Brayford Pool
3 years
VL12
Modern History and Politics at 爱情岛论坛 combines the study of history from 1750 to the present day with big contemporary political issues, looking beyond the headlines to explore concepts such as power, democracy, and justice. This close focus offers the opportunity to better understand and navigate an increasingly socially, culturally, and politically complex world.
The BA (Hons) Modern History and Politics at 爱情岛论坛 is distinctive both for its focus on these two disciplines, and for the breadth of topics that students can choose to study. Students can study British, European, American, African, Asian, and global history, as well as a wealth of domestic and global politics and specific issues surrounding political theory, nationalism, gender, migration, and international relations.
The first year of this programme is designed to provide a solid foundation of modern historical knowledge, and an understanding of institutions and structures of power. It also introduces the skills needed to become a political scientist and historian.
You will build on this foundation in years two and three, where you can choose from a wide range of optional modules based on the research specialisms of our academic teams. During these years, you will also develop a broader set of employability skills to best prepare for life beyond university; for example, one option, Parliamentary Studies, is run in collaboration with the UK Parliament and co-delivered by 爱情岛论坛 academics and parliamentary staff.
In the third year, you will work closely with academic staff to produce a dissertation (an extended piece of research) on a topic of your choice.
The course is taught via a combination of lectures, seminars, workshops, and tutorials.
This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.
This module gives students the opportunity to explore both domestic and international politics through the lens of power and by examining key issues, concepts, and problems relating to studying international relations.
The module is divided into three sections. The first section, Politics, provides students with the opportunity to understand the contested nature of politics as a subject, key conceptual problems within the study of politics and the essential dichotomy at the heart of politics between the individual and the state. The second section, Power, examines the nature and dynamics of different sites of power within politics including democracies, autocracies, revolutionary politics and post-modern politics. The final section of the module, People, gives students the chance to examine four key issues where politics is a site of on-going struggle, by examining contemporary issues pertaining to globalisation, sexual politics, environmentalism, and populism.
This module will prepare you for a successful degree journey, by supporting and scaffolding you to learn the skills that you need to excel in your social and political science degree. Each week you'll cover a crucial academic skill, which will be tied to the assignment expectations of your specific degree topic, so that the progress you make in this module will also be progress towards your overall degree success.
This module is designed to enable students’ to develop their research skills in history and their understanding of research as a process of inquiry. Students have the opportunity to deepen skills developed in the first term, such as essay writing in history and information literacy, by working alongside staff from the School in analysing primary and secondary sources relating to specific approaches to History.
The Modern World: People and Global Change explores how major global forces have shaped people’s lives, societies, and ways of understanding the world since the early modern period. Taking a wide geographical approach, the module introduces students to historical experiences across Europe, Asia, Africa, Latin America, and the United States, encouraging comparison across time and place.
Students will examine how global processes such as empire, migration, capitalism, war, and decolonisation influenced ideas about race, ethnicity, national belonging, gender, sexuality, and class. By focusing on how these ideas developed and were contested, the module helps students make sense of the historical roots of many of today’s global debates and inequalities.
In A History of Now, we will explore the late 20th and early 21st century through the human experience of various crises. Examining a period marked by accelerating technological revolution, historic political transformation, rampant global conflict, anxious social discord, environmental destruction, culture war, economic malaise, and democratic regression, A History of Now challenges the assumption that history exists at a safe distance from the present. Instead, we will demonstrate the benefits of historians lending themselves to the public comprehension of events that are unfolding, contested, and emotionally-charged.
How is it possible to compare government in different states in international politics and what can such an exercise tell us about global politics? This module invites students to address this question. In doing so, the module introduces students to the central themes, theories, concepts, and questions of the study of global comparative politics in the 21st Century. he module introduces students to the central themes, theories, concepts, and questions of the study of global comparative politics in the 21st Century. The module begins with a consideration of the development of comparative approaches and the different levels of analysis at which we compare. It then moves on to discuss the core concepts and elements of comparative politics in the modern world such as, democracy, autocracy, parliaments, electoral systems, political parties, bureaucracies, political culture, and political communication and compare those elements across different political systems from around the globe.
This module aims to provide students with a survey of imperial histories, at the same time as introducing some key conceptual and analytical tools for understanding the history of colonialism in a variety of early modern and modern contexts, from the perspectives of both colonisers and colonised.
This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.
Beginning with the Royal Historical Society’s “Race, Ethnicity and Equality Report” (published in 2018), which raises urgent questions on the diversity of staff, students and curricula at History departments in UK universities, the module analyses live debates on “Decolonising the Curriculum” in higher education. We critique how histories of Empire, colonialism and slavery have been taught in Anglo-American settings, and introduce postcolonial analysis on archives, as well as the “Global South” and “indigenous knowledge” that have often been marginalised in Eurocentric historiographies.
Turning towards the University as a key apparatus of power in the contemporary world, the module then reveals the complex legacies of slavery in the making of a number of UK and US institutions including Liverpool, Bristol, Oxford (#RhodesMustFall), SOAS, University of Virginia and others. Introducing the new field of “Critical University Studies” (CUS), students will learn about the emergence of universities in former colonies including India and South Africa, as well as the phenomenon of “transnational education” that entails the establishment, by prestigious European and American institutions, of satellite campuses around the world. The module then unpacks public understandings of colonial history via recent scholarship on nationalism, patriotism, museums and memories, and ends with a hopeful reflection on pedagogies that will be more inclusive and intersectional in terms of race, class, gender, and sexual orientation. This module will be particularly suited to students who intend to develop careers in education.
The cultural heritage sector increasingly offers opportunities for the application of digital technologies as communication, research and recording tools. This module enables students to become familiar with some of these advanced recording techniques for the study and recording of objects.
The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.
This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.
The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.
This module examines the main challenges facing democratic politics in today’s United States and the main features of the US political system. Why has politics in the United States become so intense and polarised? How different is the US from other countries in terms of its social controversies (guns, immigration, and abortion) or its economic model? And, how endangered is democracy in America? The module aims to provide a detailed historical and theoretical appreciation of the development of US democracy. It examines the principal institutions and actors in the US political system and traces the impact of key ideas, taking account of the impact of wider societal factors on US political life. Students will consider the challenges facing US democracy and what impact these may have on US policymaking both at home and abroad.
Humanities in Action: Enterprise Projects tasks students with directing their skills towards solving a real-world business, policy, or organizational problem. Set a contemporary challenge by a current organizational leader, students will independently manage a group project and draw on their distinct and specific skills to propose a feasible solution grounded in the humanities.
In this module, you will examine how empire functioned not just as a geopolitical map, but as varied systems of racialised and gendered control, enforced through institutions ranging from the classroom and the prison cell to the railway lines that carved up landscapes. By investigating the flows of settlers, migrants, and intermediaries, including the porters behind famous explorers and the labourers sustaining global trade, you will reappraise the myth of ‘blank spaces’ and uncover the complex human networks that linked metropoles to colonies and colonies to one another. Through diverse case studies extending from the Caribbean and East Africa to East and Southeast Asia, you will interrogate the changing dynamics of power, from the ‘benign neglect’ of the nineteenth century to the ends of empire in the twentieth century, violent or otherwise. The module encourages you to look beyond traditional archives to recover the voices of the silenced, analysing sources such as memoirs, newspapers, and oral histories to reconstruct ‘colonial lives’. Whether examining the legacy of imperial heroes or the messy transition to independence, you will develop the digital and research skills to produce work that brings these hidden histories to light, critically reflecting on how the echoes of empire continue to shape our world today.
This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.
Resurgent nationalist violence, transnational migration, and the rise of anti-European populist nationalist parties, have forced academics and policy makers to engage and confront the enduring power of national and ethnic identities and the role they play in contemporary political life. This module explores nations and nationalism, examining the sources of our most basic and powerful feelings of political loyalty and attachment – our ideas about who we are, why we are and who has the right to rule over us. After examining the competing and contrasting approaches to understanding nations and nationalism the module then explores the intersection between nationalism and other key categories in social science such as: political mobilisation, populism, violence, culture, gender, the environment and globalisation.
People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.
This module aims to address a variety of issues relating to political parties in the United Kingdom. The political science literature covers a wide variety of topics around parties. Amongst those which are examined in this module are the following; the historical development of parties; the role of parties in terms of mobilisation of support, electioneering and campaigning, recruitment of personnel; representation of the electorate and issue-based politics; the partisan divide; and the relationship with the media. These will be examined primarily within the context of a discussion of the three major parties within the British political system including their development, their ideological tenets and their contemporary positions. However, these will be set against the position of other parties within the UK including the Scottish National Party, Plaid Cymru and the Northern Irish parties, to which will be added a comparative perspective, drawing upon the roles and experiences of parties in Western Europe.
This module introduces students to analytical and theoretical approaches to sex and sexuality, with special attention to how these are of interest and utility to scholars of politics and society. Central to the module's concerns are the ways in which gender and sexuality are key sites where political claims are made, and through which regulatory processes are imposed and resisted. Thus, the module draws upon the rich literature and scholarship at the intersection of issues of sex, sexuality and politics in order to equip students to both use materials on sex and sexuality in political analysis and to understand the ways in which sex and sexuality are domains central to the operation of power and the constitution of political and social identity.
This module explores the history of sport in the modern world from the eighteenth century to the present. Sport both shapes and is shaped by modern society and the global expansion of sports across the world and professionalization have led to certain sports becoming the economic powerhouses of today. Sport has played an important role in nation-building in the last two hundred years, and sports teams continue to be significant markers of identity at local, regional and national levels. This module will also explore the impact of global phenomena, such as imperialism which spread certain sports to particular areas of the world. Topics will range from the local to the global, drawing on the colleagues' specialisms, including examples from modern Britain and Europe, the Caribbean, South Asia and East Asia. Sports discussed will include major global sports such as association football, cricket and rugby, but also hockey, racing, athletics and gymnastics.
Major events such as the Olympics will be considered alongside more focused examples to allow us to explore themes including class, gender, nation, identity and race, and their intersection.
This module provides an opportunity for History students to spend a term studying at one of the University’s partner institutions in North America or Europe. Students will be expected to cover their own transport, accommodation and living costs.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module aims to provide students with an introduction to the study of intelligence. It focuses on the basic concepts in intelligence by establishing first what is meant by intelligence, before examining the various elements of intelligence - collection, analysis, counterintelligence and associated activities such as covert political action.
This module is designed to place theory at the centre of the study of world politics. It aims to provides a critical overview of the disciplinary literature of international relations from both mainstream and critical perspectives. The module aims to provide students with the opportunity to both understand and critically employ the concepts, approaches and methods of International Relations theory, and to develop an understanding of their contested nature and the problematic character of inquiry in the discipline.
Building upon some of the major ideas and concepts introduced in the first year (level four), this module aims to examine in more depth key debates both in the history of political ideas and in contemporary political analysis. In particular, reference is made to key thinkers from the past who have left their intellectual imprint on political ideas, as well as important contemporary thinkers, in order to assess the contribution that they have made to political theory and the extent to which they have impacted on the practice and analysis of politics.
This course aims to provide students with an advanced and comprehensive overview of transnational security in the 21st century. Specifically, it seeks to understand the issues, actors and solutions that drive security agendas in various parts of the world. Through a detailed study of key debates and key issues in the study and practice of security, the module engages with the following three questions: Security for whom and from what?; Security by whom?; Security of what and where? Emphasis will be placed on the philosophical and political connotations of certain security problems, the impact of security actors in the meaning and practice of security, and the ‘constructed’ nature of our understanding of certain contemporary security challenges.
This module aims to enhance students’ professional and vocational engagement in relation to politics and international relations beyond university. The module focuses on employability and entrepreneurship and aims to provide an awareness of the range of subject-related job roles; developing understanding of, and improving competence in, relevant modes of political and entrepreneurial behaviour; enhancing political- and enterprise-related skills; exploring personal motivations and values; and bringing into class external speakers with relevant degrees now working in a range of related roles. The module’s role in improving citizenship will also be further enhanced by a focus on politics as a voluntary activity.
In the Twentieth Century new aviation technologies transformed understandings of war, peace, civilian and military. The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century.
This module aims to introduce students to different paradigms of the 'body' and 'embodiment'. Recent research suggests that our understandings and our relationship with our own and other ‘bodies’ has been and is continuing to undergo radical changes. This module will seek to explore these ongoing developments in Western and non-Western cultures and societies.
This module serves as an introduction to the international politics of Central Asia. The module explores Central Asia’s domestic post-Soviet transition and analyses the tension between tradition and modernity, the legacies of Soviet rule, political and economic transformation, the rise of absurdist dictatorships, nation-building, clan politics and conflict, protest and revolution. Students will also examine Central Asia in global context by assessing the challenges faced by the region. This includes addressing the region’s geo-strategic significance to international security. It will explore issues such as political Islam and the threat of terrorism, energy security, organised crime and migration, the so-called ‘New Great Game’ for power and influence in the region between Russia the US, EU and China, the international security challenges related to the region’s proximity to Afghanistan, Iran and Pakistan and the issue of regional cooperation through Eurasian Economic Union and the Shanghai Organisation Cooperation. There are few places in the UK where students have the opportunity to study the politics and international relations of Central Asia. Thus, students will have a unique opportunity to gain knowledge and understanding of this fascinating and vital region for global politics.
This module explores the history of science, sexuality and politics in the UK, Continental Europe, the US and Latin America from 1850 to 2000. It will give students an excellent grounding in modern and contemporary history that will complement further modules at level 3 that deal with sexuality, gender, race, science and medicine. It module examines the controversial rise of eugenics movements as a global phenomenon. The purpose of this module is to sustain a balanced and informed discussion about how race, reproduction, and the improvement of human heredity have acquired great political relevance in the modern period. It explores how scientists and different governments became preoccupied with hereditary theories, race, reproduction and sexual behaviour. It examines how societies across the Atlantic developed government policies around areas such as family planning, pronatalism, sterilisation, and race, which culminated in the implementation of euthanasia programmes in Nazi Germany. This module looks at eugenics programmes and politics in a transnational context, exploring how, for example, Nazi Germany’s sterilisation programmes were inspired by those already implemented in the US and how a number of Latin American countries adapted and transformed eugenics policies from Southern Europe and developed whitening policies.
This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.
Students at level three have to undertake an Independent 爱情岛论坛 project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake historical inquiry and analysis.
In their final year, every student on the BA (Hons) History degree programme at the 爱情岛论坛 must produce an independent study. This is an extended piece of work which gives them the opportunity to demonstrate they have acquired the skills to undertake detailed and substantial subject-specific research and writing founded on critical inquiry and analysis.
Hong Kong’s history lies at the intersection of Chinese, British imperial, and transnational histories. This module explores the history of Hong Kong from its colonisation by Britain in 1841 up to the present day.
The module seeks to introduce the city’s history to students, explore the ways historians have engaged with and approached this history, and to help students develop skills of historical analysis and debate. Through engaging with the rich historical debates and with English-language and translated primary materials, students on this module may study issues and themes including, but not limited to: imperialism; colonialism; transnational networks; international and diplomatic history; economic and business history; social history; urban history; migration and diaspora history.
The module will give students practical experience of the workplace. Students will normally define, plan and undertake a specific project. In addition students will gain experience of a range of tasks appropriate to sector-specific professional skills.
The module aims to enhance the knowledge of Modern Middle East and its international relations through the creation of links between different approaches of IR and regional cases. In this context, it aims to inform the students about the realities of decision making at the foreign policy level but also look at the relations between state and non-state entities on both the regional and international level. The thematic division of the module helps the students acquire knowledge in a range of topical issues of critical importance for the international relations of the Middle Eastern region.
Gender and masculinity are contested in contemporary academic and public debates. Polarised popular narratives construct masculinity as either inherently “toxic”, powerful, and damaging to women (and men), or, in stark contrast, as fragile, under siege, and in urgent need of reclamation. Critical masculinity scholars have scrutinised these claims, examining the role of men and masculinity in creating equality and/or reinforcing inequality in a world profoundly shaped by continuing gendered inequalities and power relations. The module draws on feminist, interdisciplinary masculinity studies to examine academic concepts of masculinity, notions of hegemonic (or ‘dominant’) masculinity, and intersections between masculinity and other factors (for example, race, culture, and sexuality, amongst others). It applies these concepts to understanding how constructions of masculinities function in different empirical contexts to reproduce power and inequalities and/or to provide opportunities for resistance. Students will be encouraged to develop their own critical, informed perspectives on how gender and masculinity shape social and political structures and everyday lives.
This module will analyse how the medicalised body has been represented, exploited, challenged and reclaimed in art and visual culture. The themes, ideas, priorities and objects of medicine – such as death, health, sexuality, taboo, trauma, bodily functions, and viscera – have taken centre stage in art and visual culture since the end of the nineteenth century. This module will explore the manifold ways in which artists have engaged with subjects including medical technologies, disease, disability, blood, and pain, and we will do so in relation to constructions of gender, sexuality, race, class and ability. What significance do pathology, disease, and patient experience take on in art and visual culture? To what effects have artists portrayed and perhaps questioned modern therapies and medical technologies, and their subjects, practices and theories? We will focus on a range of media including painting, sculpture, performance art, conceptual art, film, and photography.
This module explores how European countries have responded to increased migration, its challenges, and its opportunities. Students examine how and why European states (including the UK) have at times criminalised migration and at other times encouraged it. They labour migration, family migration, and refugee migration flows to and within Europe since World War II. The module explores how borders have become central to European politics and society, how various actors in the political arena have both propelled this development and responded to it. It examines the influence in this area that interest groups, the EU, and political parties have had. The module particularly examines the UK within this comparative context, using 爱情岛论坛shire as a case study.
This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia, to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights that objects offer to major themes in imperial history such as gender, race and class. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of the British Empire. Tracing the long history of such objects can enable us to explore how objects change meanings as they move through various colonial and post-colonial contexts.
This module aims to provide students with the opportunity to develop an in-depth knowledge of how the UK Parliament works, in theory and in practice. It will aim to examine Parliament’s twin relationships with the Executive and with the citizen, and situate these within broader theories and debates about democratic accountability and the nature of representation. The module also aims to bring students into closer contact with Parliament through handling Parliamentary materials and by facilitating contact with Parliamentarians through, for example an external speaker series, and when possible an optional visit to Parliament. Please note that where opportunities arise to take part in a trip to Parliament, students are expected to cover their own transportation and meal costs.
This module asks students to re-think ‘the political’ and the traditional cannon of Western political thinkers. The module is driven by a single question. What are the limitations of enlightenment ideas? The liberal order has governed our framing and understanding of politics, and earlier modules in the programme (People, Power and Politics, and Thinking Politics) introduced students to key ideas and theorists within the traditional canon of political thought. This module challenges students to critique and deconstruct core concepts that emerged from the enlightenment such as the state, modernity, freedom and rights, national self-determination, sex and sexuality, culture, media and communication, the environment and the public sphere and the module is structured around these themes.
How can history and heritage be more inclusive of LGBTIQ+ lives and experiences? And how can queer perspectives help us to better understand the complexities of the past? This module responds to these questions by examining queer histories from the Ancient World to the present day. Taking a global view, the module investigates how concepts such as sex, sexuality, gender, the body, friendship, and family have been organised in diverse ways across different times and places. In addition to considering how particular sexual and gender identities have emerged, the module also engages with ideas of queer history as a method for historical enquiry: one that is sceptical about binary analyses and linear narratives of progress.
This interdisciplinary module will explore the issues of race, racism, race relations, racial conflict, and practices of anti-racism in the contemporary UK and worldwide. Although the main focus of this module is on the UK, examples from different parts of the world and a comparative lens will enable us to examine these issues from a global perspective. Beginning with colonial discourses of the ‘racial other’ and the history of colonialism, slavery and indentured labour, this module will examine various theoretical and conceptual debates on race and racism, and critically assess how changing conceptualisations of race and racism arise in specific socio-political and historical contexts. The module will also provide students with the chance to assess the continued significance of race and racism in the contemporary world. Students can benefit from an cross-disciplinary approach that addresses themes across Sociology, Criminology, Politics, International Relations, and Social Policy.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice in History. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.
This module, ‘The Internet: A Social and Cultural History,’ examines how ordinary people experienced the internet in the late 20th and early 21st centuries. Using a social and cultural history approach, we will move beyond Whiggish histories of technological developments or innovators, to instead examine how a range of people embraced the internet within their daily lives, navigated multiplying ‘search’ platforms, made decisions around associated hardware like the iphone, and also grappled with new understandings of surveillance in the early 21st century. Central to the module will be a consideration of the methodologies historians can use to provide histories of internet spaces, activities, and events.
This module examines how African Americans tried to cast off the economic, political, cultural and social ties that bound them to second-class citizenship within the United States. We primarily focus on the Southern version of the black freedom struggle before casting our attention to a wider American political, social, and racial context — particularly as we challenge “the master narrative” of the civil rights movement that was once presented and represented as the singular history of the movement for African American freedom.
In charting the course of the civil rights movement in the twentieth century and beyond, we analyse the most venerated events and personalities of the era and aim to understand the movement on its own terms. We will explore its richness and its internal complexities, especially when reviewing the varying tactics and ideological differences of the movement’s leaders. The module asks us to question the presumed victories of the civil rights movement, to stretch our chronological understanding beyond traditional beginnings and endings, to acknowledge the complexity of American racial identity, and reveal what it tells us about the wider political and social dimensions of modern US history.
This module explores the origins of war crimes, crimes against humanity and genocide. It investigates a diverse range of reasons for mass atrocities and genocides through placing them historical, political, philosophical and social contexts to illuminate the origins of such harms and their impact on societies.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
Students are assessed through a wide variety of methods on the course to help them build critical skills needed for employment.
Assessment methods may include essays, source analysis, presentations, assessed seminar participation, and digital assessments such as exhibitions, podcasts, or blog posts. You can expect to be assessed on your oral and written presentation skills, your ability to collect and analyse data in a number of different forms, your analytical skills, and your ability to work on your own and as part of a team.
Staff delivering this programme aim to provide supportive, detailed, personalised and consistent feedback throughout the duration of the course.
There is an option on this course to undertake a work placement during the final year. Past placements have included roles in museums, heritage sites, schools, and charities. Students are encouraged to obtain placements independently, however support is available from both your tutors and the Careers and Employability Team who have dedicated 'Placement Advisers', if required. Students are responsible for their travel, accommodation, and general living costs during an optional work placement. We also offer a Year in Industry between years 2 and 3.
Modern History and Politics graduates may find employment in a wide range of sectors, including education, the civil service, media, journalism, heritage, and the arts; our graduates have also found positions across the public sector, including central and local government, policy development within parliament, lobbying or research with think tanks, and the charity and not-for-profit sectors. A number have continued on to postgraduate study or professional training.
104 to 112 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications. For example:
A Level: BCC to BBC
BTEC Extended Diploma: Distinction Merit Merit
T Level: Merit Overall
Access to Higher Education Diploma: 104 to 112 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 29 points overall.
GCSEs: Minimum of three at grade 4 or above, which must include English . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic 爱情岛论坛 Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
Please note application assessment criteria may vary by country and we may close to applications from some domiciles. Please view the Your Country pages of our website before making an application.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from 拢1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
The best way to find out what it is really like to live and learn at 爱情岛论坛 is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
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