Course Course Code Credit points FHEQ level Prerequisites Faculty Course leader 2a Old Powers, New Powers: Imperialism, Colonialism and the Modern State NCH507 30 Level 5 None POLITICS AND INTERNATIONAL RELATIONS Dr Diana Bozhilova DESCRIPTION This course examines the impact of empire on world history, the rise and decline of European economic and political power, and how the legacy of it has shaped the emergent modern state in the 20th century international society. Empires will be studied comparatively in order to understand their varying influences on the construction of successor states. The policies of the British Empire are central to this course, but these will be studied with reference to the empires of France, Spain, Italy, Russia, The Ottoman Empire, China and Japan. Key questions posed by this module are: 1. What is empire?; 2. How do empires develop, extend and maintain power?; 3. How is empire ‘experienced’?; 4. What is the legacy of empire?; 5. How do empires ‘deal’ with ethno-­‐nationalism, resistance and socio-­‐cultural heterogeneity?; 6. Why and how do empires end? AIMS The course aims to: • Advance the powers of inter-­‐disciplinary cross-­‐reference analysis of primary source material, debate and argument, as well as critical thinking and awareness of linkages between modern international society and world history, culture and philosophy. • Develop an active understanding of international history, statehood and socio-­‐cultural development from past to present. • Stimulate thinking about historiographical interpretations of events and processes, surrounding debates on ethnicity, nationalism and identity by understanding the genesis of cultural heterogeneity. LEARNING OUTCOMES On successful completion of the course, students should be able to: 1 Knowledge and Understanding K3b Demonstrate the challenges, constraints and opportunities faced by different empires across time, as well as the causes of these conditions. (PPE: K1b & K2b), (PPH: K1b & K2b) Subject-­‐Specific Skills S1b Demonstrate an active understanding of statehood and socio-­‐culturalism from past to present through historiographical analysis. (PPE: S1b), (PPH: S1b) S1b Analyse debates on ethnicity and nationalism, and appreciate the importance of historical memory and identity by understanding the genesis of cultural heterogeneity. (PPE: S2b), (PPH: S2b) S2b Evaluate the key theoretical and historical debates and be able to form educated opinions on them. (PPE: S3b), (PPH: S3b) Transferable Skills T1b Interpret and present written information in a professional and accurate format. (PPE: T1b & T2b), (PPH: T1b & T2b) LEARNING AND TEACHING This Level 5 course is taught in the Michaelmas and Hilary terms with one one-­‐hour lecture each week, a one-­‐hour weekly tutorial and a one-­‐hour weekly seminar. Lectures typically incorporate 10 minutes discussion at the end. There will be a revision session in the Trinity term. At the end of the term, students will attend a formal meeting (a ‘Collection’) in which they receive comprehensive and collated feedback about their performance over the term. Course information and supplementary materials are available through the Moodle VLE ‘Old Powers, New Powers: Imperialism, Colonialism and the Modern State’ page. Students are required to attend and participate in all the formal and timetabled sessions for this course. Students are also expected to manage their directed learning and independent study in support of the course. ASSESSMENT Formative Formative assessment throughout the course consists of at least two formative essays in each term, each of which is discussed in a one-­‐to-­‐one tutorial. Topics for formative essays are chosen from lectures preceding the timing of the relevant tutorial, to give students opportunities to assimilate their learning from lectures and group tutorials into their essays. Summative The summative assessment consists of one 3-­‐hour unseen written examination at the end of Trinity term, for which students will have to answer four out of twelve questions. An unseen examination is suited to assessing students’ knowledge of debates on ethnicity, nationalism 2 and identity. It also provides an opportunity for the students to demonstrate an active understanding of international history, statehood and socio-­‐cultural development from past to present. In their exam, they will be assessed on their ability to construct essays and critical arguments. These are all skills that they will have developed in the run-­‐up to the exams through the practice of writing formative essays for weekly tutorials. INDICATIVE READING Note: Comprehensive and current reading lists for courses are produced annually in Subject Handbooks or other documentation provided to students; the indicative reading list provided below is used as part of the approval/modification process only. Ahmad, A. (2008), In Theory: Classes, Nations, and Literatures, New York: Verso. Shahid, A. (1984), ‘Gandhi as Mahatma: Gorakhpur District, Eastern U.P., 1921-­‐2’, in R. Guha, (ed.) Subaltern Studies III, Oxford: Oxford University Press. Brown, J.M. (1991), Modern India: The Origins of an Asian Democracy, Oxford: Oxford University Press. Darwin, J. (2011), The Empire Project: The Rise and Fall of the British World System, 1830-­‐1970, Cambridge: Cambridge University Press. Canny, N. and Louis, R. (2001), The Oxford History of the British Empire, Volume I-­‐III, Oxford: Oxford University Press. Fanon, F. (2001), The Wretched of the Earth, London: Penguin. Fieldhouse, D.K. (1983), Colonialism. 1870-­‐1945: An Introduction, Basingstoke: Palgrave Macmillan. Guha, R. (1998), Dominance without Hegemony: History and Power in Colonial India, Cambridge/London: Harvard University Press. Holland, R.F. (1985), European Decolonisation 1918-­‐1981, Basingstoke: Palgrave Macmillan. Lewis, B. (1996), Cultures in Conflict: Christians, Muslims, and Jews in the Age of Discovery, Oxford: Oxford University Press. Porter, B.N. (2012), Lion’s Share: A Short History of British Imperialism 1850-­‐1970, 5th edition, Taylor & Francis. Said, E. (1994), Culture and Imperialism, London: Vintage. Shipway, M. (2007), Decolonization and Its Impact: A Comparative Approach to the End of the Colonial Empires, New Jersey: Wiley-­‐Blackwell. Snyder, J. (1993), Myths of Empire: Domestic Politics and International Ambition, Ithaca: Cornell University Press. Primary Source: M. Ghandi, Hind Swaraj, (1908) Ch. 14, 17, 20, available 3 at: URL: http://www.soilandhealth.org/03sov/0303critic/hind%20swaraj.pdf INDICATIVE TOPICS Students will be expected to show first-­‐hand engagement with the following sample topics: 1. Phases of empire growth and collapse: A. Old Imperialism; B. Revolutions; C. New Imperialism; D. Decolonization 2. Types of empire: security empire, trade empire, competitive empire, assistance empire, conquest empire 3. Demographic, economic and political antecedents of Imperialism 4. Theories of Imperialism: economic, political, ideological (La Mission Civilisatrice) 5. WWII and the Cold War 6. Decolonization: negotiated independence, violent national liberation 7. The end of empire in case studies in: 7.1. Tropical Africa, 7.2. South-­‐East Asia, and 7.3. The Middle East 8. Humanitarianism 9. Re-­‐colonization? The collapse of the Soviet Union and US unipolarity after the end of the Cold War. 10. Imperialism in the new millennium: economic expansionism, securitization and global culture INDICATIVE ASSIGNMENT QUESTIONS Students will engage with the following sample questions: 1. What is empire? Is it bound by territory or power? 2. How do empires develop, extend and survive? 3. How is empire ‘experienced’? 4. What is the legacy of empire? 5. How do empires ‘deal’ with ethno-­‐nationalism, resistance and socio-­‐cultural heterogeneity? 6. Why and how do empires end? 7. Why was India partitioned amidst such violence? 8. How and why did British influence in the Middle East wane from 1945 onwards? 9. What underlay the violent events of the Mau Mau emergency? 10. How did the concept of human rights interact with decolonization? 4 SUMMATIVE ASSESSMENT STRUCTURE Assessment type: Examination Weighting: 100% On-­‐line submission: No Duration (from initial brief to deadline): 3 hours Length: 4 out of 12 questions Date of validation Finally approved by the Southampton Solent University Academic Standards and Development Committee 19 November 2014. Date last modified 5