Utrecht University

This advanced course focuses on changes that occur within the adolescent, including changes related to biological, socio-emotional, cognitive, and moral development as well as changes in the social context including changes in family relations and peer relations and the larger society. Lectures focus on traditional and new theoretical perspectives, as well as the current environmental conditions impinging on adolescents. Seminars focus on hands-on experience in how to conduct research with adolescents. Specifically, students recruit adolescents for an interview and questionnaires. The final grade for the course is based on grades from exams and written assignments. Prerequisites include one introductory psychology course, one developmental psychology course, and a basic knowledge of statistics and research methods.

This course studies the causes and consequences of these international linkages, which is called globalization. Understanding the real part of the process of globalization requires knowledge of the economic forces underlying international trade flows, factor mobility, and the role of international and multinational firms in the organization of these forces. The course covers classical trade theories, new trade theories, and the practice of globalization. It covers key aspects of globalization such as international trade, multinational enterprise, foreign direct investment (fragmentation, outsourcing), and geography. The main theories concerning international trade are analyzed at length. Special attention is given to the implications of trade for the distribution of income. The role of trade policies, which are used to stimulate as well as frustrate the international exchange of goods and services, both at the national and the supranational level (WTO; regional trade blocs) are analyzed.

This course invites both international and Dutch students who want to develop an understanding of Dutch culture and society from an intercultural perspective. It first considers the notion of (national) culture, and different approaches to (national) culture. In relation to the Dutch, the course considers auto-images and hetero-images, and the dynamics between the self and “the Other”. Students explore the mechanisms involved in representing “the Other” in an international context. Which hetero images of the Netherlands and the Dutch exist, and how are these images to be understood? Case studies from contemporary Dutch culture resonating abroad are covered, e.g. the monarchy, and policies of toleration concerning ethical issues. Representations of “the Other” in a domestic setting are explored. How are notions about Dutch identity constructed, what is the position of newcomers, expats, and other “Others” in such a context? Again, case studies from contemporary Dutch society are considered, such as the rise of (nationalist) populism on the political stage, and public discourse related to religious and ethnic diversity. The handbook and supplementary texts on selected themes present various disciplinary perspectives. Participants are encouraged to seek out representations of Dutch culture and contribute from their own perspectives. By comparing perspectives and exchanging experiences, students thus gain firsthand insight into the dynamics of the intercultural communication.

What is cultural inquiry? How do you approach a cultural object scientifically? How do you generate scientifically-sound and reliable knowledge?  In this course, students learn the tools to identify, navigate, and ultimately apply complex, versatile, and cutting-edge philosophies in cultural studies.  The course links philosophical perspectives to current social and political themes.  Political, organic, economic, and technological environments influence the production of scientific knowledge and that knowledge in turn has effects on its contexts. Students learn to relate positionality as a researcher in a responsible way to contexts and environments and consider the ‘ecology’ cultural phenomena embedded in them.