Master in European Studies

 

The Master's degree in European Studies is offered by the Department of French and European Studies of the University of Cyprus in Greek and international languages. Its courses are usually taught in English. According to the linguistic profile of students, some courses can occasionally be taught in Greek or French. The aims of the Master's programme can be summarized as follows:

From an academic viewpoint, the programme aims to cover an obvious gap in the programmes offered internationally in the field of postgraduate European Studies. More specifically, it aims to move away from the usual frame of such programmes which are usually based on a dominant politico-economic approach.

Thus, the postgraduate programme aims to investigate specific issues related to cultural Europe and to see how these issues relate to the philosophical, literary, visual and other cultural narratives. The programme puts forward ways of studying European cultural phenomena in a synthetic way, combining a specific European conjuncture with its diachronic depth.

From a research point of view, the aim of the programme is for its graduates to be able to carry out doctoral studies in specific fields of European cultural studies, combining them with European literature studies, comparative literature, visual and art studies, European history, sociology, anthropology and political sciences.

Read here testimonies of former Master students in European Studies (in French).

Download here the Postgraduate Studies Prospectus: in Greek - in English


 

I. CONDITIONS OF ADMISSION

To be eligible, candidates must fulfil the following criteria:

  1. A first degree in one of the wider fields of the Humanities and Social Sciences with an average of 7/10, or equivalent grade, and/or certified skills in research, and/or previous experience in European-related institutions.
  2. Satisfactory knowledge of at least one international language (indicative Common European Framework of Reference for Languages level: B2).
  3. Basic knowledge of a second international language, sufficient for elementary comprehension of relevant literature.

The Department reserves the right, if it deems necessary, to ask the selected students to attend courses outside of the programme (e.g. Research Methodology) in case weaknesses are noted in their training. The courses must be followed during the first year of the Postgraduate programme. The credit for these courses will not affect the total number of ECTS of the postgraduate programme since the grade will be in the form Pass/Fail and therefore will not contribute to the assessment level of the students.

 

II. APPLICATION

The application is to be submitted electronically and should include:

  1. A letter of intent with a brief report stating the research and/or career targets and interests of the candidate (500 words in an international language)
  2. Curriculum Vitae in an international language
  3. A copy of the undergraduate degree accompanied by a Diploma Supplement (DS) or an analytical assessment report
  4. A sample of written work such as brief article, excerpt from university work, etc. (optional)
  5. Two reference letters that must be submitted directly from the referee Professors either on the online application system, either to the Secretary of the Department. 

In order to request (by writing) a recommendation letter from a teacher, students must a) give enough time to the teacher, considering the other numerous obligations he/she may have (conferences, research mobilities, etc.), b) provide a recent transcript of records, c) their CV, d) the full name and address of the degree/programme/Department/University to which the recommendation letter is destined, e) announce the language in which they require the recommendation letter to be written.

Applications will be examined by the departmental Postgraduate Committee. If the Committee deems it necessary, the selected candidates will be invited to a personal interview or interviewed via videoconference. The Committee's proposal will be submitted for final approval to the Board of the Department of French and European Studies of the University of Cyprus.

 

III. DURATION OF THE PROGRAMME

The programme extends over three semesters during which the physical presence of the students at the University is required. However, students can spend the maximum permitted time by the regulation of the University of Cyprus in institutions abroad through the LLP/ERASMUS+. As part of the exchange and cooperation programmes between the University of Cyprus and departments, laboratories or research institutes abroad, the possibility of a joint master dissertation supervision is viewed positively.

 

IV. STRUCTURE OF THE PROGRAMME

The programme extends over three semesters and requires a minimum of 90 ECTS. It concludes in the awarding of the title of Magister Artium. The programme of study per semester is distributed as follows:

    ECTS  
1st SEMESTER      
FES 761-790 Course from the indicative list of the Department of French and European Studies 10  
FES 761-790  Course from the indicative list of the Department of French and European Studies  10  30
FES 761-790  Course from the indicative list of the Department of French and European Studies  10   
       
2nd SEMESTER      
FES 761-790 Course from the indicative list of the Department of French and European Studies 10  
FES 761-790 Course from the indicative list of the Department of French and European Studies 10 30
FES 761-790 Course from the indicative list of the Department of French and European Studies 10  
       
3rd SEMESTER      
FES 777 Internship
30  
  OR   30
FES 780 Thesis 30  
       
     total 90

For an indicative list of the current semester courses, please consult the Semester Programmes in the Student Menu (Espace étudiants).

The compulsory courses that the students of the programme need to take are announced before the start of each semester.

Students may substitute one course from the Master's curriculum with another course offered in another postgraduate programme at the University of Cyprus, provided that it is related to the subject of their thesis and carries an equivalent number of credits.  

Conferences, workshops and lectures organized by the University on topics related to the curriculum are an important complement to the programme. Their content may be the subject of evaluated written exercises.

Thesis: The Master's dissertation is an original work on a solid research project or an extended analysis of a topic undertaken under the supervision of a member of the Academic staff of the Department. The second evaluator is chosen among the members of the Department or, if justified by the subject of the Master's thesis, from another Department of UCY. The dissertation should be approximately 12,000-15,000 words in length. Students should select their subject and supervisor(s) by the end of the second semester of their studies. The dissertation is assessed by a Committee assembled at the beginning of the programme's third semester and consists of the supervisor or one of the supervisors, and another member of the Academic staff. According to relevant regulations, the dissertation should be submitted before the viva voce examination, which occurs during the examination period of the third semester. In exceptional cases, justified by the subject of the Master's thesis, and after approval by the Departmental Board, the second evaluator may belong to another University.

Internships may be undertaken by students who wish to gain professional experience along with theoretical training. The internship's venue, which must relate to the Master's programme, is either proposed by the Supervisor, or suggested by the student. The internship programme (approx. 300 hours in total) is approved and defined by the supervising professor and the manager of the institution where the internship is to take place. If an Internship Agreement is drafted, it is to be signed by them and the graduate student. The internship is completed with the submission of a comprehensive written report of the student's activities of approximately 8,000-10,000 words.

In addition, for all semesters, including the summer semester, students can be register to FES 700 Research Experience (6 ECTS) and FES 701 Individual Independent Study (3 ECTS), with the approval of the Supervising professor.

 

V. WORKING LANGUAGES

The programme's seminars are delivered in Greek and/or an international language, to be specified each time depending on the language skills of the participating students. The bibliography of the seminars is in Greek and/or international languages. Seminar work is written in a language to be agreed each time between the instructors and the students. The postgraduate dissertation is carried out in an international language.

 

VI. SCHOLARSHIPS

Upon acceptance into the programme, students are eligible to apply for a limited number of scholarships, provided that scholarships are available that year. The deadline for submission of applications and the selection criteria will be announced on the Department website.

 

VII. COURSES (INDICATIVE LIST)

FES 700 Research Experience

After the approval from the Supervising Professor, the student may conduct a research on a theoretical or applied matter, gaining thus a consistent research experience. The student may conduct his/her research on a topic related to Didactics of French as a Foreign Language, to European Studies, or in general to any topic concerning the Department of French and European Studies. The course aims to familiarize the student with research, production and promotion of new knowledge.

FES 701 Individual Independent Study 
 
The student chooses his/her topic after the approval from the Supervising Professor. By doing so, he/she can adapt his/her research programme to his/her own needs and preferences. The first stage of the Individual Independent Study consists in a research proposal, in which the student describes his/her topic. The proposal is discussed with the teacher in charge of the supervision and evaluation of the student's study. Then, the student submits a research proposal by writing, and proceeds with his/her study on his/her own. The course's aim is the acquisition by the student of an academic and independent research experience.
 
FES 758 Discourse, Migration, Borders in the European Space (Fabienne Baider, Professeur de linguistique française et comparée et d'études de genre, CV)
 
The course covers the fundamental research focused on the discursive and multimodal construction of identities, borders and migration within the European 'space.' We first examine the historical discourse on migration (within Europe) in the 20th and 21st centuries, including the presentation of the official discourse of the EU regarding the issue. We also address how identities of migrants, their reasons for migrating, etc. within and towards Europe are constructed during the most important migrant waves, giving a special attention to the discursive definitions of refugees, asylum seekers, undocumented immigrants, etc. within the European mass media (cf. Wodak 2015, Fairclough 1995 inter alia, van Dijk 1995 onwards). We finally focus on comparative cases studies found in mass media, fora, on-line discussions using Critical Discourse Analysis, especially within the French, German, Greek and Cypriot space. Students will familiarize themselves with the concepts and theories used in cut edge research within the discourse on migration field. Students will be exposed to a wide range of literature as far as data are concerned including press articles, audio and visual documents.
 
FES 759 Dada et surréalisme : mouvements européens (Yiannis Ioannou, Professeur de littérature française et comparée, CV)

FES 761 The Elusive Definition(s) of Europe

In antiquity, the term 'Europe' referred to Zeus' beautiful lover, as far as mythology was concerned but it also denoted an entire continent, geographically speaking. The interpretation of the term as one which refers to a geographically closed space hosting a common culture, shared by many peoples, was accepted rather late in Europe. After the Fall of Constantinople (1453), the term appears in the confrontation of the West with the Ottomans, noted in the speeches of Enea Silvio Piccolomini, for example. From the 15th century onwards, the meaning of the term develops rapidly. Humanists and people of the sEnlightenment such as Erasmus, Bodin, Comenius, Grotius, Leibniz, Shaftesbury, Bolingbroke, Montesquieu, Locke, Hume, Voltaire, Rousseau, Kant and Novalis develop the idea of Europe in their political and cultural theories while at the same time, perceiving Islam as a challenge so far as the re-examination of the relationship between Judaism, Islam and Christianity is concerned. It is thanks to their works that the secular meaning of the term prevailed: the various models of tolerance arise, the fear of the stranger as well as the image of the 'other' begin to be discussed. In the same framework, human rights, minority rights and gender rights become ideas worth struggling for. In the 19th century the term 'Europe' is used in order to combat various nationalisms. Finally, after the two World Wars of last century, political theory perceived Europe as a great leap towards establishing an Ecumenical Community (Habermas). These changes in Europe's character demand a constant revision of it.

FES 762 The Discourse of Culture in Europe, from Plato to Popper

Plato's Politeia (Republic) is a challenging text concerning the rearing and education (gr. paideia) of people, which had a great effect on European thought throughout the ages. In his quest for justice, Plato proposed the tripartite distinction of the human soul (the logikon-logical, the thymoeides-the high spirited and the epithymitikon-the appetitive) as well as the theory of the four virtues (wisdom, courage, reason and justice). Furthermore, he combined the theory of paideia with the philosophy of the state, the theory of science and the sharp viewing of fine arts. Europe's later pedagogues developed their own theories based on these Platonic preconditions. For example, the pedagogical texts of Castiglione, More, Rousseau, Schiller, Karl Popper and others, all discuss Plato's positions, either directly or indirectly. This theoretical lesson allows a wider accessibility to pedagogy, which contains elements taken from anthropology, psychology, theory of the state and the philosophy of history.

FES 763 Tragedy in Europe and Europe in Tragedy

Although tragedy is a Greek invention, it however came to be a common cultural asset of European culture as a whole, since it was developed in England (Marlowe, Shakespeare), Spain (Calderón, Lope de Vega), France (Racine, Voltaire), Germany (Goethe, Schiller, Kleist) and Scandinavia (Ibsen, Strindberg). Tragedy allows for social problems and tensions to be enacted and discussed. From directing to theatre, tragedy's close association with publicity is developed. Its initial ritual dimension (the interchange between dialogue and chorus and reference to myth) is presented in increasingly more modern forms. From the wide range of tragedy material, cultural conflict and wartime experiences are investigated (e.g. Aeschylus, The Persians), the problems of political power (e.g. Shakespeare, King Lear), social conflicts (e.g. Büchner, Woyzeck), the battle between the two genders (e.g. Ibsen, Hedda Gabler) and more recently, criticism of the bourgeois society (e.g. Brecht, The Threepenny Opera). Towards the end of the module, themes such as the special meaning and the possible interpretations of tragedy in Europe's modern societies are investigated, based on the Short Organum (Brecht) and Théâtre de la cruauté (Artaud).

FES 764 L'Europe des divisions au cinéma

FES 765 L'Europe hors du musée

FES 766 From Europe's Abduction to Huntington's Clash: Models of Cultural Interpenetration

This seminar examines various European and non-European models of cultural co-existence, which are usually articulated around binary opposites such as rejection vs. assimilation, or in terms of binary pairs such as separation and integration. The models studied will include the following: A) Models of Constructive Isolation. Isolation models include not only religious or nationalist discourses of distinction or superiority, but also the marking-off of certain bounded spaces both in and beyond Europe. As examples of such boundaries, we could cite, firstly, the Roman limes Germanicus, the fossatum Africae, the Antonine wall, the Great Wall of China, the Berlin and Nicosia walls or the Jerusalem 'fence'. Secondly, natural boundaries such as mountains, rivers and seas, like those mapping the Utopias envisioned by writers such as More, Campanella and Bacon. Thirdly, the construction of homogeneous and tautological concepts of (supra)national identity (Aristotelian hellenocentricity, medieval allegories of superiority, modern nation-states). B) Polemos : Titanomachy, Abductions and their Variations. Bellicism is an unfortunate but very real model of cultural interpenetration. It appears in many guises such as the Titanomachy that could serve as a metaphor for today's World Wars. Also known as the Battle of the Gods, or just as the Titan War, it was fought to decide who would become the rulers of Mount Olympus, or in other words, the rulers of the Universe. Other aggressive models of interrelation take the form of revenge or abduction narratives (Helen's abduction and the ensuing Trojan War) or of narratives of Discovery and Exploration, such as those that accompanied European colonial expansionism. C) Models of Peaceful Interaction. Non-bellecist models of interaction include mythological narratives of marriage (Europe's abduction as elopement rather than rape) and various discourses of cosmopolitan idealism (Zeus, Xenos, Diogenes, 18th to 21st-century philosophers: Kant, Derrida, Levinas, Appiah, Sen, Thich Nhat Han, not to mention contemporary narratives of peaceful interaction such as the recently agreed European Neighbourhood Policy).

FES 767 Cultural Hegemonies in European Space (May Chehab, Professeur de littérature française et comparée, CV)

Although art is generally subversive, it has also been used to serve absolute conformism. In its supposedly civilising manifestations, art – whether Pharaonic, Greek, Roman or Napoleonic – served to disseminate the image of a specific culture and/or a 'purely' cultural image of a civilisation. However, European history also offers many examples of the association of cultural hegemony, in the Gramscian sense, with the promotion of a dominant power, empire or ideology and with the imposition of an authoritarian or totalitarian political regime. Cultural hegemony has thus been deployed in order to glorify certain leaders, to push propaganda or even to impose a particular belief system. Thus, European art has often been on the side of the powerful. This course examines several examples of the mobilisation of art in the service of hegemony: for example, the architecture of the city, ancient or modern (the Greek agora, theatres and baths; the Roman circus and forum; Olympic stadia and football stadia); civil engineering infrastructure (avenues, bridges and viaducts); religious edifices where religion serves to demonstrate power and to enable intercity competition for architectural prestige (Greek temples, Gothic cathedrals or the Vatican's Basilica of Saint Peter, the most significant Roman Catholic edifice in Europe); protestant painting as used to promote both the new reformed faith as well as the financial power of the bourgeoisie (post-reformation portraits of bankers and moneylenders). Also relevant in this context are the plans for (unfinished) megalomaniac projects such as Germania, Hitler's would-be new capital city and political posters promoting the cult of personality. Further evidence of art in the service of hegemony is provided by the instrumentalised status of certain artistic institutions: for instance, Louis XIV's Royal Academy of Fine Arts or the corporate organisation of the Imperial Chamber of Culture (Reichskulturkammer), instituted by Goebbels as a means of promoting 'Aryan art'.

FES 768 The Critique of Justice in European Culture (May Chehab, Professeur de littérature française et comparée, CV)

Europe could be described as a Space of Law. However, from very early on, the founding texts of a society aspiring to the highest ideals of justice (Aeschylus, Sophocles, Solon) were accompanied by the intellectual scepticism of writers questioning both the theory and practice of the Law. Hence the numerous indictments in European culture both of the legal profession (Molière, Dickens, Hugo, Dostoyevsky, Brecht), and also of the Law itself and of its aspirations to an ideal Justice (Heraclitus, Shakespeare, Kafka, Nietzsche, Camus). The Law appears in many guises in European culture and it speaks in many different idioms. Yet, from Aeschylus to Brecht, from ύβρις to utopia and from philosophy to satire (Swift, Montesquieu, Voltaire, Orwell), from sculpture to cinema (Tavernier, Van Diem, Costa-Gavras) and even caricature (Daumier), the critique of the Law and of its servants is an important part of Europe's permanent re-evaluation of the very idea of justice.

FES 769 Paris – Second empire, Berlin – Weimarer republik, Europe – État de siège (Panagiotis Christias, Professeur d'Histoire des idées, CV)

Benjamin's works on Baudelaire and Paris of the Second Empire are inspired by the historical experience of the Weimarer Republik and the rise of the Nazis. Why would a critical thinker read today Benjamin who is reading Baudelaire? In the context of the European crisis, Benjamin's conception of the "jump of the tiger", the "dialectic jump out of the continuum" to past revolutionary momenta, is a moral stimulant for rewriting the story of the oppressed in the actual present (Jetztzeit). Linear progress towards moral and social perfection of the humankind sounds like a fairytale that has nothing to do with the nightmare in which Walter Benjamin was trying to awake. Auguste Blanqui depicted human flow of events as the return of the eternally same: oppression. How can the materialist thinker adapt the point of view of the oppressed and not follow the "phantasmagorical" drug of the oppressors? For Benjamin the history of the oppressed is made of vacua and intensively condensed moments: revolutionary interruptions of the oppression. From Spartacus to Spartakusbund, there is a secret passage forming a unique constellation out of the two distant events and permits to "restore" (apokatastasis) the dead in their rightful place in today's struggle. But victory won't be the fore coming of a state of eternal delight: it will merely end the course towards destruction. Drawing the alarm and stopping the train before it reaches the cliff is the real meaning of a revolutionary act. This course will wander through the pages of Benjamin, Balzac, Baudelaire, Edgar Poe, Georg Simmel, Siegfried Kracauer, Joseph Roth, Karl Marx, Friedrich Engels, Auguste Blanqui, Gracchus Babœuf, Charles Péguy, Karl Kraus, Massimo Cacciari, David Frisby, looking for patterns of crisis-situations in European "constellations".

FES 770 Which Political Form for which Europe? (Panagiotis Christias, Professeur d'Histoire des idées, CV)

The questions underlined in the political thought are three: that of the political subject, the one of the political regime, and, last and most important, that of the political form. The latter has received less attention than the other three, but in spite of this fact it has gained an acute interest these last years regarded as a key question to the European unification. What is Europe today? What could a unified Europe of tomorrow be? This course will examine three political forms that suit the importance and the size of the European experiment: the Empire, the Church, and the Confederation. The first two permit the coexistence under one Rule not only of individuals of different nations and cultures, but also of different ethnic groups and nations, as Lord Acton defines the Empire. The third permits the entry of different States in one common legal and political framework. The transition from the national European States to a supranational European State proves itself to be a much more difficult step than certain visionaries had imagined it. Like Victor Hugo, they thought or still think that there is only one European nation, and Europe should be a National State. Others have proclaimed Europe a democratic Empire or a Christian club. Is there any reality under these alleged European forms? Can European States become a confederation as others dream?

FES 771 European Spirit in the Globalized Era (Panagiotis Christias, Professeur d'Histoire des idées, CV)

European spirit gave birth to what we call the West. Its roots are to be found in Athens, Rome and Jerusalem, in Constantinople, Bagdad and Cordova. Europe has expanded in order to dominate the world, or to put it in the very words of Hegel, incorporated the world in the World History. Contemporary democratic systems are as indebted to Pericles and Cato as they are to Franklin and Jefferson. Europe's actual civilization is enriched by the cultures if its former colonies and then became global. What is today a "European" culture? What is the difference with globalized culture of modern bourgeois democracy and contemporary big cities around the world? What is its difference with East and West? When the degree of cultural interaction transforms difference in identity and vice versa, the birthplace of Western civilization seems to lose its specific difference.

FES 772 Gender Roles within the European Space (Fabienne Baider, Professeur de linguistique française et comparée et d'études de genre, CV)

Equal treatment for women and men is one of the European Union's fundamental values, and one that can be traced back to 1957 when the Treaty of Rome laid down the principle of equal pay. Ever since then, the European Union (EU) has worked to eliminate discrimination and achieve gender equality, in part through legislation. However equal treatment has also been the motivation behind a number of important grass-roots movements, such as the suffragettes' movement in the UK or the more recent FEMEN activism- originally from Ukraine and now based in Paris. After offering a historical survey of these grass-root movements (Duby & Perrot, Offen, Scott), and the EU stance on the issue (Reding's proposals for instance), we investigate how key concepts such as 'gender roles' (Goffman), 'stereotype' (Lippman, Amossy) and 'prejudice' (Allport, Dovidio) structure these gender equality movements. We also consider how the same concepts are constructed, reproduced or challenged in popular cultural artefacts such as advertisements, comic strips, songs, etc. Students will become well informed about official EU legislation and the grass-root movements advocating gender equality through a historical and multi-modal approach. The course encourages students' independent thought and constructive criticism.

FES 773 The Europe of Nations (Panagiotis Christias, Professeur d'Histoire des idées, CV)

FES 775 European Spritualities (Panagiotis Christias, Professeur d'Histoire des idées, CV)

"And spirituality, my dear Claude? What is politics without spirituality?" Through the work of the late Foucault, to whom is attributed the question cited by Claude Mauriac, it appears that the European identity problem, which is essentially the problem of European politics, is the problem of the loss of European spirituality. The system that prevails in the European continent, the liberal individualism, seems to bear no spirituality. But is it so? Michel Foucault disagrees. His lessons, lectures, interventions from 1975 until his death in 1984, are essentially a survey on the European liberal spirituality. The modern liberal gouvernementality is in the writings of the French thinker the living heir of the Greco-Roman spiritual exercises (Hadot) and of the Christian pastoral. Through a dynamic discontinuous transformation process, the Greco-Roman-Christian European heritage infuses critical tradition and the Enlightenment. Through Foucault's research, Western individualism, always targeted by the anti-liberal advocates of a terrestrial or heavenly "authentic existence", becomes conscious of his own spirituality as an essential orchestration of human autonomy by the liberal project.

FES 777 Internship

An internship can be undertaken by proposal of the student and approval of the supervisor Professor, on the condition that the student has secured a place in an organisation fully or partly associated to the subject of his/her study. Through the internship students get to know the work environment, and acquire the skills for a successful career in organisations involving European issues.

FES 780 Thesis

The thesis is a relatively autonomous learning process that seeks to exploit the acquired expertise of the graduate programme, and put it into practice. Specifically, the student seeks to gain expertise in a particular subject and after working on an independent research to be able to draw conclusions that will have research and scientific interests.

 

For all information regarding the programme of the current semester, please see the Semester programmes in the Student Space.