreadsheets/d/1VntzdWJdf5yfZR5 (4) Submit your
Homework by
59 g9kpWlZFilPgb65l0sJH8h1AQc/edit#gid=0
mail by Jan, 29,
18pm or
(2) Read a chapter about a Nation assigned from: Gannon,
by
Martin & Rajnandini Pillai (2016) Understanding Global
GoogleClassroom
Cultures: Metaphorical Journeys Through 34 Nations,
Clusters of Nations, Continents, & Diversity. Sage.
(Your Professor will send you a pdf copy of a Chapter of
your choice)
(3) With one or two of your classmates produce an authentic

short VIDEO (max. 5 min long) about ONE of the European
countries – based on a reading of the corresponding part of
the book:
(Consider understand the difference between

METAPHORE and METASTORIES8
Jan, Teams´ Presentations. Home Works Revision.

30 Final considerations(Unit
1)
UNIT 2: THE POST WWII RECONSTRUCTION OF EUROPE. INTEGRATION MODELS OF THE XX CENTURY
Feb, The origins of the (brief; in English) History of Cold War Asynchronous
1 contemporary political Documentary. Accessed Aug, 2022. Activity
https://www.youtube.com/watch?v=- l2UItq2iUQ (5)Submit by
reality of Europe: GoogleClassro
See a documentary & identify at least (1) THREE concepts relevant for om (1)“Cold
about the Cold War War”
your career
History Timeline + (2)
and (2) main historical events of the Cold War Three relevant
> order them in a chronological order (Timeline) terms
by Feb, 4,
(ADDITIONAL MATERIAL For those interested in a topic: 18:00pm
NOT OBLIGATORY!!! (2)Consider
La Guerra Fría 1 - Enemigos históricos (1917-1945) sharing your
https://www.youtube.com/watch?v=IXeNFCTfbU0&ab_channel=FelipeFer best picks for
n% C3%A1ndez further
La Guerra Fría 2 - El Telón De Acero (1945-1947) discussion in a
https://www.youtube.com/watch?v=ebGRpFOfGH0&list=PLqAi GoogleDoc
J3i 9oRq5E1FfC1dayk1Q6jdau_46&index=2 "COLD WAR
La Guerra Fría 3 - El plan marshall (1947-1952)
(1945 -1991):
https://www.youtube.com/watch?v=ThXecZvZeOE&list=PLqAiJ
3i 9oRq5E1FfC1dayk1Q6jdau_46&index=3
best picks from
La Guerra Fría 4 - Berlin (1948-1949)
the
https://www.youtube.com/watch?v=M4zIPGGwz58&list=PLqAiJ documentaries":
https://docs.google
.co
m/presentation/d/1
Qr
LaR8MvZmf984fn
Y
8
The difference between Intertextuality, Paratextuality, Metatextuality, Architextuality, Transtextuality,
Hypertextuality – here: Lanir, Lesley, What is Transtextuality? Understanding the Meaning of the Words
We Read. Accessed Aug, 2022. https://medium.com/@llanirfreelance/what-is-transtextuality
understanding-the-meaning-of-the-words-we-read-f89886f90c67

La Guerra Fría 6 - Comunistas (1947-1953) NcrghCGx8p48JB
https://www.youtube.com/watch?v=AXVHdj3o_Vk&list=PLqAiJ RT
3i 9oRq5E1FfC1dayk1Q6jdau_46&index=6 NWQaqEqRqc/edi
Guerra Fría 7 - La herencia de Stalin (1953-1956) t#s lide=id.p
https://www.youtube.com/watch?v=m1EnRG5HqGQ&list=PLqAiJ
La Guerra Fría 8 - Sputnik (1949-1961)
https://www.youtube.com/watch?v=UInXNP_joY0&list=PLqAiJ
La Guerra Fría 9 - El muro (1958-1963)
https://www.youtube.com/watch?v=2GeT_VILEqU&list=PLqAi
J3i 9oRq5E1FfC1dayk1Q6jdau_46&index=9
La guerra fría 12 - Destrucción Mutua Asegurada (1960 -
1972)https://www.youtube.com/watch?v=98t5xvzluZM&list=PLqAiJ
La Guerra Fría 13 - Haz el amor y no la guerra (1960 - 1970)
https://www.youtube.com/watch?v=OmO9oBShlPw&list=PLqAiJ
La Guerra Fría 14 - La primavera de Praga (1968)
https://www.youtube.com/watch?v=EzW7Owb-PJc&list=PLqAiJ
La Guerra Fría 16 La Distensión (1969 - 1975)
https://www.youtube.com/watch?v=mdvBHKbzubg&list=PLqAiJ
La Guerra Fría 19 - El despertar de la solidaridad (1977 -
1981)https://www.youtube.com/watch?v=60l8rRgKvN0&list=PLqAiJ
La Guerra Fría 21 - Los Espías (1955 - 1990)
https://www.youtube.com/watch?v=StWhh6qTo5Y&list=PLqAiJ
La Guerra Fría 22 - La guerra de las galaxias (1980 - 1988)
https://www.youtube.com/watch?v=rSR2mSsLESs&list=PLqAiJ
La Guerra Fría 23 - La caída del muro (1989)
https://www.youtube.com/watch?v=VMkrI1IefuY&list=PLqAiJ
La Guerra Fría - Cap. 24. El Final (1989-1991)
https://www.youtube.com/watch?v=0sxSaE0odMA
Further reading: Snyder, Timothy. 2011. Bloodlands: Europe

Between Hitler And Stalin.Video Conference. Accessed
Sept, 2012.
https://www.youtube.com/watch?v=UpabpmjsULk&t=42s&list=PLF
5A VQ6-Sy3AY6GTjpESj-RLZBCFAQviq&index=12
Judt, Tony. 2005. Postwar. A History of Europe Since

1945. International: The Penguin Press. Accessed Sept,
2018. Accessed Aug, 2022.
http://scienzepolitiche.unical.it/bacheca/archivio/materiale/2467/Mat
eri
ale%20didattico%20per%20corso%20magistrale%20Storia%20Inte
gr azione%20Europea/Tony%20Judt
Postwar_%20A%20History%20of%20Europe%20Since%2019
45- Penguin%20Press%20(2005).pdf
OSBORNE, Roger. 2006. Civilization: A New History of

the del Western World. London: Jonathan Cape
Feb, National Holiday Constitution Day

6
Feb, ColdWarTimelines Revision Revision of the ColdWar Timelines
8

> From The Council of “Cold War” Clarifications
Europe (CoE) and the
fight for human rights,
democracy and the rule The Council of Europe (CoE)
of law
to The Helsinki The Helsinki Movement (1973-1975)
Movement (1973-1975)
The Organization for Security and Cooperation in
and The Europe (OSCE) https://www.osce.org/who-we-are
Organization for
Security and Browning, Christopher and Pertti Joenniemi (2007)
Cooperation in Geostrategies of the European Neighbourhood Policy, in
Europe (OSCE) creation European Jornal of International Relations, 14 (3)
2007. Accessed Aug, 2022
https://www.researchgate.net/publication/37143809_Geostra
te gies_of_the_European_Neighbourhood_Policy
Feb, Preparation for the Asynchronous

13 Team Presentations: Activity
(6)Prepare your
Team
Presentation
Feb, Team presentation I Some mayor topics to consider: (7) Make an

15 - the Commonwealth of the Nations INDIVIDUAL
Euro-Atlantic Axis: - (the Marshall Plan) Portfolio for ALL
Four Integration
- North Atlantic Treaty Organization (NATO)
Models
- Euro Atlantic Partnership Council (EAPC) Submit:
- role USA plays in the Conference on Security and March,4,
Cooperation in Europe (CSCE) & the Organization 18:00PM
for Security and Co-operation in Europe (OSCE) by
AUKUS GoogleClassroom
Feb, Team presentation II (1) Some mayor topics to consider: (7) Make an
20 - Ideological expansion: “Cominform” & Tito-Stalin INDIVIDUAL
“Communist Block”: Split - Military Integration: Warsaw Pact (WP); KGB Portfolio for ALL
Deepening vs. Four Integration
- Economic Integration: Council for Mutual Models
Enlargement Economic Assistance / Comecon Submit:
March, 4,
18:00PM
Political & Ideological - (Czechoslovak coup d'état (1948)
- de-Stalinization (“Pactomania”)
crisis The use of - (Hungarian Revolution (1956)
- (Space Race
Propaganda The Rule
- (Berlin Crisis 1961
of the State - (“The Prague Spring“ 1968
- (Polish SOLIDARITY Movement (1980-1989) & Polish
Crisis (1980-1981)
Documentaries:
Political Destiny of the
The Lost World of Communism (Part 1) (Eastern Germany). Accessed
“Communist Satellite”
Aug, 2022 https://www.youtube.com/watch?v=3dFdKjhgt3k
States
The lost world of communism part 2/3 (Czechoslovakia) Accessed Aug,
- Berlin Wall & Liberation 2022. https://www.youtube.com/watch?v=sUVro3TKjow
of Eastern Europe
The lost world of communism part 3/3 (Romania) Accessed Aug, 2022
- Dissolution of
Yugoslavia 1990-1992 >
Yugoslav

Wars (1991-2001) https://www.youtube.com/watch?v=TzmmskkuKlM
The Breakup of Yugoslavia Explained. Accessed Aug, 2022

https://www.youtube.com/watch?v=YllzdGa3E5A&ab_channel=HistorySco
pe
Feb, Team presentation II Some mayor topics to consider: (7) Make an
22 - Perestroika y Glasnost and the dissolution of the USSR INDIVIDUAL
(2) Eurasianism Portfolio for ALL
Four Integration
Creation of the Commonwealth of Independent Models
Russian National
States, Eurasian Economic Union, others Submit:
Identity and Foreign March,4,
Policy. 18:00PM
Good reads:
Tsygankov, A.P., Mastering Space in Eurasia: Russia's Geopolitical
Thinking After the Soviet Break-up. Communist and Post-Communist
-Crises in the
Studies 36 (2003) 101–127. Accessed Aug, 2022
Caucasus: * Chechen https://www.researchgate.net/publication/223800527_Mastering_Space_in_
Wars, Eu rasia_Russia's_Geopolitical_Thinking_After_the_Soviet_Break-up
* Ruso-Georgia
Snegovaya, Maria. 2018. Reviving The Propaganda State. How
conflict, * THE KREMLIN hijacked history to survive. Accessed Aug, 2022
Armenia-Azerbaijan https://cepa.ecms.pl/files/?id_plik=4824
Conflict (Nagorno
Karabakh) Documentaries:
Putin's Revenge: Part One (full film) | FRONTLINE. Accessed Aug,
- War in Ukraine (2014 on), 2022.
https://www.youtube.com/watch?v=o2L8qINZD3Q&list=PL64Nkd-keRj
- Belarusian Crisis Cl d3j7m9n2gjhkbrgR8wu&index=736
(after 2020)
What would happen if Russia collapsed?
KaspianReport, 20 June. 2021 Accessed Aug, 2022
https://www.youtube.com/watch?v=dkMlLkCRmRQ&t=797s&ab_channel=C
as pianReportCaspianReport
Feb, Team presentations III Some mayor topics to consider: (7) Make an
27 INDIVIDUAL
European Union (1) European Union creation(1) : Portfolio for ALL
Origins of the - Benelux Treaty Four Integration
- Schumann Plan Models
European Integration
- European Coal and Steel Community Submit:
Process:
- Treaty of Paris March,4,
- Treaty of Rome 18:00PM
- The Hague Single European Act
NB: European Union - The Maastricht Treaty
as a process & as a - Treaty of Amsterdam
Peace Project - Treaty of Nice
- The Lisbon Treaty
The Rule of Law European Commission. Communication from the commission to
the European Parliament, the council, the European economic
The Primacy of and social committee and the committee of the regions. 2020
Economic Integration Rule of Law Report, The rule of law situation in the European Union.
Brussels, 30.9.2020. Accessed Aug, 2022.
-Eurogroup https://eur-lex.europa.eu/legal
-Schengen Zone content/EN/TXT/PDF/?uri=CELEX:52020DC0580&from=ES
-Brexit

March Team presentations III Some mayor topics to consider: (7) Make an
1 INDIVIDUAL
Portfolio for ALL
European Union (2) The EU´s Major Actors:
Four
-European Parliament
Integration Models
-Council of the EU (=/= Council of Europe!!!)
Submit:
Differences between -European Commission March,4,
-European Council 18:00PM by
National and EU Policies
-European Court of Justice GoogleClassroom
-European Central Bank
-European Court of Auditors
- PESCO, oths
Internal political alliances inside the EU:

-“Big Four” (since 2020 – “Big Three”);
- G 6;
- The V Group
(http://www.visegradgroup.eu/documents/official statements),
- Baltic Assembly;
the Frugal Five
others
Differentiated EUrope 2035: Elaboration and Evaluation of

Five Potential Scenarios. Accessed Aug 2022
https://euidea.eu/wp
content/uploads/2021/09/euidea_pp_16.pdf
reflection Papers on
- Social Dimension of Europe;
- Harnessing Globalization
- Deepening of the Economic and Monetary Union
- Future of European Defense
- Future of EU Finances
- Towards a Sustainable Europe by 2030 (2019)
Accessed Aug, 2022.
https://wayback.archive
it.org/12090/20191119103148/https://ec.europa.eu/commission/prio
rit
ies/democratic-change/future-europe/white-paper-future-europe-an
d way-forward
Highly recommended to check out:

The EU in a changing world Conference / LIVE Dec, 1, 2020 Josep
Borrell, High Representative of the Union for Foreign Affairs and
Security Policy, notes appreciation on the joint Iran statement by
ECFR Council Members Carl Bildt, Javier Solana, Alistair Burt,
Wolfgang Ischinger, Jean-David Levitte, and Andrzej Olechowski.
Accessed Aug, 2022.
https://www.youtube.com/watch?v=GqvUvdGmW_I&ab_channel=E
ur opeanExternalActionService%28EEAS%29
EU leaders launch Conference on the Future of Europe | LIVE May,

9, 2021 Accessed Aug, 2022.
https://www.youtube.com/watch?v=cQzX5ymlX
8&t=672s&ab_channel=euronews
The official Conference of the Future of Europe site: Accessed Aug,

2022. https://futureu.europa.eu/?locale=en
March Team presentation IV Hale, Sarah and Will Leggett (Eds.). 2004. The Third Way and (7)
1 beyond. Criticisms, futures and alternatives. GB: PRESENTATION
Manchester University Press. Accessed Aug, 2022. OF an INDIVIDUAL
“The Third Way” and the

international realities of https://www.academia.edu/1527258/The_Third_Way_and_Beyond_ Portfolio for ALL
Europe / European Free cr iticisms_futures_and_alternatives Four Integration
Trade Association Models
Sanandaji, Nima. 2016. El poco excepcional modelo Submit:
(EFTA)
escandinavo: Cultura, mercado y el fracaso de la tercera vía. March,4,
Accessed Aug, 2022. 18:00PM by
http://fppchile.org/wp-content/uploads/2016/03/El-poco GoogleClassroom
excepcional-modelo-escandinavo.pdf
UNIT 3: SOME ISSUES OF EUROPEAN STUDIES
March Prepare an Choose ONE of the following topics, OR propose your own (previous Asynchronous
6 approval is required) Activity
INDIVIDUAL 10 mins
https://docs.google.com/spreadsheets/d/1v20n_aH4uHp_CO5Y2UVoPT0y
long presentation on an 4TI dX3kRC2GtA0HdKIo/edit#gid=0
assigned topic
From March, 8 - on
(1) Investigate the best / most updated sources of information on a
chosen topic (Bibliography Research).
(2) Be ready to inform the Group about your most interesting discoveries /
the results of your investigation (approx. 10 min long presentation)
March 3.1. People of Europe Some RECOMMENDED references: From March, 8 - on
8 (1) Investigate the
and Europe of the best / most updated
People European Parliament. Demographic Outlook for the European sources of
Union 2020. Accessed Aug, 2022 information on a
https://www.europarl.europa.eu/RegData/etudes/STUD/2020/646181/E chosen topic
- Demography (Bibliography
PR S_STU(2020)646181_EN.pdf
- Euroscepticism (EU Research).
scepticism) vs. pro European Commission. Migration and Home Affairs. Official (2) Be ready to
Europeanism Site. Accessed Aug, 2022. inform the Group
(Europhile) - https://ec.europa.eu/home-affairs/index_en about your most
interesting
Separatism discoveries / the
European Parliament. 2017. European Identity. Research for
- Migration results of your
CULT Committee – Directorate-General for Internal Policies / investigation
- European Identity and (approx. 10 min
Culture and Education. Accessed Aug, 2022.
the “Otherness” http://www.europarl.europa.eu/RegData/etudes/STUD/2017/58592 long
presentation)
1/I POL_STU(2017)585921_EN.pdf
- “Europe for
Citizens” European Committee of the Regions (2018) Reflecting on
Europe. How Europe is perceived by people in regions and
Programme and the cities. Accessed Aug, 2022
creation of the https://cor.europa.eu/en/events/Documents/COR-17-070_report_E
Participatory N web.pdf
Citizenship in the
* The Europe for Citizens programme. 2012. The citizen’s effect
European Union (from
25 features. Accessed Aug, 2022. https://ec.europa.eu/home
liberal / affairs/sites/homeaffairs/files/what-we-do/policies/citizenship
communitarian / civic programme/docs/citizens_effect_en.pdf
republican / critical
model to participatory * The Europe for Citizens programme. 2018 Promotion of the
Citizenship) history and values of the European Union. Accessed Aug,
2022.
https://hupgconference.com/wp-content/uploads/2018/04/Tomicic
HUPGconference2018.pdf
* The Europe for Citizens programme. 2019. Priorities for

European Remembrance, 2019-2020. Accessed Aug,
2022.
https://eacea.ec.europa.eu/sites/eacea-site/files/priorities_2019
- 2020_en_0.pdf

Hoskins, Bryony and Kerr, David. 2012. Final Study Summary
and Policy Recommendations Participatory Citizenship in the
European Union Institute of Education. European Commission,
Europe for Citizens Programme. Accessed Aug, 2022.
https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we
do/policies/citizenship
programme/docs/report_4_final_study_summary_and_policy_rec
om mendations.pdf
European Commission, Europe for Citizens Programme. 2013.

Ex ante appraisal and feasibility study on the establishment
of a European house for civil society. Accessed Aug, 2022.
https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we
do/policies/citizenship
programme/docs/feasibility_study_european_house.pdf
March 3.2. Innovate Europe: World Economic Forum. 2019. Innovate Europe: Competing for From March, 8 - on
13 Global Innovation Leadership. Insight Report. Accessed Aug, (1) Investigate the
Competing for Global best / most updated
2022.
Innovation sources of
http://www3.weforum.org/docs/WEF_Innovate_Europe_Report_2019.p information on a
df chosen topic
Leadership (Bibliography
WEF. Strategic Intelligence. Accessed Aug, 2022. Research).
Environmental Issues https://intelligence.weforum.org/topics/a1Gb0000000LHMsEAO?ta (2) Be ready to
b= publications inform the Group
about your most
/
interesting
European Environment Agency. Accessed Aug,
discoveries / the
2022. https://www.eea.europa.eu/ results of your
European (New)
investigation
“Green Deal” (approx. 10 min
Belardo, Teresa. What you need to know about the European
long
Green Deal - and what comes next. WEF. Jul, 13, 2021. presentation)
Energy Transition in Accessed Aug, 2022.
Europe… https://www.weforum.org/agenda/2021/07/what-you-need-to-kno
w about-the-european-green-deal-and-what-comes-next/
March 3.3. Digital World Economic Forum. 2019. Innovate Europe: Competing for (8)From Oct,10-on
15 Global Innovation Leadership. Insight Report. Accessed Aug,
diplomacy and
2022. (1) Investigate
Europe: the best / most
http://www3.weforum.org/docs/WEF_Innovate_Europe_Report_2019.p
updated sources
df
From Big Data to of information
on a chosen
Smart Data WEF. Strategic Intelligence. Accessed Aug, 2022. topic
https://intelligence.weforum.org/topics/a1Gb0000000LHMsEAO (Bibliography
e-Diplomacy and e ?t ab=publications Research).
Government in Europe
Bauman, Zygmunt. 'No one is in control. That is the major (2) Be ready to
Privacy and Social Mobility source of contemporary fear' Video Interview. Accessed Aug, inform the
2022. Group about
https://www.youtube.com/watch?v=73Nmv-4jvSc&list=PLF5AVQ6- your most
Sy3AY6GTjpESj-RLZBCFAQviq&index=137 interesting
discoveries / the
results of your
European Commission. Towards a Sustainable Europe by investigation
2030. Accessed Aug, 2022. (approx. 10 min
https://op.europa.eu/en/publication-detail/-/publication/3b096b long presentation)
37- 300a-11e9-8d04-01aa75ed71a1/language-en/format-PDF
March National Holiday Benito Juárez Birthday Memorial

20

March The Paris Peace (1) Investigate about the Paris Peace Forum Asynchronous
22 https://parispeaceforum.org/en/ Activity
Forum, noviembre
(2) write an executive report (5 pages maximum) about the Forum, (1) investigate the
2018 - 2022
and THE RESULTS of its actions for the Secretary of Foreign Affairs of provided page
your Country (2)write an
executive report
ABOUT THE EXACUTIVE REPORT FORMAT: (5 pages
Emb. Eduardo Flores Rivas (2007) Formatos y Redacción de maximum) about
la Comunicación Escrita de la Cancillería y del Servicio the Forum, and
Exterior Mexicano, Instituto Matías Romero THE
RESULTS of its
actions for the
Secretary of
Foreign Affairs of
your Country
Due day: before
March 25, 18:00
by
GoogleClassroo
m
March Final comments on Revision of students home works

27
selected issues of
european studies
Some indications for further class assignments
March (1) Choose an article you want to read a comment from

29
the following link:
https://docs.google.com/spreadsheets/d/1f4vgRdDDNaREvjJxc_p
Ym a98WcjVgU87Zq48I49eCkE/edit#gid=0
(2) Prepare with your classmate(s) a presentation of ONE of

the articles from RMPE in a format of a “Experts
Roundtable”
April, 3 – 7 Easter Holidays
UNIT 4: EUROPE AND MEXICO

April Students Presentations: Some history, to start with: Asynchronous
10 Charlas Mexicanas con José Vasconcelos 1 México PARTE 1 y Activity
Selected Articles from 2 1957. Accessed Aug, 2022.
https://www.youtube.com/watch?v=Hmhq1bcnrKM&t=463s&ab_ch
(10) Choose ONE
the “Revista
an nel=AndrosE.R.Aguilera article to read
Mexicana de Política
and comment
Exterior”
https://www.youtube.com/watch?v=1rb1NIrrhfg&ab_channel=Andr with your
os E.R.Aguilera classmates
Articles to present: Prepare a brief
(1) Leon-Portilla, Miguel. “Encuentro de 2 mundos: una
presentation (10
perspectiva no circunscrita al pasado (500 años de la llegada de min maximum)
Cristobal Colón)“. #34: Primavera 1992: 9 – 20. Accessed Aug, of this Article.
2022.
https://revistadigital.sre.gob.mx/index.php/rmpe/article/view/1653/1499 Some relevant
updates on a
número 112: Europa y su relación con México (enero-abril 2018) topic are
https://revistadigital.sre.gob.mx/index.php/rmpe/issue/view/15
welcomed.
(2) de Icaza, Carlos.“México y Europa: una historia de
amistad, solidaridad y cooperación”. #112. Enero-abril, 2018:
Presentation:
19-31.
Oct,31 on
(3) del Río, Francisco y Saavedra Cinta, Raúl. “Modernización de
los capítulos de diálogo político y cooperación del Acuerdo Global
México-Unión Europea”. #112. Enero-abril, 2018: 35-48.

número 115: Rusia y su papel en el Mundo (enero-abril 2019)
(4) Shchetinin, Alexander. “Relaciones ruso-mexicanas

tradiciones, actualidad y perspectivas”. #115. Enero-abril,
2019:179-185.
April Students Presentations número 117:
12 about the content of The Economic, Tourism and Cultural Promotion of
ONE of the Articles Mexico Promoción económica, turística y cultural de
México Edición bilingüe inglés-español (Sept-dic de 2019)
from the “RMPE”
(5) Lozano Lozano, Pabl,o Modelo para armar: una nueva

diplomacia económica para México #117. 2020: 225-238
(6) Lara Ortiz, Tania, Diplomacia cultural: una herramienta para

promover las industrias creativas de México #117. 2020:
263-274
número 121:
Diplomacy in the Contemporary World. Diplomatic Education for
the 21st Century. Edición bilingüe inglés-español
(7)Antón-Cortés, Alberto, Diplomacy for the 21st century. Vision

and reality from the Spanish Diplomatic School # 121. 2021: 43 –
51
(8) Diplomatic and Consular Institute, The Evolution of the
Diplomatic Profession in France and New Training
Requirements. #121. 2021: 53 – 59
(9) Rzegocki, Arkady, Poland’s Foreign Service Faces the
Challenges of the Modern World, #121, 61-72
April Students Presentations “Dual Years”: México-France (2011), México-Great Britain (2015)
17 about the content of y México-Germany (2017)
ONE of the Articles Mexico in Venice Biennale:
from the “RMPE” (last) 1st – 1950 - David Alfaro Siqueiros, José Clemente Orozco,
Diego Rivera and Rufino Tamayo
Rafael Lozano-Hemmer(2007)
Cultural Diplomacy
Teresa Margolles(2009)
of Mexico in Melanie Smith (2011)
Europe: Ariel Guzik (2013)
The lessons of the Tania Candiani, Luis Felipe Ortega (2015)
Carlos Amorales (2017)
“Dual Years”
Pablo Vargas Lugo (2019)
https://bienaldevenecia.mx/en/about/
Case-Study: Mexico in
Venice Biennale
(founded in 1895)
UNIT 5: CULTURE IN THE PRESENT DAY EUROPE
April Europe's Cultural and (1)Investigate the site: http://whc.unesco.org/en/list/ Individual OR

19 Natural Heritage Two-Students

(2) Choose ONE of the Europe's Cultural or Natural or Team Work
Mixed Heritage Sites (preferably, the one you had visited (your choice)
OR would like to visit)
Submit by mail:
(3) Create an authentic before April, 24,
OPTION 1: tourist brochure (consider your “target group”: 18:00PM
e.g.newly wed, retired couples, hikers, etc)
or OPTION 2: a short video clip
promoting some aspects
or a World Heritage site
or a festival from the list of the World Heritage in Europe
For extra inspiration:

World Heritage in Europe Today. UNESCO. Accessed
Aug, 2022 http://whc.unesco.org/en/eur-na/
April Historical Patrimony of Revision of the tourist brochures or short video clips
24 the Humankind. promoting some aspects or a World Heritage site or a
festival from the list of the World Heritage in Europe
Home Works
Presentations:
Apri Historical Patrimony of Revision of the tourist brochures or short video clips
l the Humankind. promoting some aspects or a World Heritage site or a
26 festival from the list of the World Heritage in Europe
Home Works
Presentations:
May, Labour Day National Public Holiday No classes

1
May, Art: (1) Revision PEOPLE THAT MADE EUROPE GoogleDoc (12) prepare a
3 from a cultural policy of BRIEF (10 min
the State to the People (2) Students´ presentations on their favourite EUROPEAN artists maximum)
/ writers / musicians of Contemporary Europe who is “An presentation
Who ARE MAKING
Influencer” / “A Role Figure” / “An Example to Follow” about your
Europe (1) favourite
artists /
writers /
musicians of
Contemporary
Europe
May, (2) A European Influencer / Presentation of previously submitted works (students´choice) Students´
8 A Role Figure / An Example presentations of
to Follow their favourite
EUROPEAN
artists / writers /
musicians of
Contemporary
Europe
May, Last class Grades presentation.

10 Conclusions and Final Clarifications
Comments
REFERENCIAS BASICAS Y COMPLEMENTARIAS
(FUENTES DE TRABAJO, PARA CONSULTA O COMPLEMENTARIAS)
1. Armstrong, David, others (eds) 2011. Civil Society and International Governance. The Role of Non-State
Actors in Global and Reginal Regulatory Frameworks. Routledge.
2. Bauman, Zygmunt (2004) Europe: An Unfinished Adventure. Polity.
3. Emmanouilidis, Janis (2021) Differentiated EUrope 2035: Elaboration and Evaluation of Five
Potential Scenarios. EUIdea + European Commission. 2019. Reflexion Papers on the Future of Europe.
4. GARCÍA PICAZO, Paloma (2008) La idea de Europa: Historia, Cultura, Política. Madrid: Tecnos.
5. Gannon, Martin & Rajnandini Pillai (2016) Understanding Global Cultures: Metaphorical
Journeys Through 34 Nations, Clusters of Nations, Continents, & Diversity. Sage.
6. JUDT, Tony (2005) Postwar. A History of Europe Since 1945. International: The Penguin Press. 7.
OSBORNE, Roger (2006) Civilization: A New History of the del Western World. London: Jonathan Cape
8. “Revista Mexicana de Política Exterior” /SRE
9. Galland, Pierre, others (eds.) 2016. World Heritage in Europe Today. UNESCO.
10. World Economic Forum. 2019. Innovate Europe: Competing for Global Innovation Leadership. Insight
Report.

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COURSE: EUROPE

SEMESTER: Spring 2023

5. Describe the relationship European countries maintain in the international setting.

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 1

1.The origins of the contemporary political reality of Europe:

(1) Euro-Atlantic Axis: “METAMORPHOSIS”

(2) THE EASTERN EUROPE: TRANSFORMATION

2.2.1. Origins: the Post-IIWW International Policy of the USSR

2.2.5. Russian National Identity and Foreign Policy.

2.3.1. Origins of the European Integration Process:

2.3.2 Creation and consolidation of the European Union

(4) “THE THIRD WAY” and the international realities of Europe:

UNIT 3: SOME ISSUES OF EUROPEAN STUDIES

UNIT 4: EUROPE AND MEXICO

Case-Study: Mexico in Venice Biennale

NOTA SOBRE EDUCACIÓN Y PEDAGOGÍA DIGITAL EN MODALIDAD A DISTANCIA (MAD).

Los requisitos tecnológicos indispensables para participar en clase:

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 4

SOME PRELIMINARY CONSIDERATIONS:

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 5

1 DEBATES AND DISCUSSIONS PARTICIPATION 20%

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 6

Jan, Presentation of the group Why study EUROPE?

Jan, 1.Presentation of the Available on the BrightSpace (1) Investigate

UNIT 1: The Evolution of the Concept “Europe”

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 8

Rifkin, Jeremy. 2014. The American Dream: How Europe's

Jan, Europe: The Territory Revision of the Homeworks

Reason and reasons

Jan, Metaphors and TEAM WORK: Asynchronous

(3) With one or two of your classmates produce an authentic

(Consider understand the difference between

Jan, Teams´ Presentations. Home Works Revision.

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 10

Further reading: Snyder, Timothy. 2011. Bloodlands: Europe

Judt, Tony. 2005. Postwar. A History of Europe Since

OSBORNE, Roger. 2006. Civilization: A New History of

Feb, National Holiday Constitution Day

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 11

Feb, Preparation for the Asynchronous

Feb, Team presentation I Some mayor topics to consider: (7) Make an

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 12

The Breakup of Yugoslavia Explained. Accessed Aug, 2022

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 13

Internal political alliances inside the EU:

Differentiated EUrope 2035: Elaboration and Evaluation of

Highly recommended to check out:

EU leaders launch Conference on the Future of Europe | LIVE May,

The official Conference of the Future of Europe site: Accessed Aug,

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 14

UNIT 3: SOME ISSUES OF EUROPEAN STUDIES

* The Europe for Citizens programme. 2019. Priorities for

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 15

European Commission, Europe for Citizens Programme. 2013.

March National Holiday Benito Juárez Birthday Memorial

Departamento de Estudios Internacionales, Ibero CDMX / Spring 2023 16

March Final comments on Revision of students home works