Entry requirements

A Bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university, including at least 90 credits in the social sciences or humanities. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

After the course the student should be able to:

Knowledge and understanding

• Account for justice theories that have relevance to the study of gender inequality, ethnocultural discrimination, and unequal access to environmental resources in Russia and Eurasia;
• Describe important areas of inequality in Russia and Eurasia in relation to gender, ethnicity, and access to the environment;
• Account for legal documents, administrative practices, societal structures, cultural knowledge and customs that contribute to gender, ethnocultural and environmental injustices; 

Competence and skills

• Recognize different forms of inequality in relations pertaining to gender, ethnic and cultural belonging, and environmental use;
• Independently identify theories of justice that can provide tools for critical analysis of injustices in the realms of gender, ethnicity, and sustainable environmental use in Russia and Eurasia;
• Analyse gender, ethnocultural and environmental injustices with the help of relevant theories of justice; 

Judgment and approach

• Judge the impact which legal provisions, administrative practices, societal structures, cultural knowledge and customs have on equality and injustices within gender, interethnic relations, and distribution of environmental resources in Russia and Eurasia;
• Correlate theories and models of justice with empirical examples from Russia and Eurasia and identify the sources of injustices;
• Make informed suggestions about more equitable arrangements.

Content

During the course, students learn about problems of inequality in Russia and Post-Soviet Eurasia in three major realms of life: gender relations, ethnocultural pluralism, and environmental governance. Selected theoretical frames of justice are introduced to provide models against which students can identify injustices. Discussions will revolve around legal documents, administrative practices, societal structures, cultural knowledge and customs where students can identify and analyse the sources of gender, ethnocultural and environmental inequalities. With the help of justice theories, students are encouraged to make informed suggestions about more equitable arrangements within gender and ethnic relations, and environmental use in Russia and Eurasia.

Instruction

The course comprises of lectures and seminars.

Assessment

The course is assessed by active participation in seminars, oral presentations, and written assignments.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University´s disability coordinator or a decision by the department's working group for study matters.