USEFUL INFORMATION, RESOURCES & SERVICES FOR STUDENTSUSEFUL LINKS AND DOCUMENTS ADITIONAL & SUPPORTING INFORMATION

SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60314YEEOS-SOC2174	World Cultures and Globalization	0	Spring	2	0	2	3

Course Type :
Cycle:	Bachelor TQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Language of Instruction:	English
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	E-Learning
Name of Coordinator:	Dr. GÜLCE BAŞER
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

To Inform the students about the impacts of globalization on the world cultures.
To contribute them in developing insight about the new world order.
To improve their knowledge and grounding in their preparation to the career world they will be a part of.
To build a ground in developing strategies for their career life within the global individuals enjoying more comprehensive interpretations of their perceptions, impressions, and experiences.

Course Content:

1st week: What is globalization? The conceptualization of Globalization, Global Experiences at a Glimpse, and the Major Debates on the Definition and Scope of Globalization.

Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 1-20

Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 1-16

2nd week: The History of Globalization

Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 42-54

Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 17-36

Diamond, Jared. “Ch. 3 Collision at Cajamarca: Why the Inca emperor Atahuallpa did not capture King Charles I of Spain,” in. Guns, Germs, and Steel. W.W. Norton & Company, 1999, pp. 67-81.

3rd week: Culture and Globalization: Main Issues

Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 69-92

Nederveen Pieterse, Jan, “Globalization and Culture: Three Paradigms,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 41-58.

Magu, Stephen, “Reconceptualizing Cultural Globalization: Connecting the ‘Cultural Global’ and the ‘Cultural Local,’” Soc. Sci. 2015, 4, 630–645; doi:10.3390/socsci4030630

4th week: Economy and Globalization: The fingerprints of Global Economy on Culture

Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 96-105

Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 37-54

Stiglitz Joseph E., “The East Asia Crisis How IMF Policies Brought the World to the Verge of a Global Meltdown ,” Globalization and its discontents (2002, W.W. Norton),pp: 89-132.

Sundaram, Jomo Kwame, “Drawing Lessons from the 2008 World Food Crisis,” in Arif Dirlik, Alexander Woodside, Roxann Prazniak (ed.) - Global Capitalism and the Future of Agrarian Society (2012, Routledge), pp: 307-320.

5th week: Culture, Ideology and Globalization

Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 21-41

Hopper, Paul, “China and Globalization,”- Living with Gobalization (2006, Berg), pp: 99-117.

Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 93-112

Nederveen Pieterse, Jan, “Globalization is braided: East-West Osmosis,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 123-140.

6th week: Politics of Globalization
Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 68-81.

Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 56-68

Bauman, Zygmunt, “After Nation State – What?,” in Globalization, Blackwell: 2005, pp: 55-76.

7th week: Globalization and Glocalization

Mahsa Alimardani and Stefania Milan, “The Internet as a Global/Local Site of Contestation: The Case of Iran,” in E.Peeren, R. Celikates, J. de Kloet, T. Poell (eds.) - Global Cultures of Contestation_ Mobility, Sustainability, Aesthetics & Connectivity [Palgrave Studies in Globalization, Culture and Society], pp: 171-192.

Peterson, William, “The Singapore Arts Festival at Thirty: Going Global, Glocal, Grobal,” Asian Theatre Journal, vol. 26, no. 1 (Spring 2009). © 2009 by University of Hawai‘i Press.

Stuart Hall, “The Local and the Global: Globalization And Ethnicity,” From: Culture, Globalization and the World-System: Contemporary Conditions for the Representation of
Identity, University of Minnesota Press, 1997

8th week: Globalization and Power 1: Maps and Language

Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 55-67

Bauman, Zygmunt, “Space Wars: a Career Report,” in Globalization, Blacwell: 2005, pp: 27-54.

9th week: Globalization and Power 2: Cultural Transfers

Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 82-95

Condry, Ian. "Introduction." Chapter 1 in Japanese Hip-Hop (forthcoming) (Book Manuscript)

10th week: Contemporary Nomads: Working Abroad

Jan Nederveen Pieterse, “Globalization and Human Integration: We Are All Migrants,” Maryland: Rowman & Littlefield Publishers, Inc., 2009, pp: 25-42.

P. Hitchcock, “The Paradox of Moving Labor: Workers in the Films of Jia Zhangke,” Labor in Culture, Or, Worker of the World(s), Palgrave Studies in Globalization, Culture and Society,
DOI 10.1007/978-3-319-45399-6_6

11th week: Cultural Hybridization

Nederveen Pieterse, Jan, “Globalization as Hybridization,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 65-94.

Nederveen Pieterse, Jan, “Hybridity, So What? The Anti-hybridity Backlash and the
Riddles of Recognition,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 65-94.

12th week: Global Culture Industry
Sources to be provided

13th week World on Line: Pandemic in a Globalized World

Łukasz Sułkowski, “Covid-19 Pandemic; Recession Virtual Revolution Leading to De-globalization?”, Journal of Intercultural Management Vol. 12, No. 1, March 2020, pp. 1–11

Liat Ayalon, Alison Chasteen, Manfred Diehl, Becca R. Levy, Shevaun D. Neupert, Klaus Rothermund, Clemens Tesch-Römer, and Hans-Werner Wahl, “Aging in Times of the COVID-19 Pandemic: Avoiding Ageism and Fostering Intergenerational Solidarity,” Journals of Gerontology: Psychological Sciences, 2020, Vol. XX, No. XX, 1–4 doi:10.1093/geronb/gbaa051

14th week: Globalization and the Social Media

Samantha Bradshaw, Philip N. Howard, Troops, Trolls and Troublemakers: A Global Inventory of Organized Social Media Manipulation, Computational Propaganda Research Project Working Paper 2017.12, Oxford University Press.

Beatriz Cantinho and Mariza Dima, “Erehwon: A Digital Platform for Empowering Sociopolitical Interventions in Public Space,” in Esther Peeren, Robin Celikates, Jeroen de Kloet, Thomas Poell (eds.) - Global Cultures of Contestation_ Mobility, Sustainability, Aesthetics & Connectivity [Palgrave Studies in Globalization, Culture and Society], pp:241-261.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:



Knowledge *(Described as Theoritical and/or Factual Knowledge.)*
1) The students will develop deeper insight about the World system and events.
2) The students will be more familiar with their future employers, employees, and customers, as world citizens
3) The students will be able to develop an academic approach to the world history.
4) The students will have a vision about how the economy, politics and the culture are inter-related.
5) The students will discover how the citizens of the world are inter-related and inter-dependent in terms of economy, politics, and culture.
Skills *(Describe as Cognitive and/or Practical Skills.)*
Competences *(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)*

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	What is globalization? The conceptualization of Globalization.	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 1-20 Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 1-16
2)	The History of Globalization	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 42-54 Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 17-36 Diamond, Jared. “Ch. 3 Collision at Cajamarca: Why the Inca emperor Atahuallpa did not capture King Charles I of Spain,” in. Guns, Germs, and Steel. W.W. Norton & Company, 1999, pp. 67-81. Materyal	Materyal
3)	Culture and Globalization: Main Issues	Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 69-92 Nederveen Pieterse, Jan, “Globalization and Culture: Three Paradigms,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 41-58. Magu, Stephen, “Reconceptualizing Cultural Globalization: Connecting the ‘Cultural Global’ and the ‘Cultural Local,’” Soc. Sci. 2015, 4, 630–645; doi:10.3390/socsci4030630 Materyal	Materyal
4)	Economy and Globalization: The fingerprints of Global Economy on Culture The outputs of the Globalization in the World economies and their impact on the world cultures	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 96-105 Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 37-54 Stiglitz Joseph E., “The East Asia Crisis How IMF Policies Brought the World to the Verge of a Global Meltdown ,” Globalization and its discontents (2002, W.W. Norton),pp: 89-132. Sundaram, Jomo Kwame, “Drawing Lessons from the 2008 World Food Crisis,” in Arif Dirlik, Alexander Woodside, Roxann Prazniak (ed.) - Global Capitalism and the Future of Agrarian Society (2012, Routledge), pp: 307-320.	Materyal
5)	Culture, Ideology and Globalization	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 21-41 Hopper, Paul, “China and Globalization,”- Living with Gobalization (2006, Berg), pp: 99-117. Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 93-112 Nederveen Pieterse, Jan, “Globalization is braided: East-West Osmosis,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 123-140.
6)	Politics of Globalization: The political outcomes and impact of globalization.	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 68-81. Steger, Manfred B., A Very Short Introduction to Globalization, 2003, Oxford University Press, USA), pp: 56-68 Bauman, Zygmunt, “After Nation State – What?,” in Globalization, Blackwell: 2005, pp: 55-76. Materyal
7)	Globalization and Glocalization The reaction of the local and the adaptation of the global structures to the demands of the local structures.	Mahsa Alimardani and Stefania Milan, “The Internet as a Global/Local Site of Contestation: The Case of Iran,” in E.Peeren, R. Celikates, J. de Kloet, T. Poell (eds.) - Global Cultures of Contestation_ Mobility, Sustainability, Aesthetics & Connectivity [Palgrave Studies in Globalization, Culture and Society], pp: 171-192. Peterson, William, “The Singapore Arts Festival at Thirty: Going Global, Glocal, Grobal,” Asian Theatre Journal, vol. 26, no. 1 (Spring 2009). © 2009 by University of Hawai‘i Press. Stuart Hall, “The Local and the Global: Globalization And Ethnicity,” From: Culture, Globalization and the World-System: Contemporary Conditions for the Representation of Identity, University of Minnesota Press, 1997 Materyal	Materyal
8)	Globalization and Power 1: Maps and Language Power structure in global manifestation	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 55-67 Bauman, Zygmunt, “Space Wars: a Career Report,” in Globalization, Blacwell: 2005, pp: 27-54.
9)	Globalization and Power 2: Cultural Transfers	Lee, Richard, Globalization, Language and Culture, Chelsea House Pub.: 2006, pp: 82-95 Condry, Ian. "Introduction." Chapter 1 in Japanese Hip-Hop (forthcoming) (Book Manuscript)
10)	Contemporary Nomads: Working Abroad	Jan Nederveen Pieterse, “Globalization and Human Integration: We Are All Migrants,” Maryland: Rowman & Littlefield Publishers, Inc., 2009, pp: 25-42. P. Hitchcock, “The Paradox of Moving Labor: Workers in the Films of Jia Zhangke,” Labor in Culture, Or, Worker of the World(s), Palgrave Studies in Globalization, Culture and Society, DOI 10.1007/978-3-319-45399-6_6 Materyal
11)	Cultural Hybridization	Nederveen Pieterse, Jan, “Globalization as Hybridization,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 65-94. Nederveen Pieterse, Jan, “Hybridity, So What? The Anti-hybridity Backlash and the Riddles of Recognition,” in Globalization and Culture: Global Mélange, Rowman&Littlefield Co., pp: 65-94.
12)	Global Culture Industry
13)	World on Line: Pandemic in a Globalized World	Łukasz Sułkowski, “Covid-19 Pandemic; Recession Virtual Revolution Leading to De-globalization?”, Journal of Intercultural Management Vol. 12, No. 1, March 2020, pp. 1–11 Liat Ayalon, Alison Chasteen, Manfred Diehl, Becca R. Levy, Shevaun D. Neupert, Klaus Rothermund, Clemens Tesch-Römer, and Hans-Werner Wahl, “Aging in Times of the COVID-19 Pandemic: Avoiding Ageism and Fostering Intergenerational Solidarity,” Journals of Gerontology: Psychological Sciences, 2020, Vol. XX, No. XX, 1–4 doi:10.1093/geronb/gbaa051
14)	Globalization and the Social Media	Samantha Bradshaw, Philip N. Howard, Troops, Trolls and Troublemakers: A Global Inventory of Organized Social Media Manipulation, Computational Propaganda Research Project Working Paper 2017.12, Oxford University Press. Beatriz Cantinho and Mariza Dima, “Erehwon: A Digital Platform for Empowering Sociopolitical Interventions in Public Space,” in Esther Peeren, Robin Celikates, Jeroen de Kloet, Thomas Poell (eds.) - Global Cultures of Contestation_ Mobility, Sustainability, Aesthetics & Connectivity [Palgrave Studies in Globalization, Culture and Society], pp:241-261.

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

DERS ÖĞRENME ÇIKTILARI - PROGRAM ÖĞRENME ÇIKTILARI İLİŞKİSİ

Contribution of The Course Unit To The Programme Learning Outcomes

Ders Öğrenme Çıktıları (DÖÇ)	1	2	3	4	5
Program Öğrenme Çıktıları (PÖÇ)
1) Being able to explain fundamental psychological concepts, models, and theories.
2) Being able to apply knowledge, skills, and experiences from different subfields of psychology to personal, social, and academic contexts.
3) Being able to analyze psychological processes from an interdisciplinary perspective by utilizing knowledge of psychology’s relation to other sciences.
4) Being able to effectively use research methods and techniques such as data collection, analysis, and interpretation in psychology.
5) Being able to follow current psychological research and developments in related scientific fields from an interdisciplinary perspective, and to access new theoretical and applied knowledge.
6) Being able to critically evaluate the cognitive, psychological, and social causes and consequences of human behavior.
7) Being able to convey psychological knowledge to different groups through written, oral, and visual communication tools.
8) Being able to effectively use information and communication technologies in psychological research, data analysis, and presentation processes.
9) Being able to actively take part in professional life for a semester by fulfilling assigned duties and responsibilities individually and within a team, integrating theoretical knowledge with practice, gaining professional experience, and setting an example for society through demonstrated attitudes and behaviors.
10) Being able to develop preventive measures against potential problems in psychological practice through both individual and group efforts, reduce possible deficiencies, contribute to the improvement of professional processes, and act with a sense of social responsibility.
11) Being able to continuously improve knowledge and skills by following developments and current research in the field, and to transfer the acquired knowledge.
12) Being able to contribute to the solution of social problems by utilizing professional knowledge and social skills.
13) Being able to demonstrate professional ethical awareness and responsibility in the use of psychological knowledge.
14) Being able to apply psychological knowledge and skills through the use of a foreign language and information/communication technologies, and to communicate them effectively in written and oral form.
15) Being able to adapt to innovative approaches by taking into account the developments in the field and to act flexibly in processes of change.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Being able to explain fundamental psychological concepts, models, and theories.
2)	Being able to apply knowledge, skills, and experiences from different subfields of psychology to personal, social, and academic contexts.
3)	Being able to analyze psychological processes from an interdisciplinary perspective by utilizing knowledge of psychology’s relation to other sciences.
4)	Being able to effectively use research methods and techniques such as data collection, analysis, and interpretation in psychology.
5)	Being able to follow current psychological research and developments in related scientific fields from an interdisciplinary perspective, and to access new theoretical and applied knowledge.
6)	Being able to critically evaluate the cognitive, psychological, and social causes and consequences of human behavior.
7)	Being able to convey psychological knowledge to different groups through written, oral, and visual communication tools.
8)	Being able to effectively use information and communication technologies in psychological research, data analysis, and presentation processes.
9)	Being able to actively take part in professional life for a semester by fulfilling assigned duties and responsibilities individually and within a team, integrating theoretical knowledge with practice, gaining professional experience, and setting an example for society through demonstrated attitudes and behaviors.
10)	Being able to develop preventive measures against potential problems in psychological practice through both individual and group efforts, reduce possible deficiencies, contribute to the improvement of professional processes, and act with a sense of social responsibility.
11)	Being able to continuously improve knowledge and skills by following developments and current research in the field, and to transfer the acquired knowledge.
12)	Being able to contribute to the solution of social problems by utilizing professional knowledge and social skills.
13)	Being able to demonstrate professional ethical awareness and responsibility in the use of psychological knowledge.
14)	Being able to apply psychological knowledge and skills through the use of a foreign language and information/communication technologies, and to communicate them effectively in written and oral form.
15)	Being able to adapt to innovative approaches by taking into account the developments in the field and to act flexibly in processes of change.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Reading
Homework
Project Preparation
Thesis Preparation
Seminar
Course Conference

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Final Exam
Quiz
Homework Evaluation
Participation in Discussions

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	1	% 10.00
Homework Assignments	1	% 20.00
Midterms	1	% 20.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	15	2	30
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	2	15	30
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	6	6
Total Workload of Teaching & Learning Activities	-	-	66
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	2	4
Midterms	1	1	1
Semester Final Exam	1	1	1
Total Workload of Assesment & Evaluation Activities	-	-	6
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			72
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			3