UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
………19th November 2014…………………….(date)
MODULE SPECIFICATION
1.
Title of the module
Critical Race Theory
2.
School or partner institution which will be responsible for management of the
module
English
3.
Start date of the module
September 2015
4.
The number of students expected to take the module
10-15
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
Other Americas
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
7.
The number of credits and the ECTS value which the module represents
30 (ECTS 15)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
English and American Literature MA
Critical Theory MA
Postcolonial Studies MA
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MA in the Contemporary
American Studies MA
11. The intended subject specific learning outcomes
On successfully completing the module students will be able to:
11.1 critically apply Critical Race Theory to 20th/21st century literary and cultural contexts
11.2 demonstrate understanding of how the particular theoretical, social and institutional
frameworks in which 20th century conceptualisations of race are produced and
policed
11.3 develop their understanding of the historical emergence of ideas of race,
discrimination, racialisation, whiteness, equality, and so in relation to a range of ethnic
minority and intersectional groups in North America (and the UK), and to apply these
ideas to a range of literary and other cultural products
11.4 develop independent and original arguments both with, and in relation to, the
theoretical tools supplied by Critical Race Theory
12. The intended generic learning outcomes
On successfully completing the module students will be able to:
12.1 demonstrate their ability to apply new conceptual terms or frameworks to their study of
literary and other cultural texts and to incorporate these in their own research
12.2 demonstrate awareness of the complexities of historical and theoretical contexts,
ideas, and texts and develop critically insightful and original responses to said complexities
12.3 respond to and communicate complex problems clearly to specialist and non-specialist
audiences
12.4 devise, undertake, and complete individual research projects, including regular
documentation and evaluation, demonstrating methodical working practices, initiative, and
self-direction
13. A synopsis of the curriculum
This module helps students to develop a familiarity with the discourse of Critical Race
Theory, with its origins in the combining of Legal Studies with Critical Theory, and with its
application to a range of texts and contexts in North America and the UK.
Students will examine particular instances in recent history in which race has been
unsystematically and systemically defined and/or challenged in social and institutional
terms. They will analyse particular trends in institutional racial and racialised discourse. And
they will apply the concepts and terms of analysis that they learn to the examination of
literary and cultural texts that reflect, refract, and challenge such discourse. Embedded in
the course will be a running discussion of institutionalised discourses around race, which
will be focused on analysis of equality of opportunity in the academy through the work of
Ahmed and Kuokkanen.
In the course of this module, then, students will be introduced to a range of writing, art, and
performance from several ethnic groups in North America, including African American,
Native American, and Chicano/a, and they will be asked to examine the ways in which
prevailing ideas of race and the ways those ideas are manifested in and through legal,
political, and cultural rhetorics, form and inform, inflect and are inflected by such paradigms
as white privilege, intersectionality, biopolitics, equality, borders and border-crossing,
resistance/activism, and racism.
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14. Indicative Reading List
Ahmed, Sarah, On Being Included: Racism and Diversity in Institutional Life (2012)
Anzaldua, Gloria Borderlands/La Frontera (1987)
Baldwin,James Collected Essays (1988)
Crenshaw, Kimberle et al Critical Race Theory: The Key Writings that Formed the
Movement (1995)
Frankenburg, Ruth ed. Displacing Whiteness (1997)
Lorde, Audre Sister Outsider: Essays and Speeches (1981)
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
This module will be team taught (alternate weeks by subject matter) by means of weekly 2
hour seminars for ten weeks.
Total Contact Hours: 20
Independent Study Hours: 280
Total Study Hours: 300
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
The module will be assessed by a single research-based case study of specific highlight
moments in the development of Race Theory and/or in the various resistance movements
related to race and/or intersectionality including related texts and other cultural products.
Examples might include FESTAC, the 1973 Wounded Knee siege, Executive Order 10925
(Affirmative Action), and so on.
The final project, equivalent to a 5000 word essay, will account for 60% of the final grade
and will relate to testing all of the specific learning outcomes in terms of their historical and
theoretical knowledge (11.1, 11.2, 11.3) and to generic outcomes (12.1, 12.2, 12.3, 12.4) in
terms of their ability to apply that knowledge to literary and other cultural contexts and to
develop their ability to communicate clearly and effectively in written form. 30% of the grade
will be related to the 400-500 word weekly log of research development (specifically related
to generic learning outcome 12.4), and the remaining 10% will be awarded for a 15-20
minute oral presentation of their research project (which relates to generic outcome 12.3 in
particular).
17. Implications for learning resources, including staff, library, IT and space
This module draws on existing resources.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
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teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury
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