Globalisation: History, Poltics, Culture Unit Descriptors

Globalisation: Culture, History, Politics Unit DescriptorsTitle Philosophical InquiryCode HC150 Level 1 Credit rating 20Pre-requisites None.Type of unit CompulsoryTwo weekly lectures of 1 hour each, and weekly seminar of 1 hour.Introduction This unit introduces fundamental concepts and basic methodologies in critical and philosophical theory.Aims This unit aims to (1) introduce key concepts, theories and questions in Philosophy; (2) encourage the critical application of these to contested aspects of social life; (3) develop awareness the various branches of philosophy, notably moral philosophy, political philosophy and epistemology and the main issues they address. Content This units aims to introduce two key areas of philosophical inquiry- the relationship between moral and political philosophy, and the relationship between philosophy of science and epistemology. The unit begins by tracing the roots of Philosophy in the Athenian polis, specifically in the thought of Plato and Aristotle. This is followed with consideration of basic moral theory, with an emphasis on the limits of utilitarianism as the dominant moral ideology. The unit then analyses argument and proof in relation to the various attempts to establish criteria for truth claims in epistemology and in moral theory. This is complemented with reflection on Descartes’ account of knowledge and being. The unit then goes on to consider key issues in political philosophy, asking whether or not philosophical thought can provide adequate means of justifying particular social systems.Learning outcomes By the end of the unit students will: (1) be familiar with some basic methodologies of Philosophy laying foundations for the work of Parts 2 and 3; (2) have developed their capacities for independent and self-motivated learning; (3) have developed their abilities to organise and present argument through oral and written work; (4) have gained an introductory understanding of key concepts – including morality, argument, dialectic, epistemology and ontology and (5) be able to analyse their relevance to the analysis of political issues in the contemporary world. Teaching and learning strategies Lectures (2 hours per week) Seminars (1 hour per week) Pre- and post essay tutorials: 0.5 hours each Private Study (12 hours per week)Learning support • indicative reading/referenceHollis, Martin. Invitation to Philosophy. Oxford: Blackwell. 1985 McFee, Graham. Free Will. Teddington: Acumen. 2000 Morton, Adam. Philosophy in Practice. Oxford: Blackwell. 2004 Nagel, Thomas. What Does It All Mean? Oxford: Oxford University Press. 1987 Norris, Christopher. Uncritical Theory: Postmodernism, Intellectuals and the Gulf War. London: Lawrence and Wishart. 1992 Plato. Republic. Harmondsworth: Penguin. 1955Assessment (1) 2 x 800 word essays (2) Seminar Presentation and Participation (3) Unseen Examination• Assessment criteria The essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (1) produce a clearly structured and cogently argued essay; (2) draw on a range of interdisciplinary resources and demonstrate their relevance to the question at hand; (3) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (4) demonstrate an ability to engage in close but critical reading of key philosophical texts. The seminars and oral presentations are assessed in relation to (1) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (2) clarity of thought and of argument in presentation, (3) knowledge of key concepts and arguments in relation to required reading. • Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to students at the end of the semester. Examinations are assessed at the end of the semester. ______Unit of study descriptionTitle Historical Inquiry Code HC151 Level 1 Credit rating 20Pre-requisites Admission to the Humanities programme Type of unit CompulsoryTwo weekly lectures of 1 hour each; weekly seminar of 1 hour; pre and post essay tutorials.Introduction This unit will introduce students to the practice of historical inquiry through an exploration of various approaches to the study of British experience during the Second World War.Aims i) to familiarise students with some basic methodologies of history; ii) to consider problems of interpretation of historical evidence; iii) to explore a variety of historical approaches through a case study using primary and secondary sources. Content The unit will begin by examining some of the central problems of historiography such as the nature of historical knowledge, its relationship to a number of theoretical and philosophical approaches and the different agendas of fields such as political, cultural and intellectual history. Students will also be encouraged to consider how ideology shapes historical interpretation. A critical understanding of the use of a wide variety of historical sources will be developed including film, personal and public records, oral and life-history sources. Issues relating to the researching, interpretation and presentation of historical material will be pursued throughout a case study focused on Britain during the Second World War. This will explore issues such as the dilemmas that the study of the Second World War poses for historians; what the terms ‘war socialism’ and ‘equality of sacrifice’ tell us about changes in wartime Britain; whether we can convincingly argue that the war liberated British women; and the ways in which memory of the war is used in Britain today.Learning outcomes By the end of the unit students will: (i) be familiar with some of the basic methodologies of historical inquiry, laying the foundations for work at Levels 2 and 3; (ii) have developed their capacities for independent and self-motivated learning; (iii) have developed their abilities to organise and present argument through written and oral work; (iv) have gained an introductory understanding of key concepts of historical inquiry and explored their use in analysing British experience during the Second World War; (v) be able to discuss problems of interpretation of historical evidence and explore a variety of historical approaches through a case study using primary and secondary sources. Teaching and learning strategies Lectures (2 x1 hours per week) Seminars (1 hour per week) Pre- and post-essay tutorials Private Study (12 hours per week) Learning support • indicative reading/referenceBraybon, G. & Summerfield, P., Out of the Cage. Women's Experiences in Two World Wars, London:Pandora, 1987 Broad. R. & Fleming, S., Nella Last's War. A Mother's Diary 1939-1945, Bristol: Falling Wall Press, 1981 Calder, A., The People's War: Britain 1939-1945, London: Jonathan Cape, 1969 Carr, E.H., What is History? London: Penguin, 1961 (2nd ed. 1987) Jordanova, L., History in Practice, London: Arnold, 2000 Tosh, J., The Pursuit of History, Pearson: Harlow, 4th ed., 2006, (first published 1984)Specialist materials and equipment Course Reader Assessment • Assessment tasks(i) 2 x 800 word essays (ii) Seminar Presentation and Participation (iii) Unseen examination.• Assessment criteria The essays taken together are assessed in relation to all Learning Objectives, with particular attention to students’ ability to: (i) produce a clearly structured and cogently argued essay; (ii) draw on a range of historical resources and demonstrate their relevance to the question at hand; (iii) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (iv) demonstrate an ability to deploy key concepts in the analysis of historiographical issues and of primary and secondary historical material related to Britain during the Second World War.The seminars and oral presentations are assessed in relation to: (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others; (ii) clarity of thought and of argument in presentation; (iii) knowledge of key concepts and arguments in relation to required reading.Exams• Assessment processAll essays are assessed by the tutor and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to students at the end of the semester.Examinations are assessed at the end of the semester. Title Studying CulturesCode HC152 Level 1 Credit rating 30Pre-requisites Normally admission onto the Humanities programme. Type of unit CompulsoryTwo weekly lectures of 1 hour each; weekly seminar of 1 hour; pre and post essay tutorials.Introduction This unit introduces fundamental concepts and basic methodologies in cultural studies, focusing on the distinction between ‘lived cultures’ and ‘cultural texts’, grounded in case studies from Britain in the period 1968-74. Aims This unit aims to (i) introduce key concepts and theories in cultural studies and their application in the analysis of actual cultures, (ii) promote understanding of cultural conflict over ‘the British way of life’ centred on questions of ‘race’, gender, class and youth at a key moment of historical change, (iii) develop awareness of the structuring of meanings, values and identities by cultural texts, and the ability to analyse a range of narratives in relation to their historical context. Content This unit introduces two key approaches in the study of cultures: historical analysis of ‘lived cultures’, and critical reading of ‘cultural texts’. It examines key concepts and theories of culture that underpin these approaches, and explores how to apply them in case studies from Britain in the period 1968-74. Consideration is given first to the problem of how to conceptualize culture in Britain at this time as a ‘whole way of life’. Contemporary perceptions of changes to and restructuring of ‘the British way of life’ are investigated, using theories of ideology, hegemony and cultural conflict over meanings, values and identities. Specific instances of conflict involving questions of ‘race’, gender, class and youth are situated and explored within this historical context. Attention turns next to the structuring of meanings, values and identities by cultural texts, with a particular emphasis on forms of narrative. Theories of cultural representation and signification are introduced and applied to the analysis of language, narrative conventions, visual rhetoric and ideology in various texts produced during 1968-74, ranging from a girls’ magazine to an avant garde film. The unit concludes with critical interpretation of two complex narratives - a ‘popular’ film and a ‘literary’ novel - read in relation to the conflicts and ideologies of lived culture, both at the moment of their production and at the present time.Learning outcomes By the end of the unit students will: (i) be familiar with some basic methodologies of cultural studies, laying the foundations for the work of Levels 2 and 3; (ii) have begun to develop their capacities for independent and self-motivated learning; (iii) have developed their abilities to organise and present argument through oral and written work; (iv) have gained an introductory understanding of key concepts and explored their use in analysing cultural conflicts in Britain from 1968-74, (v) be able to analyse the structuring of meanings, values and identities in a range of cultural texts with reference both to their formal conventions and historical context. Teaching and learning strategies Lectures (2 hours per week) Seminars (11/2 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (12 hours per week)Learning support • indicative reading/referenceBarthes, Roland. Mythologies. London: Vintage. 2000. Bennett, Tony, and Woolacott, Janet. Bond and Beyond: the Political Career of a Popular Hero. Basingstoke: Macmillan Education. 1987. Cohan, Steven, and Shires, Linda M. Telling Stories: A Theoretical Analysis of Narrative Fiction. London: Routledge. 1988. Gilroy, Paul. ‘There Ain’t No Black in the Union Jack’: The Cultural Politics of ‘Race’ and Nation. London: Hutchinson. 1987. Mitchell, Juliet. Women’s Estate. Harmondsworth: Penguin. 1971. Turner, Graeme. British Cultural Studies: An Introduction. (Second edition.) London and New York: Routledge. 1996.• specialist materials and equipmentCourse Reader.Assessment (1) 2 x 1000 word essays (2) Seminar Presentation and Participation (3) Examination• Assessment criteriaThe essays taken together are assessed in relation to all five Learning Outcomes, with particular attention to students’ ability to (i) produce a clearly structured and cogently argued essay; (ii) draw on a range of interdisciplinary resources and demonstrate their relevance to the question at hand; (iii) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (iv) demonstrate an ability to deploy key concepts in the analysis of lived cultures and cultural texts in Britain in the period 1968-74.The seminars and oral presentations are assessed in relation to (i) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (ii) clarity of thought and of argument in presentation, (iii) knowledge of key concepts and arguments in relation to required reading.• Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to students at the end of the semester. Examinations are assessed at the end of the semester. ______Title Democracy: From Athens to BaghdadCode HC153 Level 1 Credit rating 30Pre-requisites NoneType of unit CompulsoryTwo weekly lectures of 1 hour each; weekly seminar of 1.5 hours; 2 hours pre- and post-essay tutorialsIntroduction This unit introduces fundamental concepts and basic methodologies in democratic theory.Aims This unit aims to (i) to introduce the learning and teaching strategies of the degree with emphasis on the development of students’ abilities to organise and present argument, both written and oral; (ii) encourage critical reflection on the cultural, political and material preconditions for democracy; (iii) develop awareness of a set of key texts and methods relevant to thinking critically about democratic societies. Content Democracy as a contested term goes to the heart of debates about the exercise of power in the contemporary world, and is not solely about governance. This unit introduces students to the histories and contexts within which the concept and practice of democracy developed. Students study classical, republican, liberal, Marxist, communitarian, and global conceptualisation of democracy. In each case the cultural, political and historical context of these practices of government is critically discussed and their relevance to current circumstances considered. The unit addresses the cultural preconditions for democratic freedoms and the representation of democratic values in the social and political movements which have fought to establish democratic freedoms. It also introduces the different forms of inequality that characterise most democracies.Learning outcomes By the end of the unit students will: (1) be familiar with the contested terrain on which historical struggles for democracy have been fought; (2) have developed their capacities for independent and self-motivated learning; (3) have developed their abilities to organise and present argument through oral and written work; (4) have gained an introductory understanding of interdisciplinary ways of working; (5) be able to analyse the limitations of current forms of democratic practice relating these to the cultures and histories within which democracy has been fostered. Teaching and learning strategies Lectures (2 hours per week) Seminars (1.5 hour per week) Pre- and post essay tutorials: 0.5 hours each Private Study (12 hours per week)Learning support • indicative reading/reference*Held, David Models of Democracy, Cambridge, Polity, 2006. Dunn, J Setting the People Free: The Story of Democracy, London: Atlantic Books, 2006. Hobsbawm, E,Globalisation, Democracy and Terrorism, London: Abacus, 2008. Dahl R Who Governs? New Haven: Yale, 2005. Machiavelli, N The Discourses, London: Penguin Books, 2003. Aristotle, The Politics, London: Penguin Books, 1992. Gutmann, Amy Identity in Democracy, Princeton: Princeton University Press, 2004. Assessment (1) 2 x 1000 word essays (2) Seminar Presentation and Participation (3) Unseen Examination• Assessment criteriaThe essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (1) produce a clearly structured and cogently argued essay; (2) draw on a range of interdisciplinary resources and demonstrate their relevance to the question at hand; (3) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (4) demonstrate knowledge of a range of debates and perspectives on the history of democracy.The seminars and oral presentations are assessed in relation to (1) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (2) clarity of thought and of argument in presentation, (3) knowledge of key concepts and arguments in relation to required reading.• Assessment process All essays are assessed by the tutor, and then discussed with each student on return. All seminars are assessed weekly. Students are advised of their marks at the end of the semester. Students are examined at the end of the semester. Title Academic Development Programme Year OneCode: HC154 Level: Level 1 Credit rating: 20 creditsPre-requisites: Type of unit Compulsory two semester course. Fortnightly lectures and group meetings. Introduction This unit provides the necessary study skills for first year undergraduate work.Aims This unit aims to (i) introduce students to effective learning strategies for higher education; (ii) to enable students to plan, structure and write essays using the appropriate referencing and bibliographical conventions; (iii) to introduce students to the use of electronic communications, library and other learning resources; (iv) to support and guide students in the development of the necessary skills for seminar participation and presentations.Content Through a series of workshops students are acquainted with key elements of higher education learning modes: note-taking for lectures, seminars and independent study; seminar preparation, participation and presentations; resources for independent study; revision strategies and exam technique. Students receive specialist input at the appropriate moments on bibliographical searching and the effective utilisation of reading lists. Integral to the delivery of the course is increasing familiarisation with assessment criteria and procedure, placing emphasis on the role of pre and post- essay tutorials, of seminar report feedback. Assessment takes the form of preparation for degree choices through bibliographic searches, written submissions, and participation in workshops. Learning outcomes By the end of the unit students will have: (i) become confident in using electronic communications such as University email and StudentCentral, and library and e-learning resources; (ii) developed an understanding of correct referencing techniques including appreciation of what constitutes plagiarism and how to avoid it; (iii) developed and reflected upon their acquisition of skills relevant to seminar participation and presentations; (iv) developed and reflected upon their acquisition of a range of essay writing skills with particular reference to presenting arguments in written form; (v) gained an appreciation of what is entailed by interdisciplinary means of working.Teaching and learning Lectures (4 at 1 hour) Strategies Group tutorials (4 at 1 hour) Individual tutorials (2 hours) Private Study 2 hours per week Workshop (4x2 hours through the academic year.)Learning support • indicative reading/referenceR. Barrass, Students Must Write: A Guide to Better Writing in Coursework and Examinations, London: Routledge, 2005. R. Berry, The Research Project: How to Write It , London: Routledge, 2004. A. Bonnet, How to Argue: A Student's Guide, London: Prentice Hall, 2001. G. J. Fairbairn and C. Winch, Reading, Writing and Reasoning : A Guide for Students, Milton Keynes: Open University, 1996. J. Van Emden, and L. Becker. Presentation Skills for Students, London: Palgrave, 2004. D. Biber and S. Leech, Longman Student Grammar of Spoken and Written English, London: Longman, 2002. C. Neville, The Complete Guide to Referencing and Avoiding Plagiarism, Milton Keynes: Open University Press, 2007.Assessment• Assessment criteriaPass/Fail: Based on successful completion of 3 study skills worksheets demonstrating knowledge of e.g. appropriate quotation and referencing conventions, bibliographic method, library and online research. • Assessment process3 study skill worksheets to be completed by students and submitted for assessment with essays.______Title Academic Development Programme Year TwoCode: HC262 Level: Level 2 Credit rating: 30 credits Pre-requisites: Students must have completed the Academic Development Programme at Year One.Type of unit Compulsory two-semester course.Fortnightly lectures and group meeting. Introduction This unit provides the necessary study skills for second year undergraduate work.Aims This unit aims (i) to continue to develop students’ reflection upon and practise of the academic skills taught at Level 1 of the ADP; (ii) to deepen students’ appreciation of inter- disciplinarity, with particular reference to its application in their Options courses and possible relevance to their Projects; (iii) to support and guide students through the stages of preparation and development of their Projects.Content At the beginning of the year the course introduces the Project that forms a key part of students’ work in Year Two and Three. Through a series of lectures and group tutorials, students are acquainted with the three modes of project and advised about the appropriateness of each to particular topics and forms of research. Students access on-line copies of past dissertations through StudentCentral and are required to read, conduct, and present a critical appraisal of two of these. The second semester consists in the Project Preparation Course. Through a series of lectures, group and individual tutorials, students are guided through the selection and focusing of a topic, introduced to the research skills required for independent study, and advised about the formulation of appropriate aims and methodologies. Following the Easter break, students are allocated a project supervisor, and through a series of one-to-one tutorials will begin research on their Project, including the planning and the production of both an essay and a final project proposal. Learning outcomes By the end of the unit students will have: (i) deepened their appreciation and acquisition of the key academic skills required for seminar and written work; (ii) extended their understanding of what is entailed in interdisciplinary means of working; (iii) further developed their skills in locating sources using libraries and on-line resources; (iv) gained an appreciation of the aims and methodologies appropriate to different sorts of research topic; (v) arrived at an appropriate topic for a project and begun to research this through a combination of independent study and one-to-one work with supervisors.Teaching and learning Lectures (approx 8 at 1 hour) Strategies Group tutorials (8 at 1.5 hours) Individual tutorials (2 hours) Private Study (4 hours per week)Learning support • indicative reading/referenceH. S. Becker, Tricks of the Trade: How to Think About Your Research While You Are Doing It, Chicago: Chicago University Press, 1998. R. Berry, The Research Project: How to Write It , London: Routledge, 2004. W. C. Booth, G. G Colomb and J. M. Williams, The Craft of Research, Chicago: Chicago University Press, 2003. N. Moore, How to do Research, Chicago: University of Chicago Press, 2003. N. S. R. Walliman, Your Undergraduate Dissertation : The Essential Guide for Success, London: Sage, 2004.Assessment (1) 1 x 1000 essay (a Critical and Comparative Reflection on two past dissertations) (2) 1 x Project Proposal Form (with annotated bibliography; 500-800 word proposal outline OR survey of literature OR book review; and Contract Lecture list) (3) 1 x 1500 essay (Project Preparation Essay)• Assessment criteriaThe 1 x 1000 Critical and Comparative Reflection essay is assessed in relation to students’ ability (i) to critically evaluate the appropriateness in each project of its aims and methodologies; (ii) to critically evaluate the effectiveness in each project of its structure, argument, presentation, bibliography and sources; (iii) to critically appraise through comparison of the projects the effects of different interdisciplinary and/or single disciplinary approaches.The 1 x Project Proposal Form is assessed with reference to (i) the range and appropriateness of the annotated bibliography; (ii) the clarity by which topic and aims are described in a proposal outline OR the range and cogency of a survey of literature OR the quality of exposition and analysis of a book review (iii) the appropriateness of identified contract lectures or other activities.The 1 x Project Preparation Essay is assessed in relation to (i) appropriateness and clarity of methodology; (ii) students’ ability critically to appraise the implications of their interdisciplinary or single-discipline approach; (iii) students’ appreciation of possible difficulties with their research and identification of possible ways of addressing these.• Assessment process The 1 x 1000 Critical and Comparative Reflection essay and the 1 x Project Proposal Form are assessed by the ADP tutor. The 1 x Project Preparation Essay is assessed by the Project Supervisor. All assessed pieces are returned to the student and discussed in a post-essay tutorial.______Title: Critical Traditions 1 Code HC250 Level Level 2 Credit rating: 20Pre-requisites: Students must have: (i) developed an ability to organise and present argument in written and oral forms, (ii) begun to address interdisciplinary means of working, based on the methodologies taught in year 1, (iii) successfully completed Level One of the Humanities Programme or its equivalent. Type of unit: CompulsoryTwo weekly lectures of one hour; one weekly seminar of 1.5 hr; Pre- and post-essay tutorials.Introduction This unit is contextualises and explores aspects of the early modern revolution in scientific and philosophical thought, before turning to the question of modernity and the social and political impacts of Enlightenment.Aims This unit aims to offer (i) an understanding of the work of some key Enlightenment thinkers and of the political, cultural and philosophical significance of the Enlightenment, (ii) the capacity to think critically about the relationship between ideas and the social and political circumstances of their emergence, (iii) an intellectual resource, in terms of knowledge base and critical capacities, to underpin Option and Project work. Content The unit is divided into two blocks. Block One, ‘The Enlightenment: Culture, Philosophy and Politics’, begins with a brief consideration of late medieval feudalism and absolutism in Europe, and the wider non- European intellectual climate, to contextualise the birth of new ideas that became the Enlightenment. It then examines the various challenges to traditional sources of knowledge and authority thrown up by Enlightenment thinkers, focusing on seminal conflicts between empiricism and rationalism; between the natural, the right and the good; and between the person as an individual and as a social entity. Block Two, ‘The French Revolution and the Birth of Modernity’ explores the late eighteenth and early nineteenth century social and political impacts of Enlightenment thought, focusing on the French Revolution, British radicalism and reaction, the reconfiguration of Empire, the emergence of political economy, Hegel’s romantic idealism, and Marx’s historical materialism.Learning outcomes By the end of the unit, students will have (i) begun to read texts contextually and closely, (ii) developed their learning capacities through increasingly active participation in seminars and the production of more sustained argument and analysis in written work, (iii) acquired knowledge and conceptual tools for the succeeding semester of Critical Traditions in Modernity, (iv) gained an understanding of Enlightenment and some of its political ramifications, (v) been introduced to interdisciplinary questions regarding the interplay between intellectual and social change. Teaching and learning strategies Lectures (2 x 1 hour per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: Private Study (10 hours per week)Learning support • indicative reading/referenceBerman, Marshall. All that is Solid Melts into Air: The Experience of Modernity. London: Verso. 1983. Eagleton. Terry. Marx and Freedom. London: Phoenix. 1997. Kant, Immanuel. ‘An Answer to the Question: “What is Enlightenment?”, Kant’s Political Writings. ed. Hand Reiss. Cambridge: Cambridge University Press. 1070. Rude, George. The French Revolution. London: Phoenix. 1996. Williams, Eric. Capitalism and Slavery. London: Deutsch. 1964. Wollstonecraft, Mary. Vindication of the Rights of Woman. Farnborough: Gregg. 1970.Course ReaderAssessment (i) 2 x 1,200 word essays. (ii) Seminar Presentation and Participation• Assessment criteria The essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (i) produce a clearly structured and cogently argued essay; (ii) draw on an appropriate range of interdisciplinary resources and demonstrate their relevance to the question at hand; (iii) identify the key issues and problems in their analysis, and in the upper range to attempt a resolution of those issues, and/or show an awareness of the limitations of the work, (iv) demonstrate a reasonable understanding of particular aspects of Enlightenment thought.The seminars and oral presentations are assessed in relation to (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others, (ii) clarity of thought and of argument in presentation, (iii) knowledge of key concepts and arguments in relation to required reading.•Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor; marks and comments are fed back to students by personal tutors. ______Title: Critical Traditions 2Code: HC251 Level Level 2 Credit rating 20Pre-requisites: Students must have (i) an ability to organise and present argument in written and oral forms, (ii) an understanding of interdisciplinary means of working, based on the methodologies taught in Level One, (iii) knowledge of Enlightenment thought, as taught in Critical Traditions: Semester 1.Type of unit Compulsory Two weekly lectures of one hour; one weekly seminar of 1.5 hr; pre- and post-essay tutorials.Introduction This unit examines the notion of ‘tradition’ through a consideration of both intellectual and material critiques of 19th and 20th century modernity. Aims This unit aims to (i) foster critical engagement with a variety of nineteenth century intellectual reactions to Enlightenment thought, (ii) foster critical engagement with twentieth century critiques of modernity associated with debates about modernism and postmodernism and their historical context, (iii) offer an intellectual resource, in terms of knowledge base and critical capacities, to underpin Option and Project work. Content This unit is divided into two blocks. The first considers the trajectories of Enlightenment thought and its post-revolutionary critiques in the context of nineteenth century industrialisation and the twentieth century ‘Age of Extremes’. Key intellectual currents shaping ideas of self, society and mechanisms for social change are addressed in terms of their cultural, philosophical, and political motivations. The focus then turns to their implications, and applications, in relation to the political and historical transformations associated with the rise of Total War; Fascism, Nazism and the Holocaust; the Cold War; and the end of Empire. The last block critically examines the ‘postmodern turn’ in the political, cultural, and philosophical debates that characterised the latter part of the 20th century; the rise of feminist politics; Gramsci and Foucault on power; and the critique of ‘grand narratives’. It concludes with a reflection on the millennial condition of ‘critical traditions’ in the light of globalisation, US imperialism and the ‘clash of civilisations’.Learning outcomes By the end of the unit, students will have (i) become more adept at reading texts contextually and critically, (ii) further developed their learning capacities through active participation in seminars and the production of increasingly sustained analysis in written work, (iii) gained theoretical and conceptual material to supplement their Option and Project work, (iv) been introduced to interdisciplinary debates about modernity, modernism and postmodernism, (v) reflected critically upon critical traditions in modernity.Teaching and learning strategies Lectures (2 x 1 hour per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: Private Study (10 hours per week)Learning support • indicative reading Butler, Marilyn. Romantics Rebels and Revolutionaries: English Literature and its Background. Oxford: Oxford University Press. 1981. Hobsbawm, Eric. The Age of Extremes: The Short Twentieth Century, 1914-1991. London: Michael Joseph, 1994. Huntingdon, Samuel. The Clash of Civilisations and the Remaking of the World Order. London: The Free Press. 1997. Mitchell, Juliet. Woman’s Estate. London: Penguin. 1971. Norris, Christopher. The Truth about Postmodernism. Oxford: Blackwell. 1993. Wollheim, Richard. Freud. London: Fontana. 1991.Course ReaderAssessment (i) 1 x 1,800 to 2,000 word essay (ii) Seminar presentation and participation • Assessment criteria The essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (i) produce a clearly structured and cogently argued essay; (ii) draw on an appropriate range of interdisciplinary resources and demonstrate their relevance to the question at hand; (iii) identify the key issues and problems in their analysis, and in the upper range to attempt a resolution of those issues, and/or show an awareness of the limitations of the work, (iv) engage critically with particular questions arising from critical traditions and modernity. The seminars and oral presentations are assessed in relation to (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others, (ii) clarity of thought and of argument in presentation, (iii) knowledge of key concepts and arguments in relation to required reading.• All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor; marks and comments are fed back to students by personal tutors. Title Project Code: HC350 Level: Level 3 Credit rating: 60 creditsPre-requisites: Type of unit Compulsory research project.Independent Study with fortnightly supervision meetings. Introduction This unit is an independent research project completed by the student in close consultation with an appropriate superviser.Aims i) to constitute an intellectually demanding exercise as a necessary condition of attaining honours level; ii) to assist students to develop the ability to carry through a sustained piece of research and argument; iii) to foster students’ capacities to write clearly, precisely and coherently in an appropriate register. iv) to provide students with the necessary expertise in a particular area to sit an Oral Examination; Dissertation v) to generate a substantial and independently produced research project; vi) to provide the opportunity for students to engage in sustained academic study. Independent study v) to enable students to develop their abilities to relate their academic studies to the wider, non-academic world; vi) to encourage students’ reflection upon the nature of the learning experience and its relation to problem solving. Joint Project in addition to either the Dissertation (v) and (vi), or the Independent Study (v) and (vi) vii) to facilitate co-operative inquiry and working practices.Content Dissertation A dissertation is an individual piece of academic work, often based on primary sources, or first-hand enquiry, which enables students to demonstrate their ability to plan, undertake and complete a sustained study of a particular topic complementary to their course. Independent Study An Independent Study is a project which encourages a student to demonstrate initiative in the treatment of problems, the relation of academic skills to the wider, non-academic world, and a mature reflection upon learning processes. It issues in either a substantial piece of written work or written work plus audio and/or visual presentations of reports. It is distinguished from the dissertation in the demands that it must relate to the wider, non-academic world and involve explicit reflection upon the processes of learning which the student experiences. Joint Project The Joint Project is a project undertaken jointly by two students which places particular emphasis upon the work-related skills involved in collaborative investigation. It furnishes an opportunity for students to gain experience of identifying and defining an appropriate problem, and choosing a suitable methodology. Proposed topics must be able to be divided into equivalent areas for each person. Joint Projects may correspond to the mode prescribed for the Dissertation or for the Independent Study; the mode selected and the division of labour must be indicated on the registration form.Learning outcomes By the end of the unit’s work students will be expected to have completed a project of 8-12,000 words (or equivalent) for submission on the second day of term 9, and to sit an Oral Exam as part of final assessment . In the case of an Independent Study or a Group project, students may elect to submit an oral and/or audio visual presentation alongside an analytical and evaluative report of about 5,000 words. In the course of their planning, research and drafting of this work, they will have been required to demonstrate satisfactory progress through the submission of a Final Project Registration Form at the end of term 6, and, at the end of the following term, the delivery of a work in progress session which serves both as an early partial draft and as preparation for the Oral Examination in term 9. Students are strongly advised to submit a draft of the whole to their supervisor no later than two weeks before the end of term 8 in order to have an opportunity to respond to comments prior to final submission.Teaching and learning Lectures (4 at 1 hour) Strategies Group tutorials (4 at 1 hour) Individual tutorials (2 hours)Learning support Not applicableAssessment For all Project modes, the word length includes footnotes, references and bibliography. Any submission which is significantly under or overlength will suffer a proportional reduction in its face-value mark; one that is very significantly under or overlength may be failed. Dissertation The dissertation issues in, and is assessed upon the basis of, a substantial piece of writing, minimum 8,000 words, maximum 12,000. Independent Study The Independent Study issues in and is assessed upon the basis of a full written report of about 8,000-12,000 words, or a written report of approximately 4-6,000 words, supplemented by an oral and/or audio/visual presentation. Joint Project Each Joint Project will be awarded an overall mark, covering collaborative elements including some reflection on the work process involved, which will be the same for each person, and will comprise 50% of the student's overall mark. The other 50% will be awarded for the element of the submission which is the work of the individual. The word length for a Joint Project is 16,000-24,000 words, or equivalent.Oral Exam Drawing on the knowledge and understanding gained through Project work, and the oral communication skills gained through seminar work, the student is required to present the findings of their Project research in a 15-20 minute introductory talk, and answer questions and lead a discussion on that presentation for a further 25 minutes, before a group of students and two internal examiners. One of the internal examiners will normally be the project supervisor; the other, a member of staff not involved in assessing the student’s written project. The sessions are video recorded so that external examiners can moderate the marking standards. Each oral exam lasts for 45 minutes in total. The role of the internal examiners is to assess the performance independently of the quality of the submitted piece of written work; and to participate actively in the discussion to ensure that the candidate is exposed to questions which test her or his command of the subject and communication skills. Failure to sit the oral examination may disqualify a candidate from gaining an Honours degree. (b) Unit of Study Descriptions Specific to Globalisation DegreeTitle Globalization: Culture, Identity and Representation Code HC258 Level 2 Credit rating 20Pre-requisites Students must have: (i) developed an ability to organise and present argument in written and oral forms; (ii) begun to address interdisciplinary means of working, based on the methodologies taught in Level 1. (iii) completed Level 1 of the Humanities programme or its equivalentType of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit introduces the multiple forms of contemporary cultural globalisation.Aims This unit aim to: (i) introduce debates about the nature, causation and consequences of contemporary globalisation; (ii) introduce key concepts for understanding the main processes involved in cultural globalisation and its representation; (iii) begin to explore oppositional and countervailing cultural forces and their responses to globalising processes in the modern world. Content This unit explores cultural globalisation as a multiple and contested phenomenon looking at different forms of cultural connectivity and their representation ranging from travel and tourism to consumerism. It will examine claims that globalisation is a culture driven by capitalism, modernity, the USA, or a combination of these and other forces, reflected in debates about Americanisation, ‘McDonaldisation’ and westernisation. It will also consider the view that aspects of globalisation, from increased cultural hybridisation to the challenges it presents to the nation-state, are eroding national cultures. Lastly, the unit looks at a variety of forms of cultural representation in relation to contemporary examples of cultural conflict and identity-formation and their relationship to globalisation, focusing mainly upon religious fundamentalisms and ethnic nationalisms. Learning outcomes Learning outcomes By the end of the unit students will have: (i) been introduced to appropriate applications of methodologies in an interdisciplinary context; (ii) absorbed an appropriate content and/or concept base for the specialised courses of Level 3; (iii) developed their learning capacities through increasingly active participation in seminars and the production of sustained argument and analysis in written work; (iv) begun to gain an understanding of conceptual issues concerning modern cultural globalisation and its representation; (v) developed the ability to deploy appropriate concepts in specific case studies. Teaching and learning Lecture (1.5 hours per week) strategies Seminars (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (8 hours per week)Learning support • indicative reading/reference Hay, C and D Marsh (eds). Demystifying Globalization. Basinstoke: Macmillan. 2000. Jameson, F and M Miyoshi (eds)). The Cultures of Globalization. London: Duke U P. 1998 Meyer, B and P Geschiere. Globalization and Identity. Oxford: Blackwell. 1999. Roy, O. Globalized Islam: Fundamentalism, De- Territorialization and the Search for the New Ummah. London: Columbia U P. 2008. Tomlinson, J. Globalization and Culture. Chichester: Polity. 1999. Hopper, P. Understanding Cultural Globalisation. Cambridge: Polity. 2007.Assessment • (i) 2 X 1200 word essays. (ii) Seminar Presentation and Participation (iii) Examination • Assessment criteriaThe essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to: (i) produce a clearly structured and cogently argued essay; (ii) draw on a range of interdisciplinary resources and demonstrate their relevance to the question at hand; (iii) identify key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (iv) demonstrate an awareness of appropriate concepts and knowledge for an understanding of cultural globalisation and its representation in various forms.The seminars and oral presentations are assessed in relation to: (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others; (i) clarity of thought and of argument in presentation; (iii) knowledge of key concepts and arguments in relation to required reading.Exams• Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to the students at the end of the semester.______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version numberIf a replacement, previous unit of study it replaces School homeExternal examinerUnit of study descriptionTitle Globalisation and HistoryCode HC259 Level Level 2 Credit rating 20Pre-requisites Students must: (i) have developed an ability to organise and present argument in written and oral forms; (ii) understand interdisciplinary means of working, based on the methodologies taught in previous semesters; (iii) be able to demonstrate their understanding of appropriate concepts and knowledge for understanding cultural globalisation and its representation.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit will focus on the various ways in which globalisation has been historicised.Aims This unit aims to: (i) analyse debates about the historical trajectory of globalisation; (ii) develop an awareness of different models of historical globalisation; (iii) familiarise students with central questions about periodisation, historical change and continuity. Content The unit will examine a range of approaches to the periodisation of globalisation and a variety of proposed trajectories of its historical development, such as claims for a European ‘economic miracle’. The analysis will proceed within the context of a world systems historical approach and will explore the utilisation of non-eurocentric historical paradigms to develop a critique of histories of globalisation with particular emphasis on questions of cultural development and change. It will explore the usefulness and viability of models of globalisation that suggest a series of historical globalisations: archaic, proto-, modern and postcolonial. We shall critically explore the development of ecological histories of globalisation. Finally, concepts of globalisation will be reassessed in the light of our developing understanding of its historical forms.Learning outcomes By the end of the unit, students will: (i) have further developed the appropriate application of methodologies in an interdisciplinary context; (ii) assimilated a content and/or concept base for the specialised courses of Level 3; (iii) developed their learning capacities through increasingly active participation in seminars and the production of sustained argument and analysis in written work; (iv) be able to analyse problems associated with the historicisation of globalisation; v) be able to discuss key debates regarding a variety of models of historical globalisation.Teaching and learning strategies Lecture (1.5 hours per week) Seminar (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (15 hours per week)Learning support • indicative reading/referenceHopkins, A G. Globalisation in World History. London: Pimlico. 2002. Foreman-Peck, J (ed). Historical Foundations of Globalisation. Cheltenham: Elgar. 1998. Blaut, J M. The Coloniser’s Model of the World. New York: Guilford. 1993. Goody, J. The Theft of History. Cambridge: Cambridge U P. 2006. Abu-Lughod, J. Before European Hegemony. Oxford: Oxford U P. 1989. Mazlish, B & R Buultjens (eds). Conceptualising Global History. Oxford: Westview. 1993. Assessment (i) 2 X 1800 to 2000 word essays, (ii) Seminar Presentation and Participation (iii) Examination • Assessment criteriaThe essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to: (i) produce a clearly structured and cogently argued essay; (ii) draw on a range of interdisciplinary resources and demonstrate their relevance to this question; (iii) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (iv) understand historical, cultural and theoretical issues at the centre of the debates about the historicisation of globalisation.The seminars and oral presentations are assessed in relation to: (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others; (ii) clarity of thought and of argument in presentation; (iii) knowledge of key concepts and arguments in relation to required reading.Exams• Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to the students at the end of the semester. ______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version numberIf a replacement, previous unit of study it replacesSchool homeExternal examinerUnit of study description Title Globalising Identity: Gender, Race and Empire Code HC358 Level Level 3 Credit rating 30Pre-requisites Students must: (i) have developed an ability to organise and present argument in written and oral forms; (ii) understand interdisciplinary means of working, based on the methodologies developed and practiced in Levels 1 and 2; (iii) understand key concepts used to analyse cultural globalisation and its history and central debates in the historiography of globalisation.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit will explore the ways in which, during the long nineteenth century, the globalising project of empire-building was mediated through constructs of race and gender.Aims This unit aims to: (i) develop students’ ability to deploy key concepts such as gender, identity, ‘race’, representation and modernity in the analysis of cultural and historical processes; (ii) focus on a number of case studies of identity construction in a globalising imperial context; (iii) assess different critiques of the historical and representational models encountered.Content The unit will take as its starting point Jan Nederveen Pieterse’s notion of globalization as constituting long-term historical processes. It will then examine the means by which constructions of national and individual identity, gender, ‘race’, history and modernity shaped dominant narratives of imperial belonging both at home and in the colonies as part of the development of ‘first globalisation’. Colonial encounters will be examined as a space where these constructs were fundamentally challenged and renegotiated. In particular the unit will address the construction of imperial masculinity, empire as an arena for the exploration of women’s agency, the relationship between the metropolitan centre and the colonies in terms of ‘otherness’ and critiques emerging from post-colonial and ‘subaltern’ studies. Learning outcomes By the end of the unit students will: i) be able to consolidate, apply and thus to develop, the methodologies introduced in Level 2; ii) have developed their capacities for independent and self-motivated learning; iii) have developed and consolidated their analytic, synthetic and comparative abilities through the critical and effective presentation of competently researched oral and written work; iv) have developed their ability to analyse the phenomenon of identity formation in the context of imperial globalisation in the nineteenth century, v) have problematised the central frameworks of analysis and concepts deployed.Teaching and learning strategies Lecture (1.5 hours per week) Seminar (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (15 hours per week)Learning support • indicative reading/referenceBrantlinger, P. Rule of Darkness: British Literature and Imperialism, 1830-1914. London: Cornell U P. 1988. Eze, E C (ed). Race and the Enlightenment: A Reader. Oxford: Blackwell. 1997. Ferguson, M. Subject to Others: British Women and Colonial Slavery. New York: Routledge. 1992. Gikandi, S. Maps of Englishness: Writing Identity in the Culture of Colonialism. Chichester: Columbia U P. 1996. Mangan, J A. The Games Ethic and Imperialism. Harmondsworth: Viking. 1986. McClintock, A. Imperial Leather: Race, Gender and Sexuality in the Colonial Contest. London: Routledge. 1995. Mosse, G L. The Image of Man: The Creation of Modern Masculinity. Oxford: Oxford U P. 1996. Assessment (i) 2 X 1800 to 2000 word essays, (ii) Seminar Presentation and Participation (iii) Examination • Assessment criteriaThe essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to: (i) produce a clearly structured and cogently argued essay; (ii) draw on a range of interdisciplinary resources and demonstrate their relevance to this question; (iii) identify key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (iv) understand the complexities of analysing historical and cultural formations of identity within the context of imperial globalisation.The seminars and oral presentations are assessed in relation to: (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others; (ii) clarity of thought and of argument in presentation; (iii) knowledge of key concepts and arguments in relation to required reading.Exams • Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to the students at the end of the semester.______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version numberIf a replacement, previous unit of study it replacesSchool home External examinerUnit of study descriptionTitle The Making of the Black Atlantic: Transformations of History, Representation and IdentityCode HC359 Level Level 3 Credit rating 30Pre-requisites Students must: (i) have developed an ability to organise and present argument in written and oral forms; (ii) understand interdisciplinary means of working, based on the methodologies taught in Level 1; (iii) understand key concepts used to analyse cultural globalisation and its history and key debates in the historiography of globalisation.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit examines globalising processes involved in the colonial and post-colonial relationship between Africa, Europe, Britain and the Caribbean centred on slavery, particularly in relation to the construction and reconstruction of histories, representations, cultures and identities.Aims This unit aim to: (i) investigate debates about processes of cultural transformation brought about by the establishment of Atlantic slavery; (ii) explore representational issues generated by the cultural processes linked to slavery; (iii) examine the links between an analysis of slavery and its legacies and the processes of globalisation. Content This unit addresses critical issues of history-making and cultural representation in relation to the impact of Atlantic slavery on African and Caribbean societies in terms of ‘race’, empire, nation, migration, hybridity, identity and diaspora. It focuses on questions of cultural transmission, interaction, transformation and syncretism in the context of the gross inequalities of power within the structures and interrelationships of slavery, empire and the post-colonial world and examines their relationship to historical processes of globalisation. Taking the paradigm of the 'Black Atlantic', we analyse the development of slave and post-slavery cultures and identities and their relationship to the variety of globalising European colonial projects prosecuted in the Caribbean. Through an analysis of primary documents such as slave and post-slavery narratives, music, material culture and a variety of other cultural texts together with Caribbean historiography, we shall focus on issues of identity formation, representation, resistance, and power in the colonial and postcolonial contexts from the 18C to the present. Learning outcomes By the end of the unit students will: i) be able to consolidate, apply and thus to develop, the methodologies introduced in Part 2; ii) have developed their capacities for independent and self-motivated learning; iii) have developed and consolidated their analytic, synthetic and comparative abilities through the critical and effective presentation of competently researched oral and written work; (iv) be able to demonstrate their understanding of the main processes of cultural transformation associated with slavery; (v) have a demonstrable ability to analyse interrelationships between the cultural processes of slavery and those of globalisation.Teaching and learning strategies Lecture/seminars (1.5 hours per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (8 hours per week)Learning support • indicative reading/referenceBlackburn, R. The Making of New World Slavery: From the Baroque to the Modern 1492-1800. London: Verso. 1997. Thornton, J. Africa and Africans in the Making of the Atlantic World 1400-1800. Cambridge: Cambridge U P. 1998 Inikori ,J E (ed). Forced Migration: The Impact of the Export Slave Trade on African Societies. London: Hutchinson. 1982. Brathwaite, E. The Development of Creole Society in Jamaica, 1790-1820. Oxford: Clarendon. 1971. Gilroy, P. The Black Atlantic: Modernity and Double Consciousness. London: Verso. 1993. Wheeler, R. The Complexion of Race: Categories of Difference in Eighteenth Century British Culture. Philadelphia: U of Pennsylvania Press. 2000. Assessment (i) 2 X 1200 word essays. (ii) Seminar Presentation and Participation (iii) Examination • Assessment criteriaThe essays are assessed in relation to all five Learning Objectives, with particular attention to students’ ability to: (i) produce a clearly structured and cogently argued essay; (ii) draw on a range of interdisciplinary resources and demonstrate their relevance to this question; (iii) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (iv) demonstrate an understanding of appropriate concepts and knowledge for analysing historical, representational and theoretical issues generated by a study of the colonial and post- colonial Black Atlantic.The seminars and oral presentations are assessed in relation to: (i) students’ ability to contribute effectively to group work, responding and listening appropriately to the contributions of others, (ii) clarity of thought and of argument in presentation, (iii) knowledge of key concepts and arguments in relation to required reading.Examination• Assessment process All essays are assessed by the tutor, and then discussed with each student on return. Seminars are assessed continuously by the tutor. All students receive feedback on their contributions from the tutor, and marks and comments are also fed back to the students at the end of the semester. ______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version number If a replacement, previous unit of study it replacesSchool homeExternal examinerTitle Globalisation and Global SocietyCode TBC Level Level 2 Credit rating 20Pre-requisites Students must have: (1) developed an ability to organise and present argument in written and oral forms, (2) begun to address interdisciplinary means of working, based on the methodologies taught in year 1.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit examines some of the key processes and developments associated with globalisation as part of a wider consideration of the appropriateness of conceptualising a global society.Aims This unit aims: (1) to introduce students to the major theories and critical debates associated with globalisation; (2) to investigate key issues in the study of global politics and society; (3) to map the emergence of global governance and consider its implications for the nation-state and national governance.Content This unit considers the extent to which we are witnessing the emergence of a global society as a result of the processes of globalisation. This will entail examining some of the key developments that are arguably contributing to such a formation, notably global networks, globalising cities and the continuing evolution of global governance, as well as studying a range of theoretical and critical approaches to globalisation. It will cover some of the major challenges faced by a global society and its citizens, like global environmental decline and fragile states. But it will also explore more positive aspects of our so-called ‘world risk society’, such as the potential for the dissemination of human rights regimes.Learning outcomes By the end of the unit students will have: (i) been introduced to the appropriate application of methodologies in an interdisciplinary context; (ii) absorbed an appropriate content and/or concept base for the specialised courses of Part 3; (iii) developed their learning capacities through increasingly active participation in seminars and the production of sustained argument and analysis in written work; (iv) developed an understanding of the concept of global society and associated critical perspectives; (v) obtained a clear insight into the nature of the challenges facing the international community in the contemporary period. Teaching and learning strategies Lectures (1.5 hours per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (8 hours per week)Learning support • indicative reading/referenceBeck, U., World Risk Society (Cambridge: Polity, 1996). Castells, M., The Rise of the Network Society (Oxford: Blackwell, 1996). Hopper, P. Living with Globalization (Oxford: Berg, 2006). Marcuse, P. & R.van Kempen, R., Globalising Cities (Oxford: Blackwell, 2000). Nederveen Pieterse, J. (ed.), Global Futures: Shaping Globalization (London: Zed, 2000). Nye, J.S. & Donahue, J.D. (eds), Governance in a Globalising World (Washington, DC: Brookings, 2000).Assessment (1) 1 x 1500 word essay (2) Seminar Presentation and Participation• Assessment criteriaThe essay is assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (1) produce a clearly structured and cogently argued essay; (2) draw on a range of interdisciplinary resources and demonstrate their relevance to the question at hand; (3) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (4) display an informed and critical attitude towards some of the claims and theories associated with globalisation and global society.The seminars and oral presentations are assessed in relation to (1) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (2) clarity of thought and of argument in presentation, (3) knowledge of key concepts and arguments in relation to required reading.• Assessment process All essays are assessed by the tutor, and then discussed with each student on return.______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version numberIf a replacement, previous unit of study it replacesSchool homeExternal examinerTitle Culture & Development in a Globalising WorldCode TBC Level Level 2 Credit rating 20Pre-requisites Students must have: (1) developed an ability to organise and present argument in written and oral forms; (2) begun to address interdisciplinary means of working, based on the methodologies taught in year 1; (3) understood the key concepts concerning globalisation and global communication, and associated cultural and political developments, taught in the first semester.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit investigates the nature of the relationship between culture and development, and how this is being informed by globalisation.Aims This unit aims: (1) to explore the nature of the interrelationship between culture, development and globalisation; (2) to examine cultural and anthropological approaches to development; (3) to study how aspects of global communication can facilitate development. Content This unit begins by examining the relationship between culture and development within the context of globalisation. It will then consider different types of development, ranging from modernisation/westernisation to the notion of multiple modernities, as well as explore the claim that development is Eurocentric and has been employed by the North to continue imposing its agenda upon the South in the post-colonial period. The unit will assess cultural and anthropological approaches to development, including the contested claim that culture is the primary determinant of development. Lastly, the unit will investigate the extent to which global information and communication technologies may enable some countries to speed-up or skip stages of development, but also how this is undermined by the persistence of what has been termed ‘information feudalism’.Learning outcomes By the end of the unit students will have: (1) been introduced to the appropriate application of methodologies in an interdisciplinary context; (2) absorbed an appropriate content and/or concept base for the specialised courses of Part 3; (3) developed their learning capacities through increasingly active participation in seminars and the production of sustained argument and analysis in written work; (4) developed an understanding of how culture and communication can inform and shape societies; (5) have gained an insight into the nature of the relationship between globalisation, culture and development.Teaching and learning strategies Lectures (1.5 hours per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (8 hours per week)Learning support • indicative reading/referenceDrahos, P. & Braithwaite, J., Information Feudalism: Who Owns the Knowledge Economy? (London: Earthscan, 2002). Edelman, M. & A.Haugerud, A. (eds), The Anthropology of Development and Globalization (Oxford: Blackwells, 2005). Hopper, P., Understanding Development (Cambridge: Polity, forthcoming). Radcliffe, S. (ed.), Culture and Development in a Globalising World (London: Routledge, 2006). Schech, S. & Haggis, J., Culture and Development: A Critical Introduction (Oxford: Blackwell, 2000). Schech, S. & Haggis, J. (eds), Development: A Cultural Studies Reader (Oxford: Blackwell, 2002).Assessment (1) 1 x 1500 word essay (2) Seminar Presentation and Participation• Assessment criteriaThe essay is assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (1) produce a clearly structured and cogently argued essay; (2) draw on a range of interdisciplinary resources and demonstrate their relevance to the question at hand; (3) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (4) demonstrate a critical understanding of key concepts, like globalisation, culture and global communication.The seminars and oral presentations are assessed in relation to (1) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (2) clarity of thought and of argument in presentation, (3) knowledge of key concepts and arguments in relation to required reading.• Assessment process All essays are assessed by the tutor, and then discussed with each student on return.______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version numberIf a replacement, previous unit of study it replacesSchool homeExternal examinerTitle Globalisation and Religion: The Middle East and the WestCode TBC Level Level 3 Credit rating 30Pre-requisites Students must: (1) have developed an ability to organise and present argument in written and oral forms, and (2) understand interdisciplinary means of working, based on the methodologies taught in year 1 and 2, (3) have gained an insight into the complexities of globalisation, especially in relation to culture.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit investigates the nature of the relationship between globalisation and one of the world's major religions.Aims This unit aims (1) to study the nature of the relationship between globalisation and religion; (2) to consider the ways in which one of the world’s religions, Islam, has contributed to globalisation; (3) to examine how Islam has interacted with and shaped particular regions and societies.Content This unit examines the contribution of religion to globalisation. It will focus upon Islam looking at the nature of its expansion, and how it has been shaped by its interaction with the societies it has encountered, and in turn has influenced these societies. It will begin by examining the spread of Islam across the Arab world, the nature of the early interactions during the Islamic invasions of Europe, and the development of Muslim Spain. But the emphasis will be upon identifying the extent of the diversity that exists within the Islamic world as a result of this movement, identifying the different traditions that have emerged as part of a wider consideration of the appropriateness of conceptualising multiple Islams. The second half of the unit will be concerned with examining how Muslim communities have been responding to contemporary globalising pressures, notably examining the claim that the rise of Islamism is at least in part a response to Muslim perceptions of globalisation as a western secularising project. Learning outcomes By the end of the unit, students will: i) be able to consolidate, apply and thus to develop, the methodologies introduced in Part 2; ii) have developed their capacities for independent and self- motivated learning; iii) have developed and consolidated their analytic, synthetic and comparative abilities through the critical and effective presentation of competently researched oral and written work; iv) have developed an historical and cultural appreciation of the development of one of the world's major religions. v) be able to problematise and critique some of the claims associated with globalisation, recognising the complex ways in which its processes are operating.Teaching and learning strategies Lectures (1.5 hours per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (8 hours per week)Learning support • indicative reading/referenceA.S.Ahmed & H.Donan (eds), Islam, Globalisation and Postmodernity (London: Routledge, 1994). P.Beyer, Religion and Globalisation (London: Sage, 1994). Goody, J., Islam in Europe (Cambridge, Polity, 2004). Hopper, P., Living with Globalisation (Oxford: Berg, 2006). Kepel, G., Jihad: The Trail of Political Islam (London: I.B.Tauris, 2002). O.Roy, Globalized Islam (London: Hurst, 2002).Assessment (1) 1 x 1500 word essay (2) Seminar Presentation and Participation• Assessment criteriaThe essay is assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (1) produce a clearly structured and cogently argued essay; (2) draw on a range of interdisciplinary resources and demonstrate their relevance to this question; (3) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (4) understand the complex interplay of globalisation, religion and cultural identity.The seminars and oral presentations are assessed in relation to (1) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (2) clarity of thought and of argument in presentation, (3) knowledge of key concepts and arguments in relation to required reading.• Assessment process All essays are assessed by the tutor, and then discussed with each student on return.______Further headings for purely administrative purposesExamination Board(s) to which the unit relatesUnit team/authors/coodinatorDate of first approval Date of last revision Date of approval of this version Version numberIf a replacement, previous unit of study it replacesSchool homeExternal examinerTitle Globalisation & Global Environmental PoliticsCode TBC Level Level 3 Credit rating 20Pre-requisites Students must: (1) have developed an ability to organise and present argument in written and oral forms; (2) understand interdisciplinary means of working, based on the methodologies taught in year 1 and 2; (3) have a good knowledge of globalisation, environmental sustainability and global politics, and be able to engage critically with these areas.Type of unit CompulsoryWeekly lecture of 1.5 hours, and weekly seminar of 1.5 hours.Introduction This unit examines the nature of the interrelationship between globalisation and the global environmental politics.Aims This unit aims: (1) to introduce key issues in the study of environmental globalisation; (2) to examine the concept of environmental security, drawing upon a range of examples and case-studies; (3) to consider how the insecurity and resource competition generated by environmental decline is informing debates about the future trajectory of global environmental governance. Content This unit investigates how the processes of globalisation are impacting upon global environmental politics. In particular, it will analyse patterns of global environmental change in relation to conflict and human security, assessing the view that whereas conflict in the last century was driven by politics and ideology, in the 21st century it will be over resources. This will entail examining: the extent to which the crisis in Darfur is an environmental rather than an ethnic conflict; resource tensions in the Middle East; Russian nationalism and energy insecurity; and more generally the limitations of the nation-state in dealing with environmental security. It will evaluate the effectiveness of the institutions and regimes that constitute contemporary global environmental governance (GEG). And it will conclude by considering alternative GEG proposals, like the formation of a world environmental organisation.Learning outcomes i) to consolidate, apply and thus to develop, the methodologies introduced in Part 2; ii) to develop students’ capacities for independent and self-motivated learning; iii) to develop and consolidate students’ analytic, synthetic and comparative abilities through the critical and effective presentation of competently researched oral and written work; iv) gained knowledge of environmental security, and an insight into the complexities of global politics and governance, especially in relation to the environment. v) the students should be able to understand the limitations of existing approaches to environmental governance, as well as have knowledge of alternative models and proposals.Teaching and learning strategies Lectures (1.5 hours per week) Seminars (1.5 hours per week) Pre- and post essay tutorials: 0.5 hours each Private Study (8 hours per week)Learning support • indicative reading/referenceBiermann, F. & Bauer, S. (eds), A World Environmental Organization (Aldershot: Ashgate, 2005). Dalby, S., Environmental Security (Minneapolis: University of Minnesota Press, 2002). De Waal, A. Famine that Kills: Darfur, Sudan (Oxford: Oxford UP, 2005). Diehl, P.F. & Gleditsch, N.P. (eds), Environmental Conflict (Boulder, CO: Westview Press, 2001). Hopper, P., Understanding Global Environmental Politics (Cambridge: Polity, forthcoming). Speth, J.G. & Haas, P., Global Environmental Governance (Washington: Island Press, 2006).Assessment (1) 1 x 1500 word essay (2) Seminar Presentation and Participation• Assessment criteriaThe essay is assessed in relation to all five Learning Objectives, with particular attention to students’ ability to (1) produce a clearly structured and cogently argued essay; (2) draw on a range of interdisciplinary resources and demonstrate their relevance to this question; (3) identify the key issues and problems in their analysis, and in the upper range begin to question the assumptions of the texts discussed; (4) understand the complex interplay of globalisation, global governance and the environment.The seminars and oral presentations are assessed in relation to (1) students’ ability to contribute effectively to group work, listening and responding appropriately to the contributions of others, (2) clarity of thought and of argument in presentation, (3) knowledge of key concepts and arguments in relation to required reading.• Assessment process All essays are assessed by the tutor, and then discussed with each student on return.

Globalisation: History, Poltics, Culture Unit Descriptors

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