Inequality resides at the heart of politics. The way in which groups of people are able to claim and sustain privilege requires the exercise of some form of political power. Simultaneously, promoting a more egalitarian order also requires political action. The politics of inequality takes many forms. It can be institutionalized and play out in the realm of ‘formal politics’. It can also take less formal shapes through the activism of social movements, both in the physical public space and the virtual world. It can even play out in terms of the power/knowledge nexus, for instance through popular representations of racial, gendered, or non-western marginal groups. Inequality therefore invites us to re-think politics through the lenses of political theory, political institutions, and international relations.
 
The course addresses the issue of inequality in the perspective of the sub-disciplines that constitute the core of the political science track at our college: political theory, institutional analysis and IR methods/methodology. Focus on research and student active participation are distinctive features of the course.
 
The chief goal of the course is to explore the (in)equality, power, and political discourse on the basis of classical and cutting edge knowledge and stimulate learning and in-depth research through through cooperative and collaborative instruction techniques. The course will serve as a capstone experience for political science students who intend to apply for master programs in political sciences and sub-fields.
 

The course uses a mix of teaching techniques (lectures by instructors, guest lectures, student organized presentations/debates and the writing of research projects) together with a variety of assessment formats (teacher assessed assignments, peer reviews and student self-assessments). 
The practice of self-evaluation and peer-review constitutes a key component of the course which is conducted in accordance with the guidelines provided by the instructors. Specifically, students are encouraged to take responsibility for the critical justification and selection of the scientific materials available as course materials, and for setting up and leading class debates and presentations. Students are also encouraged to organize guest-lectures.

1. Course set-up and selection of readings (teacher assessed)
2. The organization / conducting of classroom discussions (self-assessed)
3. Individual presentations (teacher assessed)
4. Peer review of research progress (self-assessed)
5. Reflective learning report (self-assessed)
6. Final research paper (teacher assessed)