https://at-ceu.studyguide.timeedit.net/modules/UGST4233?type=CORETeaching session: 15 January - 26 March 2026. Course meeting times: 16.40 -18.30 GMT (UK); 17:40 -19:30 CET (Austria); 18:40 - 20:30 SAST (South Africa)For CEU students: a 60-minute slot will be scheduled for discussion. As soon as I know this together with the room numbers, I will post it on Moodle. FacultyNelly Bekus (University of Exeter); Adam Levin (University of the Witwatersrand/ Wits); Adam Mendelsohn (Kaplan Centre, University of Cape Town/ UCT); Andrea Pet? (Central European University, Vienna/ CEU); Tali Nates (Johannesburg Holocaust and Genocide Centre/JHGC); Mark Roseman (Indiana University); Mispa Roux (Johannesburg Holocaust and Genocide Centre/ JHGC); Yair Wallach (School of Oriental and African Studies, University of London/ SOAS); Merle Williams (University of the Witwatersrand/ Wits)Recorded Lecture: David Feldman (Birkbeck Institute for the Study of Antisemitism, Birkbeck, University of London).Coordinators (University of the Witwatersrand/ Wits):Adam Levin (
[email protected]) and Merle Williams (
[email protected])Teaching assistantPéter Buchmuller (Central European University/ CEU)IT-related questions regarding the CEU Moodle site:
[email protected] for CEU students: Note that the instructor cannot edit the info on Time Edit, so the Moodle contains accurate information. Moodle site of the course: https://ceulearning.ceu.edu/course/view.php?id=18394Zoom link for the course: https://ceu-edu.zoom.us/j/97649070317?pwd=skQjdWdWjpX8rqZQCUWQJTaF21tKAk.1Course description:This module promotes new teaching and thinking about the relationships between four distinct but overlapping historical, cultural, and political phenomena: antisemitism, the Holocaust, colonialism, and gender. Each of these terms is a lens through which to examine exclusion, prejudice, discrimination, race, and hate in their historical and contemporary manifestations. Yet the domination and prejudice which each of these terms denotes is too often exclusively discussed in its own particular setting: for example, antisemitism and the Holocaust are studied separately from forms of racism rooted in colonial legacies. This course aims to reframe these critical discussions that at present take place in parallel, and sometimes even in an antagonistic manner. We address topics with continuing and urgent global significance. Working collaboratively and addressing both the past and the present, the curriculum traces dark histories of hatred, racial and gender discrimination, colonial exploitation, and genocide that have shaped our contemporary world. Lecturers and students will explore how we can comprehend and clarify intellectual debates that have real-world implications in diverse national and regional settings. The subject matter allows students to connect academic work with engaged citizenship, social justice advocacy, and human rights activism. Inescapably, teaching and learning for the 2025 iteration of this course will be undertaken in the context of the war in Gaza as well as the attack on Israel on 7 October 2023, which preceded it. The war in Gaza (as well as the more recent conflict in Lebanon) raises questions and debates that this module will illuminate. The fact that the module addresses these issues in an academic context does not make them any less divisive. It does, however, mean that we will all proceed with civility and respect for others, including those with whom we may disagree. Our aim is that all students should feel safe and able to contribute. Course logistics: Online classes First, the course will begin on 15 January with an opening roundtable outlining its key concerns.In subsequent weeks, there will be a class comprising a mixture of lectures, small group discussion, plenary discussion and project work involving students from the CEU, Exeter University, UCT, and the JHGC. This class is held via Zoom. You will join the class through a link to the CEU Moodle site (https://ceulearning.ceu.edu/course/view.php?id=18394). All students will be sent instructions on how to join. At the beginning of each session, the lecturer responsible will draw links with the previous week's topic before offering their own lecture. Following the lecture, students allocated to small groups will discuss one of three set questions pre-circulated by the lecturer. Everyone will then rejoin the large group for a plenary discussion. The final part of each session will be focused on group work. From 22 January until 5 February and again on 19 February, students assigned to small groups will focus on (primary) source material which deals with one of the module's core themes: antisemitism, colonialism, gender, or the Holocaust. These discussions will be facilitated by members of the faculty and the teaching assistant. On 12 February there will be a special presentation on producing a podcast, including conceptualization of the script and managing the technical aspects. From 19 February onwards, students will work cooperatively in groups, using the final portion of each weekly session to devise and develop 10-minute podcasts. (Note: Since a double lecture is scheduled for 26 February, there will be no dedicated podcast slot in that week.) The course will conclude on 26 March with students presenting their completed podcasts. A closing roundtable will then assess the experience of participating in "Cultures of Hate and Oppression". Second, various home institutions (the CEU, Exeter, and the JHGC) will organize separate seminars or activities for their registered students. These sessions will build on and/or supplement material that has been addressed in the shared online classes. Your home institution will advise on when and how to join these sessions, whether in person or online. Podcast assignment:Students will be divided into small groups to construct a podcast addressing the theme of "Cultures of Hate and Oppression". While this subject allows considerable freedom of choice, the podcasts should be firmly rooted in the key concerns of the course together with issues raised during lectures or in discussion. 1. Your 10-minute podcast should be informed by the document studies, lectures and academicreadings assigned for this course. Thisis a fundamental expectation that should consistently inform your thinking anddesign process. The podcast may be created as an interview, a discussion, aquestion-and-answer session or in any other way you deem suitable for yourgroup. You should make sure that each member of your group is involved in theproject through designing, interviewing, scriptwriting, editing, technicalsupport, etc. 2. The podcast will be accompanied by a 1000-wordtranscript and a short (500-word) reflection on why and how your group choseits topic and the selected format, in addition to any challenges encountered.Please submit your transcript by 12 March to receive feedback from the facultyby 19 March 2026. 3. Final submission of the podcast, the transcript and therelated reflection will fall due on 26 March 2026. Logistics:1. What is your topic? Every podcast must have a topic that will guide the discussion. While the discussion should hopefully generate some spontaneity, there should also be a script with questions or challenges that will be pursued. 2. Who is your intended audience? Some podcasts are created and edited in a style that can be enjoyed by a variety of audiences and age groups, but most podcasts have an intended audience. The decision on your intended audience will influence the way you edit your podcast. It will also influence your choice of guests to invite. 3. How will you record your podcast? Your podcast will be recorded as an audio file. You can use a variety of online recording platforms: Zoom, the voice note app on your mobile phone (if you want to include a remote interview or interviews, you can ask your guest(s) to record their responses to your questions as voice notes, which are also sent to you) or any other recording device to which you have access. 4. You will need to edit your podcast. Whichever recording platform you have chosen, you will need to edit your recording into a single coherent, easy to listen to and easy to follow podcast. If you have an iPhone or Mac computer, iMovie is a simple, excellent editing software package that will edit both audio files and videos. You can also use Audacity or any NCH software. This can be a fun part of the process, as you can enrich the podcast with music or sound effects if you wish. 5. You will need a name or title for your podcast. This can be your name or the name of your organization or any unique, uncomplicated name that will be easy for your audience to remember. Structuring your podcast:6. Design a synopsis of your podcast - have a script. Think of your podcast as a short essay: You must have an introduction. The introduction shouldtell the listener, briefly but clearly, what the topic is, who the moderator is(so introduce yourself), who the guests will be and why it matters that thelistener should continue listening to your presentation. Make this sectionshort but catchy. It is sometimes described as the "promise" or the "hook". Ifyou have guests, you must introduce them and explain why you invited them todiscuss your chosen topic. A) You then come to the body of your podcast. Thisis where you "deliver on the promise" and present listeners with the materialyou have introduced, including discussions with your guests involving suitablequestions. There is also an opportunity to include further pre-recorded clipsto enhance your discussion. B) Be strategic in how you design your questions sothat they always relate to the main topic. Be mindful also of how much time youhave for the podcast: if the final edited version for your audience should runfor 10 minutes, be alert to the number of questions, the number of guests andthe number of follow-up questions you can actually accommodate. Before you start recording, share this information withyour guests, so that their responses to your questions fall within the expectedtime frame for your podcast. Lastly, you must create an ending for the podcast. You shouldconnect key aspects of the discussion to the main topic; alternatively, thisconnection can be made by asking your guests to share last thoughts on whatthey have said during the discussion. You must also thank your guests and anyother contributors, as appropriate. Once you have designed your synopsis and script, sendthe text to your guests ahead of time, so that they can prepare themselves andtheir responses. Make sure also that you send a reminder to your guests aboutthe recording and any necessary links. Timelines for preparing the podcast Each group should aim to identifya provisional topic for its podcast by early February to facilitate consistentplanning, the selection of materials, setting up interviews (whereappropriate), scriptwriting and the production phase. At the opening roundtable,you will receive guidance in the form of a short general introduction topodcasting. Draft script for thepodcast is submitted to faculty members for review: 12 March; Faculty members return a consolidatedcomment on the script: 19 March; Completed podcasts are presented at the finalcourse meeting: 26 March. Staff members will be available to guide studentsthroughout the podcast preparation process. They will help you to decide on thecontent and scope of your project. Once again, please remember that podcastsshould engage productively with central topics and scholarly materials exploredin the course. Grading and research paper (where appropriate) The deadline for theessay/research paper which students may be required to produce is set by thehome institution for its own students. Lecturers will be responsible forgrading their own students. Community guidelines and agreement We are committed to creating aclimate of mutual respect where students can feel comfortable about sharinginformation, asking questions, and trying out new skills. We ask that you makea similar commitment. Please give your classmates and staff membersyour full attention. Please treat others and their opinions withcourtesy and respect. Please be aware that students will come to theconversation from different backgrounds and contexts. Please assume that all participants arecontributing to the discussion with constructive intent and in good faith. When you disagree with someone, please express yourdiffering opinion in a respectful way.