European and International Exchange
Core Modules and Elective Modules
Handbook
2012/13
Section One: Important General Information
Choosing your modules
Attendance
Directed Learning
Pastoral Care and Student Support
The Structure of the Academic Year
Results
NOW – NTU’s online Virtual Learning Environments
The AAH Academic Support Team
Academic Misconduct/Plagiarism
Notification of Exceptional Circumstances
Assignment extensions
Return of Student Work
Page
3-4
4
4
4
5
5
5
5-6
6
6-7
7
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Section Five: Module option choices
Modules are listed in order of level then subject in each section.
University Language Programme Modules are available to both half year
and full year exchange students.
Modules available to First Half Year Exchange Students
Modules available to Year Long Exchange Students
University Language Programme Modules
2
8-59
60-122
123-125
IMPORTANT GENERAL INFORMATION
Please read very carefully
The School of Arts and Humanities anticipates offering the modules shown in this booklet
but reserves the right in the light of, for example, student demand, to modify the range
offered. In the event of a module being withdrawn, students will be notified immediately
and be given the opportunity to make a second selection.
Choosing Your Modules

Exchange students can choose a combination of modules from the following
subjects listed in this booklet
 English
 European Studies
 French
 German
 Global Studies
 History
 International Relations
 Italian
 Linguistics
 Mandarin
 Media
 Philosophy
 Politics
 Social Theory
 Spanish

University Language Programme classes are also available to exchange students.
These can either be taken as accredited (part of your degree) or supplementary
(in addition to your degree). Further details are included on pages 125 – 127 of
this booklet.

You will have to liaise with your home university to ensure your choice is
appropriate for your subject and level of study. Available modules are listed in this
booklet in order a) of level and b) of subject. Language modules in the University
Language Programme are listed separately at the end of the booklet. These are
available to students at all levels of study, but please read the information in that
section carefully.

NTU students normally make a choice of modules with credits totalling 120 NTU
(60 ECTS) credits per year, or 60 NTU (30 ECTS) credits per semester, but you
should check with your co-ordinator in your own university before leaving, as to
what is specifically required of you. Please be aware that each module has a lot
of preparatory reading associated with it (and ongoing assessed coursework), so
try not to be over-ambitious in choosing what you think you will be able to cope
with.

NTU only offers exchange students the opportunity of studying for a year
(September to June) or for the first half of the year (September to January). NTU
does not accept exchange students in the second half of the year.

Please consider your choices very carefully and ensure that they are validated by
your co-ordinator before you arrive in Nottingham.

Please remember that the system in the UK is different from the system you are
used to in your own country. Many students arrive expecting that they will be
3
able to change modules if they do not like their choice in the first few weeks. This
is not possible. That is why you must choose modules carefully before you arrive,
taking into account any requirements from your own university.

It may not be possible for NTU to offer the modules you have chosen.
There
could be a timetable clash or the module may have been withdrawn. In these
circumstances, we will work with you to identify a suitable alternative. Please
ensure you have reserve choice modules as this will enable us to finalise your
timetable without further delay.
Attendance
You are expected to attend all classes for all modules chosen.
Directed Learning
All modules will involve directed learning tasks. Directed Learning is study activity which
takes place on a regular basis outside class time, and which encourages active and
reflective learning. You will normally be provided with set tasks, such as study questions
or practical exercises, which are an integral element of your work for a module. Usually
such tasks have to be completed successfully in order for you to pass a module.
Unsatisfactory or incomplete work may result in the failure of a module.
Pastoral care and Student support
If you need to speak to someone about any aspect of your degree, the first place to start
is with the Programme Team. This consists of the Programme Leader and the Programme
Administrator. Contact details for these role-holders are below:
Clare Newstead – Programme Leader
Room:
GE235
Tel:
0115 848 3105
Email:
clare.newstead@ntu.ac.uk
Emma Buckley – Programme Administrator
Room:
GE106
Tel:
0115 8486629
Email:
NTUIncomingExchange@ntu.ac.uk
However, the university also has a number of specialist teams who are able to give help
in different circumstances. Here are some contact details.
General support
Financial support
Disability support
International students
Counselling service
Mature students
Religious advisers
Dyslexia support
student.support@ntu.ac.uk
financial.support@ntu.ac.uk
dis.support@ntu.ac.uk
int.support@ntu.ac.uk
counselling@ntu.ac.uk
mature.support@ntu.ac.uk
faith@ntu.ac.uk
dyslexia.support@ntu.ac.uk
4
848
848
848
848
848
848
848
848
6623
2494
2085
2631
6487
3290
3279
4120
The structure of the academic year
The academic year runs from September to June as follows:
Welcome Week:
Autumn Term:
Spring Term:
Summer Term:
24.09.12
01.10.12
07.01.13
08.04.13
–
-
28.09.12
07.12.12
22.03.13
07.06.13
Semester one dates are as follows:
Welcome Week
Semester One:
Christmas Break:
24.09.12 – 28.09.12
01.10.12 – 25.01.13
07.12.12 – 07.01.13
After the end of the semester one and the summer term, there is a period for marking
and the collation of results. This ends with an exam board for Semester one students in
March and for year long students in July. If, for whatever reason, you have not passed
in one or more modules, you may be required to retake, the assignment(s) over the
summer. A referral exam board is then convened in September.
Results
On successful completion of the course, students will receive a transcript of academic
results that will be recognised by your home institution as part of our international
exchange partnership agreement. This official academic diploma supplement will list
modules, grades and credits awarded.
NOW – NTU’s online Virtual Learning Environment
NOW is often the first place where you will be able to find information about your:



Timetable
Results
Lecture notes etc
It’s also a means of communication between staff and students. We will contact you as
individuals and groups with module and programme news. And it’s an archive of
information. Module, programme and subject handbooks are available as electronic
copies on NOW, to back up your paper copies. It provides an electronic learning
environment that supports learning in some lectures and seminars through the
reproduction of teaching materials (slide shows, digitized reading and handouts) and
provides guidelines for independent learning. Please make sure that you access NOW
regularly and use this resource to improve your independent study.
The AAH Academic Support Team
The School has an excellent Academic Support programme and though you may be in the
swing of things after studying at level one, even students that have had excellent results
so far can always benefit from a little extra help.
The service takes two forms. First, Academic Support Workshops throughout the year
cover many aspects of the research and production of academic work in the School of
Arts and Humanities. Details appear on NOW and by email adverts for these sessions,
and you are STRONGLY ENCOURAGED to attend some or all these sessions.
5
There is a demonstrable link between attending academic support workshops and
performing better in your studies. For more info see the Academic Support in Arts and
Humanities Learning Room on NOW, where you will find a range of useful resources,
including fact sheets and guidance notes on a range of study-related issues. It also has
the functionality to request a one-to-one appointment with our Royal Literary Fund
Writing Fellow via an online calendar.
The second function of study skills is more remedial. When your work is marked, a tutor
may ask you to attend a study skills session, specifying the areas that you need to
improve. Alternatively s/he may suggest you contact Academic Support to arrange a
one-to-one appointment. This is not necessarily a cause for dismay: some of the very
best students sometimes fail to fulfil their potential because of faults that can be rectified
through taking advantage of the services offered by the Academic Support Team.
You can contact the Academic Support Team in the following ways:
NOW Learning Room: Academic Support in Arts and Humanities
Email: AAH.Academicpractice@ntu.ac.uk
Alternatively, you can visit the Academic Support Administrator, James Smith, in GE
Academic Misconduct/Plagiarism
Upon enrolment you will be asked to confirm the declaration agreeing to abide by the
University’s regulations including those relating to plagiarism, cheating, collusion and
other forms of academic misconduct. Further details are available from the On-line
University Student Handbook.
http://www.ntu.ac.uk/studenthandbook/.
Each time you submit an assignment you will also be asked to declare that your work
does not contravene the University’s regulations on academic misconduct and does not
substantially reproduce work previously submitted for assessment.
The School investigates all alleged cases of academic misconduct, and if a case is proven
there are penalties involving referrals and loss of marks. If you have any concerns or
queries about academic misconduct, and plagiarism in particular, please consult an
academic tutor. Academic misconduct includes cheating, plagiarism, collusion, falsifying
data and other dishonest practices not included in the above definitions such as handing
in the same or substantially the same piece of work for credit on more than one
occasion. Although misconduct may be on a major or a minor scale, it is always a very
serious issue and will be dealt with accordingly. You are advised to familiarise yourself
with the university’s regulations as outlined at
http://www2.ntu.ac.uk/registry/publications/academicmisconduct.pdf
If you are in any way unclear about what constitutes Academic Misconduct, you should
contact tutors for advice. Study skills sessions also provide useful information on
academic writing.
Notification of Exceptional Circumstances
If you feel that your academic performance for an examination, class test or throughout
your time at NTU has been adversely affected by medical or other extenuating
circumstances (ie. Personal/family illness) you MUST complete a Notification of
Exceptional Circumstances form obtainable from (and to be returned to) your
Programme Administrator for it to be considered at an Examination Board at which your
6
marks will be considered. The form has to be submitted within 5 working days of an
essay hand in deadline. Your form must be accompanied with a medical certificate
and/or other authenticated 3rd party written evidence. If appropriate, these
circumstances may be taken into account when decisions are made about your work or
degree classification. The Notification of Exceptional Circumstances Procedure can be
found in detail in the on-line Student Handbook.
Important Note: “Computer problems” are not considered to be relevant grounds for
the submission of Notification of Exceptional Circumstances. For that reason make
multiple copies of all your assignments and store them in different physical locations.
If your Notification of Exceptional Circumstances are confirmed, the Examination Board
has a number of options including awarding FIRST SITTINGS (your full marks will be
awarded), rather than REFERRALS (your mark will be capped at 40, in the following
September.
NO MARKS ARE EVER CHANGED AS A RESULT OF NOTIFICATION OF
EXCEPTIONAL CIRCUMSTANCES.
Assignment extensions
If you are unable to submit a written piece of coursework due to ill health or other
serious extenuating circumstances, you may request an extension. You must collect an
Extension request form from the Tracking Office (GE101) and take this to your module
leader for approval. This will give you an extension for 1 week.
Return of student work – process for School:
You will receive comments and feedback on your work
during lectures/seminars and/or electronically via
NOW, depending on the nature of the assignments.
You will be able to discuss your work with your tutor
during class time or office hours.
Tutors will advertise the timing of this in one or more
of the following ways: the module booklet, in class
announcements, email and/or NOW.
If you are not able to access your work, a member of
the administration team will contact you to advise you
how/when you can collect this from them. You will
need to bring your NTU ID card with you when
collecting work. (At this stage you can seek out the
tutor in office hours for verbal feedback if required)
The last date that you will be able to collect your work
from your administrator is 18th October 2013. After this
date your work will be destroyed. Much time and effort
goes into providing careful and considered feedback, so
please take the time to collect it.
7
FIRST HALF YEAR MODULES
The modules listed below on pages 8 – 59 are available to semester
one exchange students.
Semester one students are also able to take University Language
Programme modules which are listed on pages 123 – 125.
Level 1
English
Foundations of Literary Studies 1: Traditions, Texts and Textual Analysis
ENGL11407
MRN: 3388 Credit Points: 20
Duration:
Year
Module Leader
Dan Cordle & Peter Smith
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
This module provides a foundation for degree-level literary studies. Taken by all students studying English as
part of their degree programmes, it establishes a solid base on which all further literary study can build. It has two
main emphases: subject knowledge and professional scholarly conduct.
In pursuit of the first, students are introduced to some carefully selected texts in order to open up issues, and
develop skills, vital to the study of English. Although the precise emphasis will vary from year to year, an example
of the sort of issue with which students will engage is that of literary and canonical 'value', and there is likely to be
a focus in some sessions on the development of close reading skills. Students will develop an appreciation of the
nuances through which texts become meaningful, and they will be encouraged to find their own literary critical
voices, as they are guided through the first steps toward the intellectual independence appropriate to degree-level
literary studies.
The second emphasis of the module, professional scholarly conduct, is developed through practical tasks related
to the subject content. Students reflect on their own contribution to seminars and that of their peers, are guided
through the processes of reading, research and reflection involved in the development of their own critically
informed voices, and are given a grounding in the professional presentation of written work.
When students finish the module they will have a grasp of key subject knowledge. They will also have
participated in scholarly debates, begun to develop the research skills they will need for their degrees and learnt
how to lay out written work appropriately. The module runs in the first half year in order that students taking more
than 20 credits of English at Level 1 can complete it before embarking on Foundations of Literary Study 2, which
follows in the second half year and builds upon the foundations laid here.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading list will be
displayed on English noticeboards toward the end of the term preceding that in which the module runs.
Gaskell, Elizabeth, Mary Barton (London: Penguin, 1996)
Heaney, Seamus (trans.), Beowulf (London: Faber, 1999)
Pope, Rob, The English Studies Book (London: Routledge, 2002)
Shakespeare, William (ed. Cyrus Hoy), Hamlet (New York: Norton, 1992)
Assessment
30% CWK
70% ESY
8
European Studies
Introduction to European Studies
EURO11451
MRN: 15862 Credit Points: 20
Year
Module Leader
Ruth Crawford
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module provides you with an introduction to European Studies. Building up on a week by week basis, you
will examining the meaning of Europe as a historical and geographical entity, and exploring questions concerning
European identity. We will engage with debates such as Where is Europe? Is there a common European
heritage? Can we talk of a „European identity‟? How does it relate to national identities? How has the idea of
Europe changed over time?
The module therefore aims to introduce you to ideas and ideologies about Europe and Europeanness, to the
historical, social and political forces that have shaped European internal and external dynamics, and serves as
the basis for further study of the interdisciplinary discourses about social relations and practices in and across
Europe.
Indicative Reading
Sakwa, R. and Stevens, A. (eds) Contemporary Europe. Basingstoke: Macmillan. 2000.
Wilson, K and van der Dussen, J. (eds) The History of the Idea of Europe. London: Routledge. 1995.
Shelley, M. and Winck, M. (eds) Aspects of European Cultural Diversity. London: Routledge. 1997.
Mikkeli, H. Europe as an Idea and Identity. Basingstoke: Macmillan. 1998
Wintle, M. (ed) Culture and Identity in Europe. Avebury 1996
Delanty, G. Inventing Europe: Idea, Identity, Reality. Basingstoke: Macmillan. 1995
Dunkerley, D. and Hodgson et al Changing Europe: Identities, Nations and Citizens. London and New York:
Routledge. 2002.
Assessment
100% ESY
Global Studies
Foundations in Global Studies
GLOB10118
MRN: 4592 Credit Points: 20
Year
Module Leader
Clare Newstead
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
The primary aims of this module are two-fold: first, to introduce you to the principle themes and concepts of
Global Studies; and second, to expose you a range of disciplinary perspectives necessary for understanding
complex global issues, relationships and experiences.
Your will study the broad economic, cultural, technological and political processes driving global integration,
considering in particular how different places and local experiences have become increasingly globally integrated.
A significant point of entry into these issues will be our own experiences of globalisation as consumers, tourists,
neighbours in multi-cultural communities and as future workers. We will therefore approach conceptual
frameworks through a range of 'global issues', which may include the environment, immigration, travel, food,
financial crises, war and the city. Using case studies and, where appropriate, first hand experiences, you will
explore these issues to practice integrating the approaches used by historians, geographers, cultural theorists,
psychologists and others, while also developing your knowledge of the varied ways political, economic and sociocultural processes are interrelated.
Indicative Reading
9
Klein, N. (2008) The Shock Doctrine: The Rise of Disaster Capitalism, Picador
Barnett, C., Robinson, J. and Rose, G. (2008) Geographies of Globalisation: A Demanding World (Sage
Publications Inc)
Massey, D. 'A Global Sense of Place' Marxism Today in 1991, June 24-29.
Cook, I. (2004) "Follow the Thing: Papaya", Antipode, Volume 36, Number 4, September 2004, pp. 642-664(23)
Choudhury, M. (2003) The Islamic World-System: A Study in the Polity-Market Interaction, London: Routledge
Curzon
Lechner, F. J. and Boli, J. (2008) The Globalization Reader, 3rd ed. ,NY: Blackwell
Kelts, R. (2007) Japanamerica: How Japanese Pop Culture Has Invaded the U.S, New York: Palgrave
Assessment
60% Quizzes
40% Coursework
International Relations
Foundations and Challenges to International Relations
INTR10515
MRN: 3141 Credit Points: 20
Year
Module Leader
Marie Gibert / Imad El-Anis
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
1) To provide a background in the conceptual and historical areas necessary for understanding the dynamic
nature of contemporary international relations.
2) To explain in detail the historical roots and 20th century manifestations of realist and liberal traditions in IR.
3) To provide clear understanding of realist and liberal core assumptions concerning human nature, conflict,
cooperation, the role of the state, war and economics.
4) To provide clear understanding of Marxist and Structuralist core assumptions concerning human nature,
conflict, cooperation, the role of the state, war and economics.
5) To explore contemporary issues of conflict, cooperation, globalisation and environmental sustainability in the
context of international relations.
Indicative Reading
Almond, G. A. et al. (2010), Comparative Politics Today: a World View, 9th edition, New York: Pearson.
Baylis, J., Smith, S. and Owens, P. (2008), The Globalization of World Politics: An Introduction to International
Relations, 4th edition, Oxford: Oxford University Press.
Brown, C. and Ainley, K. (2005), Understanding International Relations, 3rd edition, Basingstoke: Palgrave.
Burchill, S. et al. (2009), Theories of International Relations, 4th edition, Basingstoke: Macmillan.
Camilleri, J.A. and Falk, J. (1992), The End of Sovereignty?, Aldershot: Edward Elgar.
Connor, S. (1997), Postmodernist Culture: An Introduction to Theories of the Contemporary, Oxford: Blackwell.
Edkins, J. and Zehfuss, M. (eds.), (2009), Global Politics: a New Introduction, New York: Routledge.
George, J. (1994), Discourses of Global Politics, Boulder CO: Lynne Rienner.
Goldstein, J. S. and Pevehouse, J. C. (2006), International Relations, 3rd edition, New York: Pearson.
Halliday, F. (1994), Rethinking International Relations, Basingstoke: Macmillan.
Harvey, D. (1990), The Condition of Postmodernity, Oxford: Blackwell.
Hobsbawm, E. (1994), The Age of Extremes, Harmondsworth: Penguin.
Jackson, R. and Sorenson, G. (2006), Introduction to International Relations: Theories and Approaches, 3rd
edition, Oxford: Open University Press.
Kegley, C.W. and Wittkopf, E.R. (2007), World Politics: Trend and Transformation, 11th edition, New York: St
Martin's Press.
Peterson, V. S. and Sisson Runyan, A. (1999), Global Gender Issues, 2nd edition, Oxford: Westview Press.
Pettiford, L. and Harding, D. (2003), Terrorism: The New World War, London: Acturus.
Rogers, P. (2002), Losing Control: Global Security in the Twenty-First Century, London: Pluto Press.
Steans, J., Pettiford, L., Diez, T. and El-Anis, I. (2010), An Introduction to International Relations Theory:
Perspectives and Themes, 3rd Edition, Harlow: Pearson Longmans.
Assessment
100% CWK
10
Linguistics
Introduction to Language and Linguistics
LING10115
MRN: 2505
Year
Module Leader
Liz Morrish
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
None
Overview and Aims of the Module
Overview
This module will examine the way in which language structured on its various levels of sound, grammar and
meaning. Students will be introduced to the tools and levels of linguistics analysis. There will be the opportunity to
participate in practical exercises on linguistic description.
Aims
To increase students' knowledge of language in terms of its power, its structure and its effects.
To provide students with the theoretical frameworks and practical skills for linguistic description and analysis.
To engage students in the process of linguistic description
Indicative Reading
Crystal, D. (2004). Rediscover Grammar. Third Edition. Pearson Education
Vivian Cook (1997) Inside Language. London: Arnold
Victoria Fromkin, Robert Rodman & Nina Hyams. (2003) 7th Ed. An Introduction to Language. Boston, MA:
Heinle
Assessment
100% Class test
Politics
Introducing Politics
POLS10151
Year
Module Leader
Pre/Co/Post Requisites
MRN:
Credit Points: 20
Duration:
First Half-
Duration:
First Half-
Rick Simon
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Level 2
English
Twentieth Century Texts: Revolution of the Word?
ENGL21015
MRN: 2488 Credit Points: 20
Year
11
Module Leader
Pre/Co/Post Requisites
Anna Ball
None
Overview and Aims of the Module
This module explores a series of key moments and movements that have animated literature and criticism in the
twentieth-century. It will enable an exploration of the historical and cultural contexts in which literary texts and
critical debates have arisen. Emphasis will be given to the debates around cultural resistance, revolution and
transformation, for example: World War I, feminism, anti-colonialism and technology. One objective of the module
is to develop the ability to read productively across a series of literary, cultural and theoretical texts located within
a particular moment or movement. Attention will be given to the diversity of aesthetic forms and the module aims
to encourage students to work across this range of texts and contexts in order both to synthesise their
understanding of twentieth century texts as well as to differentiate the claims and characteristics of particular
moments. The module also aims to develop the ability to relate textual readings to wider debates concerning the
question of identity.
Indicative Reading
To be confirmed
Assessment
100% Essay
Renaissance Literature, 1485-1660: Shakespeare and his Contemporaries
ENGL21519
MRN: 4428 Credit Points: 20
Duration:
Year
Module Leader
Peter Smith
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
This module is an introduction to the literature of the early modern period, or 'the English Renaissance', as it is
often known. It will allow students to develop an understanding of the cultural interactions between 'literature'
(especially, although not exclusively) drama and poetry, and the other cultural forms of a period marked by rapid
social change and uncertainty. Emphasis will be given to the ways in which literary texts participate in debates
such as those concerning colonialism, religious reform, 'class', race and gender, nation and ethnicity, selfhood,
political authority, and civil conflict. Attention will be paid to the diversity of literary forms in operation in the period,
and the module encourages students to undertake appropriate cultural and historical contextualisations of
Renaissance literature. The module also aims to promote an evaluation of the cultural context of the 'afterlives' of
Renaissance literary texts, particularly (though not exclusively) in filmic and theatrical performance, and in critical
theory.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated in room 173
Cerasano, S.P., ed. Renaissance Drama by Women: Texts and Documents. Routledge, 1996.
Dollimore and Sinfield, eds. Political Shakespeare. MUP, 1985.
Greenblatt, Stephen. Shakespearean Negotiations. Clarendon, 1988.
Marlowe, Christopher. The Complete Poems and Translations. Penguin, 2007.
Milton, John. The Major Works. Oxford, 2003.
Shakespeare, William. The Oxford Shakespeare. Oxford, 1986.
Spenser, Edmund. The Faerie Queene. Penguin, 2007.
Assessment
100% Coursework
12
Radical Recoveries (1650 - 1850)
ENGL22015
MRN: 2489 Credit Points: 20
Year
Module Leader
David Worrall & John Goodridge
Pre/Co/Post Requisites
Duration:
First Half-
Duration:
First Half-
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Black writing in Britain: nation and contestation
ENGL29515
MRN: 13435 Credit Points: 10
Year
Module Leader
Abigail Ward
Pre/Co/Post Requisites
None
Overview and Aims of the Module
This module aims to examine a range of literary texts by black writers written in or about Britain from the 1950s
onwards. Engaging in discussions about what might constitute a black british literary canon or tradition, the
module aims to explore the kinds of pressures that the terms 'black' and 'British' have exerted on each other in the
context of social struggles and literary definitions, and to focus on the creative feedback that tensions between
these two categories has generated in a textual archive. Reading across a range of communities, genres and
contexts, the module will connect an examination of textual interventions and innovations to debates concerning
minority communities and national identity as they have evolved in the British postwar context.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Black Audio Film Collective, Handsworth Songs (1987).
Chadha, Gurinder, Bhaji on the Beach (1992)
Evaristo, Bernadine The Emperor's Babe (London: Penguin, 2001)
Kunzru, Harry, The Impressionist (London: Hamish Hamilton, 2002)
Levy, Andrea, Never Far From Nowhere (London: Review / Headline, 1996)
Newland, Courttia, Snakeskin (London: Abacus, 2002)
Phillips, Caryl, The Final Passage (LondonPicador, 1985)
Procter, James (ed) Writing Black Britain 1948-1998: an interdisciplinary anthology (Manchester University Press,
2000)
Selvon, Sam, Lonely Londoners (London: Longman, 1956)
Smith, Zadie, White Teeth. 2000 (London: Penguin, 2001)
Williams, Charlotte, Sugar and Slate (London: Planet, 2002)
Innes, Lyn, A History of Black and Asian Writing in Britain 1700-2000 (Cambridge University Press, 2002)
Nasta, Susheila, Home Truths: Fictions of the South Asian Diaspora in Britain (Palgrave, 2002)
Procter, James, Dwelling Places: Postwar black British writing (Manchester University Press, 2003)
Stein, Mark, Black British Literature: Novels of Transformation (Ohio State University Press, 2004)
Sesay, Kadija (ed) Write Black, Write British: From Postcolonial to Black British Literature (London: Hansib, 2005)
Assessment
100% Essay
13
Reading Theory: History, Philosophy, Criticism
ENGL29615
MRN: 13436 Credit Points: 10
Year
Module Leader
Phil Leonard
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
'Reading Theory' will survey the history of critical and theoretical responses to literature in British, European, and
US culture. It will explore the various ways in which writing has been conceived and understood, beginning with
some of the earliest philosophical arguments about the production, function, and interpretation of literary fiction
and moving towards the more recent rethinking of textuality in literary and cultural studies. This module will
consider the emphasis on aesthetic and evaluative assessments of literary significance in earlier literary critical
traditions, and it will look at how Continental thought has reshaped Anglo-American criticism by turning it towards
social, cultural, and historical issues.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Aristotle, Poetics, trans. Malcolm Heath (Harmondsworth: Penguin, 1996)
M.M. Bakhtin, Rabelais and His World (Bloomington: Indiana University Press, 1984)
Roland Barthes, Image Music Text (London: Fontana, 1993)
Catherine Belsey, Critical Practice (London: Routledge, 2002)
Andrew Bowie, From Romanticism to Critical Theory (London: Routledge, 1997)
Terry Eagleton, Literary Theory: An Introduction 2nd. Edn. (Oxford: Blackwell 1996)
Terence Hawkes, Structuralism and Semiotics (London: Routledge, 2002)
G.A. Kennedy (ed.), The Cambridge History of Literary Criticism, vol. 1 (Cambridge: Cambridge University Press,
1989)
Plato, Republic (Oxford: Oxford Paperbacks, 1998)
Raman Selden (ed.), The Theory of Criticism: From Plato to the Present (London: Longman, 1988)
Raymond Williams, Marxism and Literature (Oxford: Oxford Paperbacks, 1977)
John Willet (ed.), Brecht on Theatre (London: Methuen, 1978)
William Wordsworth & Samuel Taylor Coleridge, Lyrical Ballads (London; Routledge, 2005)
www.marxists.org
Assessment
100% Coursework
Writing Nation and Borders: American Literature 1780-1920
ENGL29819
MRN: 4943
Credit Points: 10
Year
Module Leader
Stephanie Palmer & Tim Youngs
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
The course studies some of the most accomplished and influential American writers of the period and the
historical and cultural movements that shaped and were shaped by their writing. It will be organised thematically
around three to four topics that demonstrate the ways in which U.S. historical circumstances and literary
marketplaces reconfigured international literary forms like romanticism, sentimentality, realism, or naturalism.
Serious attention will be given to the counter-traditions developed by women writers, African American writers,
and other marginal groups and the ways in which their work reshapes the whole picture. Roughly half of the
literature studied will be from the early republic period leading up to the U.S. Civil War, and half will be from the
late nineteenth and early twentieth centuries.
Indicative Reading
STUDENTS: WARNING
Please do not use this indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated in room 173.
14
Mary Rowlandson, A Narrative of the Captivity and Restauration of Mrs. Mary Rowlandson (1682) [the narrative
was written before the time period of the course, but it was reprinted throughout the nineteenth century]
Benjamin Franklin, The Autobiography (1791)
Ralph Waldo Emerson, 'Nature,' 'Self-Reliance'
Walt Whitman, Song of Myself
Caroline Kirkland, A New Home, Who'll Follow? (1839)
Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave (1845)
Harriet Beecher Stowe, Uncle Tom's Cabin (1852)
Paul Laurence Dunbar, poetry
Fanny Fern, Ruth Hall (1855)
Nathaniel Hawthorne, The Scarlet Letter (1850)
Emily Dickinson, poetry
'The Ballad of Gregorio Cortez'
Theodore Dreiser, Sister Carrie (1900)
Edith Wharton, House of Mirth (1905)
Nina Baym, 'Melodramas of Beset Manhood'
Emory Elliott, 'Diversity in the United States and Abroad: What Does It Mean When American Studies Is
Transnational?'
Winfried Fluck, 'Inside and Outside: What Kind of Knowledge Do We Need? A Response to the Presidential
Address'
Grace Kyungwon Hong, 'The Ghosts of Transnational American Studies: A Response to the Presidential Address'
Assessment
100% CWK
European Studies
European Cinema and the City
EURO20115
MRN: 2785 Credit Points: 10
Year
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module invites students to consider representation of the city in a range of European cinemas,making strong
links between films and evolving European and national contexts. It invites students to build from close analysis of
short extracts and individual shots to a more general engagement with films as they relate to specific national and
European contexts. The module focuses broadly on themes of identity and change, community and exclusion,
history and conflict. Films are taken from a range of European cinemas (typically French, Italian, German and
Spanish) but are studied in sub-titled versions.
Indicative Reading
Barber, Stephen.Projected Cities: Cinema and Urban Space. London: Reaktion. 2002.
Clarke, D. et al The Cinematic City. London, Routledge. 1997.
Legates, R. The City Reader. London, Routledge. 2000
Orr, J. Cinema and Modernity. Cambridge, Polity. 1993
Schlor, J. Nights in the Big City, Paris, Berlin, London 1840-1930. London: Reaktion. 1998.
Sorlin, P. European Cinemas, European Societies 1939-1990. London: Routledge 1991
Assessment
100% Essay
Class, Identity and Exile in Modern British and European Fiction
EURO20405
MRN: 1774 Credit Points: 20
Year
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
15
Duration:
First Half-
None
Overview and Aims of the Module
This module explores class, identity and exile in a range of British and European novels from the twentieth
century and beyond. The module looks at the various ways in which class consciousness, socio-political change
and the experience of exile have impacted upon the construction of individual and collective identities in Britain
and Europe. In this module, you will develop close textual reading skills, acquaint yourselves with issues
concerning class, identity and exile in the post war and contemporary periods, and engage critically with debates
on these themes.
Indicative Reading
Alan Sillitoe, The Loneliness of the Long Distance Runner. London: Flamingo 1959.
Tm Lott, Rumours of a Hurricaine. London: Penguin. 2002.
Ian McEwan, Atonement. London: Jonathan Cape, 2001.
W.G Sebald, Austerlitz. New York: Random House 2001.
Michel Houllebecq, The Possibility of an Island. Weidenfeld and Nicolson, 2005.
Assessment
50% Group Presentation
50% Essay
Europe in the World, the World in Europe
EURO20515
MRN: 2786 Credit Points: 10
Year
Module Leader
Emanuela Cervato
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This 10 credit module is designed for exchange students visiting NTU or those from NTU who plan to take a half
year on exchange elsewhere. It can be taken in either half of the year. It introduces you to debates about
European identity and to the idea that Europe (both as the EU and as a wider cultural entity) can be understood
as a post-colonial society with issues of multiculturalism, identity, recognition and difference. The module
combines ideas and approaches from political economy and cultural studies to investigate debates about these
questions in contemporary Europe, taking as major sources films and literature in which these debates are
explored. It explores the diversity of identities across Europe (sexual, gendered, local, religious and generational
as well as national and political).
Indicative Reading
A. Amin, 'Multi-ethnicity and the idea of Europe', Theory Culture and Society, Apr 2004, Vol.21, No.2, pp.1-24.
I. Neumann, 'European identity, EU expansion and the integration/exclusion nexus', Alternatives, 23, 3, July 1998,
pp. 397-416.
J.N. Pieterse, Theories of Development
P. Williams and L. Chrisman (eds), Postcolonial Discourse and Postcolonial Studies: A Reader
P. Werbner and T. Modood (eds), Debating Cultural Hybridity
C. Czubinska, Miller_WL, Markowski_R, and Wasilewski_J, 'Understanding dual identities in Poland', Political
Studies, Mar 2003, Vol.51, No.1, pp.121-143.
M. Bruter, 'On what citizens mean by feeling 'European': perceptions of news, symbols and borderless-ness',
Journal of Ethnic and Migration Studies, Jan 2004, Vol.30, No.1, pp.21-39.
Novels: One from: Zadie Smith, White Teeth, Andrea Levy, Small Island, Monica Ali, Brick Lane, Salman
Rushdie, Haroon and the Sea of Stories.
Assessment
100% Essay
EU: Migration, Environment and Development
EURO20915
MRN: 13440 Credit Points: 10
Year
Module Leader
Gill Allwood
16
Duration:
First Half-
Pre/Co/Post Requisites
None
Overview and Aims of the Module
By taking this module, you will expand your knowledge and understanding of the process of European integration,
and the academic theories that seek to explain it.
On this module, you will examine the social and political effects of European integration, and engage with public
and academic debates about the nature and future of the European Union by focusing on a number of debates
about the policies and identity of the EU. Your analysis of these issues will be placed in the context of theoretical
models of the integration and decision-making processes, which we will focus on in the first part of the module.
Indicative Reading
Cini M (ed.) European Union politics. Oxford: Oxford UP. 2003.
Cowles M G & Dinan D (eds) Developments in the European Union 2. Basingstoke: Palgrave. 2004.
Greenwood J. Interest representation in the European Union. Basingstoke: Palgrave. 2003.
Nugent N. The government and politics of the European Union. Basingstoke: Palgrave. 2002.
Rosamond B. Theories of European integration. Basingstoke: Palgrave 2000.
Assessment
100% Coursework
French
Film, Novel and Social Transformation in France (1950-1980)
FREN20205
MRN: 1783 Credit Points: 20
Year
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
First Half-
Overview and Aims of the Module
Building on the level one thematic module Introduction to French Culture and Society, this module develops your
ability to analyse films and novels, concentrating on a series of contemporary and retrospective representations of
the traumatic transformation of France during the post-war decades of economic growth known as the Trente
Glorieuses. The texts and films studied have been chosen for their contrasting, critical or ambivalent responses to
this dramatic change. Assessment is in French and Engish.
Indicative Reading
Etcherelli, C., Elise, ou la vraie vie, Paris (Folio), 1967.
Forbes, J. and Kelly, M. (eds), French Cultural Studies, OUP, 1995.
Howarth, D. and Varousakis, G., Contemporary France: An Introduction to French Politics and Society, Arnold,
2003.
Kuisel, R., Seducing the French, University of California Press, 1993.
Perec, G., Les Choses, Paris (Juliard), 1965.
Powrie, P., French Cinema in the 1990s, OUP, 1999.
Ross, K., Fast Cars, Clean Bodies, Cambridge (MIT), 1995.
Slater, D., Consumer Culture and Modernity, Cambridge (Polity), 1997.
Assessment
30% Essay
70% Essay
German
Contemporary German Film & Literature
GERM26805
MRN: 1915 Credit Points: 20
Year
Module Leader
Christine Leahy
17
Duration:
First Half-
Pre/Co/Post Requisites
Overview and Aims of the Module
In this module, you will examine significant works and moments in German culture after 1945. You will study a
range of films and short literary works which either represent important developments in post-war German culture,
or which are intimately connected with fundamental changes in German society, politics and thought. Building on
your work at level 1, you will analyse these works in depth, relating them closely to the social and intellectual
context in which they were produced.
Indicative Reading
Bernhard Schlink (1997) Der Vorleser
Film: Margarethe von Trotta, dir. (1981) Die bleierne Zeit (The German sisters)
Heinrich Böll (2002) Die verlorene Ehre der Katharina Blum
Film: Schlöndorff, dir. (1975) Die verlorene Ehre der Katharina Blum
Film: Fassbinder, Schlöndorff, dir. (1978) Deutschland im Herbst
Film: Gregor Schnitzler, dir. (2001) Was tun wenn's brennt
Bracher, K.-D. (1985) The age of ideologies. A history of political thought in the 20th century (selective reading)
Renan Demirkan (2003) Schwarzer Tee mit drei Stück Zucker
Film: Fatih Akin, dir. (2004) Gegen die Wand
Assessment
100% Coursework
Global Studies
Intercultural Communication in an International Context
GLOB20410
MRN: 13364 Credit Points: 20
Year
Module Leader
Donna Humphrey
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
In this module, you will learn to interpret intercultural events, issues and experiences. You will learn how different
forms of knowledge, drawn from a range of sources, can be used dynamically and in-relation-to each other to
study intercultural communication in a range of social and global workplace settings. The primary goal of the
module is to develop your ability to contextualise your intercultural knowledge, develop your own research and
adopt a dialectical approach for an in-depth analysis of any cultural situation or context.
In the module you will be:
Studying the key terms and concepts which map the field of intercultural communication
Acquainting yourself with the main research approaches to the study of intercultural communication, focusing on
their strengths and limitations.
Enhancing your ability to interpret everyday events, issues and experiences in a variety of social contexts.
Raising your awareness of intercultural communication in the global workplace and the challenge of working in an
intercultural context.
Developing your ability to contextualise your knowledge and research, and adopt a dialectical approach for an indepth analysis of any cultural situation or setting.
Reflecting on your own intercultural communicative competence to help you enhance your social and professional
communication skills.
Indicative Reading
Holliday, A. et al (2010) Intercultural Communication: An Advanced Resource Book, 2nd edition Routledge
Applied Linguistics
Kim, Min-Sun, (2002) Non-western perspectives on human communication implications for theory and practice,
Thousand Oaks, Sage Publications
Martin, J. and T. Nakayama, (2006) Intercultural Communication in Contexts, McGraw-Hill.
Houman, A. S. and M, Flammia, (2011) Intercultural Communication: A New Approach to International Relations
and Global Challenges, Continuum International Publishing Group.Beamer, L. andI. Varner, (Intercultural
Communication in the Global Workplace, Mcgraw Hill.
18
Assessment
50% Coursework
50% Coursework
History
The Construction of the Spanish Nation and Franco’s Spain
HIST25915
MRN: 20239 Credit Points: 10
Year
Module Leader
Mercedes Carbayo-Abengozar
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module will introduce you to the concept of nation and the formation/construction of "hispanicity"
(hispanidad). The module will explore the socio-political and cultural context of Spain from the French Revolution
until the end of francoism. It will intend to promote discussions about the formation of the Spanish intelligenzia,
the avant-garde and particularly the preoccupation for position of Spain in relation to Europe. It will also discuss
the importance of this period in terms of secularization of society, women rights, proliferation of political parties
and the attempt of the State to control the landowners, the Church and the army. Finally, the module will analyse
the Franco's Regime. It will look into his political discourse based on unity and isolation together with the need to
create a new Spanish identity.
Indicative Reading
Zavala, Iris (1992) Colonialism and Culture: Hispanic Modernism and the Social Imaginary.
Romero Salvadó (1999) Twentieth-Century Spain. Politics and Society in Spain, 1898-1998.
Ross, C. (2000) Spain, 1912-1996.
Labanyi, J. and Graham, H. (1995) An Introduction to Spanish Cultural Studies
Grugel, J. and Rees, T (1997) Franco's Spain
Preston, P. (1993) Franco
Eamoun, Rodgers (ed) (1999) Encyclopedia of Contemporary Spanish Culture.
Harrison, J. (1993) The Spanish Economy: from the Civil War to the European Community.
Preston, P. (1995) The Politics of Revenge: Fascism and the Military in Twentieth Century Spain
Assessment
100% Coursework
Conflict and Stability in Mid-Victorian England 1850-1880
HIST26616
MRN: 3522 Credit Points: 10
Year
Module Leader
Gary Moses
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
Conflict and Stability examines a seminal period in modern English history and introduces students to a range of
interpretations of the nature of English society in the years 1850-1880. Much of it focuses on a period which has
been interpreted as an 'age of equipoise': a time of relative stabilisation in economics, politics and culture after
decades of turbulence and disorder. The module will critically engage with this notion and offer students the
opportunity to develop a critical understanding of this period and its interpretation.
The module will encourage students more deeply engage with historical debate and handle primary sources.
Assessments will focus on helping students to develop their academic skills in areas such as: interpreting primary
sources and critically evaluating historian's interpretations, debating with their peers; and understanding the
relationship between history and other academic disciplines.
Indicative Reading
19
M.J. Daunton, Progress and Poverty. An Economic and Social History of Britain (1995)
C. Emsley, Crime and Society in England, 1750-1914 (2005)
K.T. Hoppen, The Mid-Victorian Generation 1846-1886 (1998)
M.J.D Roberts, Making English Morals (2005)
D. Taylor , Crime, Policing and Punishment in England, 1750-1914 (1998)
Assessment
100% Coursework
The Eagle and The Snake: Conquests and Colonisations of Mexico
HIST27419
MRN: 4948
Credit Points: 10
Year
Module Leader
Amy Fuller
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
The 'new world' of the Americas had been settled over 14000 years before Columbus arrived. Complex
civilisations had arisen in Mexico, or 'New Spain' as early as 3000BC, and there had been a series of conquests
and colonisations within Mexico itself, by the Olmecs, Toltecs, Mayans and Aztecs to name just a few. This
module will examine the civilizations of Mexico prior to the arrival of the Spanish, analysing the social, political,
and cultural characteristics of the native Mexican civilisations. We shall also examine the 'clash of cultures' that
occurred with the arrival of the first European settlers, and investigate the circumstances surrounding Spain's
Imperial Expansion, and Columbus' journey of 'discovery'.
Indicative Reading
Coe, Michael, D., The Maya (2004).
Townshend, Richard F., The Aztecs (2000).
Cohen, J. M., The four voyages of Christopher Columbus (1969).
Sahagún, Bernardino de, Florentine Codex (1950).
Assessment
100% CWK
Charlemagne’s Europe 750-850
HIST27619
MRN: 13448
Year
Module Leader
Nic Morton
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
Between the fifth and eleventh centuries, the migratory tribes which overthrew the Western Roman Empire settled
and in time laid the foundations of the medieval and, by extension, the early-modern world. This course explores
'Europe' at a crucial phase in its development: the reign of Charlemagne. Although it will look at Charlemagne as
an individual, it is intended primarily to consider the wider development Christendom at this time both in the
context of its own political evolution and its interactions with its neighbours. A chronological structure will form the
spine for this course, but it will be supplemented with thematic analyses on topics such as rural life, economy and
trade, Christianisation etc. Students will engage with each of these topics through a detailed analysis of the
various written and non-written sources for this period and, by the end of the course if not before, should be able
to explain their full significance.
Indicative Reading
Barbero, A., Charlemagne: Father of a Continent, trans. A. Cameron (2000).
Collins, R., Early Medieval Europe: 300-1000 (1999).
Fletcher, R., The Barbarian Conversion: from Paganism to Christianity (1999).
King, P. D., Charlemagne: Translated Sources (1987).
Mckitterick, R., Charlemagne: The Formation of a European Identity (2008).
20
Verhulst, A., The Carolingian Economy (2002).
Wilson, D., Charlemagne: Barbarian and Emperor (2006).
Online chronicles on the life of Charlemagne (www.fordham.edu/halsall/basis/einhard.html )
Assessment
100% ESY
International Relations
Global Political Economy
INTR22215
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2502
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
To consider the evolution of the discipline of International Political Economy
To critically reflect upon the emergence of various theoretical strands of IPE
To engage with debates on the shift from an international to a global political economy
Indicative Reading
Abbott, A. & Critical Perspectives on International Political
Worth, O. (eds) Economy, Basingstoke, Palgrave, 2002
Amoore, L (ed) The Global Resistance Reader, London, Routledge, 2005
Frieden, J., & International Political Economy Lake, D. London, Routledge, 2000
Germain, R.,Globalization and its Critics: perspectives from political economy, Basingstoke, Macmillan, 2000
Gills, B. Globalization and the Politics of Resistance, Basingstoke, Macmillan, 2000
Gilpin, R., The Challenge of Global Capitalism: the world economy in the 21st century, Princeton, PUP, 2000
Hoogvelt, A. Globalization and the postcolonial world: the new political economy of development, Basingstoke,
Koffman, E., & Globalisation: Theory and Practice, Continuum, 2003
Youngs, G. (eds) Ritzer, G. The Globalization of Nothing, Pine Forge, 2004
Assessment
80% Coursework
20% Seminar participation
Change and world order: International Institutions and non-state actors
INTR22315
MRN: 20304 Credit Points: 10
Duration:
Year
Module Leader
Sagarika Dutt
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
The module aims to examine the nature of international order and to consider how international institutions have
contributed to its maintenance. It also considers whether recent changes in the international system have
produced new issues and dilemmas requiring a new approach to the study and practice of international politics. It
focuses on international institutions such as the United Nations but also explores the role of other non-state
actors, the growth of global governance, the management of specific issue areas such as poverty and
development through NGO/INGO co-operation and the significance of these developments for our understanding
of International Relations.
The aims of the module are to:
21
1) To examine the nature of international order and to consider whether recent changes in the international
system have produced new issues and dilemmas requiring a new approach to the study and practice of
international politics.
2) To explore issues such as the relationship between the state and international institutions, international and
regional co-operation, transnationalism, global governance.
3) To critically analyse and evaluate the role of international institutions such as the UN and NGOs in international
relations and in global governance and also that of other non-state actors.
Indicative Reading
Diehl, P., The Politics of Global Governance: International Organisations in an interdependent world, Boulder and
London: Lynne Rienner, 2001.
O'Brien, R. et al, Contesting Global Governance, Cambridge: Cambridge University Press, 2000.
Taylor, P. and AJR Groom, The United Nations at the Millennium, London and New York: Continuum, 2000.
Assessment
100% Essay
Understanding Foreign Policy
INTR22415
MRN: 2788 Credit Points: 10
Year
Module Leader
Virginie Grzelczyk / Sagarika Dutt
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module introduces students to an understanding of the development and principal strengths and criticisms of
a foreign policy approach to international relations, using material from theory and practice.
Indicative Reading
M. Clarke and B. White (eds), Understanding foreign policy, Aldershot: Elgar, 1989.
M. Clarke and S. Smith (eds), Foreign Policy Implementation, London: Allen & Unwin, 1985.
C. Hill, The changing politics of foreign policy, Basingstoke: Palgrave, 2002.
L. Neack, The new foreign policy, Oxford: Rowman and Littlefield Publishers, 2002.
Assessment
100% Coursework
Linguistics
Sociolinguistics
LING20115
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2507
Credit Points: 10
Duration:
First Half-
Natalie Braber
None
Overview and Aims of the Module
Overview
Language variation refers to the way in which language changes in response to different social practices.
Common sense tells us that language varies with situation and in the course of this module we will explore the
different aspects of language variation, drawing on your own experiences and perceptions of language use. For
instance we are aware of different accents and dialects across the country; we can all vary our language
depending on whether we are talking to an adult or a child. The aim of this module is to raise your awareness of
the linguistic consequences of the contexts of culture and situation. In this module, we will examine a series of
social contexts which are signalled by language variation - language and gender, language and race, language
and geography, language and age, language and social class. We will also discuss the role of the social subject
in producing their own identity linguistically.
22
Aims
To increase students' knowledge of language in terms of: its nature and structure, its use and effects and the
social and cultural contexts in which it operates
To develop in students a critical and informed stance on language-related issues in relation to contemporary
debates in Sociolinguistics
Development of sensitivity to language issues
To provide students with theoretical context for issues in linguistic description and analysis
Indicative Reading
N. Coupland and A. Jaworski. (1997). Sociolinguistics: A Reader and Coursebook London:Macmillan
R Lippi-Green.(1997).English with an Accent .London:Routledge
M . Montgomery. (1995). An Introduction to Language and Society.(2nd Ed).
London:Routledge
M. Talbot. (1998).Language and Gender. Cambridge:Polity
R.Wardhaugh.(1992).An Introduction to Sociolinguistics (2nd Ed) Oxford: Blackwell
Assessment
100% Class test
Phonetics
LING20315
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2508
Credit Points: 10
Duration:
First Half-
Liz Morrish
None
Overview and Aims of the Module
Overview
Phonetics is the scientific study of speech sounds. This module will cover physiology - the study of the human
organs of speech; and articulation - the study of the consonant and vowel sounds which the human vocal
apparatus is capable of producing. As well as theoretical knowledge about sounds, phonetics is a practical skill
and so part of the work of phoneticians is to learn to recognize a variety of possible speech sounds, many of
which will not be familiar from English. Closely related to this is the skill of transcription - recording sounds in a
way that enables another phonetician to produce them. This module aims to equip the student with a tool of
description which may then be employed in other linguistic work eg in sociolinguistic project work.
Aims
To provide students with a theoretical framework and practical skills for phonetic description and analysis
To learn to recognize a variety of possible speech sounds
This module is a pre-requisite for LING 308 Clinical Linguistics.
Indicative Reading
J.Clark & C.Yallop. (1995). Phonetics And Phonology. 2nd Edition. Blackwell
P. Ladefoged. (2001). A Course In Phonetics 4th Edition. Heinle
J. Laver. (1994). Principles Of Phonetics CUP
P. Lieberman & S. Blumstein. (1988). Speech Physiology And Acoustic Phonetics CUP
Assessment
100% Class test
Child Language Acquisition
LING21217
MRN: 5176
Year
Module Leader
Natalie braber
Pre/Co/Post Requisites
Credit Points: 10
None
Overview and Aims of the Module
23
Duration:
First Half-
Overview
This module will allow students to investigate the course of language acquisition from birth to the age of four,
paying particular attention to the development of phonetics, lexis and grammar. As well as looking at linguistic
progression, there will also be the opportunity to focus on fields such as social and pragmatic development and
the chance to compare 'normal' development with groups of special populations where children may come across
particular problems with language learning.
Some of the topics which will be covered are those of phonological, lexical and morphological development,
special populations (such as Down Syndrome and Autism and 'Wild' children), development of sociolinguistic,
pragmatic and discourse abilities and other forms of development such as bilingualism.
Much of child language development is taken for granted and this module will examine how children learn to
speak and use language and will consider the controversial debate of 'nature' versus 'nature'.
Aims
To increase students' knowledge of linguistic theories surrounding language learning and usage.
To develop in students a critical and informed stance on language-related issues in relation to contemporary
debates about child language acquisition.
To encourage students to apply linguistic knowledge to real-life situations.
To offer the opportunity for interdisciplinary connections with other subject areas taught in the Department.
Indicative Reading
- Hoff, Erika (2005) Language Development, 3rd edition. Wadsworth.
- Fletcher, Paul & MacWhinney, Brian (eds) (1995) The Handbook of Child Language. Blackwell.
- Clark, Eve (2003) First Language Acquisition. Cambridge University Press.
Assessment
100% Coursework
Discourse Analysis
LING21515
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2509
Credit Points: 10
Duration:
First Half-
Dean Hardman
None
Overview and Aims of the Module
Overview
Discourse analysis is the study of naturally occurring language across extended texts, both spoken and written.
The module begins by surveying the various approaches and issues within discourse analysis, before introducing
a critical element to analysis and finally applying the methods across a range of discourse types. The module
aims to provide a systematic linguistic toolkit for analysing discourse, and to show how the tools can be applied to
a wide range of spoken and written texts. It also aims to offer a solid grounding for all of the third year modules in
the 'Discourse' pathway, 'Language, Gender and Sexuality', 'Intercultural Communication' and 'Media Discourse'.
Students will be encouraged to develop their theoretical and practical linguistic skills and to apply themselves
critically to the study of language.
Aims
To provide students with theoretical frameworks and practical skills for the analysis of discourse.
To engage students in the process of linguistic investigation, including data collection, the nature of linguistic
evidence and research methodologies.
Indicative Reading
Cameron, D. (2001) Working with Spoken Discourse. London: Sage
Carter, R. and McCarthy, M. (1997) Exploring Spoken English. Cambridge: Cambridge University Press.
Eggins, S. & Slade. D (1997) Analyzing Casual Conversation. London: Cassell.
Hughes, R. (1996) English in Speech and Writing. London: Routledge.
Jaworski, A. & Coupland, N. (1999) The Discourse Reader. London: Routledge.
Johnstone, S. (2002) Discourse Analysis. Oxford: Blackwell.
Renkema, J.(2004) Introduction to Discourse Studies.Amsterdam: Benjamins.
Schiffrin, D. (1994) Approaches to Discourse. Oxford: Blackwell.
Assessment
24
100% Coursework
Mandarin
Mandarin Language 2
MAND20317
Year
Module Leader
Pre/Co/Post Requisites
MRN: 4590
Credit Points: 20
Duration:
First Half-
Yanjie Wang
None
Overview and Aims of the Module
This module builds on the level 1 modules in Mandarin, and aims to further develop your reading, writing,
speaking and listening skills. Grammar will be consolidated and new characters will be introduced to enable you
to present ideas and opinions orally and in writing. You will be introduced to a wider range of registers and
varieties of the language, and will analyse written, audio and audio-visual texts in more depth. You will also
undergo preparation for the year abroad in China.
Indicative Reading
Kan, Qian (1993) Colloquial Chinese (Book Two). London: Routledge.
Liu, Xun (2002) New Practical Chinese Reader (Book Three& Four). Beijing : Beijing Language and Cultural
University.
Zhang, X; Li, M & Suen, L (2005) Chinese in Steps: Vol.2. London: Cypress Book Co. UK Ltd
Oxford English-Chinese Dictionary
Assessment
40% Coursework
60% Exam
Chinese Culture and Society
MAND20717
MRN: 4591
Year
Module Leader
Lingling Mao
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
This module looks at the principal events that have shaped modern China's political and social structures. It also
analyses the way in which such events were reflected upon in the visual arts, literature and cinema. The module
seeks to enable you to understand issues in contemporary Chinese history and culture, and provide you with an
adequate grounding to selected areas of specialisation in preparation for your stay in China during your year
abroad
Indicative Reading
Dutton, Michael (1998) Streetlife China. Cambridge: Cambridge University press.
Fei, Xiaotong (1992)(Translated by Hamilton, G & Wang, Zheng) From the Soil: the foundations of Chinese
society. Berkeley: University of California Press.
Hockx, Michel; Strauss, Julia and Edmonds, Richard (2005) Culture in the Contemporary PRC ("China Quarterly"
Special Issues) Cambridge: Cambridge University Press.
Hopper, Paul (2006) Living with Globalization. Oxford: Berg .
Morton, W.Scott and Lewis, M.Charlton (2004) China: Its History and Culture. McGraw Hill Higher Education.
Spence, Jonathan (1998) The Chan's Great Continent: China in Western Minds. London: The Penguin Press.
Wang, Aihe (2006) Cosmology and Political Culture in Early China. Cambridge: Cambridge University press.
Wilson, A. Thomas (2003) On Sacred Grounds: Culture, Society, Politics and the Formation of the Cult of
Confucius. London: Harvard University Press
Assessment
25
100% Coursework
Media
Cultures of the Small Screen
MCLT24715
MRN: 3140
Year
Module Leader
Dave Woods
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
Cultures of The Small Screen investigates the two principal cultures of the small screen, which are television and
videogames, with a strong emphasis on the cultures, texts and contexts of both small screen media forms.
Cultures of the Small Screen addresses these forms through key concepts of image, time, and space as well as
the the formation of small screen audiences and communities. Topics might include for example the live
television, the design of the TV schedule, the organisation of the space and time in the videogame, and media
convergence.
The principal aims of the module are:
To critically analyse the relationship between small screen media and the cultural context of production and
reception
To enhance students' awareness of the role of image, space, time and narrative in shaping audience and
community expectations and responses to small screen media.
To historically and culturally locate the development of small screen media
Indicative Reading
Branston, G. and Stafford, R. (2003) The Media Student's Book. London: Routledge.
Corner, J.(1999) Critical Ideas in Television Studies. Oxford: OUP
Hills, M. (2002) Fan Cultures. London: Routledge.
Lury, K. (2005) Interpreting Television. Oxford: OUP.
Nichols, B. (1991) Representing Reality: Issues And Concepts in Documentary. Minneapolis: Minnesota UP.
Wardrip-Fruin, N. and Harrigan, P. (2004), First Person: New Media as Story, Performance and Game.
Massachusetts: MIT.
Assessment
100% Coursework
The Place of Popular Culture
MCLT24916
MRN: 4122
Year
Module Leader
Steve Jones
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
The Place of Popular Culture is concerned with the relationship between culture and location. Do we live, as is
sometimes claimed, in a time of globalised or Americanised popular culture' or does the nation continue to exert
an influence? Is popular culture a particularly 'metropolitan experience' or is it produced in, and dispersed
throughout, smaller cities and towns? What are the 'politics of the living room' when it comes to broadcasting, or
how does the street corner mould people's identities? These are the kind of questions we pose on this module.
This module aims to get you 'doing' cultural analysis by concentrating on developing your individual research
skills. It:
Enables you to study the relationships between place and cultural identity.
Encourages you to debate issues of locality, urbanisation, and globalisation.
Develops your understanding of place as part of 'everyday life'.
Encourages you to analyse your own experiences of place.
26
Indicative Reading
Stevenson, D. (2003) Cities and Urban Cultures, Open University Press.
Assessment
100% CWK
British and Hollywood Cinema
MCLT25015
MRN: 2513
Year
Module Leader
Anna Dawson
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
Following on from Reading the Screen, Hollywood Cinema, British Cinema will examine issues of film theory,
spectatorship, nation, audiences and institutions.
The main aims of the module are:
To examine key theoretical debates around classical Hollywood cinema
To develop skills of close analysis introduced in Year One
To create an awareness of how film texts are shaped by social, industrial and institutional contexts
Indicative Reading
Bordwell, D. Staiger J. and Thompson, K. (1991) The Classical Hollywood Cinema, London: Routledge
Dyer, R. (1979) Stars, London: bfi
Aaron, M. (2007) Spectatorship: The Power of Looking On. London: Wallflower
Assessment
100% Coursework
Theorizing and Researching Media and Culture
MCLT25215
MRN: 2511 Credit Points: 20
Year
Module Leader
Dave Woods
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
The module begins with a consideration of issues of power and representation as they have been explored within
a variety of approaches to media and culture. Starting from Marx's original formulations, the module investigates
later key developments in critical theoretical work such as for example that of Althusser, Foucault, and Habermas.
These general theoretical frameworks are counterbalanced by consideration of key methods in media and cultural
studies. These sessions introduce (or build on first year work in) for example textual analysis, the use of data and
documents in media and cultural studies, or ethnography. Methods are complemented by detailed case studies
which may include popular musical forms, popular TV drama, or diasporic cultures. The scope of the module is
widened by consideration of recent developments in media and cultural theory responding to phenomena such as
the ubiquity of the internet and the emergence of the 'prosumer'. Issues pertaining to the experience of gender,
formations of pleasure, consumer culture, genre and audience, and postmodernism are also analysed as
appropriate in the context of this range of debates.
Indicative Reading
Barker, C. (2000) Cultural Studies: Theory and Practice. London: Sage.
Hollows, J. (2000) Feminism, Femininity and Popular Culture. Manchester: Manchester University Press.
Stokes, J. (2002) How to do Media and Cultural Studies. London: Sage.
Strinati, D. (2000) An Introduction to Studying Popular Culture. London: Routledge.
Assessment
27
40% Presentaion
60% Essay
Philosophy
Introduction to Contemporary Philosophy
PHIL20117
MRN: 3515
Year
Module Leader
Ruth Griffin
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
This module will introduce you to the ideas of the key thinkers that have helped to shape contemporary
philosophy. The module will engage with these ideas in order to examine two issues that dominated philosophy
in 20th century.
1. The nature and significance of 'meaning' and the question of how to live a 'meaningful life'.
2. The broader question of the nature of being and existence, especially when confronted with the emergence of
science and technology as a significant shaper of modern life.
Specific ideas and themes covered will include: the philosophical significance of Darwin's theory of evolution,
Nietzsche and 'the death of God', Heidegger on the authentic life and a variety of contemporary philosophers on
the nature of 'understanding'. These issues will be addressed via an examination of the work of philosophers such
as Nietzsche, Heidegger, Sartre and more recent work on the nature of language and the mind by British and
American analytic philosophers.
At the end of the module, you should know why these questions dominated the work of philosophers in the 20th
century and the extent that they remain central to any attempt to understand the nature of modern life in the 21st
century.
Indicative Reading
Ayer, A.J. (1980) Language, Truth and Logic
Carrol, J. (1995) Humanism: The Wreck of Western Culture
Grondin, J. (2004) The Philosophy of Gadamer
Freud, S. (1985) Civilisation and Discontents and Other Works
Kripke, S (1984) Naming and Necessity
Sartre, J.P. Existentialism and Humanism
Assessment
100% Coursework
Philosophy and Everyday Life
PHIL20217
MRN: 3513
Year
Module Leader
Ruth Griffin
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
Philosophy is often seen as a remote and highly esoteric discipline that has very little to say to 'ordinary people' in
their workaday lives.
This module will challenge this view, and examine the ways in which philosophical forms of questioning and
analysis can assist us in both our personal and our working lives. Drawing upon both ancient and modern
philosophical sources, the module will also examine the way in which philosophy can provide us with ideas and
arguments that point us towards greater self-insight and ultimately better ways of living.
These questions will, in part, be addressed in lectures and visiting speaker seminars whose aim is to show how
philosophy has improved the lives of individuals and communities throughout history.
28
Indicative Reading
Borgmann, A. (1984) Technology and the Character of Contemporary Life: A Philosophical Inquiry Chicago:
University of Chicago Press
Glover, J. (1977) Causing Death AND Saving Lives London: Pelican
Lefebvre, H. (2006) The Critique of Everyday Life (3 Vols) London: Verso
Sheringham, M. (2006) Everyday Life: Theories and Practices from Surrealism to the Present Oxford: Oxford
University Press
Ward, G. (2000) The Certeau Reader Oxford Blackwell
Assessment
100% Coursework
Introduction to the Philosophy of Religion
PHIL20317
MRN: 3512 Credit Points: 10
Year
Module Leader
Patrick O’Connor
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module introduces you to the key debates and themes in contemporary philosophy of religion. The module
strives to facilitate an awareness of religion's 'problematic' status in modern philosophy, as well as allowing you to
explore the assumptions and implications of key thinkers in this area of philosophy.
The module shows how both religion and religious practices have been understood by a variety of modern
philosophers who spoke for and on behalf of science - through the critiques of religious belief developed by
Hume, Marx, Nietzsche and Freud. Also discussed are the ideas of the mediaeval scholastics who used
philosophical ideas and arguments in order to justify faith. The overall aim of the module will show how modern
philosophy was forged in the crucible of religious belief and theological debate and the extent which 'religion'
continues to provide the context for many of today's metaphysical problems and concerns.
Thus the module also attempts to shed light on the recent revival of religious belief and sentiment in many parts
of the world - by focussing on the question of how to make philosophical sense of the emergence of both religious
fundamentalism and popular 'New Age' spirituality.
Indicative Reading
Derrida, J. and Vattimo, G. (eds.) (1998) 'Religion' Cambridge: Polity.
Freud, S. (1995) The Origins of Religion Harmondsworth: Penguin.
Ling, T. (1966) Buddha, Marx and God London Macmillan.
Macintyre, A. (1981) After Virtue: A Study in Moral Theory London: Duckworth.
Nietzsche, F. (1977) 'The Nietzsche Reader' Harmondsworth: Penguin.
Mnn, W.E. (2004) 'The Blackwell Guide to the Philosophy of Religion' Oxford: Blackwell
Peterson, M. (et. al) (2006) 'Philosophy of Religion: Selected Readings' Oxford: Oxford University Press
Assessment
100% Coursework
Introduction to the Philosophy of Mind
PHIL20417
MRN: 20255 Credit Points: 10
Year
Module Leader
Neil Turnbull
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
The overall aim of this module is to introduce you the key concepts involved in contemporary philosophical
debates about the nature and significance of the mind. The module examines the - Cartesian - idea that the mind
is distinct 'substance' separate from the body, alongside the more contemporary idea, now dominant in
29
mainstream psychology, that the mind is simply a sophisticated information processing device.
Also discussed is the relationship between language and thought, the possibility of animal cognition and the how
consciousness and awareness creates problems for our scientific understanding of ourselves and the world in
which we live.
The module goes onto to consider why the debate about the nature of the mind has helped define what
philosophers understand by the term 'modern philosophy', and the extent to which contemporary philosophy of
mind has helped inform some of the key debates in contemporary psychology, biology and linguistics.
Indicative Reading
Dennett D.C.
'Consciousness Explained' 1991
Dreyfus, H.
'What Computers Can't Do' 1973
McLaughlin, B. and Cohen, J. 'Contemporary Debates in the Philosophy of Mind' 2007
Nagel, T
'What is it like to be a bat?' in 'Mortal Questions' 1979
Searle, J
'Minds, Brains and Programs' 1990
Stainton, R.J.
'Contemporary Debates in Cognitive Science' 2006
Weizenbaum, J. 'Computer Power and Human Reason' 1974
Assessment
100% Coursework
Philosophy and Media
PHIL20619
Year
Module Leader
Pre/Co/Post Requisites
MRN: 13684
Credit Points: 10
Duration:
First Half-
Duration:
First Half-
Ruth Griffin
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Politics
From Lenin to Khrushchev: The Soviet Political System
POLS21581
MRN: 2524 Credit Points: 10
Year
Module Leader
Rick Simon
Pre/Co/Post Requisites
None
Overview and Aims of the Module
To examine the origins of the Soviet political system; the development and nature of the Soviet 'model'; the rise of
and consolidation of Stalinism; the extension of the Soviet model into Eastern Europe; and the process of
destalinisation.
Indicative Reading
D Lane (1996) The Rise and Fall of State Socialism, Polity.
R Sakwa (1998) Soviet Politics In Perspective, (2nd edition) Routledge.
G Hosking (1985) A History of the Soviet Union, Fontana.
R. J. Crampton, (1994), Eastern Europe in the Twentieth Century, Routledge
30
Assessment
100% Coursework
Social Theory
Gender and Sexuality
SOCT20715
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2520
Credit Points: 10
Duration:
First Half-
Nigel Edley
None
Overview and Aims of the Module
'Gender' and 'sexuality' are key terms within psychology and social theory - as well as, of course, within ordinary,
everyday life. They are terms with which all of us are familiar. However, as this module will show, despite this
familiarity, these concepts are highly complex - and, indeed, contested. You will look at the ways in which gender
and sexuality have been theorised from a range of different social scientific perspectives. Throughout we will be
concerned with three central questions: firstly, what is the substance of gender? What are men and women made
of? Secondly, how do we become gendered? How does gender 'get into' us? And thirdly, why do masculinity and
femininity take the forms that they do and how do they change over time? You will address these questions via a
review of six very different theoretical approaches - including psychoanalysis, cultural theory and feminist theory.
Along the way you will also engage with a range of interesting and important issues such as sexual 'dysfunctions,'
gender stereotyping and the politics of relationships.
Indicative Reading
Archer, J. and Lloyd, B. (1985) Sex and Gender. Cambridge: Cambridge University Press.
Connell, R.W. (2000) The Men and the Boys. Cambridge: Polity
Frosh, S. (1987) The Politics of Psychoanalysis: An Introduction to Freudian and Post-Freudian Theory. London:
Macmillan.
Hargreaves, D. J. and A. M. Colley, A. M. (eds.) (1986) The Psychology of Sex Roles. London: Harper and Row.
Assessment
100% Coursework
Despair and Ecstasy: The Psychology of Illness and Well-Being
SOCT21919
MRN: 4797
Credit Points: 10
Year
Module Leader
David Kidner
Pre/Co/Post Requisites
Duration:
First Half-
Overview and Aims of the Module
This module explores the relations between emotional health and the ways we live today, considering how current
economic and social realities affect our experience of the world and generate particular problems and rewards.
We review various deviations from 'normality' such as character disorders and types of neurosis and psychosis.
The mental health industry incorporates various commonly held assumptions and beliefs about the nature of the
person, the social world, and 'mental illness'; and we critically explore some of these assumptions and beliefs,
clarifying their impact on our everyday lives and psychological well-being, and revealing their economic roles. The
topics considered may include: the psychological consequences of individualism; everyday psychopathy; the use
of hypnosis and altered states of consciousness; explaining the rising incidence of depression in the western
democracies; family communication and psychological symptoms; strategic psychotherapy; cognitive-behavioural
psychotherapy; cross-cultural variations in psychological distress; and the psychological consequences of
industrialisation. We also offer an overview of the understanding and treatment of mental disorders since Freud's
day.
Indicative Reading
David Smail, Power Interest, and Psychology (Hay-on-Wye: PCCS Books, 2005).
Arthur Kleinman, Rethinking Psychiatry (New York: Macmillan, 1988).
31
Michel Foucault, Madness and Civilisation: A History of Insanity in the Age of Reason (New York: Vintage Books,
1988).
De Shazer, Steve, Keys to Solution in Brief Therapy (New York: Norton, 1992).
Richard Warner, Recovery from Schizophrenia (New York: Brunner-Routledge, 2004).
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Revised
(New York: American Psychiatric Association, 2000).
Assessment
100% CWK
Media and Culture in China
SOCT22019
Year
Module Leader
Pre/Co/Post Requisites
MRN: 5187
Credit Points: 10
Duration:
First Half-
Tao Zhang
None
Overview and Aims of the Module
This module aims to provide an insight into contemporary media development and cultural change in China,
placing this in the context of broader historical, economic and cultural debates in relation to China. It will explore
contemporary issues of media development and policy in China and it will relate these to longer historical
contexts: the influence of Confucianism; traditional Chinese social and cultural structure; the emergence of
cultural modernity.
Indicative Reading
Fairbank, John King (1995) 'Introduction: The Old Order' in John King Fairbank (ed.) The Cambridge History of
China Vol.10 Late Ch'ing 1800-1911 Part I. Cambridge: Cambridge University Press
Zhang, Xiantao (2007) The Origins of the Modern Chinese Press: the influence of the Protestant missionary press
in late Qing China London: Routledge
Wu Guoguang & Lansdowne, Helen (2009) Socialist China, capitalistic China: social tension and political
transition under globalization Routledge
Zhao, Yuezhi (2008) Communication in China: political economy, power and conflict Rowman and Littlefield
Zhang, Yingjin (2004) Chinese National Cinema London: Routledge
Cheng Li (2008) (ed) China's changing political landscape: prospect for democracy Washington D.C.: Brookings
Institution Press
Rojas, Carlos & Chow, Eileen Cheng-yin (2009) (eds.) Rethinking Chinese popular culture: cannibalisations of the
canon London: Routledge
Assessment
100% ESY
Spanish
Introduction to Latin American Studies
SPAN20805
MRN: 19695
Year
Module Leader
Neil Hughes
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
Overview and Aims of the Module
Introduction to Latin American studies is an optional module for level 2 Spanish students that have successfully
completed SPAN166 or equivalent. It is an inter-disciplinary module that addresses background issues and
themes relevant to an understanding of contemporary Latin America. Issues covered include the colonial legacy,
the impact of geographic diversity on development, the economic and social transformation of Latin America and
the region's political development during the 20th century. The module is delivered in Spanish. Assessment is by
coursework and examination.
The module aims to:
Improve knowledge of the background issues, processes and themes relevant to an understanding of
32
contemporary Latin America
Develop understanding of the commonalities and diversity underlying processes of development in Latin America
Identify the main paradigms that have shaped the Latin American economic, political and social contexts during
the 20th century
Stimulate greater interest in this increasingly important region
Indicative Reading
Boni Aristizábal, Alejandra, El Estado del Desarrollo en América Latina. Aproximación Histórica y Sociológica,
Valencia, Universidad Politecnica de Valencia, 1997
Clayton, Lawrence, & Michael Conniff, A History of Modern Latin America, Orlando ,Harcourt Brace, 1999
Keen, B and Haynes, K, A History of Latin America, New York, Houghton Mifflin, 2004
Munck, R. Contemporary Latin America, Basingstoke: Palgrave, 2003
Assessment
100% CW
Level 3
English
Reading Gender and Sexuality
ENGL31515
MRN: 4991
Year
Module Leader
Sharon Ouditt
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
None
Overview and Aims of the Module
The module will examine the politics and aesthetics of gender and sexuality in relation to the writing and reading
of twentieth-century and contemporary literature. It will historicise and submit to sceptical analysis central
concepts in the period's conceptualisations of fixed gender identities and sexual identities. Key terms will include:
femininity, masculinity, androgyny, heterosexuality, homosexuality, bisexuality, transgender, ethnicity, 'difference'.
These will be related to literary texts from a range of cultures and from three main periods: the early twentieth
century, the mid-century, and the contemporary.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
ANY EDITION OF THE FOLLOWING PRIMARY TEXTS
Forster, E M Maurice
Baldwin, James Another Country
Carter, Angela The Passion of New Eve
Amis, Kingsley Jake's Thing
Jong, Erica Fear of Flying
Secondary texts might include
Bristow, Joseph Sexuality. London: Routledge, 1997
Butler, Judith Gender Trouble: Feminism and the Subversion of Identity. London: Routledge, 1990
Doan, Laura Fashioning Sapphism: The Origins of a Modern English Lesbian Culture Columbia University Press,
2001
Nye, Robert A. Sexuality. Oxford: Oxford University Press, 1999
Wilchins, Riki Queer Theory, Gender Theory. London: Alyson Publishers, 2004
Assessment
100% ESY
33
Devolving the Renaissance: Nation, Region, and the Literature of Early Modern 'Britain'
ENGL31718
MRN: 13798 Credit Points: 10
Duration:
First HalfYear
Module Leader
David Coleman
Pre/Co/Post Requisites
None
Overview and Aims of the Module
This module asks students to analyse the literature of early modern Britain and Ireland in the light of what is
variously termed 'the new British history', 'the British problem', or 'Archipelagic English': the critical movement
which considers early modern literature in the light of what has been called 'internal colonialism', the political and
cultural processes which construct the imaginative vision of 'Great Britain' in the early modern period, and later
construct the political entities of 'Great Britain' and the 'United Kingdom'. Students will be encouraged to explore
literary texts in dialogue with a range of other textual production, including political proclamation, broadside
ballad, news report and cartography. Attention will be paid to the various cultural contexts in which early modern
literature locates itself. The module also considers what such texts mean to later readers and critics, particularly
those writing from post-imperial or 'devolved' contexts.
Indicative Reading
STUDENTS: WARNING
Please do not use this indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated in room 173.
Hadfield, Andrew. Shakespeare, Spenser and the Matter of Britain. Palgrave, 2003.
James VI and I, Political Writings. Cambridge, 1995.
Jonson, Ben. The Irish Masque at Court.
Kerrigan, John. Archipelagic English. Oxford UP, 2008.
Maley, Willy. Nation, State and Empire in English Renaissance Literature. Palgrave, 2002.
Milton, John. The Major Works. Oxford UP, 2008.
Shakespeare, William. Cymbeline. Any edition.
Shakespeare, William. King Lear. Any edition.
Shakespeare, William. Macbeth. Any edition.
Assessment
100% Coursework
Queering the Modern
ENGL32515
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20227
Credit Points: 10
Duration:
First Half-
Greg Woods
None
Overview and Aims of the Module
Modernism was an international 'movement' involving all the arts. Responding to a world of rapid urbanisation
and technological development, social mobility and philosophical scepticism, artists in Europe and America
experimented with new forms, techniques and topics to meet what were perceived as the unprecedented
requirements of modernity.
The module aims to show that Modernism was the first major cultural 'movement' to be significantly influenced,
from the start, by the late nineteenth century's new conceptualisations of sexuality. A fresh collective
understanding of sexualities took root with surprising speed in the industrial world after a consensus had
materialised among European sexologists, firmly establishing a binary division between heterosexual and
homosexual identities, and a pathologisation of the latter among many other newly identified perversions. Even
individual identity itself (as opposed to social role) was a relatively recent preoccupation.
Responding to such cultural developments, self-consciously modern painters and writers moved away from the
comprehensive objectivity of Victorian realism and began to produce far more individualistic, subjectivist
responses to the world around them. The module aims to show that the many innovations of Modernism were the
eventual outcome: new artistic modes to suit new subjectivities. Moreover, among the Modernists were to be
found the first major cohort of 'homosexual' writers and artists.
Indicative Reading
34
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
ANY EDITION OF THE FOLLOWING PRIMARY TEXTS
Barnes, Djuna Nightwood (1928)
Gide, André The Immoralist (1902)
Hall, Radclyffe The Well of Loneliness (1928)
Lawrence, D.H. The Prussian Officer (1914)
Mann, Thomas Death in Venice (1913)
Wilde, Oscar The Picture of Dorian Gray (1890)
Woolf, Virginia Mrs Dalloway (1925)
+ selections and extracts from films, poetry collections, sculpture, ballet, songs, etc.
Bataille, Georges Eroticism (Harmondsworth: Penguin, 2005)
Doan, Laura Fashioning Sapphism: The Origins of a Modern English Lesbian Culture (2001)
Woods, Gregory A History of Gay Literature: The Male Tradition (New Haven: Yale University Press, 1998)
Assessment
100% ESY
Theory Now: Literature, Culture, Politics
ENGL33515
MRN: 4995
Year
Module Leader
Phil Leonard
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
Ideas about 'English' as a discipline have been vigorously debated in recent literary and critical theory, and
'Theory Now' will explore some of the most significant controversies that are currently at the cutting edge of
literary studies. Building on ideas introduced at levels 1 and 2, this module explores in greater depth how literary
and critical theory provoke a dramatic rethinking of cultural identity and its literary representation, this module will
focus on how we can confront and transform established ideas about subjectivity, cultural power, gender and
sexuality, colonial, postcolonial and transnational identities, globalization, and technology. This module will
explore how these debates impact on literary studies and challenge our understanding of the production,
interpretation, function, and value of literary texts. In order to explore these issues, 'Theory Now' will consider
texts from the 19th and 20th centuries. This module's distinctiveness lies in its claim that recent theory is
provocative and compelling because it provides a range of conceptual tools that help us to arrive at more complex
approaches to the relationship between cultural identity and literary texts.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Attridge, Derek (ed.), Derrida: Acts of Literature London: Routledge, 1992
Bhabha, Homi K. The Location of Culture London: Routledge, 1993
Butler, Judith Undoing Gender London: Routledge, 2004
Lyotard, Jean-François The Postmodern Condition Manchester: Manchester UP, 1984
McQuillan, Martin Deconstruction: A Reader Edinburgh: Edinburgh UP, 2000
Moi, Toril (ed.), The Kristeva Reader Oxford: Blackwell, 1986
Rivkin, Julie & Ryan, Michael Literary Theory: An Anthology Oxford: Blackwell, 2004
Said, Edward Culture and Imperialism London: Vintage, 1994
Williams, Patrick An Introduction to Postcolonial Theory Hemel Hempstead: Harvester Wheatsheaf, 1997
Williams, Patrick & Chrisman, Laura Colonial Discourse and Postcolonial Theory: A Reader Hemel Hempstead:
Harvester Wheatsheaf, 1993
Assessment
100% CWK
35
Travel Writing: Texts, Contexts and Theory
ENGL35515
MRN: 4997
Year
Module Leader
Tim Youngs
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
None
Overview and Aims of the Module
This module introduces students to travel writing and introduces travel writing into the curriculum. It provides an
overview of travel writing, while allowing for in-depth study of selected regions, authors and themes. It also
examines criticism and theories of the genre (including arguments over whether it constitutes a genre at all), and
invites students to consider the relationship of travel writing to society and to other forms of literature, both
canonical and non-canonical. The aims of the module are to examine a selection of the following issues:
The relationship of travel writing to other forms of literature, including autobiography and the novel
The construction of self in travel texts
The construction of place in travel writing
Travellers' representation of other cultures
The role of the traveller and travel text in reinforcing, modifying or subverting ideologies and literary conventions
Theoretical and cross-disciplinary approaches to travel writing
In studying these issues, students will be expected to contextualise their readings of travel literature in terms of
literary and cultural history.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Among the critical introductions to and surveys of travel writing are:
Clark, Steve ed, Travel Writing and Empire: Postcolonial Theory in Transit. London: Zed Books, 1999.
Holland, Patrick and Huggan, Graham Tourists with Typewriters: Critical Reflections on Contemporary Travel
Writing. Michigan: Michigan University Press, 1999.
Hulme, Peter and Youngs, Tim eds, The Cambridge Companion to Travel Writing. Cambridge: Cambridge
University Press, 2002
Korte, Barbara English Travel Writing: from Pilgrimage to Postcolonial Explorations. Basingstoke: Palgrave, 2000.
Pratt, Mary Louise Imperial Eyes: Travel Writing and Transculturation. London: Routledge, 1992.
Consult past issues of the journal Studies in Travel Writing
Assessment
30% Portfolio
70% Essay
Postcolonial Texts: Narratives of Liberation
ENGL35915
MRN: 4999
Year
Module Leader
Anna Ball
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
None
Overview and Aims of the Module
This module focuses on postcolonial texts (fiction, poetry and film) and considers the relationship between acts of
representation and the politics of anti-colonialism and postcolonialism. It aims to introduce students to the
historical, political and cultural contexts of the postcolonial world, as well as to a range of texts produced in
postcolonial societies. A central objective is to familiarise students with the central propositions informing
postcolonial theory and to develop the ability to work across theoretical and literary texts productively and in
innovative ways. Attention will be given to the diversity of postcolonial aesthetic forms and the aim is to develop
close reading skills and the ability to relate textual readings to wider questions concerning the attribution of literary
value. Attention will be given to the multiple and intersecting models of difference (ethnicity, gender, sexuality,
class) which potentially deconstruct as well as construct the central ideas of postcolonialism and a postcolonial
literary canon.
Indicative Reading
36
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Achebe, Chinua, Things Fall Apart. Oxford: Heinemann: 1958
Ba, Miriama, So Long A Letter. London: Virago, 1980
Hodge, Merle, Crick, Crack Monkey. Oxford: Heinemann, 1970
Kincaid, Jamaica, Annie John. London: Virago, 1985
Selvon, Sam, Lonely Londoners. London: Longman, 1956
La Guma, Alex, A Walk in the Night (1962)
Lamming, George, In The Castle of My Skin (1953; U of Michigan P, 1991)
Boehmer, Elleke Colonial and Postcolonial Literature. Oxford: Oxford University Press 1995
Childs, Peter & Patrick Williams, An Introduction to Postcolonial Theory. Hemel Hempstead: Harvester
Wheatsheaf, 1997
Mohanty, Chandra Talpade et al, eds, Third World Women and the Politics of Feminism. Bloomington: Indiana
University Press, 1991
Williams, Patrick and Laura Chrisman (ed.s), Colonial Discourse and Post-Colonial Theory. Hemel Hempstead:
Harvester Wheatsheaf, 1994
Young, Robert, Postcolonialism: An Historical Introduction (Oxford, Blackwells, 2001)
Assessment
100% Coursework
European Studies
Gender Politics in Europe
EURO30216
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20229 Credit Points: 10
Duration:
First Half-
Gill Allwood
None
Overview and Aims of the Module
This module examines gender politics in Europe, focusing on the relation between national and EU policy-making,
the extent to which women participate in this policy making, and its gendered impact. On this module, you will
accordingly analyse gender relations by focusing on a series of case studies dealing with contemporary, highprofile issues in European society. You will be encouraged to engage actively with the debates generated by
these case studies, situating them in their national, European and international contexts, and examining the
similarities and differences between and within the nation states under discussion.
Indicative Reading
Kofman, E et al. Gender and International Migration in Europe. London: Routledge. 2000.
Mazey, S (ed) Special Issue of Journal of European Public Policy: Women, Power and Public Policy in Europe,
7(3). 2000.
Threlfall, M. Mapping the Women's Movement: Feminist Politics and Social Transformation in the North. London:
Verso. 1996
Assessment
To be confirmed
Memory and Identities in European Writing, Cinema and Society
EURO30616
MRN: 13442 Credit Points: 10
Year
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module explores the way in which European writing, primarily in the form of autobiography and literary fiction
(with reference also to European cinema), investigates the links between identity, the individual and the
37
collectivity in the post-war era. A key aim of the module is to develop an understanding of the way in which
issues relating emigration, exile, memory, language, political and ideological change, and science impact upon
the notion of the self and its changing configuration over time. Related to this, is the aim of exploring the ways in
which these issues have an effect upon the way in which individuals relate to the society within which they find
themselves, as well as the historical legacy of particular societies.
Indicative Reading
Hoffman, Eva. Lost in Translation. London: Vintage. 1989.
Houellebecq, Michel. Atomised. London: Vintage. 2001.
Klima, Ivan. Waiting for the Dark, Waiting for the Light. London: Granta. 1998.
Kundera, Milan. Ignorance. London: Faber & Faber. 2002.
Levi, Primo. The Drowned and the Saved. London: Vintage, 1989.
Sebald, W.G. The Emigrants. London: Harvill. 1997.
Films:
Nanni Moretti, Caro Diario.
Claire Denis, Chocolat.
Haneke, Caché.
Assessment
100% Coursework
The European Union in the Global System
EURO31512
MRN: 19758 Credit Points: 20
Year
Module Leader
Chris Farrands
Pre/Co/Post Requisites
Duration:
First Half-
Overview and Aims of the Module
This module is available as either an International Relations or European Studies option module. You are very
welcome whichever degree you are reading. You are also very welcome as an exchange or Erasmus student:
many international students from different backgrounds have taken this module successfully in the past, and you
will find a supportive approach to learning alongside the challenges in this module to succeed too.
You will explore the key themes the module aims to cover: how the European Union has evolved a significant set
of policies which impact on the rest of the world in areas such as development, trade and migration. But in
addition to its policies, the EU has structural impacts -some unintended- which shape its role and how it is seen
by others. We shall ask questions such as: Is the EU a rival or a junior partner to US hegemony in the world
system? Is it an alternative? How does it use its own regional dominance in Eastern Europe and the
Mediterranean regions? What kinds of power does it have and how does it use them in a global economy and
global culture? The module draws on a range of contemporary theoretical perspectives to examine these kinds of
questions. How does EU development policy work (or not work) and why? How can we explain the emergence of
the CFSP and the third Maastricht pillar as extensions of the EU's foreign policy? How does EU external policy
interact with those of the member states and with the inter-institutional debate within the EU machinery? Thus the
module is about 'foreign policy' -but it is about much more than policy making, since it explores critical ways of
thinking about identity in Europe and European identity, as well as structural, post-structural and critical theory
based ways of thinking about the EU's role in, and impact on, the rest of the world.
The module draws on European cultural studies approaches, international political economy, and international
politics, as well as identity theory. You are warmly encouraged to find and work within your own theoretical
frameworks in developing coursework topics for the module.
Indicative Reading
Bretherton, C and Vogler, J. The EU as a Global Actor, London: Routledge, 1999
Carlsnaes, W. and Smith, S. (eds), European Foreign Policy, London: Sage, 1994
Hill, C. (ed), The Actors in Europe's Foreign Policy, London: Routledge, 1996
Hill, C. The Politics of Foreign Policy, Basingstoke: Palgrave, 2002
M. Lister, The European Union and the South, London: Routledge, 1997
Stubbs, R. and Underhill, G. (eds), Political Economy and the Changing Global Order (2nd ed.) Oxford: Oxford
University Press, 2000
Tonra, B. and Christiansen, T. (eds), Rethinking European Union Foreign Policy Manchester: MUP, 2004
Wallace, H. and Wallace, W. (eds), Policy Making in the European Union, (4th ed.) Oxford: Oxford University
Press, 2002
Assessment
38
80% Essay
20% Tasks
European Cinema: globalisation and resistance
EURO39315
MRN: 20231 Credit Points: 10
Year
Module Leader
Martin O’Shaughnessy
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
With strong relevance for students of European studies, culture and film, this module considers European
responses to globalisation through the study of public film policy (individual states and the EU), the economic
strategies of national and European film industries, and individual film texts. Some of the films considered will be
examples of essentially commercial resistances to international, predominantly Hollywood competition. Other
examples will explore how cinema becomes an important medium for political resistances to economic
globalisation and the commodification of culture.
The principal aims are:
To develop an advanced and contextualised understanding of European cinema's responses to free-market
globalisation.
To engage in comparative analysis of the responses of different European cinemas to global competition at the
levels of policy, film-industrial strategy and individual films.
To analyse, through close engagement with documentary and fiction films, how cinema has become a vector of
resistance to neo-liberalism.
Indicative Reading
Dyer, R. & Vincendeau, G., Popular European Cinema. London: Routledge. 1992.
Grantham, B., Some Big Bourgeois Brothel: contexts for France's Culture Wars with Hollywood. Luton: University
of Luton Press. 2000.
Hayes, G. & O'Shaughnessy, M. (eds), French Cinema and Globalization, special number of French Politics,
Culture and Society, Vol 23 No. 3, 2005
Hill, J. and Church Gibson, P., World Cinema: Critical Approaches. Oxford: OUP. 2000.
Nowell-Smith, G. & Ricci, S. (eds), Hollywood and Europe: Economics, Culture, National Identity, 1945-1995.
London: BFI. 1998.
Wayne, M., The Politics of Contemporary European Cinema. Exeter: Intellect. 2002.
Assessment
100% Essay
French
La France et l’Europe
FREN30118
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20268
Credit Points: 10
Duration:
First Half-
Chris Reynolds
None
Overview and Aims of the Module
As one of the founding members of the EU, France has always been considered as a leader of this growing
supranational body. The debate over her continued dominance in this sphere raises as many questions about
France as it does about the development of the European Union. This module explores the relationship between
France and Europe with a particular emphasis on the European Union. Built around the principle themes that
have punctuated the debate on the EU in France, this module examines the early development of French politics
and society within a European context since the end of the Second World War. The aim is to shed light on the
complexity of the European debate within France as well as to chart changes in French perspectives on Europe
over the last five decades.
39
Indicative Reading
Bossuat, Gérarad (2006) Faire l'Europe sans de?faire la France : 60 ans de politique d'unite? europe?enne des
gouvernements et des pre?sidents de la Re?publique franc?aise (1943-2003), P.I.E.-P. Lang.
S. Bulmer & C. Lequesne (2005) Member States and the European Union, Oxford University Press.
D. Dinan (2005) Ever closer union: An introduction to European integration, Palgrave MacMillan.
Drake, Helen (2005) French relations with the European Union, Routledge.
Assessment
100% Essay
Contemporary France: Texts in Transition
FREN32015
MRN: 20233 Credit Points: 10
Year
Module Leader
Jean-Pierre Boule
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This level 3 half-year module is designed to develop your existing awareness of French culture and society,
through the study of a range written texts and the occasional film which reflect cultural debates critical to
contemporary France. The module is therefore designed to give you a heightened understanding of modern
France in general, and with a variety of forms of writing in particular, from autobiographical, to feminist,
existentialist, and postmodern writing styles. The module is also designed to enable you to develop your language
learning skills, in particular through the analysis and discussion of French texts of increasing sophistication, and
to develop your capacity for both collaborative and individual study.
Indicative Reading
Hervé Guibert, A L'ami qui ne m'a pas sauvé la vie
Hervé Guibert, Le Protocole compassionnel
Hervé Guibert, La Pudeur ou L'Impudeur (film)
Cryril Collard, Les Nuits fauves (film)
Marie Cardinal, Les Mots pour le dire
Pascal Lainé, La Dentellière
Nathalie Sarraute, L'Enfance
Assessment
100% Coursework
German
The changing face of Germany - challenges for the new millennium
GERM39215
MRN: 3521 Credit Points: 10
Duration:
Year
Module Leader
Christine Leahy
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
This module aims to provide you with insights into socio-economic issues in Germany and in the wider contexts of
European integration and globalisation. Part of the module content will be based on current affairs as reflected in
the press and televised reports. Background information to underlying issues which influence society as well as
the economy and which have dominated the German press for years are introduced. For example, you will gain
insights into the development of the German unions and their role in securing better working conditions. You will
also gain insights into ecological concerns and their implications for society as a whole.
Indicative Reading
40
This module works extensively with internet-based texts, including academic papers. Texts are also drawn from
current journals and televised reports are used.
-Schneider, M. Kleine Geschichte der Gewerkschaften. Ihre Entwicklung in Deutschland von den Anfängen bis
heute. Bonn: Dietz. 2000.
-von Weizsäcker, E. U. Erdpolitik. Ökologische Realpolitik als Antwort auf die Globalisierung. Darmstadt: Primus.
1997.
Assessment
100% Coursework
Global Studies
Homo Urbanus: Global Urban Security and Resilience
GLOB30119
MRN: 4967
Credit Points: 10
Year
Module Leader
Amanda Smith
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
In 2007 we entered a new era for humanity, an era of dominance for the species Homo Urbanus- whereby over
50% of the world's population became urban dwellers. The level of urbanization in recent decades is
unprecedented and ushers forward a plethora of socio-economic and political issues that must be addressed for
the well-being and safety of this new species and the planet. The rapid expansion of cities set alongside
processes of globalization has transformed the global landscape. It is predicted that all urbanization will occur in
developing world countries, with cities in the developed world either stabilising or contracting. This in turn brings
challenges for both the developed and developing world. In the developing world there is a distinct need to meet
basic needs such as shelter, food, sanitation and address vulnerability and instability/insecurity- particularly in
regards to crime- whilst also considering wider geopolitical processes and environmental concerns. Whilst in the
developed world there are challenges associated with global economic restructuring, insecurity, multi-culturalism,
sustainability and governance. All world cities have to respond to uncertainties, hazards and manage risk. There
is a need to become less vulnerable and more resilient and secure.
The aims of the module are to:
1. Explore contrasting theories, explanations and approaches to resilience and security.
2. Outline theoretical and global political economic aspects of resilience and security within global urban
environments.
3. Consider our responsibilities as a local, national and international citizen in the context of issues surrounding
urban resilience and securities.
Indicative Reading
Beall, J. & Fox, S. (2009) Cities and Development, Routledge: London.
Brenner, N. & Keil, R. eds. (2006) The Global Cities Reader, Routledge: London.
Coaffee, J. (2003) Terrorism, Risk and the City, Ashgate, Aldershot
Coaffee, J., Murkami-Wood, D and Rogers, P. (2008) The Everyday Resilience of the City, Palgrave/Macmillian
Drakakis-Smith, D. (2000) Third World Cities (second edition), Routledge, London.
Giradet, H (2008) Cities, People, Planet: urban development and climate change. Chichester, John Wiley.
Hardoy, JE; Mitlin, D & Satterthwaite, D. (2001) Environmental Problems in an urbanizing world, London,
Earthscan.
Linder, C. ed. (2009) Globalization, Violence, and the Visual Culture of Cities. Routledge, London.
McDonald, D (2009) World City Syndrome: Neoliberalism and Inequality in Cape Town. Routledge: London.
Pacione, M. (2009) Urban Geography: a global perspective (third edition), Routledge: London.
Pelling, M (2003) The Vulnerability of Cities: natural disasters and social reslience. London, Earthscan.
Rennie-Short, J (2004) Global Metropolitan: globalising cities in a capitalist world. Routledge: London.
Sassen, S. (2000) Cities in a World Economy, Sage: London.
Tortajada, C.; Varis, O; Biswas, A; & Lundqvist, J eds. (2009) Water Management in Megacities. Routledge:
London.
United Nations Human Settlements Programme (2007) Enhancing urban safety and security: global report on
human settlements. Earthscan, London.
Assessment
41
100% CWK
Conflict and Contemporary Violence
GLOB31452
MRN: 20296 Credit Points: 10
Year
Module Leader
Chris Farrands & Roy Smith
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
To develop a historical and contextual understanding of 20th/21st century international conflicts.
To introduce key thinkers and texts in IR theory drawing on a range of disciplines and sub-disciplines such as
security and strategic studies.
To understand discursive and textual approaches to enquiry.
To understand key theoretical relationships between text and context; culture IR theory and representation.
To critically consider contemporary international conflicts
Indicative Reading
Dalby, S. Creating the Second Cold War: The Discourse of Politics, London, Pinter, 1990
Kaldor, M. New and Old wars: Organized Violence in a New Era, London: Polity Press, 1990
Huntington, S. The Clash of Civilisations and the Remaking of World Order, New York, Simon and Schuster,
1996
Der Derian, J. Virtuous war: mapping the military-industrial-media-entertainment network, Boulder Colorado &
Oxford: Westview Press, 2001
Glenny, M. The Fall of Yugoslavia: the third Balkan War, London, Penguin, 1993
Ruth Griffin and Cerwyn Moore, An Introduction to the Study of Violence Through Film. Manchester, Manchester
University Press, 2006
O'Tuathail, G., Dalby, S., and Routledge, P. (eds.) The Geopolitics Reader, London, Routledge, 1998
Assessment
80% CWK
20% Class Work
History
Knights, Ladies, Priests (& Peasants): Gender and status in Medieval Society 1000-1500
HIST30117
MRN: 13452 Credit Points: 10
Duration:
First HalfYear
Module Leader
Natasha Hodgson
Pre/Co/Post Requisites
None
Overview and Aims of the Module
The medieval period encompassed a spectrum of significant changes for the gender identities of women and
men, and is also one of the most challenging areas of study for women's history. Education was governed by the
Church, and most literary sources were authored by celibate men from ecclesiastical backgrounds. Sources were
heavily influenced by traditional ideas about gender and debates about the relative value of marriage and
chastity. During this period, the gender identities of the aristocracy because more clearly defined and idealised in
the form of knights, ladies and priests, but all displayed elements of masculinity and femininity. This course will
consider ideals of masculinity in relation to chivalry and monasticism, as well as focusing strongly on the history of
women. The majority of information which survives also relates to the queens and noblewomen embroiled in
medieval politics. However, as a literate, vernacular culture gradually disseminated into popular sphere there is
also scope to consider ideas about gender in the activities of the men and women who worked in the towns and
countryside of medieval Europe, the Third Estate. The Central Middle Ages were characterised by expansion,
economic productivity, religious reform and intellectual stimulation. Literacy was increasing, and women
participated in crusading and the new monastic movements, as well as joining heretical groups. In the later
medieval period, female authored works by Christine de Pisan and Margery Kempe provided an intimate
42
perspective on women's spiritual lives and their place in society. Seminars for this module will be constructed
around a range of translated primary materials to illustrate relevant historiographical arguments. The time frame
will correspond to the period following the so-called 'gender crisis' of the eleventh century up to Joan of Arc's role
in the Hundred Years War. The ramifications of specific historical events that have become a focus for women's
history such as the Norman Conquest and the Black Death will also be considered as case studies.
Indicative Reading
Gendering the Middle Ages, eds Pauline Stafford and Anneke B. Mulder-Bakker, (Oxford, 2001). [305.40902
GEN] 1 week and short loan
Hadley, Dawn, Masculinity in Medieval Europe (London, 1999)[305.310940902 MAS] 1 week and short loan
Jewell, Helen M. Women in Late Medieval and Reformation Europe 1200-1550 (European Culture & Society)
(Palgrave, 2006) [305.4090902 JEW]
Jewell, Helen M.Women in Dark Age and Early Medieval Europe C.500-1200 (European Culture & Society)
(Palgrave, 2006) [305.409409021 JEW]
Johns, Susan M. Noblewomen, Aristocracy and Power in the Twelfth Century Anglo-Norman Realm,
(Manchester, 2003) e-book
Karras, Ruth Mazo, From Boys to Men: Formations of Masculinity in Late Medieval Europe (Philadelphia, 2002)[
[305.310902 KAR] 1 week and short loan
Leyser, Henrietta, Medieval Women; A Social History of Women in England 450-1500, (London, 1995).
[305.420942 LEY]
Medieval Masculinities: Regarding Men in the Middle Ages, ed. Clare A. Lees, with Thelma Fenster and Jo Ann
McNamara, (Minneapolis, 1994) [305.310902 MED] Short loan
Shahar, Shulamith, The Fourth Estate: A History of Women in the Middle Ages, 2nd edition, (London, 1991).
[305.40902 SHA] 1 week and short loan
Assessment
100% Coursework
Reading the City
HIST31217
Year
Module Leader
Pre/Co/Post Requisites
MRN: 13397
Credit Points: 10
Duration:
First Half-
Stuart Burch
None
Overview and Aims of the Module
This module explores the built environment. It looks at statues, streets and squares as well as museums,
monuments and memorials in a range of cities. How can these be 'read'? What do they mean and why are they
there? How have they been used and misused? In what differing ways can urban environments be interpreted?
How does a city's past relate to its present? Using a range of techniques, methods and theoretical frameworks a
variety of urban landscapes will be evaluated and excavated.
Indicative Reading
Burch, S., 2008. 'A Norwegian grey zone: Knut Rød, Victor Lind and 'The crucial year, 1942''. Forum for Modern
Language Studies. vol 44 (2) , pp. 155-172;
Burch, S., 2008. 'An unfolding signifier: London's Baltic Exchange in Tallinn'. Journal of Baltic Studies, vol 39 (4) ,
pp. 451-473;
Burch, S. and Zander, U., 2008. 'Preoccupied by the past - the case of Estonia's Museum of Occupations'.
Scandia: Tidskrift för Historisk Forskning, vol 74 (2) , pp. 51-71;
Burch, S. and Smith, DJ., 2007. 'Empty spaces and the value of symbols: Estonia's 'war of monuments' from
another angle'. Europe-Asia Studies, vol 59 (6) , pp. 913-936;
Burch, S., 2005. 'The texture of heritage: a reading of the 750th anniversary of Stockholm'. International Journal
of Heritage Studies, vol 11 (3) , pp. 211-233;
Burch, S., 2002. 'Shaping symbolic space: Parliament Square, London as sacred site' in Angela Phelps (ed.), The
Construction of Built Heritage: a north European perspective on politics, practices and outcomes (Ashgate).
Assessment
100% Essay
43
Britain, World War Two and Reconstruction 1939-1951
HIST33615
MRN: 20241 Credit Points: 10
Year
Module Leader
Nick Hayes
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module starts with the outbreak of war in 1939, and more particularly with the need to plan for the future and
to rebuild Britain. Reconstruction was important because of the severe damage inflicted by enemy action during
the war. But it was necessary, too, because many promises were made - many positive images of a
reconstructed Britain offered - by politicians, propagandists and the media about the kind of Britain for which we
were fighting. This was a 'People's War' - fought by, for and on behalf of the whole nation. There was talk, too, of
taking a new direction when building this 'New Jerusalem': of a reliance on planning and technocratic expertise; of
state intervention to replace the inefficiencies of markets and free enterprise; of the privileging of collectivism and
community over individuality; of building a new people's culture. The discourses of radicalisation, modernisation,
consensus, shortages and protest were all prominent as Britain fought and as we started to build a 'People's
Peace. This module offers a broad approach to how we fought, and why we fought.
Indicative Reading
A. Algate et al, Britain Can Take It: British Cinema in the Second World War (1994)
N Hayes et al, Millions Like Us? British Culture in the Second World War (1999)
S Nicholas, The Echo of War: Home Front Propaganda and the Wartime BBC (1996)
Paul Addison, The Road to 1945 (Jonathan Cape, 1977).
Angus Calder, The People's War: Britain 1939-1945 (Jonathan Cape, 1975).
Arthur Marwick(ed), Total War and Social Change (Macmillan, 1988).
Richard Overy, Why the Allies won (Jonathan Cape, 1995).
Assessment
100% Coursework
Rural Englands 1830-1900
HIST34215
Year
Module Leader
Pre/Co/Post Requisites
MRN: 3524
Credit Points: 10
Duration:
First Half-
Gary Moses
None
Overview and Aims of the Module
This module offers a detailed examination of English rural society in the nineteenth century. Its main concern is to
examine the changing nature of social relations in that period through the analysis of material, institutional and
cultural changes. Through this approach the module aims to provide students with a fresh perspective of the rural
past which explores the diversity of experience for rural communities in the nineteenth century. The module will
encourage students to engage with a variety of perspectives and evaluate them. Areas of study include: the
agricultural revolutions; riot and disorder; work and labour systems; religion and society; gender and youth.
Indicative Reading
B. Reay, Rural Englands, 2004
T. Wild, Village England, 2004
C. Rawding, The Lincolnshire Wolds in the Nineteenth Century, 2001
A. Howkins, Reshaping Rural England, 1991
N. Verdon, Rural Women Workers, 2002
G. Moses, Rural Moral Reform in Nineteenth-Century England 2007
Assessment
100% Coursework
44
The Great Divergence: Europe and Asia in World History circa 1492-1868
HIST39706
MRN: 2619 Credit Points: 20
Duration:
Year
Module Leader
Ian Inkster
Pre/Co/Post Requisites
First Half-
Overview and Aims of the Module
This course focuses upon the dramatic divergence of material and cultural experiences between Europe and Asia
in this period. How and why did Europe advance ahead? The module aims to introduce the important but
contentious thesis, associated with Frank and Pomeranz amongst others, which claims that such a great
divergence did not take place until some time after the Napoleonic Wars. By centring especially on the roles of
knowledge and technique in the development of the material world, and in comparing Europe with East Asia in
particular, the module seeks to introduce students to major problems of interpretation and to the fundamental
importance of the 18th century in world history.
In addition the module focuses on the notion of ecological crises at two levels. First, how did aboriginal or native
peoples respond to the encroachment of Western societies upon their environments? Second, how did the
response to ecological crises in the West and in China stimulate the great divergence of the world between poor
nations and rich nations? The course begins with the technological, commercial, political and cultural expansion
of Europe into the Americas and elsewhere and ends with the beginnings of the expansion of industrialising
Japan into Asia. The module, therefore, sets the scene for the major problems of the 20th and 21st centuries,
ranging from poverty in Africa and India to environmental problems in Europe, US and Japan.
Indicative Reading
David S. Landes, The Wealth and Poverty of Nations, London, 1998.
Geoffrey Blainey, A Short History of the World,
Fernand Braudel, A History of Civilizations, London, 1994 edit.
Eric Jones, Cultures Merging, Princeton, 2006.
Arnold Toynbee, Mankind and Mother Earth, London, 1976.
Steve Shapin, The Scientific Revolution, London, 1996.
Geoffrey Hayes, Beam Engines, Princes Risborough, 2003.
Gunder Frank, ReOrient, Berkeley, 1998.
Ken Pomeranz, The Great Divergence. China, Europe and the Making of the Modern World Economy, Princeton,
2000.
Pierre Lehmann, The Roots of Modern Japan, London, 1982
Ian Inkster, Science and Technology in History, London, 1991.
Joel Mokyr, The Lever of Riches: Technological Creativity and Economic Progress, New York, 1990.
Colin A Ronan, The Shorter Science and Civilisation in China, CUP Camb 1978.
Mark Elvin, The Retreat of the Elephants. An Environmental History of China, 2004.
Geoffrey Blainey, Triumph of the Nomads, 1982
Assessment
70% CWK
30% PHT
Death and Remembrance in late medieval and early modern Europe
HIST39915
MRN: 5096
Credit Points: 10
Duration:
Year
Module Leader
Kevin Gould
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
The module examines aspects of Death and Remembrance in late medieval and early modern Europe. It
explores broad themes such as causes of death, funerals, mourning and burial, intercession for the dead and
belief in the afterlife (heaven and hell, purgatory, ghosts and revenants), Catholic vs Protestant death, wills and
will-making, the 'good' death, and suicide and execution, in order to assess how contemporaries viewed dying,
how society responded to the death of its own, and how perceptions and practices changed as a result of major
crises such as plague, war, and religious ideology. That death occupied a powerful position within the psyche of
medieval and early modern folk is evident from its prominence within contemporary historical, literary and artistic
sources - one only has to note the profusion of surviving funereal monuments, church sculpture, religious imagery
and art and literature from the period to reinforce this point. The study of Death and Remembrance thus offers
45
historians valuable insights into how late medieval and early modern people lived their lives, what they believed,
how they organised their communities, and how status, power, gender and family structure permeated society.
Further, by employing comparative and interdisciplinary theories to study literary sources and art history
alongside historical texts, we can seek to understand whether popular and elite culture coincided or clashed when
dealing with death and the dying, the extent to which official teaching was forced to compete with traditional
beliefs and folktales, and the extent to which attitudes to death and remembrance changed over time, especially
in light of the Reformation.
Students taking this module will:
explore the 'cycle' of death in late medieval and early modern Europe, analyse contemporary attitudes towards
the dying, and explain why perceptions towards and practices concerning death and remembrance changed over
the period;
assess the social, political and cultural dimensions of death and remembrance to gain greater insights into the
beliefs, rituals and practices of late medieval and early modern society;
assess how plague, war, and religious change altered social, political and cultural attitudes to death and
remembrance;
engage with the rich historiographical debate surrounding death and remembrance, and gain an understanding of
the often radically different interpretations of events and concepts put forward by historians.
Indicative Reading
Ariès, P., Western Attitudes to Death (1974)
Aries, P. The Hour of Our Death (London, 1981)
Bassett, S. (ed), Death in Towns (1992)
Binski, P., Medieval Death: Ritual and Representation (1996)
Boase, T.S.R., Death in the Middle Ages (1972)
Cressy, D., Birth, Marriage & Death (1997)
Daniell, C., Death and Burial in Medieval England 1066-1550 (London, 1997)
Dubruck, E. and Gusick, B. (eds), Death and Dying in the Middle Ages (1999)
Gittings, C., Death, Burial and the Individual in Early Modern England (1984)
Gordon, B. and Marshall, P. (eds), The Place of the Dead: Death and Remembrance in Late Medieval and Early
Modern Europe (2000)
Houlbrooke, R., Death, Religion and the Family in England 1480-1750 (1998)
Jupp, P. and Gittings, C. (eds), Death in England: An Illustrated History (1999)
Llewellyn, N., The Art of Death (1991)
Marshall, P., Beliefs and the Dead in Reformation England (2002)
Taylor, JHM (ed), Dies Illa: Death in the Middle Ages (Liverpool, 1984)
Assessment
100% Coursework
International Relations
Homo Urbanus: Global Urban Security and Resilience
GLOB30119
MRN: 4967
Credit Points: 10
Year
Module Leader
Amanda Smith
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
In 2007 we entered a new era for humanity, an era of dominance for the species Homo Urbanus- whereby over
50% of the world's population became urban dwellers. The level of urbanization in recent decades is
unprecedented and ushers forward a plethora of socio-economic and political issues that must be addressed for
the well-being and safety of this new species and the planet. The rapid expansion of cities set alongside
processes of globalization has transformed the global landscape. It is predicted that all urbanization will occur in
developing world countries, with cities in the developed world either stabilising or contracting. This in turn brings
challenges for both the developed and developing world. In the developing world there is a distinct need to meet
basic needs such as shelter, food, sanitation and address vulnerability and instability/insecurity- particularly in
regards to crime- whilst also considering wider geopolitical processes and environmental concerns. Whilst in the
developed world there are challenges associated with global economic restructuring, insecurity, multi-culturalism,
sustainability and governance. All world cities have to respond to uncertainties, hazards and manage risk. There
is a need to become less vulnerable and more resilient and secure.
The aims of the module are to:
46
1. Explore contrasting theories, explanations and approaches to resilience and security.
2. Outline theoretical and global political economic aspects of resilience and security within global urban
environments.
3. Consider our responsibilities as a local, national and international citizen in the context of issues surrounding
urban resilience and securities.
Indicative Reading
Beall, J. & Fox, S. (2009) Cities and Development, Routledge: London.
Brenner, N. & Keil, R. eds. (2006) The Global Cities Reader, Routledge: London.
Coaffee, J. (2003) Terrorism, Risk and the City, Ashgate, Aldershot
Coaffee, J., Murkami-Wood, D and Rogers, P. (2008) The Everyday Resilience of the City, Palgrave/Macmillian
Drakakis-Smith, D. (2000) Third World Cities (second edition), Routledge, London.
Giradet, H (2008) Cities, People, Planet: urban development and climate change. Chichester, John Wiley.
Hardoy, JE; Mitlin, D & Satterthwaite, D. (2001) Environmental Problems in an urbanizing world, London,
Earthscan.
Linder, C. ed. (2009) Globalization, Violence, and the Visual Culture of Cities. Routledge, London.
McDonald, D (2009) World City Syndrome: Neoliberalism and Inequality in Cape Town. Routledge: London.
Pacione, M. (2009) Urban Geography: a global perspective (third edition), Routledge: London.
Pelling, M (2003) The Vulnerability of Cities: natural disasters and social reslience. London, Earthscan.
Rennie-Short, J (2004) Global Metropolitan: globalising cities in a capitalist world. Routledge: London.
Sassen, S. (2000) Cities in a World Economy, Sage: London.
Tortajada, C.; Varis, O; Biswas, A; & Lundqvist, J eds. (2009) Water Management in Megacities. Routledge:
London.
United Nations Human Settlements Programme (2007) Enhancing urban safety and security: global report on
human settlements. Earthscan, London.
Assessment
100% Coursework
International Relations of Northeast Asia
INTR31315
MRN: 20297 Credit Points: 10
Year
Module Leader
Virginie Grzelczyk
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module explores the increasingly complex question of identity in international relations. It asks how
individuals and social groups develop a sense of who they are, how they relate to others, how this affects their
sense of belonging to the state, nation or other collectivity, and the political significance of this sense of identity.
Aims of the module:
1) To develop an understanding of the distinction between the state and nation.
2) To analyse the importance of nationalist movements in both shaping and challenging the expanding state
system.
3) To explore questions of political identity in the context of nationalism, ethnicity, religion, race, class and gender.
4) To examine the complex relationship between political identities and allegiances, political movements and the
state system.
Indicative Reading
Krause. J. and Renwick, N. (eds), Identities in International Relations, Basingstoke: Macmillan, 1996.
Lapid, Y. and Kratochwil, F. (eds), The return of culture and identity in IR theory, Boulder & London: Lynne
Rienner, 1998.
Anderson, B. Imagined Communities, London: Verso, 1991, revised ed. 2006.
Niezen, R. A world beyond difference: cultural identity in the age of globalization, Oxford: Blackwell, 2004.
Assessment
100% CWK
47
States, Nationalisms and Identity
INTR32415
MRN: SPEC
Year
Module Leader
Sagarika Dutt
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
The International Relations of the Middle East and North Africa: Transformations and
Continuity.
INTR32517
MRN: 20313 Credit Points: 10
Duration:
First HalfYear
Module Leader
Imad El-Anis
Pre/Co/Post Requisites
None
Overview and Aims of the Module
This module explores the political economy of the Middle East and North Africa against the backdrop of the precolonial, colonial and post-independence history of the region. It also examines the basis of political and religious
identities and the nature of nationalism in order to develop an understanding of their implications for both state
and non-state actors. The themes of conflict, regional stability, peace, co-operation and development are
addressed throughout the module. This module also critically analyses the foreign policies of the region's states,
their relations with each other, the major world powers (superpowers) and the rest of the world. A further aim is to
develop an understanding of the nature of economic problems within the region and the position of the region
within the global economic system. It is also designed to be a student-led module in the sense that the formal
teaching provides you with a broad framework which introduces ideas and debates, but leaves you to pursue the
specific questions you want to follow both in your reading and your coursework, with the important proviso that
you attend classes and take part actively in the debates on and class analysis of module material.
Indicative Reading
Halliday, F., 2002, The Middle East in International Relations, Cambridge: Cambridge University Press.
Hinnebusch, R., 2003, The International Politics of the Middle East, Manchester: Manchester University Press.
Gelvin, l., 2007, The Modern Middle East: A History, Oxford: Oxford University Press.
Richards, A., and Waterbury, J., 2007, A Political Economy of the Middle East, Colorado: Westview Press.
Andersen , R., Seibert, R., and Wagner, J., 2006, Politics and Change in the Middle East: Sources of Conflict and
Accommodation, Fifth Edition, Prentice Hall.
Lewis, B., 2001, The Multiple Identities of the Middle East, New York: Pantheon Books.
Owen, R., 2000, State, Power and Politics in the Making of the Modern Middle East, 2nd Edition, London:
Routledge.
Fisk, R., 2006, The Great War for Civilisation: The Conquest of the Middle East, Clayes Ltd, St Ives Plc.
Brown, C., 2004, Diplomacy in the Middle East: the International Relations of Regional and Outside Powers,
London: L.B. Taurus& Co. Ltd.
Trimnell, E., 2007, Understanding the Middle East: History, Religion and the Clash of Cultures, London:
Beechmont Crest Publishing.
Assessment
100% Coursework
48
The International Relations of Sub-Saharan Africa
INTR32652
MRN:
Credit Points: 10
Year
Module Leader
Marie Gibert
Pre/Co/Post Requisites
Duration:
First Half-
Duration:
First Half-
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Italian
Contemporary Italy
ITAL30315
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2504
Credit Points: 10
Emanuela Cervato
None
Overview and Aims of the Module
This module focuses on some political and social issues, thus equipping you with an understanding of some
aspects of Italian culture and society. The module examines the impact of WW2 on the modern Italian state, and
assesses the impact of post-war reconstruction and the economic boom on Italian politics. The module will
critically evaluate a range of contemporary issues: Tangentopoli and Mani pulite, the birth of the Second
Republic, the media and the first Berlusconi government.
The module also aims to extend your knowledge of some aspects of current political and cultural dynamics in
Italy, to examine the interaction between political events and cultural expressions, and their mutual influence, and
to understand and evaluate contemporary Italian society. The module is delivered in Italian.
Indicative Reading
P. Ginsborg, L'Italia del tempo presente, Torino, Einaudi, 1998
S.Z. Koff and S.P. Koff, Italy. From the First to the Second Republic, London and New York, Routledge, 2000
D. Sassoon, Contemporary Italy. Politics, Economy and Society since 1945, London and New York, Longman,
1986
F. Spotts and T. Wieser, Italy. A Difficult Democracy, CUP, 1986
P.McCarthy, Italy since 1945, OUP, 2000
P.Ginsborg, Italy and its Discontents. Family, Civil Society, State: 1980-2001, New York, Palgrave & McMillan,
2003
S.Gundle and S.Parker (eds), The New Italian Republic. From the Fall of the Brlin Wall to Berlusconi,
Assessment
50% Coursework
50% Coursework
Linguistics
Psycholinguistics
LING30215
Year
Module Leader
Pre/Co/Post Requisites
MRN: 2686
Credit Points: 10
Natalie Braber
49
Duration:
First Half-
None
Overview and Aims of the Module
Overview
This module will allow students to look at language from a psychological perspective. This will relate the
psychology of language to theories of learning, mind and brain as well as dealing with particular aspects of
society and culture. By the end of this course, students will be aware of the central issues of psycholinguistic
research and will have an understanding of the various methodologies and experiments which have been carried
out within this field of study. Some of the topics which will be covered are those of language acquisition, language
processing, and language loss. Within these subjects it will be possible to view such processes under 'normal'
circumstances, as well as in cases where the language system has broken down (for example brain damage and
different types of dyslexia). Many of the topics which will be covered are those which we take for granted in our
everyday lives (how we manage to produce and understand coherent speech). This module will study how words,
sentences and discourse are represented and computed in the mind.
Aims
To increase students' knowledge of language in terms of: its nature and structure and acquisition.
To develop in students a critical and informed stance on language-related issues in relation to many
contemporary debates in Psycholinguistics
To encourage students to apply appropriate linguistic theories to data collected in real-life situations
Indicative Reading
Berko Gleason, J. & Bernstein Ratner, N. (eds) (1998) Psycholinguistics, 2nd edition. Wadsworth.
Carroll, D. (1999) The Psychology of Language, 3rd edition. Brooks/Cole.
Aitchison, J. (1998) The articulate mammal : An introduction to psycholinguistics, 4th edition. Routledge
Scovel, T. (1998) Psycholinguistics. Oxford University Press.
Steinberg, D. (1993) An introduction to psycholinguistics. Longman.
Assessment
100% Coursework
Media Discourse
LING31515
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20243 Credit Points: 10
Duration:
First Half-
Dean Hardman
None
Overview and Aims of the Module
This module will allow students to explore critically the written and spoken product of both print and broadcast
mass media. The module will begin by outlining the principals and methods of Critical Discourse Analysis and
Critical Linguistics. Subsequently, students will examine the workings of the media as an institution and explore
methods of media text production, such as how journalists select "stories" and the editing process. Students will
finally examine the relationship between Media discourse and Ideology.
Aims
To develop in students a critical and informed stance on the workings of the mass media
To acquaint students with the processes of media text production and consumption
To encourage students to apply linguistic theories critically to the analysis of media texts
To provide students with critical frameworks for the analysis of media discourse
Indicative Reading
Aitchison, J. & Lewis, D. (eds) (2003) New Media Language. London: Routledge.
Bell, A. (1991) The Language of News Media. Oxford: Blackwell.
Bell, A. & Garrett, P. (eds) (1998) Approaches to Media Discourse. Oxford: Blackwell.
Fairclough, N. (1995) Media Discourse. London: Edward Arnold.
Van Dijk, T. (1991) Racism and the Press. London: Routledge.
Wodak, R. & Meyer, M. (2001) Methods of Critical Discourse Analysis. London: Sage.
50
Assessment
100% CWK
Mandarin
Mandarin Language 3
MAND36618
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20245 Credit Points: 10
Duration:
First Half-
Hsiu-Chih Sheu
None
Overview and Aims of the Module
This core module builds on the previous years of language learning at NTU and in China by aiming to maximise
your fluency and accuracy in written and oral/aural Mandarin. Throughout the module, you will combine analysis
of important contemporary issues in Chinese society with further development of your communicative skills to
enable you to reach a high level of language proficiency.
The module will accordingly enable you to operate effectively in academic, professional and social contexts,
develop high level critical and analytical skills, and apply linguistic and socio-cultural awareness and research
skills to the analysis of contemporary written and aural documents.
Indicative Reading
Liu, Xun (2002) New Practical Chinese Reader (Book Five & Six). Beijing: Beijing Language and Cultural
University.
Contemporary Mandarin periodicals in printed and electronic versions;
Relevant web sites; monolingual and bilingual dictionaries.
Assessment
60% Coursework
40% Exam
Media
Post-Colonial Cinemas
MCLT32715
Year
Module Leader
Pre/Co/Post Requisites
MRN: 4982
Credit Points: 10
Duration:
First Half-
Patrick Williams
None
Overview and Aims of the Module
Post-colonial cinema represents arguably one of the most interesting and exciting, as well as one of the leastknown, areas of contemporary film production. This module provides an in-depth introduction to the frequently
neglected area of post-colonial cinema. A range of films by post-colonial film makers from around the world will
be screened and analysed in relation to relevant post-colonial theories and issues.
The main aims of the module are:
To introduce students to the range of films from the post-colonial world.
To equip students to analyse different post-colonial genres, cinematic forms and filmic texts.
To introduce students to the the theoretical debates specific to post-colonial culture.
To increase awareness of the varying historical contexts of filmic production in the post-colonial world.
To make students aware of the complex politics of production, exhibition and distribution in relation to postcolonial film.
Indicative Reading
51
Dabashi, Hamid (2007) Dreams of a nation: on Palestinian cinema, London: Verso
Gertz, Nurith & George Khleifi, (2008) Palestinian Cinema: landscape, trauma, memory, Illinois: Indiana UP
Murphy, D. and Williams, P. (2006) Post-Colonial African Cinemas. Manchester: Manchester University Press.
Naficy, Hamid (2001 ) An accented cinema: exilic and diasporic filmmaking, Princeton: Princeton UP
Pines, J. and Willemen, P. (eds) (1989) Questions of Third Cinema. London: BFI
Ukadike, F. (1994) Black African Cinema. Los Angeles: University of California Press.
Assessment
100% Essay
Lifestyle and Consumer Culture
MCLT33115
MRN: 3526 Credit Points: 10
Year
Module Leader
Joanne Hollows
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
Why is lifestyle such a key word in contemporary culture? Are our identities formed through consumer culture?
What shapes our consumption practices? How do we understand lifestyle media? This module addresses these
questions - and many others - in exploring key approaches to understanding lifestyle and consumer culture.
Students are introduced to key theoretical approaches to understanding lifestyle and consumer culture and
encouraged to evaluate these ideas by exploring examples and reflecting on their own experience.
The principal aims of the module are:
To develop an advanced and critical understanding of ways of theorizing and analyzing lifestyle and consumer
culture.
To enable students to apply and evaluate these approaches
To develop an advanced understanding of how lifestyle and consumption are situated within, and contribute to,
cultural hierarchies, cultural identities and social relations.
To encourage students to develop an understanding of theoretical approaches to the relationships between
industries, institutions, cultural forms and cultural practices.
To extend students' abilities to reflect critically on their own experience.
Indicative Reading
Ashley, B., Hollows, J., Jones, S. and Taylor, B. (2004) Food and Cultural Studies. London: Routledge.
Bell, D. and Hollows, J. (2005) Ordinary Lifestyles. Milton Keynes: Open University Press.
Feathersone, M. (1991) Consumer Culture and Postmodernism. London: Sage.
Hollows, J. (2008) Domestic Cultures. Maidenhead: Open University Press.
Lury, C. (1997) Consumer Culture. Oxford: Polity.
Slater, d. (1997) Consumer Culture and Modernity. Oxford: Polity.
Warde, A. (1997) Consumption, Food and Taste. London: Sage.
Assessment
100% Coursework
The Body and Popular Culture
MCLT33218
MRN:
Year
Module Leader
Ben Taylor
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
How is the body represented in popular culture? How might we understand and analyse the various meanings
surrounding the body across a range of media and cultural forms? This module sets out to explore these
questions. In recent years, there has been a growing literature on the body produced within cultural theory, media
studies and sociology. This module examines this literature, identifying the key theoretical approaches, historical
perspectives and critical issues which emerge from it. It interrogates the particular ways in which the body is
52
addressed and located within the broad field of popular culture, from fashion to sport, from adverts to
pornography.
The principal aims of the module are:
To introduce the key theoretical approaches and historical perspectives which inform a cultural analysis of the
body.
To explore a range of key issues (such as pleasure, social order, class, gender) which are central to such forms
of analysis.
To encourage a critical analysis of the various meanings of the body across a range of media and cultural forms.
Indicative Reading
Aaron, M. (ed.) (1999) The Body's Perilous Pleasures: dangerous desires and contemporary culture, Edinburgh:
Edinburgh University Press.
Entwistle, J. (2000) The Fashioned Body, Cambridge: Polity.
Fraser, M. and Greco, M. (eds) (2005) The Body: a reader, London: Routledge.
Hargreaves, J. and Vertinsky, P. (eds) (2007) Physical Culture, Power and the Body, London: Routledge.
Lupton, D. (1996) Food, the Body and the Self, London: Sage.
Nixon, S. (1996) Hard Looks: masculinity, spectatorship and contemporary consumption, London: UCL Press.
Scott, L. (2005) Fresh Lipstick: redressing fashion and feminism, New York: Palgrave Macmillan.
Shilling, C. (2003) The Body and Social Theory (2nd edn), London: Sage.
Turner, B.S. (1984) The Body and Society, Oxford: Blackwell.
Assessment
100% Essay
American Cinema since 1949: Margins and Mainstreams
MCLT33415
MRN: 20250 Credit Points: 10
Year
Module Leader
Dave Woods
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module will introduce the American (USA) cinema since 1949 to the present day 1949 is a key year in
American film history marking legislation, The Paramount Decree, that divested the Hollywood studios of their
control over the three areas of production, distribution and exhibition. This legislative move has been understood
as having a dramatic effect upon American cinema on a number of levels that have been summarised as the
Classical/Post-Classical debate. This module will examine the diverse landscape of American cinema since 1949
ranging from Hollywood blockbusters to marginal filmmaking.
Key areas of emphasis running through the module will be
The relationship between film form and ideology
The relationship between film, US politics and US history
The relationship between film and national identity
Critical debates and key approaches to American Cinema
Close examination of key directors and genres
Indicative Reading
James, D. E., (1989) Allegories of Cinema: American Film in the Sixties. Princeton: Princeton University Press.
Matlby, R., (2003) Hollywood Cinema. [2nd Edition]. Oxford: Blackwell.
Prince, S., (2000) A New Pot of Gold: Hollywood Under the Electronic Rainbow. Berkeley: University of California
Press.
Wood, R., (1986) Hollywood From Vietnam to Reagan. Berkeley: University of California Press.
Wyatt, J. & Holmund, C. eds., (2005) Contemporary Independent American Cinema. New York: Routledge.
Assessment
100% Coursework
American Television since 1950
MCLT34218
MRN: 4227 Credit Points: 10
Year
Module Leader
Gary Needham
53
Duration:
First Half-
Pre/Co/Post Requisites
None
Overview and Aims of the Module
The module American Television examines television as industry and text in American culture covering the postwar period from the 1950s, the emergence of the Classic Network Era, through to the Post-Network era of digital
television. Placing American television in its historical, industrial and cultural context, American Television
emphasizes the formal and aesthetic properties of American television texts, the organization and history of
Network television (for example NBC) and Cable television (for example HBO), and the ideological role that
television plays in shaping the meanings of American-ness and more generally in shaping television itself.
The principal aims of the module are:
To introduce key ideas informing the study of American television.
To introduce a range of key American television programmes from different periods, aesthetic traditions and
genres.
To introduce students to advanced methods of analysis specific to the study of television.
To establish an awareness of the difference between, and histories of, the Networks and the Cable television
industries.
To explore the history of American television as a cultural, aesthetic and ideological institution.
Indicative Reading
Banet-Weiser, Janet et al. eds. (2007) Cable Visions: Television Beyond Broadcasting. New York University
Press.
Feuer, J (1995) Seeing Through the Eighties: Television and Reaganism, Duke University Press.
Gomery Douglas (2008) A History of Broadcasting in the United States. Blackwell.
Hilmes, Michele ed. (2007) NBC: America's Network. University of California Press.
Haralovich, Mary Beth & Lauren Rabinovitz (1999) Television, History, and American Culture: Feminist Critical
Essays, Duke University Press.
Spigel, L (1992) Make Room for TV: Television and the Family Ideal in Postwar America, University of Chicago
Press.
Spigel, L and M Curtin eds. (1997) The Revolution Wasn't Televised: Sixties Television and Social Conflict,
Routledge.
Assessment
100% Essay
Cultural Policy
MCLT34815
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20252
Credit Points: 10
Duration:
First Half-
Ben Taylor
None
Overview and Aims of the Module
In recent years, the discipline of media and cultural studies has increasingly explored the various institutions
through which cultural policy is made and exercised. This module will introduce students to a range of critical and
ideological debates within this field of study, and will examine some of the key institutions within which policies
relating to film, television, the visual arts, heritage and other creative industries are determined. The key
questions the module explores thus include the following: what is cultural value? How important are the cultural
and creative industries? To what extent can cultural policy be used to address social exclusion? Is censorship
acceptable?
The principal aims of the module are:
To introduce the key critical and ideological debates which inform the study of cultural policy.
To explore the manner in which these debates have been played out in relation to different institutions and
cultural practices.
To introduce students to the critical analysis of policy discourses and documents.
To establish an awareness of the local, national and international contexts of cultural policy-making.
To provide students with an awareness of potential careers within cultural policy-related fields.
Indicative Reading
54
Bennett, T. (1998) Culture: a reformer's science. London: Sage.
Hartley, J. (ed.) (2004) Creative Industries. Oxford: Blackwell.
Hesmondhalgh, D. (2002) The Cultural Industries. London: Sage.
Lewis, J. (1990) Art, culture and enterprise: the politics of art and the cultural industries. London: Routledge.
McGuigan, J. (2004) Rethinking Cultural Policy. Milton Keynes: Open University Press.
McGuigan, J. (1996) Culture and the Public Sphere. London: Routledge.
Leiws, J. and Miller, T. (eds) (2003) Critical Cultural Policy Studies: A Reader, Oxford: Blackwell.
Stevenson, N. (2003) Culture and Citizenship: Cosmopolitan Questions, Maidenhead: Open University Press.
Assessment
70% discussion board contributions
30% essay
Philosophy
Wittgenstein and Heidegger
PHIL30218
MRN: 20257
Year
Module Leader
Neil Turnbull
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
Duration:
First Half-
Duration:
First Half-
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Contemporary French Thought
PHIL30519
MRN: 20260 Credit Points: 10
Year
Module Leader
Patrick O’Connor
Pre/Co/Post Requisites
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To beo confirmed
Assessment
To be confirmed
Philosophy of Science and Technology
PHIL30618
MRN: 20271
Year
Module Leader
Neil Turnbull
Pre/Co/Post Requisites
Credit Points: 10
None
Overview and Aims of the Module
55
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Philosophy and Everyday Life II: Emotion, Virtue and the Significance of the Past
PHIL30818
MRN: 20262 Credit Points: 10
Duration:
First HalfYear
Module Leader
Neil Turnbull
Pre/Co/Post Requisites
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
Philosophy and Film
PHIL31119
Year
Module Leader
Pre/Co/Post Requisites
MRN: 20264
Credit Points: 10
Duration:
First Half-
Ruth Griffin
None
Overview and Aims of the Module
This module aims to view film-philosophy via two interconnected perspectives. The first strand begins by
distinguishing between film and philosophy and philosophy of film. It approaches film as the bearer of
philosophical content, and analyses the ways in which film articulates and sometimes interrogates philosophical
ideas in a way which is arguably particular to the moving image. Themes for consideration include ethics;
ideology; justice; politics; emotion, and the ways in which these intersect with lived experience via the ubiquitous
medium of film.
The emphasis then shifts to philosophy of film, taking film as a philosophical, aesthetic object in its own right, one
which creates its own unique „film world‟. This strand begins by considering the philosophical problem of
mediation in relation to film texts: is “reality” inevitably mediated or can it be directly perceived? What can the
mediating process of film viewing tell us about viewer perception? It then turns to recent developments in the
academic field of film-philosophy, such as the death of Grand Theory, oppositions between continental
Philosophy, analytical approaches, deconstruction, and phenomenology, and how these theories might be applied
to a wide spectrum of film texts.
The overall aim of the module is to highlight the specificity of the film medium and its relationship with philosophy
in terms of mediating processes, transmitter of philosophical material and also as an aesthetic object which has a
perhaps unique contribution to make to current debates in philosophy and everyday life.
Indicative Reading
Richard Allen & Murray Smith, eds., Film Theory and Philosophy (Oxford: Clarendon Press, 1997)
Coleman, F. ed. Film Theory and Philosophy: the key thinkers (Durham: Acumen, 2009)
Gregory Currie, Image and Mind: Film, Philosophy and Cognitive Science (Cambridge: Cambridge University
Press, 1995)
Giles Deleuze, Cinema 1: The Movement-Image (Minneapolis: Athlone, 1986)
Giles Deleuze, Cinema 2: The Time-Image (London: Athlone, 1989)
Christopher Falzon, Philosophy Goes to the Movies (London: Routledge, 2002)
Flaxman, G. The Brain is the Screen (Minn: University of Minneapolis Press, 2000)
Frampton, D. 2006. Filmosophy. London: Wallflower
56
Mullarkey, J. Philosophy and the Moving Image: Refractions of Reality (London: Palgrave Macmillan, 2010)
Carl Plantinga & Greg Smith, eds., Passionate Views: Film, Cognition and Emotion (Baltimore: John Hopkins
University Press, 1999)
Paul Virilio, War and cinema: The logistics of perception (London: Verso, 1989)
Thomas E. Wartenburg & Angela Curran, eds., The Philosophy of Film: Introductory Texts and Readings (Oxford:
Blackwell, 2005)
Assessment
100% Essay
Social Theory
Humanity in the Natural World
SOCT31015
MRN: 4203
Year
Module Leader
David Kidner
Pre/Co/Post Requisites
Credit Points: 10
Duration:
First Half-
None
Overview and Aims of the Module
This module helps you to look at the relation between humanity and nature from psychological, cultural, and
historical perspectives. You will examine questions such as: Is industrial civilisation simply an extension of
nature? Is the 'environmental crisis' a symptom of a deeper alienation from the natural world? Are current social
and psychological problems related to environmental destruction? You will also consider whether capitalism and
technology are inherently destructive to nature, and will assess the possibility of 'greening' industrial civilisation.
You will be encouraged to explore several possible avenues towards a healthier world, including ecofeminism,
deep ecology, and animal liberation; and to investigate the ethical beliefs and practices of groups such as
Greenpeace and the Sea Shepherds who aim to protect wilderness and wild creatures. Finally, you will study
possible future scenarios for nature and its human and nonhuman inhabitants.
Indicative Reading
Hay, P. (2002) A Companion to Environmental Thought. Edinburgh: Edinburgh University Press.
Hardin, G. (1993) Living Within Limits. Oxford: Oxford University Press.
Leopold, A. (1949) A Sand County Almanac. Oxford: Oxford University Press.
Plumwood, V. (1993) Feminism and the Mastery of Nature. London: Routledge.
Romanyshyn, R.R. (1989) Technology as Symptom and Dream. London: Routledge.
Ingold, T. (2000). The Perception of the Environment: Essays in Livelihood, Dwelling, and Skill. London:
Routledge.
Assessment
100% Coursework
Challenging Psychology: Contemporary Controversies in Critical Psychology
SOCT32019
MRN: 4819
Credit Points: 10
Duration:
Year
Module Leader
David Kidner
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
Over the last hundred years, psychology has played a central role in shaping our world, our experience and our
very notions of who we are. The judgements of clinical psychologists and psychotherapists have become our
definitions of normality, and are used on chat shows as much as in the consulting room. Psychometric tests are
now a routine part of many job interviews. Psychoanalysis has been used to influence people through
advertisements. Cognitive psychologists are now involved in the design of smart machines, many of which have a
military function. Our preferences, consumer choices, and browsing histories are now monitored and stored in
databases, so that advertising can target specific groups. Industrial psychologists are working to make factories
57
more productive and supermarket malls more seductive.
This suggests that psychology plays a powerful role not only in understanding people, but also in defining,
influencing, and controlling us. Psychology has traditionally understood itself in neutral terms as a science that
describes reality, rather than creating it; but critical psychologists suggest that behind the neutral face of the
discipline lies a tendency to work hand-in-hand with the exploitative dimensions of the modern world,
emphasising economic 'progress' rather than human well-being.
Among the issues we may consider are:
o Can psychological experiments tell us anything useful about 'human nature'?
o How does psychology frustrate political awareness and involvement?
o Does psychology just study individual subjects or create them?
o How is well-being weakened by psychological assumptions?
o To what extent is 'mental illness' an individual problem??
o Is psychiatry a form of social control?
o How does a focus on the individual sap individual fulfilment?
o To what extent has psychology become the servant of economic interests?
Indicative Reading
Foucault, M. (1991) Discipine and Punish: The Birth of the Prison. London: Penguin.
Herman, E. S. and Chomsky, N. (1994) Manufacturing Consent: The Political Economy of the Mass Media.
London: Vintage.
Smail, D. (2004) Power, Interest, and Psychology: Elements of a Social Materialist Understanding of Distress.
Ross-on-Wye: PCCS Books.
Sampson, E.E. (1983) Justice and the Critique of Pure Psychology. New York: Plenum
Szasz, T. (1974) The Myth of Mental Illness. New York: Harper & Row.
Tuffin, K. (2004) Understanding Critical Social Psychology. London: Sage
Assessment
100% CWK
Spanish
Contemporary Latin American Society
SPAN30705
MRN: 1892
Credit Points: 20
Module Leader
Neil Hughes
Pre/Co/Post Requisites
Duration:
First Half-Year
Overview and Aims of the Module
This is an optional final year module that focuses on economic, social and political change in Latin America. Its
main emphasis is on the impact of neoliberal restructuring in the region since the mid 1970s. Over the course of
the module we will also look at the fact that restructuring coincided with the transition from authoritarian to
democratic governance in the region. In the module we will critically appraise these economic and political
processes to determine to what extent they have been successful in promoting development and citizenship
across Latin America. The module is delivered in Spanish. Assessment is by coursework and examination. The
module aims to:
Critically evaluate the political and economic frameworks within which social relations have developed in Latin
America since the mid 1970s
Extend your knowledge of the key actors and institutions shaping socio-economic realities within the region
Develop your ability to manipulate the critical concepts necessary for this purpose
Indicative Reading
Crabtree, J. Patterns of Protest: Politics and Social Movements in Bolivia, London, LAB, 2005
Gwynne, R and Cristóbal, K. Latin America Transformed: Globalisation and Modernity, London, Arnold, 1999
Munk, R. Contemporary Latin America, Basingstoke, Palgrave, 2003
Veltmeyer, H, Petras, J and Vieux, Steve Neoliberalism and Class Conflict in Latin America, Macmillan,
Basingstoke, 1997
Assessment
50% CW
50% Exam
58
Translation and Interpreting
SPAN30815
MRN: 3795 Credit Points: 10
Year
Module Leader
Ronan Fitzsimons
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module aims to introduce you to some basic techniques in translation and interpreting, simulating real,
practical texts and situations. The module will give you an indication of what professional translation and
interpreting entail, and will equip you with the skills to undertake translation and interpreting tasks; it will expose
you to a range of theoretical and practical issues associated with the successful accomplishment of such tasks; it
will also offer some practical preparation for subsequent employment by developing skills which are actively
sought by employers.
Indicative Reading
Not applicable
Assessment
100% CWK
Culture and Society in Twentieth Century Spain: Cinema, Music, Text.
SPAN30915
MRN: 20266 Credit Points: 10
Duration:
Year
Module Leader
Mercedes Carbayo-Abengozar
Pre/Co/Post Requisites
First Half-
None
Overview and Aims of the Module
This module focuses particularly on cultural, but also on social and political issues in twentieth century Spain. Its
main emphasis is on the impact that cultural processes have had on the creation of Spanish identities. It aims to
develop and supplement concepts raised in the level two module in Spanish Cultural Studies but can be taken
independently. The module will focus on the representation of gender and the nation in different cultural texts
throughout the 20th century. In terms of teaching, a student-led approach is adopted with topics mostly introduced
by student presentations followed by student-led debates. Presentation themes will be agreed in negotiation with
the tutor, though they will come under the more general conceptual framework of identities and identity formation.
The module is delivered in Spanish. The module aims to:
Provide critical understanding of the ways in which Spanish cultural products
Portray, reflect and influence the formation of gender and national identities
Examine the relations between culture, power and nation building
Examine representations of the nation in modern Spanish culture and relate these representations to the
appropriate Spanish social, historical, political and economic contexts.
Introduce and analyse relevant cultural theory
Develop ability to work autonomously with a special emphasis given to research and student-led debate.
Indicative Reading
Graham, H. and Labanyi, J. (eds.) Spanish Cultural Studies. An Introduction Oxford: Oxford University Press,
1995
Jordan, B. and Morgan-Tamosunas, R. (eds.) Contemporary Spanish Cultural Studies London: Arnold, 2000
Eamoun, Rodgers (ed.) Encyclopedia of Contemporary Spanish Culture London: Routledge, 1999
Hall, S. Representation. Cultural Representations and Signifying practices, London: Sage, 1997
Assessment
100% Coursework
59
YEAR LONG MODULES
The modules listed below on pages 60 – 122 are available to Year Long
Exchange Students, please note that these modules may either run in the first
half of the year, the second half of the year, or over the full year.
Year Long students are also able to take University Language Programme
modules which are listed on pages 123 – 125.
Level One
English
Foundations of Literary Studies
ENGL11411
Module Leader
Pre/Co/Post Requisites
MRN: 14352 Credit Points: 40
Dan Cordle & Peter Smith
Duration:
Year Long
None
Overview and Aims of the Module
This module provides a foundation for degree-level literary studies. Taken by most students studying English as
part of their degree programmes, it establishes a solid base on which all further literary study can build. It has two
main emphases: subject knowledge and professional scholarly conduct.
In pursuit of the first, students are introduced to some carefully selected texts in order to open up issues, and
develop skills, vital to the study of English. The exact range of texts will vary from year to year but, so that
students build up a picture of some of the breadth and depth of literature, it is likely to include material from a
range of literary periods.
In studying this literature students begin an exploration of key literary issues, and reading techniques, that they
will develop at levels two and three. This might include, for instance, an interrogation of ideas of literary and
canonical „value,‟ and the way in which the subtleties of textual meaning can be revealed by attentive, close
reading. The module also introduce students to a range of critical and theoretical approaches (this might include,
for instance, liberal humanism, feminism, structuralism, queer theory, Marxism, postcolonialism, ecocriticism and
psychoanalysis) through which they are encouraged both to understand the perspectives on texts that such
approaches open up, and to use them to reflect critically on their own reading practices.
The second emphasis of the module, professional scholarly conduct, is developed through practical tasks related
to the subject content. Students reflect on their own contribution to seminars and that of their peers, are guided
through the processes of reading, research and reflection involved in the development of their own critically
informed voices, and are given a grounding in the professional presentation of written work.
The learning journal assessment is particularly designed to train students in the subject (e.g. attentive reading)
and study skills (e.g. research; editing; time management) that they will need to adopt as a matter of course in
order to be successful at higher levels of study. As well as being an evaluative assessment, it is also structured
to be formative, building toward – and preparing students for – the essay and exam.
When students finish the module they will have a grasp of key subject knowledge. They will also have
participated in scholarly debates, begun to develop the research skills they need for their degrees and learnt how
to lay out written work appropriately.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. You will be informed of the required and
recommended reading when the module starts.
Barry, Peter, Beginning Theory (Manchester: Manchester University Press, 2002)
Eliot, George, Silas Marner (London: Wordsworth, 1994)
Heaney, Seamus (trans.), Beowulf (London: Faber, 1999)
Pope, Rob, The English Studies Book (London: Routledge, 2002)
60
Shakespeare, William (ed. Cyrus Hoy), Hamlet (New York: Norton, 1992)
Woolf, Virginia, A Room of One‟s Own (London: Penguin, 2002)
Assessment
30% LOG
35% ESY
35% EXM
American Literature: Writing Self and Nation
ENGL11712
MRN: 19511 Credit Points: 20
Module Leader
Phil Leonard
Pre/Co/Post Requisites
Duration:
Year Long
Duration:
Year Long
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
European Studies
Introduction to European Cinema and Cultural Studies
EURO11205
MRN: 1769 Credit Points: 20
Module Leader
Jean-Pierre Boule
Pre/Co/Post Requisites
None
Overview and Aims of the Module
The great works of European culture are generally seen as a source of great national and continental pride, and
part of a narrative of constant progress in European civilisation. In this module, you will engage critically with this
perception by looking at a wide range of cultural works - from the 20th century to the present day - both in terms
of the exercise of power and of resistance to it. What role does culture play in the formation and renegotiation of
national consciousness? How does culture engage with the dark places in national and European histories? How
is it used both to stimulate and to close off our critical faculties?
Indicative Reading
Renoir, J. (dir.). The Great Illusion. 1937.
Riefenstahl, L. (dir.). The triumph of the will. 1934.
Salvatore, G. (dir.) Mediterraneo. 1992.
Schlink, B. The Reader. London: Phoenix. 1997.
Verhoeven, M. (dir.). The Nasty Girl. 1989.
Assessment
To be confirmed
Introduction to European Studies
EURO11411
MRN: 15859 Credit Points: 40
Module Leader
Ruth Crawford
Pre/Co/Post Requisites
None
61
Duration:
Year Long
Overview and Aims of the Module
This module provides you with an introduction to European Studies. Building up on a week by week basis, you
will examining the meaning of Europe as a historical, geographical, political and cultural entity, exploring
questions concerning European identity. We will engage with debates such as Where is Europe? Is there a
common European culture and heritage? Can we talk of a „European identity‟? How does it relate to national
identities? How has the idea of Europe changed over time? How does it relate to a series of „others‟, such as
Islam, or the United States?
The module therefore aims to introduce you to ideas and ideologies about Europe and Europeanness, to the
historical, social and political forces that have shaped European internal and external dynamics, and serves as
the basis for further study of the interdisciplinary discourses about social relations and practices in and across
Europe.
Students studying European Studies as a main subject must take this module.
Indicative Reading
Sakwa, R. and Stevens, A. (eds) Contemporary Europe. Basingstoke: Macmillan. 2000.
Wilson, K and van der Dussen, J. (eds) The History of the Idea of Europe. London: Routledge. 1995.
Shelley, M. and Winck, M. (eds) Aspects of European Cultural Diversity. London: Routledge. 1997.
Mikkeli, H. Europe as an Idea and Identity. Basingstoke: Macmillan. 1998
Wintle, M. (ed) Culture and Identity in Europe. Avebury 1996
Delanty, G. Inventing Europe: Idea, Identity, Reality. Basingstoke: Macmillan. 1995
Dunkerley, D. and Hodgson et al Changing Europe: Identities, Nations and Citizens. London and New York:
Routledge. 2002.
Assessment
50% CWK
50% EXM
Global Studies
Foundations in Global Studies
GLOB10108
MRN: 4381 Credit Points: 40
Module Leader
Clare Newstead
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
The primary aims of this introductory module are two-fold: first, to introduce you to the principle themes and
concepts of Global Studies; and second, to expose you to the various disciplinary perspectives you will engage as
you study and learn about global processes, relationships and experiences.
While the focus of the module is on 'the global' particular emphasis is placed on the significance of local histories
and geographies as shaping the contexts through which different understandings and experiences of the global
are produced. A key question driving study in the module is, therefore, how we might understand the
relationships between the local and the global and in turn, how different locals are connected.
The module begins by raising questions about what is meant by a 'globalised world'. Is it a term that can be
applied to other historical contexts? What, if anything, makes contemporary 'globalisation' distinct? Drawing on
interdisciplinary perspectives, you will study the broad economic, cultural, technological and political processes
driving global integration, considering in particular how these processes help us understand how different places
have become more deeply globally integrated. This will form a key foundation for later work in the subject where
you will be asked to consider how research in different localities and communities can be used to explore global
processes and develop global understandings.
Although this module is concerned with global connectedness it challenges you to think about shared crosscultural experiences (for example of music, food or clothing) without simultaneously assuming this means
everyone is becoming the same. You will be asked to consider the extent to which global processes are
'Western' but also to heighten your awareness to other ideas about 'the global' and to the specific ways
individuals and groups engage with global trends in different cultures and times. So, for example, we might
discuss how the World Bank, in trying to 'lift people out of poverty', actually inducts them into poverty by
62
introducing a cash economy. Similarly, we might consider how a forest treasured by indigenous peoples as a
sacred space might be commodified in a global economy.
A significant point of entry into these issues will be our own experiences of globalisation as consumers, tourists,
neighbours in multi-cultural communities and as future workers. We will therefore approach conceptual
frameworks through a range of 'global issues', which may include the environment, immigration, travel, food,
financial crises, war and the city. Using case studies and, where appropriate, first hand experiences, you will
explore these issues to practice integrating the approaches used by historians, geographers, cultural theorists,
psychologists and others, while also developing your knowledge of the varied ways political, economic and sociocultural processes are interrelated.
Indicative Reading
Klein, N. (2008) The Shock Doctrine: The Rise of Disaster Capitalism, Picador
Barnett, C., Robinson, J. and Rose, G. (2008) Geographies of Globalisation: A Demanding World (Sage
Publications Inc)
Massey, D. 'A Global Sense of Place' Marxism Today in 1991, June 24-29.
Cook, I. (2004) "Follow the Thing: Papaya", Antipode, Volume 36, Number 4, September 2004, pp. 642-664(23)
Choudhury, M. (2003) The Islamic World-System: A Study in the Polity-Market Interaction, London: Routledge
Curzon
Lechner, F. J. and Boli, J. (2008) The Globalization Reader, 3rd ed. ,NY: Blackwell
Kelts, R. (2007) Japanamerica: How Japanese Pop Culture Has Invaded the U.S, New York: Palgrave
Assessment
20% Quizzes
30% Coursework
50% Coursework
Issues in Intercultural Communication
GLOB10212
MRN: 19619 Credit Points: 20
Module Leader
Donna Humphrey
Pre/Co/Post Requisites
Duration:
Year Long
Duration:
Year Long
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
International Relations
Foundations and Challenges to International Relations
INTR10505
MRN: 1821 Credit Points: 40
Module Leader
Marie Gibert / Imad El-Anis
Pre/Co/Post Requisites
None
Overview and Aims of the Module
1) To provide a background in the conceptual and historical areas necessary for understanding the dynamic
nature of contemporary international relations.
2) To explain in detail the historical roots and 20th century manifestations of realist and liberal traditions in IR.
3) To provide clear understanding of realist and liberal core assumptions concerning human nature, conflict,
cooperation, the role of the state, war and economics.
4) To explain the difference between traditional and critical approaches to the study of International Relations.
5) To examine the development of structuralist / post-structuralist and post-modern perspectives that emphasise
63
the importance of social, societal, cultural and aesthetic factors rather than the state.
6) To facilitate an understanding of the actual practices of resistances to orthodoxy embodied in social
movements, popular direct action and aesthetic-cultural forms of representation.
Indicative Reading
Almond, G. A. et al. (2010), Comparative Politics Today: a World View, 9th edition, New York: Pearson.
Baylis, J., Smith, S. and Owens, P. (2008), The Globalization of World Politics: An Introduction to International
Relations, 4th edition, Oxford: Oxford University Press.
Brown, C. and Ainley, K. (2005), Understanding International Relations, 3rd edition, Basingstoke: Palgrave.
Burchill, S. et al. (2009), Theories of International Relations, 4th edition, Basingstoke: Macmillan.
Camilleri, J.A. and Falk, J. (1992), The End of Sovereignty?, Aldershot: Edward Elgar.
Connor, S. (1997), Postmodernist Culture: An Introduction to Theories of the Contemporary, Oxford: Blackwell.
Edkins, J. and Zehfuss, M. (eds.), (2009), Global Politics: a New Introduction, New York: Routledge.
George, J. (1994), Discourses of Global Politics, Boulder CO: Lynne Rienner.
Goldstein, J. S. and Pevehouse, J. C. (2006), International Relations, 3rd edition, New York: Pearson.
Halliday, F. (1994), Rethinking International Relations, Basingstoke: Macmillan.
Harvey, D. (1990), The Condition of Postmodernity, Oxford: Blackwell.
Hobsbawm, E. (1994), The Age of Extremes, Harmondsworth: Penguin.
Jackson, R. and Sorenson, G. (2006), Introduction to International Relations: Theories and Approaches, 3rd
edition, Oxford: Open University Press.
Kegley, C.W. and Wittkopf, E.R. (2007), World Politics: Trend and Transformation, 11th edition, New York: St
Martin's Press.
Peterson, V. S. and Sisson Runyan, A. (1999), Global Gender Issues, 2nd edition, Oxford: Westview Press.
Pettiford, L. and Harding, D. (2003), Terrorism: The New World War, London: Acturus.
Rogers, P. (2002), Losing Control: Global Security in the Twenty-First Century, London: Pluto Press.
Steans, J., Pettiford, L., Diez, T. and El-Anis, I. (2010), An Introduction to International Relations Theory:
Perspectives and Themes, 3rd Edition, Harlow: Pearson Longmans.
Assessment
50% CWK
25% PRS
25% EXM
Linguistics
Introduction to Language and Linguistics
LING10105
MRN: 1848
Module Leader
Liz Morrish
Pre/Co/Post Requisites
Credit Points: 40
Duration:
Year Long
None
Overview and Aims of the Module
This module will raise some of the questions that make language one of the most fascinating subjects in the
humanities. How is language structured on its various levels of sound, grammar and meaning ? How do we
manage to manipulate language so powerfully in our everyday encounters, spanning functions which range from
seduction to giving evidence in court? How does language function ideologically? How are stigmatized groups
represented in language? It is language that defines us as human, but quite how does it differentiate us from
other animals? This module will give students the opportunity to explore these questions and apply linguistic
theory to language found in everyday life. This module is a Core Module for Joint Honours students, and a
prerequisite for taking Linguistics modules at Level 2 and Level 3.
Aims
To increase students' knowledge of language in terms of its power, its structure and its effects.
To provide students with the theoretical frameworks and practical skills for linguistic description and analysis.
To engage students in the process of linguistic description
Indicative Reading
Crystal, D. (2004). Rediscover Grammar. Third Edition. Pearson Education
Cook, V. (1997) Inside Language. London: Arnold
Fromkin, V., Rodman, R., and Hyams, N. (2003) 7th Ed. An Introduction to Language. Boston, MA: Heinle
Assessment
64
50% Class test
50% Examination
Exploring English Language
LING10205
MRN: 1849
Credit Points: 20
Module Leader
Louise Cummings & Dean Hardman
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
This module will explore the English language from the point of view of its structure, its history and its unique role
today as a global language. In the first half of the module, students will be introduced to the grammatical structure
of English. Students will become familiar with word classes (nouns, verbs, determiners, etc.), phrases, clauses
and sentence types. Students will learn how to represent the grammatical structure of English sentences in tree
diagrams. We will also examine current theoretical approaches to grammar. In the second half of the module, we
shall explore the history of the language from Old English, through Middle and Early Modern English, to Present
Day English. This will involve investigating language change and language variation brought about by invasions
(e.g. Romans, Saxons, Normans), new technologies (e.g. writing, printing, computer, mobile phones), and by the
spread of English across the globe (e.g. US, New Zealand, Nigeria). We shall also discuss ideologies of language
(e.g. purism, descriptivism, prescriptivism) in relation to linguistic evidence.
Aims
To increase students' knowledge of English language in terms of its nature and structure, its history and
variability, its use and effects, and the social and cultural contexts in which it operates
To develop in students a critical and informed stance on language-related issues in relation to many
contemporary debates
To encourage students to become independent learners
Indicative Reading
Aitchison, J. (2000). Language Change: Process or Decay? Third Edition. London: Fontana.
Börjars, K. & Burridge, K. (2001). Introducing English Grammar. London: Arnold.
Crystal, D. (2004). Rediscover Grammar. Third Edition. Essex: Pearson.
Crystal, D. (2005). The Stories of English. Harmondsworth: Penguin.
Graddol, D., Leith, D. & Swann, J. (eds.) (1996). English: History, Diversity and Change. London: Routledge.
Hurford, J.R. (1994). Grammar: A Student's Guide. Cambridge: Cambridge University Press
Assessment
50% Class Test
50% Exam
Politics
Introducing Politics
POLS10111
Module Leader
Pre/Co/Post Requisites
MRN: 14382
Rick Simon
Credit Points: 40
Duration:
Year Long
None
Overview and Aims of the Module
1. Explain the centrality of power to the study of Politics
2. Develop basic vocabulary associated with the study of politics
3. Identify significant political actors in the political/government systems of the UK, their role and their functions
4. Explain the nature of the United Kingdom as a political unit
5. Explain core concepts and values associated with, and the historical development of, a range of political
ideologies
6. Identify key thinkers associated with each ideology
Indicative Reading
65
Garnett, M & Lynch, P (2009) Exploring British Politics (2nd edition) Pearson
Jones, B. & Norton, P. eds, (2010) Politics UK (7th edition) Pearson Longman
Dunleavy, P. et al (eds.) (2006) Developments in British politics 8 Macmillan
A. Heywood (2007) Political Ideologies: An Introduction (4th Edition) Macmillan
A. Vincent (2009) Modern Political Ideologies (3rd Edition) Blackwell
Assessment
60% ESY
40% EXM
Teaching English to Speakers of Other Languages
Introduction to TESOL
TESL10212
Module Leader
Pre/Co/Post Requisites
MRN: 20274
Credit Points: 20
Duration:
Year Long
Duration:
Year Long
None
Overview and Aims of the Module
To be confirmed
Indicative Reading
To be confirmed
Assessment
To be confirmed
LEVEL TWO
English
Twentieth Century Texts: Revolution of the Word?
ENGL21005
MRN: 1902 Credit Points: 40
Module Leader
Anna Ball
Pre/Co/Post Requisites
Overview and Aims of the Module
This module explores a series of key moments and movements that have animated literature and criticism in the
twentieth-century. It will enable an exploration of the historical and cultural contexts in which literary texts and
critical debates have arisen. Emphasis will be given to the debates around cultural resistance, revolution and
transformation, for example: World War I, feminism, anti-colonialism and technology. One objective of the module
is to develop the ability to read productively across a series of literary, cultural and theoretical texts located within
a particular moment or movement. Attention will be given to the diversity of aesthetic forms and the module aims
to encourage students to work across this range of texts and contexts in order both to synthesise their
understanding of twentieth century texts as well as to differentiate the claims and characteristics of particular
moments. The module also aims to develop the ability to relate textual readings to wider debates concerning the
question of identity.
Indicative Reading
66
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Joyce, James. Ulysses. Harmondsworth: Penguin, 1999
Kureishi, Hanif. The Buddha of Suburbia. London: Faber, 1990
Marquex, Garcia. One Hundred Years of Solitude. London: Vintage, 1989
Rushdie, Salman. Midnight's Children. London: Picador, 1982
Welsh, Irvine. Glue. London: Norton, 2001
Assessment
30% Coursework
70% Exam
Renaissance Literature, 1485-1660: Shakespeare and his Contemporaries
ENGL21508
MRN: 4230 Credit Points: 40
Duration:
Module Leader
Peter Smith
Pre/Co/Post Requisites
Year Long
Overview and Aims of the Module
This module is an introduction to the literature of the early modern period, or 'the English Renaissance', as it is
often known. It will allow students to develop an understanding of the cultural interactions between 'literature'
(especially, although not exclusively) drama and poetry, and the other cultural forms of a period marked by rapid
social change and uncertainty. Emphasis will be given to the ways in which literary texts participate in debates
such as those concerning colonialism, religious reform, 'class', race and gender, nation and ethnicity, selfhood,
political authority, and civil conflict. Attention will be paid to the diversity of literary forms in operation in the period,
and the module encourages students to undertake appropriate cultural and historical contextualisations of
Renaissance literature. The module also aims to promote an evaluation of the cultural context of the 'afterlives' of
Renaissance literary texts, particularly (though not exclusively) in filmic and theatrical performance, and in critical
theory.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated in room 173
Cerasano, S.P., ed. Renaissance Drama by Women: Texts and Documents. Routledge, 1996.
Dollimore and Sinfield, eds. Political Shakespeare. MUP, 1985.
Greenblatt, Stephen. Shakespearean Negotiations. Clarendon, 1988.
Marlowe, Christopher. The Complete Poems and Translations. Penguin, 2007.
Milton, John. The Major Works. Oxford, 2003.
Shakespeare, William. The Oxford Shakespeare. Oxford, 1986.
Spenser, Edmund. The Faerie Queene. Penguin, 2007.
Assessment
50% Coursework
50% Exam
Radical Recoveries (1650-1850)
ENGL22005
MRN: 1903 Credit Points: 40
Module Leader
David Worrall & John Goodridge
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module will introduce level two students to a range of writings from the 'long' eighteenth century period, with
a special emphasis on the recovery of marginalised writings such as labouring-class, radical and women's writing.
The trajectory of the module coincides with one of our primary research strengths in the English Division, and this
module is distinctive in aiming to encourage student research and skills development, and to emphasise the
diversity and range of radical and marginalised cultures during this period.
Overall aims of the module are:
To introduce students to the range of radical and emerging literary cultures in the long eighteenth century
67
To develop students' skills in investigating specific themes in a range of texts.
To enable students to explore new approaches to canonical and non-traditional materials.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
ANY EDITION OF THE FOLLOWING PRIMARY TEXTS
Defoe, Daniel. Moll Flanders (1722)
Gay, John. Beggar's Opera (1728)
Blake, William. America and Europe (1793-4)
Paine, Tom. Rights of Man (1791-2)
Lewis, The Monk (1796)
Radcliffe, Anne. The Italian (1797)
Austen, Jane. Northanger Abbey (1818)
Secondary texts:
Janowitz, Anne. Lyric and Labour in the Romantic Tradition. Cambridge: Cambridge University Press, 1998
McCalman, Iain. Radical Underworld. Cambridge: Clarendon, 1988
Moody, Jane. Illegitimate. Cambridge: Cambridge University Press, 2000
Assessment
50% CW
50% Exam
Black writing in Britain: nation and contestation
ENGL29505
MRN: 1906 Credit Points: 20
Module Leader
Abigail Ward
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module aims to examine a range of literary texts by black writers written in or about Britain from the 1948s
onwards. Engaging in discussions about what might constitute a black British literary canon or tradition, the
module aims to explore the kinds of pressures that the terms 'black' and 'British' have exerted on each other in the
context of social struggles and literary definitions, and to focus on the creative feedback that tensions between
these two categories has generated in a textual archive. Reading across a range of communities, genres and
contexts, the module will connect an examination of textual interventions and innovations to debates concerning
minority communities and national identity as they have evolved in the British post-war context.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Black Audio Film Collective, Handsworth Songs (1987).
Chadha, Gurinder, Bhaji on the Beach (1992)
Emecheta, Buchi, Second-Class Citizen (Oxford: Heinemann, 1994)
Levy, Andrea, Never Far From Nowhere (London: Review / Headline, 1996)
Newland, Courttia, Snakeskin (London: Abacus, 2002)
Phillips, Caryl, The Final Passage (LondonPicador, 1985)
Procter, James (ed) Writing Black Britain 1948-1998: an interdisciplinary anthology (Manchester University Press,
2000)
Selvon, Sam, Lonely Londoners (London: Longman, 1956)
Smith, Zadie, White Teeth. 2000 (London: Penguin, 2001)
Williams, Charlotte, Sugar and Slate (London: Planet, 2002)
Secondary Reading: Innes, Lyn, A History of Black and Asian Writing in Britain 1700-2000 (Cambridge University
Press, 2002)
Nasta, Susheila, Home Truths: Fictions of the South Asian Diaspora in Britain (Palgrave, 2002)
Procter, James, Dwelling Places: Postwar black British writing (Manchester University Press, 2003)
Stein, Mark, Black British Literature: Novels of Transformation (Ohio State University Press, 2004)
Sesay, Kadija (ed) Write Black, Write British: From Postcolonial to Black British Literature (London: Hansib, 2005)
Assessment
68
50% Essay
50% Exam
Reading Theory: History, Philosophy, Criticism
ENGL29605
MRN: 1907 Credit Points: 20
Module Leader
Phil Leonard
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
'Reading Theory' will survey the history of critical and theoretical responses to literature in British, European, and
US culture. It will explore the various ways in which writing has been conceived and understood, beginning with
some of the earliest philosophical arguments about the production, function, and interpretation of literary fiction
and moving towards the more recent rethinking of textuality in literary and cultural studies. This module will
consider the emphasis on aesthetic and evaluative assessments of literary significance in earlier literary critical
traditions, and it will look at how Continental thought has reshaped Anglo-American criticism by turning it towards
social, cultural, and historical issues.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Aristotle, Poetics, trans. Malcolm Heath (Harmondsworth: Penguin, 1996)
M.M. Bakhtin, Rabelais and His World (Bloomington: Indiana University Press, 1984)
Roland Barthes, Image Music Text (London: Fontana, 1993)
Catherine Belsey, Critical Practice (London: Routledge, 2002)
Andrew Bowie, From Romanticism to Critical Theory (London: Routledge, 1997)
Terry Eagleton, Literary Theory: An Introduction 2nd. Edn. (Oxford: Blackwell 1996)
Terence Hawkes, Structuralism and Semiotics (London: Routledge, 2002)
G.A. Kennedy (ed.), The Cambridge History of Literary Criticism, vol. 1 (Cambridge: Cambridge University Press,
1989)
Plato, Republic (Oxford: Oxford Paperbacks, 1998)
Raman Selden (ed.), The Theory of Criticism: From Plato to the Present (London: Longman, 1988)
Raymond Williams, Marxism and Literature (Oxford: Oxford Paperbacks, 1977)
John Willet (ed.), Brecht on Theatre (London: Methuen, 1978)
William Wordsworth & Samuel Taylor Coleridge, Lyrical Ballads (London; Routledge, 2005)
www.marxists.org
Assessment
50% CW
50% CW
Writing Nation and Borders: American Literature 1780-1920
ENGL29809
MRN: 4940
Credit Points: 20
Module Leader
Stephanie Palmer & Tim Youngs
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
The course studies some of the most accomplished and influential American writers of the period and the
historical and cultural movements that shaped and were shaped by their writing. It will be organised thematically
around three to four topics that demonstrate the ways in which U.S. historical circumstances and literary
marketplaces reconfigured international literary forms like romanticism, sentimentality, realism, or naturalism.
Serious attention will be given to the counter-traditions developed by women writers, African American writers,
and other marginal groups and the ways in which their work reshapes the whole picture. Roughly half of the
literature studied will be from the early republic period leading up to the U.S. Civil War, and half will be from the
late nineteenth and early twentieth centuries.
Indicative Reading
STUDENTS: WARNING
Please do not use this indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated in room 173.
69
Mary Rowlandson, A Narrative of the Captivity and Restauration of Mrs. Mary Rowlandson (1682) [the narrative
was written before the time period of the course, but it was reprinted throughout the nineteenth century]
Benjamin Franklin, The Autobiography (1791)
Ralph Waldo Emerson, 'Nature,' 'Self-Reliance'
Walt Whitman, Song of Myself
Caroline Kirkland, A New Home, Who'll Follow? (1839)
Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave (1845)
Harriet Beecher Stowe, Uncle Tom's Cabin (1852)
Paul Laurence Dunbar, poetry
Fanny Fern, Ruth Hall (1855)
Nathaniel Hawthorne, The Scarlet Letter (1850)
Emily Dickinson, poetry
'The Ballad of Gregorio Cortez'
Theodore Dreiser, Sister Carrie (1900)
Edith Wharton, House of Mirth (1905)
Nina Baym, 'Melodramas of Beset Manhood'
Emory Elliott, 'Diversity in the United States and Abroad: What Does It Mean When American Studies Is
Transnational?'
Winfried Fluck, 'Inside and Outside: What Kind of Knowledge Do We Need? A Response to the Presidential
Address'
Grace Kyungwon Hong, 'The Ghosts of Transnational American Studies: A Response to the Presidential Address'
Assessment
50% CWK
50% EXM
European Studies
European Cinema and the City
EURO20105
MRN: 1773 Credit Points: 20
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
This module invites students to consider representation of the city in a range of European cinemas,making strong
links between films and evolving European and national contexts. It invites students to build from close analysis of
short extracts and individual shots to a more general engagement with films as they relate to specific national and
European contexts. The module focuses broadly on themes of identity and change, community and exclusion,
history and conflict. Films are taken from a range of European cinemas (typically French, Italian, German and
Spanish) but are studied in sub-titled versions.
Indicative Reading
Barber, Stephen.Projected Cities: Cinema and Urban Space. London: Reaktion. 2002.
Clarke, D. et al The Cinematic City. London, Routledge. 1997.
Legates, R. The City Reader. London, Routledge. 2000
Orr, J. Cinema and Modernity. Cambridge, Polity. 1993
Schlor, J. Nights in the Big City, Paris, Berlin, London 1840-1930. London: Reaktion. 1998.
Sorlin, P. European Cinemas, European Societies 1939-1990. London: Routledge 1991
Assessment
30% Essay
70% Essay
Europe in the World, the World in Europe
EURO20505
MRN: 1775 Credit Points: 20
Module Leader
Emanuela Cervato
Pre/Co/Post Requisites
None
70
Duration:
Year Long
Overview and Aims of the Module
This module explores ideas of identity in contemporary Europe -local, gender, ethnic, sexual, religious, European
among others. It asks if we share 'multiple identities' in contemporary multicultural European society, how do they
work? The module revolves around a central idea, that contemporary Europe is a 'postcolonial society' with
problems of identity and social relationships as well as of EU politics and policy. The legacies are evident in
questions of migration, social stability and social change, as well as in debates about the character of the EU and
its relationships with its Mediterranean and Eastern neighbours. They also emerge in questions about the
possible emergence of new forms (hybridities) of culture and music and experience through the coming together
of cultures. We can explore these questions using ideas from cultural studies and political economy, and you will
use a variety of different methods of assessing and evaluating the basic core idea. These methods will include a
substantial time spent reading recent novels -widely acclaimed but popular novels- and looking at film and video
sources as well as more formally 'academic' ones. The module helps you develop skills in using different kinds of
sources to study society and politics as well as giving you a set of debates to explore.
The main aims of the module are therefore firstly to explore ideas of identity, social change and multiple identities
together with debates about multiculturalism in contemporary Europe; secondly to explore and analyse the
complex relationships between Europe and the EU and the rest of the world drawing on some basic ideas from
postcolonial theory and international relations; thirdly to develop skills of analysis in thinking through problems of
identity and change in contemporary Europe using these ideas, giving students a platform to go on confidently to
third level studies where they can draw on these debates, concepts and understandings.
Indicative Reading
Novels: you will normally be asked to read at least one of:
Andrea Levy, Small island (Review, 2004), Zadie Smith, White teeth (Penguin, 2000), Monica Ali, Brick Lane
(Transworld, 2003), and Salman Rushdie, Haroon and the Sea of Stories (Puffin, 2003).
Films: you will be asked to watch a number of relevant films drawn from a very wide range, normally including My
Beautiful Launderette (Stephen Frears, 1985), A Passage to India (David Lean, 1984), City of God (Fernando
Mereilles & Katia Lund, 2002), or Central Station (Walter Salles, 1998); if you did not see La Haine (Mathieu
Kassovitz 1995) in level one, you should see it for this module.
Further indicative reading includes:
Cederman, L-E, Constructing Europe's Identity: the External Dimensions, Boulder, CO: Rienner, 2001.
R. Guerrina, Europe: History, Ideas, Ideologies, London: Arnold. 2002.
R. Herrmann, Becoming European: Changing Identities in the European Union, New York: Rowman and
Littlefield. 2004.
W. Kymlicka, Multicultural Citizenship, Oxford: OUP. 1996.
J.N. Pieterse, Theories of Development, London: Sage. 2002.
P. Preston, Political/Cultural Identity: Citizens and Nations in a Global Era, London: Routledge. 1997.
J. Tomlinson, Globalization and Culture, Cambridge: Polity Press. 1999.
P. Werbner and T. Modood (eds), Debating Cultural Hybridity, London: Routledge. 1997.
P. Williams and L. Chrisman (eds), Postcolonial Discourse and Postcolonial Studies: A Reader, London:
Routledge. 1994
Assessment
60% Essay
40% Coursework
EU: Migration, Environment and Development
EURO20905
MRN: 3404 Credit Points: 20
Module Leader
Gill Allwood
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
By taking this module, you will build upon first year European studies modules and expand your knowledge and
understanding of the process of European integration, and the academic theories that seek to explain it.
On this module, you will examine the social and political effects of European integration, and engage with public
and academic debates about the nature and future of the European Union by focusing on a number of debates
about the policies and identity of the EU. Your analysis of these issues will be placed in the context of theoretical
models of the integration and decision-making processes, which we will focus on in the first part of the module.
Indicative Reading
71
Cini M (ed.) European Union politics. Oxford: Oxford UP. 2003.
Cowles M G & Dinan D (eds) Developments in the European Union 2. Basingstoke: Palgrave. 2004.
Geddes A. Politics of migration and immigration in Europe. London: Sage. 2002.
Greenwood J. Interest representation in the European Union. Basingstoke: Palgrave. 2003.
Jordan A (ed.) Environmental policy in the European Union. London: Earthscan 2002.
Nugent N. The government and politics of the European Union. Basingstoke: Palgrave. 2002.
Rosamond B. Theories of European integration. Basingstoke: Palgrave 2000.
Assessment
50% CWK
50% EXM
Class, Identity and Exile in Modern British and European Fiction
EURO20405
MRN: 1774 Credit Points: 20
Year
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
This module explores class, identity and exile in a range of British and European novels from the twentieth
century and beyond. The module looks at the various ways in which class consciousness, socio-political change
and the experience of exile have impacted upon the construction of individual and collective identities in Britain
and Europe. In this module, you will develop close textual reading skills, acquaint yourselves with issues
concerning class, identity and exile in the post war and contemporary periods, and engage critically with debates
on these themes.
Indicative Reading
Alan Sillitoe, The Loneliness of the Long Distance Runner. London: Flamingo 1959.
Tm Lott, Rumours of a Hurricaine. London: Penguin. 2002.
Ian McEwan, Atonement. London: Jonathan Cape, 2001.
W.G Sebald, Austerlitz. New York: Random House 2001.
Michel Houllebecq, The Possibility of an Island. Weidenfeld and Nicolson, 2005.
Assessment
50% Group Presentation
50% Essay
French
Film, Novel and Social Transformation in France (1950-1980)
FREN20205
MRN: 1783 Credit Points: 20
Year
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
First Half-
Overview and Aims of the Module
Building on the level one thematic module Introduction to French Culture and Society, this module develops your
ability to analyse films and novels, concentrating on a series of contemporary and retrospective representations of
the traumatic transformation of France during the post-war decades of economic growth known as the Trente
Glorieuses. The texts and films studied have been chosen for their contrasting, critical or ambivalent responses to
this dramatic change. Assessment is in French and Engish.
Indicative Reading
Etcherelli, C., Elise, ou la vraie vie, Paris (Folio), 1967.
Forbes, J. and Kelly, M. (eds), French Cultural Studies, OUP, 1995.
Howarth, D. and Varousakis, G., Contemporary France: An Introduction to French Politics and Society, Arnold,
2003.
72
Kuisel, R., Seducing the French, University of California Press, 1993.
Perec, G., Les Choses, Paris (Juliard), 1965.
Powrie, P., French Cinema in the 1990s, OUP, 1999.
Ross, K., Fast Cars, Clean Bodies, Cambridge (MIT), 1995.
Slater, D., Consumer Culture and Modernity, Cambridge (Polity), 1997.
Assessment
30% Essay
70% Essay
Le Cas 68
FREN20108
Module Leader
Pre/Co/Post Requisites
MRN: 4254 Credit Points: 20
SecondHalf-Year
Chris Reynolds
Duration:
Overview and Aims of the Module
This module will examine the events of May/June 1968 in France as one of the most important historical events
since the Second World War. Using a range of sources including, films, tracts and the plethora of existing
literature, areas for discussion will include in-depth analyses of the roles played by the numerous protagonists,
examination of primary sources, assessment of the portrayal of the "events" in the media and literature, and an
evaluation of the legacy of 1968.
Indicative Reading
Artières, Phillipe and Zancarini-Fournel, Michelle (2008) 68 Une Histoire Collective [1962-1981], La découverte,
Paris.
Gobille, Boris (2008) Mai 68, La Découverte, Paris.
Joffrin, Laurent (2008) Mai 68, Une Histoire du mouvement, Points, Paris.
Ross, Kristin (2005) Mai 68 et ses vies ultérieures, Complexe, Paris.
Rotman, Patrick (2008) Mai 68 raconté à ceux qui ne l'ont pas vécu, Seuil, Paris.
Assessment
30% Coursework
70% Coursework
German
Contemporary German Film & Literature
GERM26805
MRN: 1915 Credit Points: 20
Year
Module Leader
Christine Leahy
Pre/Co/Post Requisites
Duration:
First Half-
Overview and Aims of the Module
In this module, you will examine significant works and moments in German culture after 1945. You will study a
range of films and short literary works which either represent important developments in post-war German culture,
or which are intimately connected with fundamental changes in German society, politics and thought. Building on
your work at level 1, you will analyse these works in depth, relating them closely to the social and intellectual
context in which they were produced.
Indicative Reading
Bernhard Schlink (1997) Der Vorleser
Film: Margarethe von Trotta, dir. (1981) Die bleierne Zeit (The German sisters)
Heinrich Böll (2002) Die verlorene Ehre der Katharina Blum
Film: Schlöndorff, dir. (1975) Die verlorene Ehre der Katharina Blum
Film: Fassbinder, Schlöndorff, dir. (1978) Deutschland im Herbst
Film: Gregor Schnitzler, dir. (2001) Was tun wenn's brennt
Bracher, K.-D. (1985) The age of ideologies. A history of political thought in the 20th century (selective reading)
73
Renan Demirkan (2003) Schwarzer Tee mit drei Stück Zucker
Film: Fatih Akin, dir. (2004) Gegen die Wand
Assessment
100% Coursework
Contemporary German Politics
GERM21405
MRN: 1808 Credit Points: 20
SecondHalf-Year
Module Leader
Katrin Holzgreve
Pre/Co/Post Requisites
Duration:
Overview and Aims of the Module
In this module you will be introduced to aspects of German politics and institutional structures as well as provided
with some insight into comparable structures in other German speaking countries.
The module addresses background issues and themes relevant to an understanding of contemporary Germany
from 1945 until the present day.
It will enable you to identify the main paradigms that have shaped the German economic, political and social
contexts during the 20th century.
You will be encouraged to follow contemporary developments in German politics and respond to these
developments in a critical and informed manner.
Indicative Reading
Lewis, D. Contemporary Germany: A Handbook. London: Arnold. 2001.
Sontheimer, K. and W. Bleek. Grundzüge des politischen Systems der Bundesrepublik Deutschland. München:
Piper. 1999.
Fulbrook, M. A Concise History of Germany. Cambridge: Cambridge University Press. 1990.
Gundslicks, A. Fifty years of German federalism: an overview and some current developments. In: P. MERKEL
(ed) The Federal Republic of Germany at Fifty. London: Macmillan. 1999.
Frevert, U. et al. Women in German History: From Bourgeois Emancipation to Sexual Liberation. Oxford: Berg.
1995.
Contemporary German periodicals in written and electronic versions, e.g.:
Das Parlament, Aus Politik und Zeitgeschichte, German Politics.
Assessment
50% PRS
50% ESY
Global Studies
Intercultural Communication in an International Context
GLOB20410
MRN: 13364 Credit Points: 20
Year
Module Leader
Donna Humphrey
Pre/Co/Post Requisites
Duration:
First Half-
None
Overview and Aims of the Module
In this module, you will learn to interpret intercultural events, issues and experiences. You will learn how different
forms of knowledge, drawn from a range of sources, can be used dynamically and in-relation-to each other to
study intercultural communication in a range of social and global workplace settings. The primary goal of the
module is to develop your ability to contextualise your intercultural knowledge, develop your own research and
adopt a dialectical approach for an in-depth analysis of any cultural situation or context.
In the module you will be:
Studying the key terms and concepts which map the field of intercultural communication
Acquainting yourself with the main research approaches to the study of intercultural communication, focusing on
74
their strengths and limitations.
Enhancing your ability to interpret everyday events, issues and experiences in a variety of social contexts.
Raising your awareness of intercultural communication in the global workplace and the challenge of working in an
intercultural context.
Developing your ability to contextualise your knowledge and research, and adopt a dialectical approach for an indepth analysis of any cultural situation or setting.
Reflecting on your own intercultural communicative competence to help you enhance your social and professional
communication skills.
Indicative Reading
Holliday, A. et al (2010) Intercultural Communication: An Advanced Resource Book, 2nd edition Routledge
Applied Linguistics
Kim, Min-Sun, (2002) Non-western perspectives on human communication implications for theory and practice,
Thousand Oaks, Sage Publications
Martin, J. and T. Nakayama, (2006) Intercultural Communication in Contexts, McGraw-Hill.
Houman, A. S. and M, Flammia, (2011) Intercultural Communication: A New Approach to International Relations
and Global Challenges, Continuum International Publishing Group.Beamer, L. andI. Varner, (Intercultural
Communication in the Global Workplace, Mcgraw Hill.
Assessment
50% Coursework
50% Coursework
In Country Study
GLOB20209
Module Leader
Pre/Co/Post Requisites
MRN: 5034
Credit Points: 20
SecondHalf-Year
Clare Newstead
Duration:
Overview and Aims of the Module
In Country Study (ICS) is an innovative module encouraging you to engage with issues of social and cultural
change in your study site. You will learn to reflect critically on the ways in which these issues are both local and
global, gain experience in conducting socio-cultural research in a locality and communicate clearly the results of
your research. Your study in this module develops previous learning about global societies and cultures and
appropriate research methodologies. It develops your skills and knowledge about global change in a specific
locality, thus providing you with contextual experience to support your further study of the concept of global
citizenship in level three.
You will:
1) Familiarise yourself with key issues affecting your host culture and society through engagement with the local
media, exploring the locality and meeting people who live and work there, and developing links related to your
own spheres of interest.
2) Become aware of your own cultural assumptions and expectations and be attentive to how these shape your
interpretation of the host community.
3) Identify instances of social and cultural change affecting your host community and conduct research into the
causes, nature and impact of these changes.
4) Situate the dynamics of social and cultural change within a specific locality in relation to global issues.
5) Discuss your findings within a structured online environment.
6) Collate, analyse and present authentic material where relevant.
Indicative Reading
Hess, J.D (2007) Studying Abroad/Learning Abroad, Intercultural Press
Kelleher, A (200) Global Perspectives, Prentice Hall
Mikula, M (2008) Key Concepts in Cultural Studies, Palgrave Macmillan, Basingstoke
All reading indicated for Researching Global Studies
Local media
Assessment
50% CWK
50% PJT
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Development & Global Inequality
GLOB20309
MRN: 4959
Credit Points: 20
SecondHalf-Year
Module Leader
Clare Newstead
Pre/Co/Post Requisites
Duration:
None
Overview and Aims of the Module
This module engages you in debates about the causes and consequences of global inequality. You will compare
different explanations for persistent patterns of poverty, marginalisation and exclusion and evaluate what policy
solutions different perspectives offer for resolving what continues to be a pressing global concern. We will seek
to understand why, after 60 years of Development planning, and billions of pounds of investment in Development
projects, poverty and global inequality continues.
Indicative Reading
Elliott, JA. (2006) An Introduction to Sustainable Development: the developing world. (Third Edition) London,
Routledge
Desai, V. and Potter, R. (2008) The Companion to Development Studies, London: Arnold
Greig, A., Hulme, D. and Turner, M (2007) Challenging Global Inequality: Development Theory and Practice in
the 21st Century, Palgrave Macmillan
Power, M. (2003) Rethinking Development, London, Routledge
Roberts, J. T. and Bellone Hite, A. 2007. The Globalization and Development Reader: Perspectives on
Development and Global Change. Blackwell, Oxford.
Sharp, J. (2008) Geographies of Post-Colonialism. Sage, London
Slater, D. (2004) Geopolitics and the Post-colonial: Rethinking North-South Relations, Oxford, Blackwell
Publishing
Sumner, A. and Tribe, A. (2008) International Development Studies: Theories and Methods in Research and
Practice. Sage, London.
Timmons Roberts, J. and. Parks, B. C. (2007) A climate of injustice: global inequality, North-South politics, and
climate policy, Cambridge, MA: MIT Press
Assessment
50% CLT
50% CWK
History
The Construction of the Spanish Nation and Franco’s Spain
HIST25905
MRN: 1817
Credit Points: 20
Module Leader
Mercedes Carbayo-Abengozar
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module will introduce you to the concept of nation and the formation/construction of "hispanicity"
(hispanidad). The module will explore the socio-political and cultural context of Spain from the French Revolution
until the end of francoism. It will intend to promote discussions about the formation of the Spanish intelligenzia,
the avant-garde and particularly the preoccupation for position of Spain in relation to Europe. It will also discuss
the importance of this period in terms of secularization of society, women rights, proliferation of political parties
and the attempt of the State to control the landowners, the Church and the army. Finally, the module will analyse
the Franco's Regime. It will look into his political discourse based on unity and isolation together with the need to
create a new Spanish identity.
Indicative Reading
Zavala, Iris (1992) Colonialism and Culture: Hispanic Modernism and the Social Imaginary.
Romero Salvadó (1999) Twentieth-Century Spain. Politics and Society in Spain, 1898-1998.
Ross, C. (2000) Spain, 1912-1996.
Labanyi, J. and Graham, H. (1995) An Introduction to Spanish Cultural Studies
Grugel, J. and Rees, T (1997) Franco's Spain
Preston, P. (1993) Franco
Eamoun, Rodgers (ed) (1999) Encyclopedia of Contemporary Spanish Culture.
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Harrison, J. (1993) The Spanish Economy: from the Civil War to the European Community.
Preston, P. (1995) The Politics of Revenge: Fascism and the Military in Twentieth Century Spain
Assessment
50% Coursework
50% Exam
Conflict and Stability in Mid-Victorian England 1850-1880
HIST26606
MRN: 2557 Credit Points: 20
Module Leader
Gary Moses
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
Conflict and Stability examines a seminal period in modern English history and introduces students to a range of
interpretations of the nature of English society in the years 1850-1880. Much of it focuses on a period which has
been interpreted as an 'age of equipoise': a time of relative stabilisation in economics, politics and culture after
decades of turbulence and disorder. The module will critically engage with this notion and offer students the
opportunity to develop a rigorous understanding of this period and its interpretation. It will also consider whether
the 1870s marked a turning point towards an age of collectivism and conflict.
The module will build on your experiences at level 1 modern history by helping you to more deeply engage with
historical debate and handle primary sources of greater detail and complexity. Assessments will focus on helping
you to develop your academic skills in areas such as: interpreting primary sources and advancing research skills;
critically evaluating historian's interpretations and utilising them in arguments; academic writing and presentation;
debating with your peers; and understanding the relationship between history and other academic disciplines.
Indicative Reading
M.J. Daunton, Progress and Poverty. An Economic and Social History of Britain (1995)
C. Emsley, Crime and Society in England, 1750-1914 (2005)
K.T. Hoppen, The Mid-Victorian Generation 1846-1886 (1998)
M.J.D Roberts, Making English Morals (2005)
D. Taylor , Crime, Policing and Punishment in England, 1750-1914 (1998)
Assessment
50% CWK
50% EXM
The Eagle and The Snake: Conquests and Colonisations of Mexico
HIST27409
MRN: 4945
Credit Points: 20
Module Leader
Amy Fuller
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
The 'new world' of the Americas had been settled over 14000 years before Columbus arrived. Complex
civilisations had arisen in Mexico, or 'New Spain' as early as 3000BC, and there had been a series of conquests
and colonisations within Mexico itself, by the Olmecs, Toltecs, Mayans and Aztecs to name just a few. This
module will examine the civilizations of Mexico prior to the arrival of the Spanish, analysing the social, political,
and cultural characteristics of the native Mexican civilisations. We shall also examine the nature of the Spanish
conquest and colonisation of the 'New World', from Columbus' journey of discovery, to the overthrow of the Aztec
empire.
Indicative Reading
Coe, Michael, D., The Maya (2004).
Townshend, Richard F., The Aztecs (2000).
Cohen, J. M., The four voyages of Christopher Columbus (1969).
Cortés, Hernán, Letters from Mexico (1986).
Díaz del Castillo, Bernal (J. M. Cohen, ed.), The Conquest of New Spain (1963).
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Las Casas, Bartolomé, A short account of the destruction of the Indies (2000).
Sahagún, Bernardino de, Florentine Codex (1950).
Assessment
60% CWK
40% EXM
Charlemagne’s Europe 750-850
HIST27609
MRN: 13447
Module Leader
Nic Morton
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Between the fifth and eleventh centuries, the migratory tribes which overthrew the Western Roman Empire settled
and in time laid the foundations of the medieval and, by extension, the early-modern world. This course explores
'Europe' at a crucial phase in its development: the reign of Charlemagne. Although it will look at Charlemagne as
an individual, it is intended primarily to consider the wider development Christendom at this time both in the
context of its own political evolution and its interactions with its neighbours. A chronological structure will form the
spine for this course, but it will be supplemented with thematic analyses on topics such as rural life, economy and
trade, Christianisation etc. Students will engage with each of these topics through a detailed analysis of the
various written and non-written sources for this period and, by the end of the course if not before, should be able
to explain their full significance.
Indicative Reading
Barbero, A., Charlemagne: Father of a Continent, trans. A. Cameron (2000).
Collins, R., Early Medieval Europe: 300-1000 (1999).
Fletcher, R., The Barbarian Conversion: from Paganism to Christianity (1999).
King, P. D., Charlemagne: Translated Sources (1987).
Mckitterick, R., Charlemagne: The Formation of a European Identity (2008).
Verhulst, A., The Carolingian Economy (2002).
Wilson, D., Charlemagne: Barbarian and Emperor (2006).
Online chronicles on the life of Charlemagne (www.fordham.edu/halsall/basis/einhard.html )
Assessment
40% Exam
30% Essay
30% Essay
International Relations
Global Political Economy
INTR22205
Module Leader
Pre/Co/Post Requisites
MRN: 1824
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
To consider the evolution of the discipline of International Political Economy
To critically reflect upon the emergence of various theoretical strands of IPE
To engage with debates on the shift from an international to a global political economy
Indicative Reading
Abbott, A. & Critical Perspectives on International Political
Worth, O. (eds) Economy, Basingstoke, Palgrave, 2002
Amoore, L (ed) The Global Resistance Reader, London, Routledge, 2005
Frieden, J., & International Political Economy Lake, D. London, Routledge, 2000
Germain, R., Globalization and its Critics: perspectives from political economy, Basingstoke, Macmillan, 2000
Gills, B. Globalization and the Politics of Resistance, Basingstoke, Macmillan, 2000
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Gilpin, R., The Challenge of Global Capitalism: the world economy in the 21st century, Princeton, PUP, 2000
Hoogvelt, A. Globalization and the postcolonial world: the new political economy of development, Basingstoke,
Koffman, E., & Globalisation: Theory and Practice, Continuum, 2003
Youngs, G. (eds)Ritzer, G. The Globalization of Nothing, Pine Forge, 2004
Assessment
50% CW
50% Exam
Change and world order: International Institutions and non-state actors
INTR22305
MRN: 20301 Credit Points: 20
Duration:
Module Leader
Sagarika Dutt
Pre/Co/Post Requisites
Year Long
Overview and Aims of the Module
The module aims to examine the nature of international order and to consider how international institutions have
contributed to its maintenance. It also considers whether recent changes in the international system have
produced new issues and dilemmas requiring a new approach to the study and practice of international politics. It
focuses on international institutions such as the United Nations but also explores the role of other non-state
actors, the growth of global governance, the management of specific issue areas such as poverty and
development through NGO/INGO co-operation and the significance of these developments for our understanding
of International Relations.
The aims of the module are to:
1) To examine the nature of international order and to consider whether recent changes in the international
system have produced new issues and dilemmas requiring a new approach to the study and practice of
international politics.
2) To explore issues such as the relationship between the state and international institutions, international and
regional co-operation, transnationalism, global governance.
3) To critically analyse and evaluate the role of international institutions such as the UN and NGOs in international
relations and in global governance and also that of other non-state actors.
Indicative Reading
Diehl, P., The Politics of Global Governance: International Organisations in an interdependent world, Boulder and
London: Lynne Rienner, 2001.
O'Brien, R. et al, Contesting Global Governance, Cambridge: Cambridge University Press, 2000.
Taylor, P. and Groom, AJR, The United Nations at the Millennium, London and New York: Continuum, 2000.
Wilkinson, R. The Global Governance Reader, London, Routledge, 2005
Assessment
50% Group Presentation
50% Essay
Understanding Foreign Policy
INTR22405
MRN: 1825 Credit Points: 20
Module Leader
Virginie Grzelczyk / Sagarika Dutt
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module introduces students to an understanding of the development and principal strengths and criticisms of
a foreign policy approach to international relations, using material from theory and practice.
Indicative Reading
Clarke, M. and White, B. (eds), Understanding foreign policy, Aldershot: Elgar, 1989.
M. Clarke, M. and Smith, S. (eds), Foreign Policy Implementation, London: Allen & Unwin, 1985.
Hill, C. The changing politics of foreign policy, Basingstoke: Palgrave, 2002.
Neack, L. The new foreign policy, Oxford: Rowman and Littlefield Publishers, 2002.
Assessment
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50% CW
50% Simulation exercise
Italian
Introduction to Italian Culture and Society: Film and Fiction
ITAL20912
MRN: 20332 Credit Points: 20
Module Leader
Emanuela Cervato
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module looks at events that have shaped modern Italy‟s socio-cultural and political structures and examines
central themes relevant to an understanding of contemporary Italy; it also analyses the way in which such themes
and events were reflected upon in the visual arts, literature and cinema. The module also provides you with an
adequate grounding to selected areas of specialisation in preparation for your stay in Italy during your year
abroad.
Through the works of directors like De Sica, Visconti and Moretti, authors like Nobel-prize winner Dario Fo (Morte
accidentale di un anarchico) and Leonardo Sciascia (Il giorno della civetta), and artistic movements like Futurism
(Marinetti and Boccioni) and Surrealism (De Chirico, Morandi, Carrà) you will explore some of the key issues that
have defined modern Italy, including Fascism and the Resistance; the evolution of family structures and gender
roles; the North-South divide and the questione meridionale; the years of terrorism; the influence of the Catholic
Church on Italian politics and society; the Mafia. The course is partly delivered in Italian.
Indicative Reading
Bondanella, P., A History of Italian Cinema, Continuum, 2009
Brunetta G., Il Cinema Italiano Contemporaneo, Laterza, 2007
Wood M., Italian Cinema, Berg, 2005
D.Forgacs and R.Lumley (eds), Italian Cultural Studies. An Introduction, OUP, 1996
Z.Baranski and R.West (eds), The Cambridge Companion to Modern Italian Culture, Cambridge, CUP, 2001
G. Holmes, The Oxford Illustrated History of Italy, OUP, 1997 (selected chapters)
J. Farrell (ed), Understanding the Mafia, MUP, 1997
G. Bedani and B. Haddock (eds), The Politics of Italian National Identity, University of Wales Press, 2000
(selected chapters)
Assessment
50% CWK
50% Class Test
Linguistics
Sociolinguistics
LING20105
Module Leader
Pre/Co/Post Requisites
MRN: 1850 Credit Points: 20
Natalie Braber
Duration:
Year Long
Overview and Aims of the Module
Language variation refers to the way in which language changes in response to different social practices.
Common sense tells us that language varies with situation and in the course of this module we will explore the
different aspects of language variation, drawing on your own experiences and perceptions of language use. For
instance we are aware of different accents and dialects across the country; we can all vary our language
depending on whether we are talking to an adult or a child. The aim of this module is to raise your awareness of
the linguistic consequences of the contexts of culture and situation. In the first half of the module, we will examine
a series of social contexts which are signalled by language variation - language and gender, language and race,
language and geography, language and age, language and social class. We will also discuss the role of the social
subject in producing their own identity linguistically.
The second half of the module requires students to engage in a group research project on one of the topics
addressed in the previous weeks. This allows students to explore practically and in depth, one of the many
different areas of language variation. The focus of the investigation will depend on a group's own area of interest
80
within the field of sociolinguistics. To support each investigation, students will be provided with a grounding in
methodological techniques and project design and they will consider the strengths and weaknesses of a range of
different methodological approaches which could be adopted in the investigation of natural language. They will
explore the problems of data collection, be shown how to transcribe spoken data and consider how they can
appropriately interpret and evaluate the data which is collected and compare their findings with those from
published sources.
This module is a pre-requisite for students wishing to do a dissertation in Linguistics at Level 3 and for LING 307
Language, Gender and Sexuality.
Aims
To increase students' knowledge of language in terms of: its nature and structure, its use and effects and the
social and cultural contexts in which it operates
To develop in students a critical and informed stance on language-related issues in relation to contemporary
debates in Sociolinguistics
Development of sensitivity to language issues
To provide students with theoretical context for issues in linguistic description and analysis
To provide students with theoretical frameworks and practical skills for linguistic description and analysis applied
in a small group project
To engage students in the process of linguistic investigation, including data collection
To provide students with an understanding of the problematics of sociolinguistic evidence and research
methodologies
Indicative Reading
Coupland, N. and Jaworski, A. (1997). Sociolinguistics: A Reader and Coursebook. London: Macmillan
Lippi-Green, R.(1997).English with an Accent .London: Routledge
Milroy, L. and Gordon, M. (2003) Sociolinguistics: Method and Interpretation. London: Blackwell.
Montgomery, M. (1995). An Introduction to Language and Society.(2nd Ed).
London: Routledge
Talbot, M. (1998).Language and Gender. Cambridge: Polity
Wardhaugh, R.(1992).An Introduction to Sociolinguistics (2nd Ed) Oxford: Blackwell
Wray, A. Trott, K. And Bloomer, A. (1998). Projects in Linguistics. London: Edward Arnold
Assessment
30% Class test
70% Coursework
Phonetics
LING20305
Module Leader
Pre/Co/Post Requisites
MRN: 1851
Liz Morrish
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Overview
Phonetics is the scientific study of speech sounds. This module will cover physiology - the study of the human
organs of speech; and articulation - the study of the consonant and vowel sounds which the human vocal
apparatus is capable of producing. As well as theoretical knowledge about sounds, phonetics is a practical skill
and so part of the work of phoneticians is to learn to recognize a variety of possible speech sounds, many of
which will not be familiar from English. Closely related to this is the skill of transcription - recording sounds in a
way that enables another phonetician to produce them. This module aims to equip the student with a tool of
description which may then be employed in other linguistic work e.g. in sociolinguistic project work.
Aims
To provide students with a theoretical framework and practical skills for phonetic description and analysis
To learn to recognize a variety of possible speech sounds
To learn to transcribe English accurately using phonetic symbols
To recognize the difference between RP and non-standard accents
To encourage students to apply appropriate linguistic theories to data
Indicative Reading
Clark, J. and Yallop, C. (1995). Phonetics And Phonology. 2nd Edition. Blackwell
Ladefoged, P. (2001). A Course In Phonetics 4th Edition. Boston, Mass: Heinle
Laver, J. (1994). Principles Of Phonetics CUP
81
Lieberman, P. and Blumstein, S. (1988). Speech Physiology And Acoustic Phonetics CUP
Roach, P. (2004). English Phonetics And Phonology 3rd Ed CUP
Assessment
50% Class test
50% Examination
Child Language Acquisition
LING21207
MRN: 5013
Credit Points: 20
Module Leader
Natalie Braber
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
Overview
This module will allow students to investigate the course of language acquisition from birth to the age of four,
paying particular attention to the development of phonetics, lexis and grammar. As well as looking at linguistic
progression, there will also be the opportunity to focus on fields such as social and pragmatic development and
the chance to compare 'normal' development with groups of special populations where children may come across
particular problems with language learning.
Some of the topics which will be covered are those of phonological, lexical and morphological development,
special populations (such as Down Syndrome and Autism and 'Wild' children), development of sociolinguistic,
pragmatic and discourse abilities and other forms of development such as bilingualism.
Much of child language development is taken for granted and this module will examine how children learn to
speak and use language and will consider the controversial debate of 'nature' versus 'nature'.
Students will also be able to test out actual linguistic development by analysing child language corpora, for
example CHILDES.
Aims
To encourage students to apply previous knowledge of linguistics and language and apply this to new concepts.
To uncover the complexities of the ways in which children have to learn how language 'works' and to apply this to
their own world.
To offer students the opportunity to pursue a particular research topic, both individually, and as part of a group.
Indicative Reading
Hoff, Erika (2005) Language Development, 3rd edition. Wadsworth.
Fletcher, Paul & MacWhinney, Brian (eds) (1995) The Handbook of Child Language. Blackwell.
Clark, Eve (2003) First Language Acquisition. Cambridge University Press.
Assessment
50% ESY
50% EXM
Discourse Analysis
LING21505
Module Leader
Pre/Co/Post Requisites
MRN: 1853 Credit Points: 20
Dean Hardman
Duration:
Year Long
Overview and Aims of the Module
Overview
Discourse analysis is the study of naturally occurring language across extended texts, both spoken and written.
The module begins by surveying the various approaches and issues within discourse analysis, before introducing
a critical element to analysis and finally applying the methods across a range of discourse types. The module
aims to provide a systematic linguistic toolkit for analysing discourse, and to show how the tools can be applied to
a wide range of spoken and written texts. It also aims to offer a solid grounding for all of the third year modules in
the 'Discourse' pathway, 'Language, Gender and Sexuality', 'Intercultural Communication' and 'Media Discourse'.
Students will be encouraged to develop their theoretical and practical linguistic skills and to apply themselves
critically to the study of language.
82
Aims
To provide students with theoretical frameworks and practical skills for the analysis of discourse.
To engage students in the process of linguistic investigation, including data collection, the nature of linguistic
evidence and research methodologies.
To encourage the application of critical thinking to the study of discourse.
Indicative Reading
Cameron, D. (2001) Working with Spoken Discourse. London: Sage
Carter, R. and McCarthy, M. (1997) Exploring Spoken English. Cambridge: Cambridge University Press.
Eggins, S. & Slade. D (1997) Analyzing Casual Conversation. London: Cassell.
Hughes, R. (1996) English in Speech and Writing. London: Routledge.
Jaworski, A. & Coupland, N. (1999) The Discourse Reader. London: Routledge.
Johnstone, S. (2002) Discourse Analysis. Oxford: Blackwell.
Meyer, C. (2002) English Corpus Linguistics: An Introduction. Cambridge: Cambridge University Press.
Renkema, J.(2004) Introduction to Discourse Studies.Amsterdam: Benjamins.
Schiffrin, D. (1994) Approaches to Discourse. Oxford: Blackwell.
Wodak, R. & Meyer, M. (2001) Methods of Critical Discourse Analysis. London: Sage.
Assessment
40% EXM/CLT
60% Coursework
Communication Disorders
LING20410
Module Leader
Pre/Co/Post Requisites
MRN: 13379 Credit Points: 20
SecondHalf-Year
Louise Cummings
Duration:
Overview and Aims of the Module
Overview
The Royal College of Speech and Language Therapists estimates that 2.5 million people in the UK have a
communication disorder. Of this number, 800,000 people have a disorder that is so severe that it is hard for
anyone outside their immediate families to understand them. This module will introduce students to the full range
of developmental and acquired communication disorders that make up these large numbers. The prevalence and
incidence (epidemiology) and medical causes (aetiology) of these disorders will be examined. Students will
become acquainted with the speech and linguistic features of these disorders. The assessment and treatment of
these disorders by speech and language therapists will also be considered. Throughout the module, students will
examine a range of data such as phonetically transcribed disordered speech, orthographic transcriptions of
conversations and audio-visual recordings.
Aims
To encourage students to apply their knowledge of linguistic theory and their skills of linguistic analysis within a
clinical context.
To increase students' knowledge of the structure and function of language through an examination of its many
disordered manifestations.
To offer students the opportunity to apply their skills of linguistic analysis to clinical data in an assessed exercise.
Indicative Reading
Anderson, N.B. and Shames, G.H. (2010) Human Communication Disorders: An Introduction, Eighth Edition,
Boston: Allyn & Bacon.
Bernstein, D.K. and Tiegerman-Farber, E. (2008) Language and Communication Disorders in Children, Sixth
Edition, Boston: Allyn & Bacon.
Brookshire, R.H. (2007) Introduction to Neurogenic Communication Disorders, Seventh Edition, St. Louis, MO:
Mosby Elsevier.
Cummings, L. (2008) Clinical Linguistics, Edinburgh: Edinburgh University Press.
Cummings, L. (2013) Communication Disorders, Houndmills, Basingstoke: Palgrave Macmillan.
Cummings, L. (ed) (2013) Handbook of Communication Disorders, Cambridge: Cambridge University Press.
Owens, R.E., Metz, D.E. and Haas, A. (2002) Introduction to Communication Disorders: A Life Span Perspective,
Second Edition, Boston: Allyn & Bacon.
83
Plante, E.M. and Beeson, P.M. (2007) Communication and Communication Disorders: A Clinical Introduction,
Third Edition, Boston: Allyn & Bacon.
Assessment
50% Exam
50% Coursework
Mandarin
Mandarin Language 2
MAND20307
Module Leader
Pre/Co/Post Requisites
MRN: 3398
Yanjie Wang
Credit Points: 40
Duration:
Year Long
Overview and Aims of the Module
This module builds on the level 1 modules in Mandarin, and aims to further develop your reading, writing,
speaking and listening skills. Grammar will be consolidated and new characters will be introduced to enable you
to present ideas and opinions orally and in writing. You will be introduced to a wider range of registers and
varieties of the language, and will analyse written, audio and audio-visual texts in more depth. You will also
undergo preparation for the year abroad in China.
Indicative Reading
Kan, Qian (1993) Colloquial Chinese (Book Two). London: Routledge.
Liu, Xun (2002) New Practical Chinese Reader (Book Three& Four). Beijing : Beijing Language and Cultural
University.
Zhang, X; Li, M & Suen, L (2005) Chinese in Steps: Vol.2. London: Cypress Book Co. UK Ltd
Oxford English-Chinese Dictionary
Assessment
40% Coursework
60% Exam
Chinese Culture and Society
MAND20707
MRN: 3399
Module Leader
Lingling Mao
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
This module looks at the principal events that have shaped modern China's political and social structures. It also
analyses the way in which such events were reflected upon in the visual arts, literature and cinema. The module
seeks to enable you to understand issues in contemporary Chinese history and culture, and provide you with an
adequate grounding to selected areas of specialisation in preparation for your stay in China during your year
abroad
Indicative Reading
Dutton, Michael (1998) Streetlife China. Cambridge: Cambridge University press.
Fei, Xiaotong (1992)(Translated by Hamilton, G & Wang, Zheng) From the Soil: the foundations of Chinese
society. Berkeley: University of California Press.
Hockx, Michel; Strauss, Julia and Edmonds, Richard (2005) Culture in the Contemporary PRC ("China Quarterly"
Special Issues) Cambridge: Cambridge University Press.
Hopper, Paul (2006) Living with Globalization. Oxford: Berg .
Morton, W.Scott and Lewis, M.Charlton (2004) China: Its History and Culture. McGraw Hill Higher Education.
Spence, Jonathan (1998) The Chan's Great Continent: China in Western Minds. London: The Penguin Press.
Wang, Aihe (2006) Cosmology and Political Culture in Early China. Cambridge: Cambridge University press.
Wilson, A. Thomas (2003) On Sacred Grounds: Culture, Society, Politics and the Formation of the Cult of
Confucius. London: Harvard University Press
Assessment
84
50% Coursework
50% Exam
Media
Analyzing Race, Gender and Sexuality in Popular Culture
MCLT23207
MRN: 3337 Credit Points: 20
Module Leader
Gary Needham
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module introduces some of the key critical debates and theories that have informed the study of race, gender
and sexuality. The module will focus on both feminist and queer frameworks for the understanding, analysis and
interpretation of popular culture.
The aims of the module are:
To introduce key critical debates in feminist and queer studies which inform the study of popular culture.
To locate such key debates through the relationships between gender, sexuality and popular culture
To explore questions of representation and identity in relationship to consumption, production, taste, pleasure,
control and power.
To encourage apply the ideas developed in the module and to reflect critically on their own experience
Indicative Reading
Brunsdon, C., D'Acci, J., & Spigel, L., eds. (1997) Feminist Television Criticism. Oxford: Oxford University Press.
Davis, G. & Needham, G., eds. (2008) Queer TV: Histories, Theories, Politics. London: Routledge.
Doty, Alexander. (1993) Making Things Perfectly Queer: Interpreting Mass Culture. New York: Routledge.
Dowing, John and Husband, Charles Representing Race, Sage, 2002
Gilroy, Paul (1989) There Ain't No Black in the Union Jack, Hutchinson
Hollows, J. (2002) Feminism, Femininity and Popular Culture. Manchester: Manchester University Press.
Hollows, J. & Mosley, R., eds. (2006) Feminism in Popular Culture. Oxford: Berg.
Mercer, Kobena, Welcome to the Jungle, Routledge, 1994
Mirza, Heidi Safia, Black British Feminism, Routledge, 1997
Assessment
50% Diary
50% Essay
Cultures of the Small Screen
MCLT24705
MRN: 2560
Module Leader
Dave Woods
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Cultures of The Small Screen investigates the two principal cultures of the small screen, which are television and
videogames, with a strong emphasis on the cultures, texts and contexts of both small screen media forms.
Cultures of the Small Screen addresses these forms through texts, histories, institutions, industries, and
aesthetics. Attention will be paid to concepts of image, time, and space as well as the development of key genres
and the formation of small screen audiences and communities. Topics might include for example the design of the
TV schedule, the organisation of the US TV industry, sitcoms, cult TV; game time, the FPS or RPG game genres,
gaming communities, and media convergence.
The principal aims of the module are:
To critically analyse the relationship between small screen media and the cultural context of production and
reception
To enhance students' awareness of the role of image, space, time and narrative in shaping audience and
community expectations and responses to small screen media.
To historically and culturally locate the development of small screen media
Indicative Reading
Branston, G. and Stafford, R. (2003) The Media Student's Book. London: Routledge.
Corner, J.(1999) Critical Ideas in Television Studies. Oxford: OUP
Hills, M. (2002) Fan Cultures. London: Routledge.
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Lury, K. (2005) Interpreting Television. Oxford: OUP.
Nichols, B. (1991) Representing Reality: Issues And Concepts in Documentary. Minneapolis: Minnesota UP.
Wardrip-Fruin, N. and Harrigan, P. (2004), First Person: New Media as Story, Performance and Game.
Massachusetts: MIT.
Assessment
50% exam
50% essay
The Place of Popular Culture
MCLT24906
MRN: 3331
Module Leader
Steve Jones
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
The Place of Popular Culture is concerned with the relationship between culture and location. Do we live, as is
sometimes claimed, in a time of globalised or Americanised popular culture' or does the nation continue to exert
an influence? Is popular culture a particularly 'metropolitan experience' or is it produced in, and dispersed
throughout, smaller cities and towns? What are the 'politics of the living room' when it comes to broadcasting, or
how does the street corner mould people's identities? These are the kind of questions we pose on this module.
This module aims to get you 'doing' cultural analysis by concentrating on developing your research skills, both as
an individual and as part of a small group. It:
Enables you to study the relationships between place and cultural identity.
Encourages you to debate issues of locality, urbanisation, nationality, regionality and globalisation.
Develops your understanding of place as part of 'everyday life'.
Encourages you to analyse your own experiences of place.
Indicative Reading
Bennett, T. & Watson, D. (eds. 2002) Understanding Everyday Life. Oxford: Blackwell Publishing.
Bird, J. et al (eds. 1993) Mapping the Futures: local cultures, global change. London: Routledge.
Hall, S. & du Gay, P. (eds. 1996) Questions of Cultural Identity. London: Sage.
Morley, D. & Robins, K. (1995) Spaces of Identity. London: Routledge.
Morley, D. (2000) Home Territories. London: Routledge.
Assessment
40% CWK
60% CWK
British and Hollywood Cinema
MCLT25005
MRN: 1866
Module Leader
Anna Dawson
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Following on from Reading the Screen, Hollywood Cinema, British Cinema will comprise two main sections, the
first focusing on classical Hollywood cinema, the second on British cinema. The module will examine issues of
film theory, spectatorship, nation, audiences and institutions.
The main aims of the module are:
To examine key theoretical debates around British cinema and classical Hollywood
To develop skills of close analysis introduced in Year One
To create an awareness of how film texts are shaped by social, industrial and institutional contexts
To critically engage with the concept of national cinema
To explore the influence of policy developments on the film industry
Indicative Reading
Bordwell, D. Staiger J. and Thompson, K. (1991) The Classical Hollywood Cinema, London: Routledge
Dyer, R. (1979) Stars, London: bfi
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Aaron, M. (2007) Spectatorship: The Power of Looking On. London: Wallflower
Higson, A. (1995) Waving the Flag: Constructing a National Cinema in Britain (Oxford: Clarendon Press)
Leggott, J (2008), Contemporary British Cinema: From Heritage to Horror. (London: Wallflower)
Murphy, R. (2001) The British Cinema Book (London: bfi)
Assessment
50% CWK
50% Exam
Theorizing and Researching Media and Culture
MCLT25205
MRN: 1867 Credit Points: 40
Module Leader
Dave Woods
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This core module builds upon and substantially develops students' familiarity with key theories and approaches in
media and culture. It examines central paradigms while also responding to new theoretical positions within media
and culture in an international context. The module explores the complex relationship between cultural theory and
the practices in the study of media and culture. Case studies may include, for example, popular television forms,
advertising, news, globalisation.
To introduce you to some of the key theorists and theories that inform media and cultural studies.
To enable you to develop a critical understanding of the relationship between theory and practice in media and
cultural studies.
To explore debates within different theoretical approaches.
To encourage you to think critically and confidently in theoretical terms.
To develop your understanding of the historical context of theoretical work.
To encourage development of skills of independent thought, critical reflexivity and the ability to relate this body of
theoretical work to other media modules.
This module is compulsory for all students taking Media at level 2.
Indicative Reading
Barker, C. (2000) Cultural Studies: Theory and Practice. London: Sage.
Bennett, T. et al (1983) Formations of the Popular. London: Routledge.
Hollows, J. (2000) Feminism, Femininity and Popular Culture. Manchester: Manchester University Press.
Stokes, J. (2002) How to do Media and Cultural Studies. London: Sage.
Strinati, D. (2000) An Introduction to Studying Popular Culture. London: Routledge.
Williams, R. (1980) Problems in Materialism and Culture. London: Verso.
Assessment
40% CWK
40% Class Test
20% Presentation
Philosophy
Introduction to Contemporary Philosophy
PHIL20107
MRN: 3394
Module Leader
Ruth Griffin
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
This module will introduce you to the ideas of the key thinkers that have helped to shape contemporary
philosophy. The module will engage with these ideas in order to examine two issues that dominated philosophy
in 20th century.
1. The nature and significance of 'meaning' and the question of how to live a 'meaningful life'.
2. The broader question of the nature of being and existence, especially when confronted with the emergence of
science and technology as a significant shaper of modern life.
87
Specific ideas and themes covered will include: the philosophical significance of Darwin's theory of evolution,
Nietzsche and 'the death of God', Husserl and phenomenology, Heidegger on the authentic life and a variety of
contemporary philosophers on the nature of 'understanding'. These issues will be addressed via an examination
of the work of philosophers such as Nietzsche, Heidegger, Sartre, De Beauvoir, and Agamben as well as more
recent work on the nature of language and the mind by British and American analytic philosophers.
At the end of the module, you should know why these questions dominated the work of philosophers in the 20th
century and the extent that they remain central to any attempt to understand the nature of modern life in the 21st
century.
Indicative Reading
Ayer, A.J. (1980) Language, Truth and Logic
Carrol, J. (1995) Humanism: The Wreck of Western Culture
Grondin, J. (2004) The Philosophy of Gadamer
Freud, S. (1985) Civilisation and Discontents and Other Works
Kripke, S (1984) Naming and Necessity
Sartre, J.P. Existentialism and Humanism
Assessment
50% Essay
50% Class Test
Philosophy and Everyday Life
PHIL20207
MRN: 3395
Module Leader
Ruth Griffin
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Philosophy is often seen as a remote and highly esoteric discipline that has very little to say to 'ordinary people' in
their workaday lives.
This module will challenge this view, and examine the ways in which philosophical forms of questioning and
analysis can assist us in both our personal and our working lives. Drawing upon both ancient and modern
philosophical sources, the module will also examine the way in which philosophy can provide us with ideas and
arguments that point us towards greater self-insight and ultimately better ways of living.
These questions will, in part, be addressed in lectures and visiting speaker seminars whose aim is to show how
philosophy has improved the lives of individuals and communities throughout history.
Indicative Reading
Borgmann, A. (1984) Technology and the Character of Contemporary Life: A Philosophical Inquiry Chicago:
University of Chicago Press
Glover, J. (1977) Causing Death AND Saving Lives London: Pelican
Lefebvre, H. (2006) The Critique of Everyday Life (3 Vols) London: Verso
Sheringham, M. (2006) Everyday Life: Theories and Practices from Surrealism to the Present Oxford: Oxford
University Press
Ward, G. (2000) The Certeau Reader Oxford Blackwell
Assessment
30% Exm
30% ESY
30% CWK
10% SEP
Introduction to the Philosophy of Religion
PHIL20307
MRN: 3396 Credit Points: 20
Module Leader
Patrick O’Connor
Pre/Co/Post Requisites
Overview and Aims of the Module
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Duration:
Year Long
This module introduces you to the key debates and themes in contemporary philosophy of religion. The module
strives to facilitate an awareness of religion's 'problematic' status in modern philosophy, as well as allowing you to
explore the assumptions and implications of key thinkers in this area of philosophy.
The module shows how both religion and religious practices have been understood by a variety of modern
philosophers who spoke for and on behalf of science - through the critiques of religious belief developed by
Hume, Marx, Nietzsche and Freud. Also discussed are the ideas of the mediaeval scholastics who used
philosophical ideas and arguments in order to justify faith. The overall aim of the module will show how modern
philosophy was forged in the crucible of religious belief and theological debate and the extent which 'religion'
continues to provide the context for many of today's metaphysical problems and concerns.
Thus the module also attempts to shed light on the recent revival of religious belief and sentiment in many parts
of the world - by focussing on the question of how to make philosophical sense of the emergence of both religious
fundamentalism and popular 'New Age' spirituality.
Indicative Reading
Derrida, J. and Vattimo, G. (eds.) (1998) 'Religion' Cambridge: Polity.
Freud, S. (1995) The Origins of Religion Harmondsworth: Penguin.
Ling, T. (1966) Buddha, Marx and God London Macmillan.
Macintyre, A. (1981) After Virtue: A Study in Moral Theory London: Duckworth.
Nietzsche, F. (1977) 'The Nietzsche Reader' Harmondsworth: Penguin.
Mann, W.E. (2004) 'The Blackwell Guide to the Philosophy of Religion' Oxford: Blackwell
Peterson, M. (et. al) (2006) 'Philosophy of Religion: Selected Readings' Oxford: Oxford University Press
Assessment
70% CWK
30% Critical Synopsis
Introduction to the Philosophy of Mind
PHIL20407
MRN: 19576 Credit Points: 20
Module Leader
Neil Turnbull
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
The overall aim of this module is to introduce you the key concepts involved in contemporary philosophical
debates about the nature and significance of the mind. The module examines the - Cartesian - idea that the mind
is distinct 'substance' separate from the body, alongside the more contemporary idea, now dominant in
mainstream psychology, that the mind is simply a sophisticated information processing device.
Also discussed is the relationship between language and thought, the possibility of animal cognition and the how
consciousness and awareness creates problems for our scientific understanding of ourselves and the world in
which we live.
The module goes onto to consider why the debate about the nature of the mind has helped define what
philosophers understand by the term 'modern philosophy', and the extent to which contemporary philosophy of
mind has helped inform some of the key debates in contemporary psychology, bioology and linguistics.
Indicative Reading
Dennett D.C.
'Consciousness Explained' 1991
Dreyfus, H.
'What Computers Can't Do' 1973
McLaughlin, B. and Cohen, J. 'Contemporary Debates in the Philosophy of Mind' 2007
Nagel, T
'What is it like to be a bat?' in 'Mortal Questions' 1979
Searle, J
'Minds, Brains and Programs' 1990
Stainton, R.J.
'Contemporary Debates in Cognitive Science' 2006
Weizenbaum, J. 'Computer Power and Human Reason' 1974
Assessment
100% CWK
Philosophy and Media
PHIL20609
Module Leader
MRN: 4977
Ruth Griffin
Credit Points: 20
89
Duration:
Year Long
Pre/Co/Post Requisites
Overview and Aims of the Module
This interdisciplinary module aims to view the media philosophically through the lens of everyday life. Its central
organising theme is the media's potential to operate as a powerful philosophical tool within an image saturated
society, with the capability to transmit, influence and critique dominant ideological norms.
Initially, it explores the mediating function of media texts, for example their role in articulating philosophical ideas
in ways that are arguably particular to the visual form. It then goes on to unravel the 'deeper issue' of mediation
as a philosophical problem, examining the concept of media, and whether "reality" can only ever be mediated
rather than directly perceived?
The module then examines the intersection between the reception of such philosophically transmitted ideas and
everyday life, considering, for example, the media's potential influence upon contemporary ideologies. What do
these everyday ideologies tell us about philosophy, and vice versa?
Finally, it considers the status of philosophy in relation to everyday media artefacts. Do populist texts illuminate
or instead over-simplify complex philosophical ideas?
Ought the processes of democratisation be embraced and philosophical elitism abandoned, or should philosophy
remain in the abstract realm and media be limited to illustrational purposes? Such questions have significance for
lived identities, forming part of a wider philosophical consideration of what it means to be a sentient, mediaconsuming subject in what is arguably an increasingly fragmented, and certainly media orientated, society.
Indicative Reading
Baudrillard, J. Simulacra and Simulation (Michigan: The University of Michigan Press, 1994)
Benjamin, W. 'The Work of Art in the Age of Mechanical Reproduction' in
Durham, M. G. & Kellner, D. eds., Media and Cultural Studies Keyworks (Oxford: Blackwell, 2001)
F Debord, G. The Society of the Spectacle (London: Rebel Press, 1992)
Foucault, M. Gordon, C Ed. Power-knowledge: Selected Interviews and other writings 1972-1977 (Brighton:
Harvester Press, 1980)
Hansen, MBN. New Philosophy for New Media (London: MIT Press, 2006)
Kittler, F. A. Gramophone, Film, Typewriter (Stanford, California: Stanford University Press, 1999)
Rancière, J. The Politics of Aesthetics: The Distribution of the Sensible (New York: Continuum, 2006)
Rodowick, D. N. Reading the figural, or, Philosophy after the new media
(Durham, NC: Duke University Press, 2001)
Tomlinson, J. The Culture of Speed. The Coming of Immediacy (London: Sage, 2007)
Virilio, P. The Information Bomb (London: Verso, 2005)
Assessment
70% ESY
30% LOG
Politics
From Lenin to Castro: Communism in the Twentieth Century
POLS20081
MRN: 251
Credit Points: 20
Module Leader
Rick Simon
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
To examine the origins of the Soviet political system, the development and nature of the Soviet 'model', the
reasons for its post-World War II expansion; alternatives to the Soviet model and the factors behind its crisis and
collapse.
Indicative Reading
D Lane (1996) The Rise and Fall of State Socialism, Polity.
R Sakwa (1998) Soviet Politics In Perspective, (2nd edition) Routledge.
G Hosking (1985) A History of the Soviet Union, Fontana.
R Crampton (1994) Eastern Europe in the Twentieth Century, Routledge.
90
P Lewis (1994) Central Europe since 1945, Longman.
M Waller (1993) The End of the Communist Power Monopoly, Manchester University Press.
Assessment
50% CWK
50% Exam
Social Theory
Gender and Sexuality
SOCT20705
Module Leader
Pre/Co/Post Requisites
MRN: 1875
Nigel Edley
Credit Points: 20
Duration:
Year Long
None
Overview and Aims of the Module
'Gender' and 'sexuality' are key terms within psychology and social theory - as well as, of course, within ordinary,
everyday life. They are terms with which all of us are familiar. However, as this module will show, despite this
familiarity, these concepts are highly complex - and, indeed, contested. You will look at the ways in which gender
and sexuality have been theorised from a range of different social scientific perspectives. Throughout we will be
concerned with three central questions: firstly, what is the substance of gender? What are men and women made
of? Secondly, how do we become gendered? How does gender 'get into' us? And thirdly, why do masculinity and
femininity take the forms that they do and how do they change over time? You will address these questions via a
review of six very different theoretical approaches - including psychoanalysis, cultural theory and feminist theory.
Along the way you will also engage with a range of interesting and important issues such as sexual 'dysfunctions,'
gender stereotyping and the politics of relationships.
Indicative Reading
Archer, J. and Lloyd, B. (1985) Sex and Gender. Cambridge: Cambridge University Press.
Connell, R.W. (2000) The Men and the Boys. Cambridge: Polity
Frosh, S. (1987) The Politics of Psychoanalysis: An Introduction to Freudian and Post-Freudian Theory. London:
Macmillan.
Hargreaves, D. J. and A. M. Colley, A. M. (eds.) (1986) The Psychology of Sex Roles. London: Harper and Row.
Hearn, J. and Morgan, D. (eds.) (1990) Men, Masculinities and Social Theory. London: Unwin Hyman.
Seidler, V. (1992) Recreating Sexual Politics: Men, Feminism & Politics. London: Routledge.
Walby, S. (1990) Theorising Patriarchy. Oxford: Blackwell.
Assessment
30% CW
70% CW
Despair and Ecstasy: The Psychology of Illness and Well-Being
SOCT21909
MRN: 4794
Credit Points: 20
Module Leader
David Kidner
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
On this module you will explore the relations between emotional health and the ways we live today, considering
how current economic and social realities affect our experience of the world and generate particular problems and
rewards. You will explore what it means to be 'normal', and review various deviations from normality, including
character disorders and types of neurosis and psychosis. The mental health industry incorporates various
commonly held assumptions and beliefs about the nature of the person, the social world, and 'mental illness'; and
the module critically examines these assumptions and beliefs, clarifying their impact on our everyday lives and
psychological well-being, and revealing their economic roles. The specific topics considered each year will be
selected from the following areas: the psychological consequences of individualism; everyday psychopathology;
the use of hypnosis and altered states of consciousness; the rising incidence of depression in the western
democracies; family communication and psychological symptoms; strategic psychotherapy; cognitive-behavioural
psychotherapy; cross-cultural variations in psychological distress; the psychological consequences of
91
industrialisation; the relation of mind and body and the social context for physical illness and well-being. You look
at changes in the understanding and treatment of mental disorders since Freud's day, and assess the difficulties
of psychiatric diagnosis, the effectiveness of psychotherapy in dealing with emotional problems, and the influence
of the pharmaceutical industry on the diagnosis and treatment of 'mental illness'. Finally, you will consider the
psychological impact of inequalities, and the cultural and political implications of research into health and illness.
Indicative Reading
David Smail, Power Interest, and Psychology (Hay-on-Wye: PCCS Books, 2005).
Arthur Kleinman, Rethinking Psychiatry (New York: Macmillan, 1988).
Michel Foucault, Madness and Civilisation: A History of Insanity in the Age of Reason (New York: Vintage Books,
1988).
De Shazer, Steve, Keys to Solution in Brief Therapy (New York: Norton, 1992).
Richard Warner, Recovery from Schizophrenia (New York: Brunner-Routledge, 2004).
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Revised
(New York: American Psychiatric Association, 2000).
Assessment
50% CWK
50% CLT
Media and Culture in China
SOCT22009
Module Leader
Pre/Co/Post Requisites
MRN: 4799
Tao Zhang
Credit Points: 20
Duration:
Year Long
None
Overview and Aims of the Module
This module aims to provide an insight into contemporary media development and cultural change in China,
placing this in the context of broader historical, economic and cultural debates in relation to China. It will examine
a wide range of media forms including print media, broadcasting, film, new media technologies such as the
mobile phone and the internet and their cultural impact in China. It will explore contemporary issues of media
development and policy in China and it will relate these to longer historical contexts: the influence of
Confucianism; traditional Chinese social and cultural structure; the emergence of cultural modernity. The module
will go on to explore some key issues in Chinese media and cultural studies: the debate around 'cultural
imperialism'; state control of media institutions; media censorship; media and youth culture in China, the impact of
globalization; and China as an emerging superpower.
Indicative Reading
Fairbank, John King (1995) 'Introduction: The Old Order' in John King Fairbank (ed.) The Cambridge History of
China Vol.10 Late Ch'ing 1800-1911 Part I. Cambridge: Cambridge University Press
Zhang, Xiantao (2007) The Origins of the Modern Chinese Press: the influence of the Protestant missionary press
in late Qing China London: Routledge
Wu Guoguang & Lansdowne, Helen (2009) Socialist China, capitalistic China: social tension and political
transition under globalization Routledge
Zhao, Yuezhi (2008) Communication in China: political economy, power and conflict Rowman and Littlefield
Zhang, Yingjin (2004) Chinese National Cinema London: Routledge
Cheng Li (2008) (ed) China's changing political landscape: prospect for democracy Washington D.C.: Brookings
Institution Press
Rojas, Carlos & Chow, Eileen Cheng-yin (2009) (eds.) Rethinking Chinese popular culture: cannibalisations of the
canon London: Routledge
Assessment
30% PRS
70% CWK
92
Spanish
Introduction to Latin American Studies
SPAN20805
MRN: 19695
Year
Module Leader
Neil Hughes
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
Overview and Aims of the Module
Introduction to Latin American studies is an optional module for level 2 Spanish students that have successfully
completed SPAN166 or equivalent. It is an inter-disciplinary module that addresses background issues and
themes relevant to an understanding of contemporary Latin America. Issues covered include the colonial legacy,
the impact of geographic diversity on development, the economic and social transformation of Latin America and
the region's political development during the 20th century. The module is delivered in Spanish. Assessment is by
coursework and examination.
The module aims to:
Improve knowledge of the background issues, processes and themes relevant to an understanding of
contemporary Latin America
Develop understanding of the commonalities and diversity underlying processes of development in Latin America
Identify the main paradigms that have shaped the Latin American economic, political and social contexts during
the 20th century
Stimulate greater interest in this increasingly important region
Indicative Reading
Boni Aristizábal, Alejandra, El Estado del Desarrollo en América Latina. Aproximación Histórica y Sociológica,
Valencia, Universidad Politecnica de Valencia, 1997
Clayton, Lawrence, & Michael Conniff, A History of Modern Latin America, Orlando ,Harcourt Brace, 1999
Keen, B and Haynes, K, A History of Latin America, New York, Houghton Mifflin, 2004
Munck, R. Contemporary Latin America, Basingstoke: Palgrave, 2003
Assessment
100% CW
Introduction to Spanish cultural representations
SPAN21005
MRN: 1889 Credit Points: 20
SecondHalf-Year
Module Leader
Mercedes Carbayo-Abengozar
Pre/Co/Post Requisites
Duration:
Overview and Aims of the Module
This is an optional second year module. It offers an introduction to Spanish cultural studies. Cultural
representations of national identity, gender, class and race will be looked at in the work of Spanish and LatinAmerican painters, musicians, writers and film directors. The main aims of the module are to:
o Introduce students to core theoretical concepts in the field of cultural studies;
o Develop student's ability to apply theoretical concepts to cultural practices in Spain and Latin-America;
o To begin to develop their ability to analyse these practices and their implications;
o To encourage students to relate such practices to appropriate social, cultural, political and economic contexts.
Indicative Reading
Graham, H. and Labanyi, J. (eds.) Spanish Cultural Studies. An Introduction Oxford: Oxford University Press,
1995
Jordan, B. and Morgan-Tamosunas, R. (eds.) Contemporary Spanish Cultural Studies London: Arnold, 2000
Eamoun, Rodgers (ed.) Encyclopedia of Contemporary Spanish Culture London: Routledge, 1999
Assessment
50% CWK
50% CLT
93
Level 3
English
Reading Gender and Sexuality
ENGL31505
MRN: 1908 Credit Points: 40
Module Leader
Sharon Ouditt
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
The module will examine the politics and aesthetics of gender and sexuality in relation to the writing and reading
of twentieth-century and contemporary literature. It will historicise and submit to sceptical analysis central
concepts in the period's conceptualisations of fixed gender identities and sexual identities. Key terms will include:
femininity, masculinity, androgyny, heterosexuality, homosexuality, bisexuality, transgender, ethnicity, 'difference'.
These will be related to literary texts from a range of cultures and from three main periods: the early twentieth
century, the mid-century, and the contemporary.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
ANY EDITION OF THE FOLLOWING PRIMARY TEXTS
Forster, E M Maurice
Baldwin, James Another Country
Carter, Angela The Passion of New Eve
Amis, Kingsley Jake's Thing
Jong, Erica Fear of Flying
Secondary texts might include
Bristow, Joseph Sexuality. London: Routledge, 1997
Butler, Judith Gender Trouble: Feminism and the Subversion of Identity. London: Routledge, 1990
Doan, Laura Fashioning Sapphism: The Origins of a Modern English Lesbian Culture Columbia University Press,
2001
Nye, Robert A. Sexuality. Oxford: Oxford University Press, 1999
Wilchins, Riki Queer Theory, Gender Theory. London: Alyson Publishers, 2004
Assessment
50% Essay
50% Project
Devolving the Renaissance: Nation, Region, and the Literature of Early Modern 'Britain'
ENGL31708
MRN: 13437 Credit Points: 20
Duration:
Year Long
Module Leader
David Coleman
Pre/Co/Post Requisites
Overview and Aims of the Module
This module asks students to analyse the literature of early modern Britain and Ireland in the light of what is
variously termed 'the new British history', 'the British problem', or 'Archipelagic English': the critical movement
which considers early modern literature in the light of what has been called 'internal colonialism', the political and
cultural processes which construct the imaginative vision of 'Great Britain' in the early modern period, and later
construct the political entities of 'Great Britain' and the 'United Kingdom'. Students will be encouraged to explore
literary texts in dialogue with a range of other textual production, including political proclamation, broadside
ballad, news report and cartography. Attention will be paid to the various cultural contexts in which early modern
literature locates itself. The module also considers what such texts mean to later readers and critics, particularly
those writing from post-imperial or 'devolved' contexts.
Indicative Reading
94
STUDENTS: WARNING
Please do not use this indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated in room 173.
Hadfield, Andrew. Shakespeare, Spenser and the Matter of Britain. Palgrave, 2003.
James VI and I, Political Writings. Cambridge, 1995.
Jonson, Ben. The Irish Masque at Court.
Kerrigan, John. Archipelagic English. Oxford UP, 2008.
Maley, Willy. Nation, State and Empire in English Renaissance Literature. Palgrave, 2002.
Milton, John. The Major Works. Oxford UP, 2008.
Shakespeare, William. Cymbeline. Any edition.
Shakespeare, William. King Lear. Any edition.
Shakespeare, William. Macbeth. Any edition.
Assessment
30% Coursework
70% Coursework
Queering the Modern
ENGL32505
Module Leader
Pre/Co/Post Requisites
MRN: 1909
Greg Woods
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Modernism was an international 'movement' involving all the arts. Responding to a world of rapid urbanisation
and technological development, social mobility and philosophical scepticism, artists in Europe and America
experimented with new forms, techniques and topics to meet what were perceived as the unprecedented
requirements of modernity.
The module aims to show that Modernism was the first major cultural 'movement' to be significantly influenced,
from the start, by the late nineteenth century's new conceptualisations of sexuality. A fresh collective
understanding of sexualities took root with surprising speed in the industrial world after a consensus had
materialised among European sexologists, firmly establishing a binary division between heterosexual and
homosexual identities, and a pathologisation of the latter among many other newly identified perversions. Even
individual identity itself (as opposed to social role) was a relatively recent preoccupation.
Responding to such cultural developments, self-consciously modern painters and writers moved away from the
comprehensive objectivity of Victorian realism and began to produce far more individualistic, subjectivist
responses to the world around them. The module aims to show that the many innovations of Modernism were the
eventual outcome: new artistic modes to suit new subjectivities. Moreover, among the Modernists were to be
found the first major cohort of 'homosexual' writers and artists.
Indicative Reading
Djuna Barnes, Nightwood (1928)
André Gide, The Immoralist (1902)
Radclyffe Hall, The Well of Loneliness (1928)
D.H. Lawrence, The Prussian Officer (1914)
Thomas Mann, Death in Venice (1913)
Oscar Wilde, The Picture of Dorian Gray (1890)
Virginia Woolf, Mrs Dalloway (1925)
+ selections and extracts from films, poetry collections, sculpture, ballet, songs, etc.
Georges Bataille, Eroticism (Harmondsworth: Penguin, 2005)
Shari Benstock, Women of the Left Bank: Paris 1900-1940 (London: Virago, 1986)
Joseph Bristow, Effeminate England: Homoerotic Writing After 1885 (Buckingham: Open University Press, 1995)
Joseph Bristow, Sexuality (London: Routledge, 1997)
Peter Childs, Modernism (London: Routledge, 2000)
Laura Doan, Fashioning Sapphism: The Origins of a Modern English Lesbian Culture (2001)
Laura Doan & Jane Garrity, Sapphic Modernities: Sexuality, Women and English Culture (London: Palgrave,
2005)
Martin Bauml Duberman et al, Hidden from History: Reclaiming the Gay and Lesbian Past (London: Penguin,
1989)
Mary E. Galvin, Queer Poetics: Five Modernist Women Writers (London: Praeger, 1999)
Gabriele Griffin (ed.), Difference in View: Women and Modernism (London: Taylor & Francis, 1994)
Andrew Hewitt, Political Inversions: Homosexuality, Fascism and the Modernist Imaginary (Palo Alto: Stanford
University Press, 1996)
95
Hugh Stevens & Caroline Howlett (ed.), Modernist Sexualities (Manchester: MUP, 2000)
Klaus Theweleit, Male Fantasies (Cambridge: Polity, 1977)
Gregory Woods, Articulate Flesh: Male Homo-eroticism and Modern Poetry (New Haven: Yale University Press,
1987)
Gregory Woods, A History of Gay Literature: The Male Tradition (New Haven: Yale University Press, 1998)
Assessment
70% Exam/Test
30% RPT
Theory Now: Literature, Culture, Politics
ENGL33505
MRN: 2600
Module Leader
Phil Leonard
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
Ideas about 'English' as a discipline have been vigorously debated in recent literary and critical theory, and 'The
Theory Module' will explore some of the most significant controversies that are currently at the cutting edge of
literary studies. Building on ideas introduced at levels 1 and 2, this module explores in greater depth how literary
and critical theory provoke a dramatic rethinking of cultural identity and its literary representation, this module will
focus on how we can confront and transform established ideas about subjectivity, cultural power, gender and
sexuality, colonial, postcolonial and transnational identities, globalization, and technology. This module will
explore how these debates impact on literary studies and challenge our understanding of the production,
interpretation, function, and value of literary texts. In order to explore these issues, 'The Theory Module' will
consider texts from the 19th and 20th centuries. This module's distinctiveness lies in its claim that recent theory is
provocative and compelling because it provides a range of conceptual tools that help us to arrive at more complex
approaches to the relationship between cultural identity and literary texts.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Attridge, Derek (ed.), Derrida: Acts of Literature London: Routledge, 1992
Bhabha, Homi K. The Location of Culture London: Routledge, 1993
Butler, Judith Undoing Gender London: Routledge, 2004
Lyotard, Jean-François The Postmodern Condition Manchester: Manchester UP, 1984
McQuillan, Martin Deconstruction: A Reader Edinburgh: Edinburgh UP, 2000
Moi, Toril (ed.), The Kristeva Reader Oxford: Blackwell, 1986
Rivkin, Julie & Ryan, Michael Literary Theory: An Anthology Oxford: Blackwell, 2004
Said, Edward Culture and Imperialism London: Vintage, 1994
Williams, Patrick An Introduction to Postcolonial Theory Hemel Hempstead: Harvester Wheatsheaf, 1997
Williams, Patrick & Chrisman, Laura Colonial Discourse and Postcolonial Theory: A Reader Hemel Hempstead:
Harvester Wheatsheaf, 1993
Assessment
70% Exam/class test
30% CW
Travel Writing: Texts, Contexts, and Theory
ENGL35505
MRN: 3411 Credit Points: 40
Module Leader
Tim Youngs
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module introduces students to travel writing and introduces travel writing into the curriculum. It provides an
overview of travel writing, while allowing for in-depth study of selected regions, authors and themes. It also
examines criticism and theories of the genre (including arguments over whether it constitutes a genre at all), and
invites students to consider the relationship of travel writing to society and to other forms of literature, both
canonical and non-canonical. The aims of the module are to examine a selection of the following issues:
The relationship of travel writing to other forms of literature, including autobiography and the novel
96
The construction of self in travel texts
The construction of place in travel writing
Travellers' representation of other cultures
The role of the traveller and travel text in reinforcing, modifying or subverting ideologies and literary conventions
Theoretical and cross-disciplinary approaches to travel writing
In studying these issues, students will be expected to contextualise their readings of travel literature in terms of
literary and cultural history.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Among the critical introductions to and surveys of travel writing are:
Clark, Steve ed, Travel Writing and Empire: Postcolonial Theory in Transit. London: Zed Books, 1999.
Holland, Patrick and Huggan, Graham Tourists with Typewriters: Critical Reflections on Contemporary Travel
Writing. Michigan: Michigan University Press, 1999.
Hulme, Peter and Youngs, Tim eds, The Cambridge Companion to Travel Writing. Cambridge: Cambridge
University Press, 2002
Korte, Barbara English Travel Writing: from Pilgrimage to Postcolonial Explorations. Basingstoke: Palgrave, 2000.
Pratt, Mary Louise Imperial Eyes: Travel Writing and Transculturation. London: Routledge, 1992.
Consult past issues of the journal Studies in Travel Writing
Assessment
30% Portfolio
70% Essay
Postcolonial Texts: Narratives of Liberation
ENGL35905
MRN: 2602 Credit Points: 40
Module Leader
Anna Ball
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module focuses on postcolonial texts (fiction, poetry and film) and considers the relationship between acts of
representation and the politics of anti-colonialism and postcolonialism. It aims to introduce students to the
historical, political and cultural contexts of the postcolonial world, as well as to a range of texts produced in
postcolonial societies. A central objective is to familiarise students with the central propositions informing
postcolonial theory and to develop the ability to work across theoretical and literary texts productively and in
innovative ways. Attention will be given to the diversity of postcolonial aesthetic forms and the aim is to develop
close reading skills and the ability to relate textual readings to wider questions concerning the attribution of literary
value. Attention will be given to the multiple and intersecting models of difference (ethnicity, gender, sexuality,
class) which potentially deconstruct as well as construct the central ideas of postcolonialism and a postcolonial
literary canon.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists are
displayed on the English Subject Noticeboard situated outside office 117.
Achebe, Chinua, Things Fall Apart. Oxford: Heinemann: 1958
Ba, Miriama, So Long A Letter. London: Virago, 1980
Hodge, Merle, Crick, Crack Monkey. Oxford: Heinemann, 1970
Kincaid, Jamaica, Annie John. London: Virago, 1985
Selvon, Sam, Lonely Londoners. London: Longman, 1956
La Guma, Alex, A Walk in the Night (1962)
Lamming, George, In The Castle of My Skin (1953; U of Michigan P, 1991)
Boehmer, Elleke Colonial and Postcolonial Literature. Oxford: Oxford University Press 1995
Childs, Peter & Patrick Williams, An Introduction to Postcolonial Theory. Hemel Hempstead: Harvester
Wheatsheaf, 1997
Mohanty, Chandra Talpade et al, eds, Third World Women and the Politics of Feminism. Bloomington: Indiana
University Press, 1991
Williams, Patrick and Laura Chrisman (ed.s), Colonial Discourse and Post-Colonial Theory. Hemel Hempstead:
Harvester Wheatsheaf, 1994
Young, Robert, Postcolonialism: An Historical Introduction (Oxford, Blackwells, 2001)
97
Assessment
30% CW
30% CW
40% Exam
European Studies
Gender Politics in Europe
EURO30205
Module Leader
Pre/Co/Post Requisites
MRN: 1777
Gill Allwood
Credit Points: 20
Duration:
Year Long
None
Overview and Aims of the Module
This module examines gender politics in Europe, focusing on the relation between national and EU policy-making,
the extent to which women participate in this policy making, and its gendered impact. On this module, you will
accordingly analyse gender relations by focusing on a series of case studies dealing with contemporary, highprofile issues in European society. You will be encouraged to engage actively with the debates generated by
these case studies, situating them in their national, European and international contexts, and examining the
similarities and differences between and within the nation states under discussion.
Indicative Reading
Kofman, E et al. Gender and International Migration in Europe. London: Routledge. 2000.
Mazey, S (ed) Special Issue of Journal of European Public Policy: Women, Power and Public Policy in Europe,
7(3). 2000.
Threlfall, M. Mapping the Women's Movement: Feminist Politics and Social Transformation in the North. London:
Verso. 1996
Assessment
100% CWK
Memory and Identities in European Writing, Cinema and Society
EURO30605
MRN: 13441 Credit Points: 20
Module Leader
Enda McCaffrey
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
This module explores the way in which European writing, primarily in the form of autobiography and literary fiction
(with reference also to European cinema), investigates the links between identity, the individual and the
collectivity in the post-war era. A key aim of the module is to develop an understanding of the way in which
issues relating emigration, exile, memory, language, political and ideological change, and science impact upon
the notion of the self and its changing configuration over time. Related to this, is the aim of exploring the ways in
which these issues have an effect upon the way in which individuals relate to the society within which they find
themselves, as well as the historical legacy of particular societies.
Indicative Reading
Hoffman, Eva. Lost in Translation. London: Vintage. 1989.
Houellebecq, Michel. Atomised. London: Vintage. 2001.
Klima, Ivan. Waiting for the Dark, Waiting for the Light. London: Granta. 1998.
Kundera, Milan. Ignorance. London: Faber & Faber. 2002.
Levi, Primo. The Drowned and the Saved. London: Vintage, 1989.
Sebald, W.G. The Emigrants. London: Harvill. 1997.
Films:
Nanni Moretti, Caro Diario.
Claire Denis, Chocolat.
Haneke, Caché.
98
Assessment
50% Coursework
50% Exam
European Cinema: globalisation and resistance
EURO39305
MRN: 1780 Credit Points: 20
Module Leader
Martin O’Shaughnessy
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
With strong relevance for students of European studies, culture and film, this module considers European
responses to globalisation through the study of public film policy (individual states and the EU), the economic
strategies of national and European film industries, and individual film texts. Some of the films considered will be
examples of essentially commercial resistances to international, predominantly Hollywood competition. Other
examples will explore how cinema becomes an important medium for political resistances to economic
globalisation and the commodification of culture.
The principal aims are:
To develop an advanced and contextualised understanding of European cinema's responses to free-market
globalisation.
To engage in comparative analysis of the responses of different European cinemas to global competition at the
levels of policy, film-industrial strategy and individual films.
To analyse, through close engagement with documentary and fiction films, how cinema has become a vector of
resistance to neo-liberalism.
Indicative Reading
Dyer, R. & Vincendeau, G., Popular European Cinema. London: Routledge. 1992.
Grantham, B., Some Big Bourgeois Brothel: contexts for France's Culture Wars with Hollywood. Luton: University
of Luton Press. 2000.
Hayes, G. & O'Shaughnessy, M. (eds), French Cinema and Globalization, special number of French Politics,
Culture and Society, Vol 23 No. 3, 2005
Hill, J. and Church Gibson, P., World Cinema: Critical Approaches. Oxford: OUP. 2000.
Nowell-Smith, G. & Ricci, S. (eds), Hollywood and Europe: Economics, Culture, National Identity, 1945-1995.
London: BFI. 1998.
Wayne, M., The Politics of Contemporary European Cinema. Exeter: Intellect. 2002.
Assessment
50% Essay
50% Exam
The European Union in the Global System
EURO31512
MRN: 19758 Credit Points: 20
Year
Module Leader
Chris Farrands
Pre/Co/Post Requisites
Duration:
First Half-
Overview and Aims of the Module
This module is available as either an International Relations or European Studies option module. You are very
welcome whichever degree you are reading. You are also very welcome as an exchange or Erasmus student:
many international students from different backgrounds have taken this module successfully in the past, and you
will find a supportive approach to learning alongside the challenges in this module to succeed too.
You will explore the key themes the module aims to cover: how the European Union has evolved a significant set
of policies which impact on the rest of the world in areas such as development, trade and migration. But in
addition to its policies, the EU has structural impacts -some unintended- which shape its role and how it is seen
by others. We shall ask questions such as: Is the EU a rival or a junior partner to US hegemony in the world
system? Is it an alternative? How does it use its own regional dominance in Eastern Europe and the
Mediterranean regions? What kinds of power does it have and how does it use them in a global economy and
global culture? The module draws on a range of contemporary theoretical perspectives to examine these kinds of
questions. How does EU development policy work (or not work) and why? How can we explain the emergence of
99
the CFSP and the third Maastricht pillar as extensions of the EU's foreign policy? How does EU external policy
interact with those of the member states and with the inter-institutional debate within the EU machinery? Thus the
module is about 'foreign policy' -but it is about much more than policy making, since it explores critical ways of
thinking about identity in Europe and European identity, as well as structural, post-structural and critical theory
based ways of thinking about the EU's role in, and impact on, the rest of the world.
The module draws on European cultural studies approaches, international political economy, and international
politics, as well as identity theory. You are warmly encouraged to find and work within your own theoretical
frameworks in developing coursework topics for the module.
Indicative Reading
Bretherton, C and Vogler, J. The EU as a Global Actor, London: Routledge, 1999
Carlsnaes, W. and Smith, S. (eds), European Foreign Policy, London: Sage, 1994
Hill, C. (ed), The Actors in Europe's Foreign Policy, London: Routledge, 1996
Hill, C. The Politics of Foreign Policy, Basingstoke: Palgrave, 2002
M. Lister, The European Union and the South, London: Routledge, 1997
Stubbs, R. and Underhill, G. (eds), Political Economy and the Changing Global Order (2nd ed.) Oxford: Oxford
University Press, 2000
Tonra, B. and Christiansen, T. (eds), Rethinking European Union Foreign Policy Manchester: MUP, 2004
Wallace, H. and Wallace, W. (eds), Policy Making in the European Union, (4th ed.) Oxford: Oxford University
Press, 2002
Assessment
80% Essay
20% Tasks
French
La France et l'Europe
FREN30108
Module Leader
Pre/Co/Post Requisites
MRN: 19535 Credit Points: 20
Chris Reynolds
Duration:
Year Long
Overview and Aims of the Module
As one of the founding members of the EU, France has always been considered as a leader of this growing
supranational body. The debate over her continued dominance in this sphere raises as many questions about
France as it does about the development of the European Union. This module explores the relationship between
France and Europe with a particular emphasis on the European Union. Built around the principle themes that
have punctuated the debate on the EU in France, this course examines the development of French politics and
society within a European context since the end of the Second World War. The aim is to shed light on the
complexity of the European debate within France as well as to chart changes in French perspectives on Europe
over the last five decades.
Indicative Reading
Bossuat, Gérarad (2006) Faire l'Europe sans de?faire la France : 60 ans de politique d'unite? europe?enne des
gouvernements et des pre?sidents de la Re?publique franc?aise (1943-2003), P.I.E.-P. Lang.
S. Bulmer & C. Lequesne (2005) Member States and the European Union, Oxford University Press.
D. Dinan (2005) Ever closer union: An introduction to European integration, Palgrave MacMillan.
Drake, Helen (2005) French relations with the European Union, Routledge.
Assessment
50% Coursework
50% Exam
Contemporary France: Texts in Transition
FREN32005
MRN: 1788
Credit Points: 20
Module Leader
Jean-Pierre Boule
Pre/Co/Post Requisites
Overview and Aims of the Module
100
Duration:
Year Long
This final year option is designed to develop your existing awareness of French culture and society, through the
study a range of written texts and films which reflect cultural debates critical to contemporary France. The module
is therefore designed to give you a heightened understanding of a variety of forms of writing relating to
represenations of the self, from autobiographical and AIDS writing, to feminist, existentialist and postmodern
writing styles. The module is also designed to enable you to develop your language learning skills, in particular
through the analysis and discussion of French texts of increasing sophistication, and to develop your capacity for
both collaborative and individual study.
Indicative Reading
Hervé Guibert, A L'ami qui ne m'a pas sauvé la vie
Hervé Guibert, Le Protocole compassionnel
Hervé Guibert, La Pudeur ou L'Impudeur (film)
Cryril Collard, Les Nuits fauves (film)
Marie Cardinal, Les Mots pour le dire
Pascal Lainé, La Dentellière
Nathalie Sarraute, L'Enfance
Assessment
50% Coursework (in French
50% Exam (in English - or French if preferred)
German
The changing face of Germany - challenges for the new millennium
GERM39205
MRN: 1813 Credit Points: 20
Duration:
Module Leader
Christine Leahy
Pre/Co/Post Requisites
Year Long
Overview and Aims of the Module
This module aims to provide you with insights into socio-economic issues in Germany and in the wider contexts of
European integration and globalisation. Part of the module content will be based on current affairs as reflected in
the press and televised reports. Background information to underlying issues which influence society as well as
the economy and which have dominated the German press for years are introduced. For example, you will gain
insights into the development of the German unions and their role in securing better working conditions. You will
also gain insights into ecological concerns and their implications for society as a whole. The role of German in
intercultural situations, e.g., in localization processes, will also be looked at.
Indicative Reading
This module works extensively with internet-based texts, including academic papers. Texts are also drawn from
current journals and televised reports are used.
-Schneider, M. Kleine Geschichte der Gewerkschaften. Ihre Entwicklung in Deutschland von den Anfängen bis
heute. Bonn: Dietz. 2000.
-von Weizsäcker, E. U. Erdpolitik. Ökologische Realpolitik als Antwort auf die Globalisierung. Darmstadt: Primus.
1997.
-Wilss, W. (ed) Weltgesellschaft, Weltverkehrssprache, Weltkultur. Globalisierung versus Fragmentierung.
Tübingen: Stauffenburg. 2000.
Assessment
50% CW
50% Exam
Global Studies
Homo Urbanus: Global Urban Security and Resilience
GLOB30109
MRN: 4964
Credit Points: 20
Module Leader
Amanda Smith
Pre/Co/Post Requisites
Overview and Aims of the Module
101
Duration:
Year Long
In 2007 we entered a new era for humanity, an era of dominance for the species Homo Urbanus- whereby over
50% of the world's population became urban dwellers. The level of urbanization in recent decades is
unprecedented and ushers forward a plethora of socio-economic and political issues that must be addressed for
the well-being and safety of this new species and the planet. The rapid expansion of cities set alongside
processes of globalization has transformed the global landscape. It is predicted that all urbanization will occur in
developing world countries, with cities in the developed world either stabilising or contracting. This in turn brings
challenges for both the developed and developing world. In the developing world there is a distinct need to meet
basic needs such as shelter, food, sanitation and address vulnerability and instability/insecurity- particularly in
regards to crime- whilst also considering wider geopolitical processes and environmental concerns. Whilst in the
developed world there are challenges associated with global economic restructuring, insecurity, multi-culturalism,
sustainability and governance. All world cities have to respond to uncertainties, hazards and manage risk. There
is a need to become less vulnerable and more resilient and secure.
The aims of the module are to:
1. Explore contrasting theories, explanations and approaches to resilience and security.
2. Outline theoretical and global political economic aspects of resilience and security within global urban
environments.
3. Consider our responsibilities as a local, national and international citizen in the context of issues surrounding
urban resilience and securities.
Indicative Reading
Beall, J. & Fox, S. (2009) Cities and Development, Routledge: London.
Brenner, N. & Keil, R. eds. (2006) The Global Cities Reader, Routledge: London.
Coaffee, J. (2003) Terrorism, Risk and the City, Ashgate, Aldershot
Coaffee, J., Murkami-Wood, D and Rogers, P. (2008) The Everyday Resilience of the City, Palgrave/Macmillian
Drakakis-Smith, D. (2000) Third World Cities (second edition), Routledge, London.
Giradet, H (2008) Cities, People, Planet: urban development and climate change. Chichester, John Wiley.
Hardoy, JE; Mitlin, D & Satterthwaite, D. (2001) Environmental Problems in an urbanizing world, London,
Earthscan.
Linder, C. ed. (2009) Globalization, Violence, and the Visual Culture of Cities. Routledge, London.
McDonald, D (2009) World City Syndrome: Neoliberalism and Inequality in Cape Town. Routledge: London.
Pacione, M. (2009) Urban Geography: a global perspective (third edition), Routledge: London.
Pelling, M (2003) The Vulnerability of Cities: natural disasters and social reslience. London, Earthscan.
Rennie-Short, J (2004) Global Metropolitan: globalising cities in a capitalist world. Routledge: London.
Sassen, S. (2000) Cities in a World Economy, Sage: London.
Tortajada, C.; Varis, O; Biswas, A; & Lundqvist, J eds. (2009) Water Management in Megacities. Routledge:
London.
United Nations Human Settlements Programme (2007) Enhancing urban safety and security: global report on
human settlements. Earthscan, London.
Assessment
50% CWK
50% EXM
Conflict and Contemporary Violence
GLOB31412
MRN: 20295 Credit Points: 20
Module Leader
Chris Farrands & Roy Smith
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
To develop a historical and contextual understanding of 20th/21st century international conflicts.
To introduce key thinkers and texts in IR theory drawing on a range of disciplines and sub-disciplines such as
security and strategic studies.
To understand discursive and textual approaches to enquiry.
To understand key theoretical relationships between text and context; culture IR theory and representation.
To critically consider contemporary international conflicts
Indicative Reading
Dalby, S. Creating the Second Cold War: The Discourse of Politics, London, Pinter, 1990
Kaldor, M. New and Old wars: Organized Violence in a New Era, London: Polity Press, 1990
Huntington, S. The Clash of Civilisations and the Remaking of World Order, New York, Simon and Schuster,
1996
Der Derian, J. Virtuous war: mapping the military-industrial-media-entertainment network, Boulder Colorado &
Oxford: Westview Press, 2001
102
Glenny, M. The Fall of Yugoslavia: the third Balkan War, London, Penguin, 1993
Ruth Griffin and Cerwyn Moore, An Introduction to the Study of Violence Through Film. Manchester, Manchester
University Press, 2006
O'Tuathail, G., Dalby, S., and Routledge, P. (eds.) The Geopolitics Reader, London, Routledge, 1998
Assessment
50% CWK
50% EXM
History
Knights, Ladies, Priests (& Peasants): gender and status in medieval Society 1000-1500
HIST30107
MRN: 3391 Credit Points: 20
Duration:
Year Long
Module Leader
Natasha Hodgson
Pre/Co/Post Requisites
Overview and Aims of the Module
The medieval period encompassed a spectrum of significant changes for the gender identities of women and
men, and is also one of the most challenging areas of study in this field. During this time, education was governed
by the Church, and most literary sources were authored by celibate men from ecclesiastical backgrounds. They
were heavily influenced by traditional ideas about gender and debates about the relative value of marriage and
chastity. During this period, the gender identities of the aristocracy because more clearly defined and idealised in
the form of knights, ladies and priests, but all displayed elements of masculinity and femininity. This course will
consider ideals of masculinity in relation to chivalry and monasticism, as well as focusing on the history of women
and feminie traits. The majority of information which survives also relates to higher status nobles, politicians and
ecclesiastics of the first and second 'estates' but as a literate, vernacular culture gradually diseminated into
popular sphere there is also scope to consider ideas about gender in the activities of the men and women who
worked in the towns and countryside of medieval Europe. The Central Middle Ages were characterised by
expansion, economic productivity, religious reform and intellectual stimulation. Literacy was increasing, people
were concerned about their salvation, and both men and women participated in crusading and the new monastic
movements, as well as joining heretical groups. In the later medieval period, a larger number of female authored
works provided a new and intimate feminine perspective on spiritual life and their place in society. Seminars for
this module will be constructed around a range of translated primary materials to illustrate relevant
historiographical arguments. The time frame will correspond to the period following the so-called 'gender crisis' of
the eleventh century up to Joan of Arc's role in the Hundred Years War. The ramifications of specific historical
events that have become a focus for women's history such as the Norman Conquest and the Black Death will
also be considered as case studies.
Indicative Reading
Gendering the Middle Ages, eds Pauline Stafford and Anneke B. Mulder-Bakker, (Oxford, 2001). [305.40902
GEN] 1 week and short loan
Hadley, Dawn, Masculinity in Medieval Europe (London, 1999)[305.310940902 MAS] 1 week and short loan
Jewell, Helen M. Women in Late Medieval and Reformation Europe 1200-1550 (European Culture & Society)
(Palgrave, 2006) [305.4090902 JEW]
Jewell, Helen M.Women in Dark Age and Early Medieval Europe C.500-1200 (European Culture & Society)
(Palgrave, 2006) [305.409409021 JEW]
Johns, Susan M. Noblewomen, Aristocracy and Power in the Twelfth Century Anglo-Norman Realm,
(Manchester, 2003) e-book
Karras, Ruth Mazo, From Boys to Men: Formations of Masculinity in Late Medieval Europe (Philadelphia, 2002)[
[305.310902 KAR] 1 week and short loan
Leyser, Henrietta, Medieval Women; A Social History of Women in England 450-1500, (London, 1995).
[305.420942 LEY]
Medieval Masculinities: Regarding Men in the Middle Ages, ed. Clare A. Lees, with Thelma Fenster and Jo Ann
McNamara, (Minneapolis, 1994) [305.310902 MED] Short loan
Shahar, Shulamith, The Fourth Estate: A History of Women in the Middle Ages, 2nd edition, (London, 1991).
[305.40902 SHA] 1 week and short loan
Assessment
60% CWK
40% EXM
103
Reading the City
HIST31207
Module Leader
Pre/Co/Post Requisites
MRN: 3745
Stuart Burch
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
This module explores the built environment. It looks at statues, streets and squares as well as museums,
monuments and memorials in a range of cities. How can these be 'read'? What do they mean and why are they
there? How have they been used and misused? In what differing ways can urban environments be interpreted?
How does a city's past relate to its present? Using a range of techniques, methods and theoretical frameworks a
variety of urban landscapes will be evaluated and excavated.
Indicative Reading
Stuart Burch, 'Shaping symbolic space: Parliament Square, London as sacred site' in Angela Phelps (ed.), The
Construction of Built Heritage: a north European perspective on politics, practices and outcomes, Ashgate, 2002;
Felix Driver & David Gilbert (eds.), Imperial Cities, Manchester University Press, 1999;
Richard T. LeGates & Frederic Stout (eds.) The city reader, Routledge, 2000
Thomas A. Markus, Buildings & Power: Freedom & Control in the Origins of Modern Building Types, Routledge,
1993;
Deyan Sudjic & Helen Jones, Architecture and Democracy, Lawrence King, 2001;
Adrian Tinniswood, Visions of Power: Ambition and Architecture from Ancient Rome to Modern Paris, Mitchell
Beazley, 1998.
Assessment
100% Coursework
Britain, World War Two and Reconstruction 1939-1951
HIST33605
MRN: 1819 Credit Points: 20
Module Leader
Nick Hayes
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module starts with the outbreak of war in 1939, and more particularly with the need to plan for the future and
to rebuild Britain. Reconstruction was important because of the severe damage inflicted by enemy action during
the war. But it was necessary, too, because many promises were made - many positive images of a
reconstructed Britain offered - by politicians, propagandists and the media about the kind of Britain for which we
were fighting. This was a 'People's War' - fought by, for and on behalf of the whole nation. There was talk, too, of
taking a new direction when building this 'New Jerusalem': of a reliance on planning and technocratic expertise; of
state intervention to replace the inefficiencies of markets and free enterprise; of the privileging of collectivism and
community over individuality; of building a new people's culture. The discourses of radicalisation, modernisation,
consensus, shortages and protest were all prominent as Britain fought and as we started to build a 'People's
Peace. But the transition of British society from one at war to one at peace did not run smoothly. In 1945 Britain
was effectively bankrupt. This module offers a broad approach to how we fought, why we fought and to post-war
reconstruction: we look at the politics and at the social movements of the time, at morale, media outputs but also
such diverse activities as the architecture of new housing and cultural exhibitions.
Indicative Reading
A. Algate et al, Britain Can Take It: British Cinema in the Second World War (1994)
B. Conekin, The Autobiography of a Nation: the 1951 Festival of Britain (2003)
S Fielding et al, England Arise! The Labour Party and Popular Politics in 1940s Britain (1995)
N Hayes et al, Millions Like Us? British Culture in the Second World War (1999)
J Hasegawa, Planning the Blitzed Cities (1992)
S Nicholas, The Echo of War: Home Front Propaganda and the Wartime BBC (1996)
N Tiratsoo, The Attlee Years (1991)
I. Zweiniger-Bargielowska, Austerity in Britain: Rationing, Controls and Consumption (2000)
Assessment
50% CWK
50% EXM
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Crime and Conscience: the rise of the 'policeman' state and the social costs of justice, c18501900
HIST34005
MRN: 20324 Credit Points: 20
Duration:
Year Long
Module Leader
Judith Rowbotham
Pre/Co/Post Requisites
Overview and Aims of the Module
This module explores a key period in the history of crime. It provides a challenging exploration of crime and its
management through the legal process and the impact of that process of on individuals in the period c1850 to
1900, when a recognisably 'modern' justice process evolved. The Victorian age was characterised for
contemporaries by fears over the levels of crime and general 'bad' behaviour in society, because these were seen
as a threat to both individual and communal well-being. But why were the Victorians so panicked about the
stability of their society, identifying lawlessness as a particular threat? In order to comprehend this, the context of
the development of state attempts to improve the legal processes dealing with crime and offensive conduct,
including the setting up of police forces, reforms of the courts and the setting up of prisons and similar institutions
for punishment of 'offenders', and uses, in particular, the ways in which these were reported to the public at large
as a way of comprehending the impacts of these developments. The stereotyping (in line with class, gender and
age expectations) of 'criminals' is also a major theme, focusing on contemporary concerns over the purpose and
effects of punishments doled out for particular offences, the willingness of juries to convict, and the reactions of
the populace, both as spectators in courts and via the medium of the press. This will enable an assessment of the
social costs of 'justice' in this period.
The module makes heavy use of contemporary newspaper reportage of crime in order to gain insights into
contemporary comprehensions about crime, including about the fluid boundaries between socially offensive 'bad'
behaviour and that which actually broke the law. A range of other contemporary sources are also used, and the
resources of the Galleries of Justice in Nottingham are also utilised.
Indicative Reading
J.H. Baker, An Introduction to English Legal History, 4th edn. (Butterworths, 2002)
D. Bentley, English Criminal Justice in the Nineteenth Century (Hambledon, 1998)
Shani D'Cruze (ed) Everyday Violence in Britain, c1850-1950 (Routlege, 2000)
Clive Emsley, Crime and Society in England 1750-1914 (Longmans, revised edition, 2004)
Judith Rowbotham and Kim Stevenson (eds), Behaving Badly: Social Panic and Moral Outrage, Victorian and
Modern Parallels (Ashgate, 2004)
Judith Rowbotham and Kim Stevenson (eds), Criminal Conversations: Social Panic, Moral Outrage and the
Victorians (Ohio State University Press, 2005)
David Taylor, Crime, Policing and Punishment in England, 1750-1914 (Macmillan 1998)
Martin J Wiener, Reconstructing the Criminal: Culture Law and Policy in England 1830-1914 (CUP, 1994)
Martin J Wiener, Men of Blood, Violence Manliness and Criminal Justice in Victorian England (CUP, 2004)
Assessment
50% CW
50% Exam
Rural Englands 1830-1900
HIST34205
Module Leader
Pre/Co/Post Requisites
MRN: 2591
Gary Moses
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
This module offers a detailed examination of English rural society in the nineteenth century. Its main concern is to
examine the changing nature of social relations in that period through the analysis of material, institutional and
cultural changes. Through this approach the module aims to provide students with a fresh perspective of the rural
past which explores the diversity of experience for rural communities in the nineteenth century. The module will
encourage students to engage with a variety of perspectives and, through a critical evaluation of these, develop
their own interpretations. Areas of study include: the agricultural revolutions; riot and disorder; work and labour
systems; trade unionism; leisure and religion; gender, youth and moral panic.
Indicative Reading
B. Reay, Rural Englands, 2004
T. Wild, Village England, 2004
C. Rawding, The Lincolnshire Wolds in the Nineteenth Century, 2001
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A. Howkins, Reshaping Rural England, 1991
N. Verdon, Rural Women Workers, 2002
Assessment
50% CW
50% Exam
Death and Remembrance in late medieval and early modern Europe
HIST39905
MRN: 1820 Credit Points: 20
Duration:
Module Leader
Kevin Gould
Pre/Co/Post Requisites
Year Long
Overview and Aims of the Module
The module examines aspects of death and remembrance in late medieval and early modern Europe. It explores
broad themes such as causes of death, funerals, mourning and burial, intercession for the dead and belief in the
afterlife (heaven and hell, purgatory, ghosts and revenants), Catholic vs Protestant death, wills and will-making,
the 'good' death, and suicide and execution, in order to assess how contemporaries viewed dying, how society
responded to the death of its own, and how perceptions and practices changed as a result of major crises such as
plague, war, and religious ideology. That death occupied a powerful position within the psyche of medieval and
early modern folk is evident from its prominence within contemporary historical, literary and artistic sources - one
only has to note the profusion of surviving funereal monuments, church sculpture, religious imagery and art and
literature from the period to reinforce this point. The study of Death and Remembrance thus offers historians
valuable insights into how late medieval and early modern people lived their lives, what they believed, how they
organised their communities, and how status, power, gender and family structure permeated society. Further, by
employing comparative and interdisciplinary theories to study literary sources and art history alongside historical
texts, we can seek to understand whether popular and elite culture coincided or clashed when dealing with death
and the dying, the extent to which official teaching was forced to compete with traditional beliefs and folktales,
and the extent to which attitudes to death and remembrance changed over time, especially in light of the
Reformation.
Students taking this module will:
explore the 'cycle' of death in late medieval and early modern Europe, analyse contemporary attitudes towards
the dying, and explain why perceptions towards and practices concerning death and remembrance changed over
the period;
assess the social, political and cultural dimensions of death and remembrance to gain greater insights into the
beliefs, rituals and practices of late medieval and early modern society;
assess how plague, war, and religious change altered social, political and cultural attitudes to death and
remembrance;
engage with the rich historiographical debate surrounding death and remembrance, and gain an understanding of
the often radically different interpretations of events and concepts put forward by historians.
Indicative Reading
Aries, P., The Hour of our Death (1981)
Daniell, C., Death and Burial in Medieval England 1066-1550 (London, 1997)
Dubruck, E. and Gusick, B. (eds), Death and Dying in the Middle Ages (1999)
Gordon, B. and Marshall, P. (eds), The Place of the Dead: Death and Remembrance in Late Medieval and Early
Modern Europe (2000)
Harding, V., The Dead and the Living in Paris and London, 1500-1670 (2002)
Jupp, P. and Gittings, C. (eds), Death in England: An Illustrated History (1999)
Koslofsky, C., The Reformation of the Dead (2000)
Litten, J., The English Way of Death: the Common Funeral since 1450 (1992)
MacDonald & Murphy, Sleepless Souls: Suicide in Early Modern England (1990)
Marshall, P., Beliefs and the Dead in Reformation England (2002)
Newton, J. (ed.), Early Modern Ghosts (2002)
Turner, A., The History of Hell (1995)
Woodward, J., The Theatre of Death (1997)
Assessment
60% Coursework
40% Exam
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The Great Divergence: Europe and Asia in World History circa 1492-1868
HIST39706
MRN: 2619 Credit Points: 20
Duration:
Year
Module Leader
Ian Inkster
Pre/Co/Post Requisites
First Half-
Overview and Aims of the Module
This course focuses upon the dramatic divergence of material and cultural experiences between Europe and Asia
in this period. How and why did Europe advance ahead? The module aims to introduce the important but
contentious thesis, associated with Frank and Pomeranz amongst others, which claims that such a great
divergence did not take place until some time after the Napoleonic Wars. By centring especially on the roles of
knowledge and technique in the development of the material world, and in comparing Europe with East Asia in
particular, the module seeks to introduce students to major problems of interpretation and to the fundamental
importance of the 18th century in world history.
In addition the module focuses on the notion of ecological crises at two levels. First, how did aboriginal or native
peoples respond to the encroachment of Western societies upon their environments? Second, how did the
response to ecological crises in the West and in China stimulate the great divergence of the world between poor
nations and rich nations? The course begins with the technological, commercial, political and cultural expansion
of Europe into the Americas and elsewhere and ends with the beginnings of the expansion of industrialising
Japan into Asia. The module, therefore, sets the scene for the major problems of the 20th and 21st centuries,
ranging from poverty in Africa and India to environmental problems in Europe, US and Japan.
Indicative Reading
David S. Landes, The Wealth and Poverty of Nations, London, 1998.
Geoffrey Blainey, A Short History of the World,
Fernand Braudel, A History of Civilizations, London, 1994 edit.
Eric Jones, Cultures Merging, Princeton, 2006.
Arnold Toynbee, Mankind and Mother Earth, London, 1976.
Steve Shapin, The Scientific Revolution, London, 1996.
Geoffrey Hayes, Beam Engines, Princes Risborough, 2003.
Gunder Frank, ReOrient, Berkeley, 1998.
Ken Pomeranz, The Great Divergence. China, Europe and the Making of the Modern World Economy, Princeton,
2000.
Pierre Lehmann, The Roots of Modern Japan, London, 1982
Ian Inkster, Science and Technology in History, London, 1991.
Joel Mokyr, The Lever of Riches: Technological Creativity and Economic Progress, New York, 1990.
Colin A Ronan, The Shorter Science and Civilisation in China, CUP Camb 1978.
Mark Elvin, The Retreat of the Elephants. An Environmental History of China, 2004.
Geoffrey Blainey, Triumph of the Nomads, 1982
Assessment
70% CWK
30% PHT
The Rise and Fall of the Third Reich
HIST39605
MRN: 4198 Credit Points: 20
SecondHalf-Year
Module Leader
Bill Niven
Pre/Co/Post Requisites
Duration:
Overview and Aims of the Module
This module will chart the history of the National Socialist movement from its beginnings after the First World War
through to the defeat of Germany at the hands of the Allies in 1945. The module seeks to understand the Nazi
movement within the social, political, economic and ideological context of the time, while asking what was unique
about Nazism, and how it shaped the twentieth century.
The module will investigate and analyse different interpretative approaches to Nazism and the Third Reich.
Was the rise of Hitler the result of indignation at the Versailles Treaty? Of unemployment and inflation/deflation?
Of the failure of Weimar democracy?
To what extent were the Third Reich and the Second World War the "result" of long-standing trends and traditions
in German history?
Can everything which happened in the Third Reich be traced back to the will of the Führer (intentionalism), or did
107
the course of events owe as much to other individual leaders, or to the sometimes chaotic administrative
structures within the Third Reich (functionalism/structuralism)?
Did Nazism contribute to the modernisation of Germany?
How were the lives of German citizens controlled by the state?
Was there scope for personal expression and resistance within the Nazi state?
Why did the Holocaust happen?
And can it be compared with other genocides?
What did the Allies and the two Germanies do after 1945 to come to terms with Nazism?
Indicative Reading
Richard Bessel (ed.), Life in the Third Reich (2001)
Dick Geary, Hitler and Nazism (2000)
Ian Kershaw, The Hitler Myth: Image and Reality in the Third Reich (2001)
Ian Kershaw, The Nazi Dictatorship: Problems and Perspectives of Interpretation (2000)
Geoff Layton, Germany: The Third Reich 1933-45 (2000).
Laurence Rees [producer], The Nazis: A Warning from History (Video 1997)
Assessment
50% Coursework
50% Exam
International Relations
International Relations of Northeast Asia
INTR31305
MRN: 20305 Credit Points: 20
Module Leader
Virginie Grzelczyk
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
1. Provide grounding in the history of the international relations of the Northeast Asian region, the country-specific
foreign orientations of the region's state actors and an understanding of the evolving security relationships of this
strategic theatre.
2. Move away from realist interpretations to discuss 'critical' security in Northeast Asia.
3. Establish the traditional interpretations of the region's international relations but then to move on to consider
environmental, economic, identificatory, migratory and political sources of insecurity for the peoples of the
countries in this part of the world.
Indicative Reading
Buzan, B. 'Security architecture in Asia: the interplay of regional and global levels', The Pacific Review, June
2003, vol. 16, no. 2, pp. 143-173
Cha, V. 'Engaging North Korea Credibly', Survival, Vol.42, No.2, Summer 2000,
pp.136-155.
Hook, G. et.al., Japan' s International Relations: Politics, Economics and Security, Routledge, London, 2001
Lankov, A. 'Pyongyang: rules of engagement', The Pacific Review, Vol. 16, No. 4, December 2003, pp. 613-622
Pei, M. 'China's Governance Crisis', Foreign Affairs, Vol. 81, Number 5, September/October 2002
Rarada, C. Russia and North-East Asia, Adelphi Paper No.310, July 1997.
Renwick, N. Northeast Asian Critical Security, Palgrave, London, 2004.
Lanxin, X. 'Washington's Misguided China policy', Survival, Vol.43, No.3, Autumn 2001, pp.7-23
Assessment
50% Essay
50% Exam
States, Nationalisms and Identity
INTR32405
MRN: 20310 Credit Points: 20
Module Leader
Sagarika Dutt
Pre/Co/Post Requisites
None
108
Duration:
Year Long
Overview and Aims of the Module
This module explores the increasingly complex question of identity in international relations. It asks how
individuals and social groups develop a sense of who they are, how they relate to others, how this affects their
sense of belonging to the state, nation or other collectivity, and the political significance of this sense of identity.
Aims of the module:
1) To develop an understanding of the distinction between the state and nation.
2) To analyse the importance of nationalist movements in both shaping and challenging the expanding state
system.
3) To explore questions of political identity in the context of nationalism, ethnicity, religion, race, class and gender.
4) To examine the complex relationship between political identities and allegiances, political movements and the
state system.
Indicative Reading
Krause. J. and Renwick, N. (eds), Identities in International Relations, Basingstoke: Macmillan, 1996.
Lapid, Y. and Kratochwil, F. (eds), The return of culture and identity in IR theory, Boulder & London: Lynne
Rienner, 1998.
Anderson, B. Imagined Communities, London: Verso, 1991.
Niezen, R. A world beyond difference: cultural identity in the age of globalization, Oxford: Blackwell, 2004.
Assessment
50% CW
50% Exam
The International Relations of the Middle East and North Africa: Transformations and
Continuity.
INTR32507
MRN: 3393 Credit Points: 20
Duration:
Year Long
Module Leader
Imad El-Anis
Pre/Co/Post Requisites
Overview and Aims of the Module
This module explores the political economy of the Middle East and North Africa against the backdrop of the precolonial, colonial and post-independence history of the region. It also examines the basis of political and religious
identities and the nature of nationalism in order to develop an understanding of their implications for both state
and non-state actors. The themes of conflict, regional stability, peace, co-operation and development are
addressed throughout the module. This module also critically analyses the foreign policies of the region's states,
their relations with each other, the major world powers (superpowers) and the rest of the world. A further aim is to
develop an understanding of the nature of economic problems within the region and the position of the region
within the global economic system. It is also designed to be a student-led module in the sense that the formal
teaching provides you with a broad framework which introduces ideas and debates, but leaves you to pursue the
specific questions you want to follow both in your reading and your coursework, with the important proviso that
you attend classes and take part actively in the debates on and class analysis of module material.
Indicative Reading
Halliday, F., 2002, The Middle East in International Relations, Cambridge: Cambridge University Press.
Hinnebusch, R., 2003, The International Politics of the Middle East, Manchester: Manchester University Press.
Gelvin, l., 2007, The Modern Middle East: A History, Oxford: Oxford University Press.
Richards, A., and Waterbury, J., 2007, A Political Economy of the Middle East, Colorado: Westview Press.
Andersen , R., Seibert, R., and Wagner, J., 2006, Politics and Change in the Middle East: Sources of Conflict and
Accommodation, Fifth Edition, Prentice Hall.
Lewis, B., 2001, The Multiple Identities of the Middle East, New York: Pantheon Books.
Owen, R., 2000, State, Power and Politics in the Making of the Modern Middle East, 2nd Edition, London:
Routledge.
Fisk, R., 2006, The Great War for Civilisation: The Conquest of the Middle East, Clayes Ltd, St Ives Plc.
Brown, C., 2004, Diplomacy in the Middle East: the International Relations of Regional and Outside Powers,
London: L.B. Taurus& Co. Ltd.
Trimnell, E., 2007, Understanding the Middle East: History, Religion and the Clash of Cultures, London:
Beechmont Crest Publishing.
Assessment
109
50% Essay
50% Presentation
Italian
Contemporary Italy
ITAL30305
Module Leader
Pre/Co/Post Requisites
MRN: 1836 Credit Points: 20
Emanuela Cervato
Duration:
Year Long
Overview and Aims of the Module
This module builds upon your knowledge of issues in contemporary Italian history and culture studied at Level 2
(ITAL207) and/or experienced during your year abroad. It focuses on specific political and social issues thus
equipping you with in-depth understanding of Italian culture and society. The module examines the impact of
WW2 on the modern Italian state, and assesses the impact of post-war reconstruction and the economic boom on
Italian politics. The module will critically evaluate a wide range of contemporary issues: Tangentopoli and Mani
pulite, the birth of the Second Republic, the media, the impact of the Church on Italian politics and society,
immigration and the resulting multi-ethnic society.
The module also aims to extend your knowledge of current political and cultural dynamics in Italy, to examine the
interaction between political events and cultural expressions, and their mutual influence, and to understand and
evaluate contemporary Italian society. The module is delivered in Italian.
Indicative Reading
P. Ginsborg, L'Italia del tempo presente, Torino, Einaudi, 1998
S.Z. Koff and S.P. Koff, Italy. From the First to the Second Republic, London and New York, Routledge, 2000
D. Sassoon, Contemporary Italy. Politics, Economy and Society since 1945, London and New York, Longman,
1986
F. Spotts and T. Wieser, Italy. A Difficult Democracy, CUP, 1986
P.McCarthy, Italy since 1945, OUP, 2000
P.Ginsborg, Italy and its Discontents. Family, Civil Society, State: 1980-2001, New York, Palgrave & McMillan,
2003
S.Gundle and S.Parker (eds), The New Italian Republic. From the Fall of the Brlin Wall to Berlusconi,
Assessment
50% CW
50% Exam
Linguistics
Psycholinguistics
LING30205
Module Leader
Pre/Co/Post Requisites
MRN: 1854 Credit Points: 20
Natalie Braber
Duration:
Year Long
Overview and Aims of the Module
Overview
This module will allow students to look at language from a psychological perspective. This will relate the
psychology of language to theories of learning, mind and brain as well as dealing with particular aspects of
society and culture. By the end of this course, students will be aware of the central issues of psycholinguistic
research and will have an understanding of the various methodologies and experiments which have been carried
out within this field of study. Some of the topics which will be covered are those of language acquisition, language
production, language comprehension and language loss. Within these subjects it will be possible to view such
processes under 'normal' circumstances, as well as in cases where the language system has broken down (for
example brain damage and different types of dyslexia). Many of the topics which will be covered are those which
we take for granted in our everyday lives (how we manage to produce and understand coherent speech). This
module will study how words, sentences and discourse are represented and computed in the mind.
Aims
To increase students' knowledge of language in terms of: its nature and structure and acquisition.
110
To develop in students a critical and informed stance on language-related issues in relation to many
contemporary debates in Psycholinguistics
To encourage students to apply appropriate linguistic theories to data collected in real-life situations
To offer students both choice and scope for individual and small group research initiatives in Psycholinguistics
Indicative Reading
Berko Gleason, J. & Bernstein Ratner, N. (eds) (1998) Psycholinguistics, 2nd edition. Wadsworth.
Carroll, D. (1999) The Psychology of Language, 3rd edition. Brooks/Cole.
Aitchison, J. (1998) The articulate mammal : An introduction to psycholinguistics, 4th edition. Routledge
Scovel, T. (1998) Psycholinguistics. Oxford University Press.
Steinberg, D. (1993) An introduction to psycholinguistics. Longman.
Assessment
50% Coursework
50% Exam
Media Discourse
LING31505
Module Leader
Pre/Co/Post Requisites
MRN: 1856 Credit Points: 20
Dean Hardman
Duration:
Year Long
Overview and Aims of the Module
This module will allow students to explore critically the written and spoken product of both print and broadcast
mass media. The module will begin by outlining the principals and methods of Critical Discourse Analysis and
Critical Linguistics. Subsequently, students will examine the workings of the media as an institution and explore
methods of media text production, such as how journalists select "stories" and the editing process. The next
section of the module will then address a variety of issues within media discourse, such as sexism, racism and
social change. Lastly, the module will examine the future of the media by exploring "new media" texts such as
weblogs and podcasts, utilising a corpus linguistics approach.
Aims
To develop in students a critical and informed stance on the workings of, and issues in, the mass media
To acquaint students with the processes of media text production and consumption
To encourage students to apply linguistic theories critically to the analysis of media texts
To provide students with critical frameworks for the analysis of media discourse
Indicative Reading
Aitchison, J. & Lewis, D. (eds) (2003) New Media Language. London: Routledge.
Bell, A. (1991) The Language of News Media. Oxford: Blackwell.
Bell, A. & Garrett, P. (eds) (1998) Approaches to Media Discourse. Oxford: Blackwell.
Fairclough, N. (1995) Media Discourse. London: Edward Arnold.
Kennedy, G. (1998) An Introduction to Corpus Linguistics. London: Longman
Lazar, M. (2005) Feminist critical discourse analysis: gender, power and ideology in discourse. Basingstoke:
Palgrave.
Van Dijk, T. (1991) Racism and the Press. London: Routledge.
Wodak, R. & Meyer, M. (2001) Methods of Critical Discourse Analysis. London: Sage.
Assessment
50% Exam / CLT
50% CW
Mandarin
Mandarin language three
MAND36608
Module Leader
Pre/Co/Post Requisites
MRN: 4214 Credit Points: 20
Hsiu-Chih Sheu
111
Duration:
Year Long
Overview and Aims of the Module
This core module builds on the previous years of language learning at NTU and in China by aiming to maximise
your fluency and accuracy in written and oral/aural Mandarin. Throughout the module, you will combine analysis
of important contemporary issues in Chinese society with further development of your communicative skills to
enable you to reach a high level of language proficiency.
The module will accordingly enable you to operate effectively in academic, professional and social contexts,
develop high level critical and analytical skills, and apply linguistic and socio-cultural awareness and research
skills to the analysis of contemporary written and aural documents.
Indicative Reading
Liu, Xun (2002) New Practical Chinese Reader (Book 4). Beijing: Beijing Language and Cultural University.
Contemporary Mandarin periodicals in printed and electronic versions;
Relevant web sites; monolingual and bilingual dictionaries.
Assessment
50% Coursework
50% Exam
Contemporary China
MAND30308
Year
Module Leader
Pre/Co/Post Requisites
MRN: 5016
Credit Points: 20
Duration:
First Half-
Lingling Mao
Overview and Aims of the Module
This module builds upon your knowledge of issues in contemporary Mandarin history and culture studied at Level
2 (MAND207) and/or experienced during your year abroad. It focuses on specific political and social issues thus
equipping you with in-depth understanding of Chinese culture and society. The module examines the impact of
20TH century's revolutionary movements on the modern Chinese state, and assesses the impact of post Cultural
Revolution and the economic boom on Chinese politics. The module will critically evaluate a wide range of
contemporary issues: democracy and the Communist party, the environment and the economic development, the
media and the public, the inequality of development and internal migration and the impact of globalization.
The module also aims to extend your knowledge of current political and cultural dynamics in China, to examine
the interaction between political events and cultural expressions, and their mutual influence, and to understand
and evaluate contemporary Chinese society. The module is delivered in English.
Indicative Reading
Lieberthal, Kenneth (1995) Governing China: from revolution through reform. New York, London: W.W.Norton &
Company
Wang, Hui (2006) China's New Order: Society, Politics and Economy in Transition. Cambridge, London: Harvard
University Press
Amber, Tim & Witzel, Morgen (2004) Doing Business in China. London: Routledge Curzon
Fan, C. Cindy (2007) China on the Move. London: Routledge
Guthrie, Doug (2006) China and Globalization. London: Routledge
Cao, Jinqing (2006) China along the Yellow River. London: Routledge
Assessment
50% Coursework
50% Exam
Translation and Interpreting
MAND30812
Module Leader
Pre/Co/Post Requisites
MRN: 20270 Credit Points: 20
SecondHalf-Year
Hsiu-chih Sheu
Overview and Aims of the Module
112
Duration:
This module aims to introduce you to some basic techniques in liaison, community and consecutive interpreting
simulating real, practical situations. The module will give you an indication of what professional interpreting
entails, and will equip you with the skills to undertake interpreting tasks; it will expose you to a range of theoretical
and practical issues associated with the successful accomplishment of such tasks; it will also offer some practical
preparation for subsequent employment by developing skills which are actively sought by employers.
Indicative Reading
Please consult with the module leader
Assessment
50% CWK
50% EXM
Media
Post-Colonial Cinemas
MCLT32705
Module Leader
Pre/Co/Post Requisites
MRN: 4981
Credit Points: 20
Patrick Williams
Duration:
Year Long
Overview and Aims of the Module
Post-colonial cinema represents arguably one of the most interesting and exciting, as well as one of the leastknown, areas of contemporary film production. This module provides an in-depth introduction to the frequently
neglected area of post-colonial cinema. A range of films by post-colonial film makers from around the world will
be screened and analysed in relation to relevant post-colonial theories and issues.
The main aims of the module are:
To introduce students to the range of films from the post-colonial world.
To equip students to analyse different post-colonial genres, cinematic forms and filmic texts.
To introduce students to the the theoretical debates specific to post-colonial culture.
To increase awareness of the varying historical contexts of filmic production in the post-colonial world.
To make students aware of the complex politics of production, exhibition and distribution in relation to postcolonial film.
Indicative Reading
Dabashi, Hamid (2007) Dreams of a nation: on Palestinian cinema, London: Verso
Gertz, Nurith & George Khleifi, (2008) Palestinian Cinema: landscape, trauma, memory, Illinois: Indiana UP
Murphy, D. and Williams, P. (2006) Post-Colonial African Cinemas. Manchester: Manchester University Press.
Naficy, Hamid (2001 ) An accented cinema: exilic and diasporic filmmaking, Princeton: Princeton UP
Pines, J. and Willemen, P. (eds) (1989) Questions of Third Cinema. London: BFI
Ukadike, F. (1994) Black African Cinema. Los Angeles: University of California Press.
Assessment
50% Essay
50% Class test
Lifestyle and Consumer Culture
MCLT33105
MRN: 1868 Credit Points: 20
Module Leader
Joanne Hollows
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
Why is lifestyle such a key word in contemporary culture? Are our identities formed through consumer culture?
What shapes our consumption practices? How do we understand lifestyle media? What is at stake in moral
panics about food?
This module addresses these questions - and many others - in exploring key approaches to understanding
lifestyle and consumer culture. Students are introduced to key theoretical approaches to understanding lifestyle
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and consumer culture and encouraged to evaluate these ideas by exploring a series of case studies on topics
such as food scares; supermarkets and shopping; the global kitchen; and consumption and collecting.
The principal aims of the module are:
To develop an advanced and critical understanding of ways of theorizing and analyzing lifestyle and consumer
culture.
To enable students to apply and evaluate these approaches through a series of case studies.
To develop an advanced understanding of how lifestyle and consumption are situated within, and contribute to,
cultural hierarchies, cultural identities and social relations.
To encourage students to develop an understanding of theoretical approaches to the relationships between
industries, institutions, cultural forms and cultural practices.
To extend students' abilities to reflect critically on their own experience.
To develop research skills and the ability to produce original research.
Indicative Reading
Ashley, B., Hollows, J., Jones, S. and Taylor, B. (2004) Food and Cultural Studies. London: Routledge.
Bell, D. and Hollows, J. (2005) Ordinary Lifestyles. Milton Keynes: Open University Press.
Feathersone, M. (1991) Consumer Culture and Postmodernism. London: Sage.
Hollows, J. (2008) Domestic Cultures. Maidenhead: Open University Press.
Lury, C. (1997) Consumer Culture. Oxford: Polity.
Slater, d. (1997) Consumer Culture and Modernity. Oxford: Polity.
Warde, A. (1997) Consumption, Food and Taste. London: Sage.
Assessment
50% CWK
50% CWK
The Body and Popular Culture
MCLT33208
MRN: 4259
Module Leader
Ben Taylor
Pre/Co/Post Requisites
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
How is the body represented in popular culture? How might we understand and analyse the various meanings
surrounding the body across a range of media and cultural forms? This module sets out to explore these
questions. In recent years, there has been a growing literature on the body produced within cultural theory, media
studies and sociology. The first part of this module examines this literature, identifying the key theoretical
approaches, historical perspectives and critical issues which emerge from it. Drawing on these ideas, the second
part of the module undertakes a series of case studies, interrogating the particular ways in which the body is
addressed and located within the broad field of popular culture, from fashion to sport, from adverts to
pornography.
The principal aims of the module are:
To introduce the key theoretical approaches and historical perspectives which inform a cultural analysis of the
body.
To explore a range of key issues (such as pleasure, social order, class, gender) which are central to such forms
of analysis.
To introduce students to a range of case studies where representations of the body in popular culture can be
interrogated.
To encourage a critical analysis of the various meanings of the body across a range of media and cultural forms.
Indicative Reading
Aaron, M. (ed.) (1999) The Body's Perilous Pleasures: dangerous desires and contemporary culture, Edinburgh:
Edinburgh University Press.
Entwistle, J. (2000) The Fashioned Body, Cambridge: Polity.
Fraser, M. and Greco, M. (eds) (2005) The Body: a reader, London: Routledge.
Hargreaves, J. and Vertinsky, P. (eds) (2007) Physical Culture, Power and the Body, London: Routledge.
Lupton, D. (1996) Food, the Body and the Self, London: Sage.
Nixon, S. (1996) Hard Looks: masculinity, spectatorship and contemporary consumption, London: UCL Press.
Scott, L. (2005) Fresh Lipstick: redressing fashion and feminism, New York: Palgrave Macmillan.
Shilling, C. (2003) The Body and Social Theory (2nd edn), London: Sage.
Turner, B.S. (1984) The Body and Society, Oxford: Blackwell.
Assessment
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50% Essay
50% Case Study
American Cinema since 1949: Margins and Mainstreams
MCLT33405
MRN: 1869
Credit Points: 20
Module Leader
Dave Woods
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module will introduce the American (USA) cinema since 1949 to the present day around three distinct but
interrelated areas of production. These include Hollywood, the Independent Sector, and the experimentalunderground cinema. 1949 is a key year in American film history marking legislation, The Paramount Decree, that
divested the Hollywood studios of their control over the three areas of production, distribution and exhibition. This
legislative move has been understood as having a dramatic effect upon American cinema on a number of levels
that have been summarised as the Classical/Post-Classical debate. This module will examine the diverse
landscape of American cinema since 1949 ranging from Hollywood blockbusters to marginal filmmaking.
Key areas of emphasis running through the module will be
A decade by decade breakdown
The relationship between film form and ideology
The relationship between film, US politics and US history
The relationship between film and national identity
Critical debates and key approaches to American Cinema
Close examination of key directors and genres
Indicative Reading
James, D. E., (1989) Allegories of Cinema: American Film in the Sixties. Princeton: Princeton University Press.
Matlby, R., (2003) Hollywood Cinema. [2nd Edition]. Oxford: Blackwell.
Prince, S., (2000) A New Pot of Gold: Hollywood Under the Electronic Rainbow. Berkeley: University of California
Press.
Wood, R., (1986) Hollywood From Vietnam to Reagan. Berkeley: University of California Press.
Wyatt, J. & Holmund, C. eds., (2005) Contemporary Independent American Cinema. New York: Routledge.
Assessment
50% essay
50% exam test
American Television since 1950
MCLT34208
MRN: 4218 Credit Points: 20
Module Leader
Gary Needham
Pre/Co/Post Requisites
Duration:
Year Long
None
Overview and Aims of the Module
The module American Television examines television as industry and text in American culture covering the postwar period from the 1950s, the emergence of the Classic Network Era, through to the Post-Network era of digital
television. Placing American television in its historical, industrial and cultural context, American Television
emphasizes the formal and aesthetic properties of American television texts, the organization and history of
Network television (for example NBC) and Cable television (for example HBO), and the ideological role that
television plays in shaping the meanings of American-ness and more generally in shaping television itself.
The principal aims of the module are:
To introduce key ideas informing the study of American television.
To introduce a range of key American television programmes from different periods, aesthetic traditions and
genres.
To introduce students to advanced methods of analysis specific to the study of television.
To establish an awareness of the difference between, and histories of, the Networks and the Cable television
industries.
To explore the history of American television as a cultural, aesthetic and ideological institution.
Indicative Reading
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Banet-Weiser, Janet et al. eds. (2007) Cable Visions: Television Beyond Broadcasting. New York University
Press.
Feuer, J (1995) Seeing Through the Eighties: Television and Reaganism, Duke University Press.
Gomery Douglas (2008) A History of Broadcasting in the United States. Blackwell.
Hilmes, Michele ed. (2007) NBC: America's Network. University of California Press.
Haralovich, Mary Beth & Lauren Rabinovitz (1999) Television, History, and American Culture: Feminist Critical
Essays, Duke University Press.
Spigel, L (1992) Make Room for TV: Television and the Family Ideal in Postwar America, University of Chicago
Press.
Spigel, L and M Curtin eds. (1997) The Revolution Wasn't Televised: Sixties Television and Social Conflict,
Routledge.
Assessment
50% Exam
50% Essay
Cultural Policy
MCLT34805
Module Leader
Pre/Co/Post Requisites
MRN: 1871
Ben Taylor
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
In recent years, the discipline of media and cultural studies has increasingly explored the various institutions
through which cultural policy is made and exercised. This module will introduce students to a range of critical and
ideological debates within this field of study, and will examine some of the key institutions within which policies
relating to film, television, the visual arts, heritage and other creative industries are determined. The first part of
the module explores some of the key questions which arise in debates about cultural policy: for example, what is
cultural value? How important are the cultural and creative industries? To what extent can cultural policy be used
to address social exclusion? Is censorship acceptable? The second part of the module focuses on examples
where cultural policy has been geared towards staging national events: for example, the Great Exhibition, the
Festival of Britain, the Millennium Dome and the forthcoming London Olympics. The third part of the module looks
at the impact of policy at a local and regional level, exploring issues such as urban regeneration and the branding
of Nottingham as a city.
The principal aims of the module are:
To introduce the key critical and ideological debates which inform the study of cultural policy.
To explore the manner in which these debates have been played out in relation to different institutions and
cultural practices.
To introduce students to the critical analysis of policy discourses and documents.
To establish an awareness of the local, national and international contexts of cultural policy-making.
To provide students with an awareness of potential careers within cultural policy-related fields.
Indicative Reading
Bennett, T. (1998) Culture: a reformer's science. London: Sage.
Hartley, J. (ed.) (2004) Creative Industries. Oxford: Blackwell.
Hesmondhalgh, D. (2002) The Cultural Industries. London: Sage.
Lewis, J. (1990) Art, culture and enterprise: the politics of art and the cultural industries. London: Routledge.
McGuigan, J. (2004) Rethinking Cultural Policy. Milton Keynes: Open University Press.
McGuigan, J. (1996) Culture and the Public Sphere. London: Routledge.
Leiws, J. and Miller, T. (eds) (2003) Critical Cultural Policy Studies: A Reader, Oxford: Blackwell.
Stevenson, N. (2003) Culture and Citizenship: Cosmopolitan Questions, Maidenhead: Open University Press.
Assessment
40% discussion board contributions
60% project
Philosophy
Wittgenstein and Heidegger
PHIL30208
MRN: 4222
Credit Points: 20
116
Duration:
Year Long
Module Leader
Pre/Co/Post Requisites
Neil Turnbull
Overview and Aims of the Module
This module introduces you to some of the central problems in contemporary philosophy through an examination
of the work of two of the most important philosophers of the twentieth century: Martin Heidegger and Ludwig
Wittgenstein. The overall aim of the module is to encourage you to question and wonder about your experience of
the wider world and to show the extent to which answers to the philosophical questions posed by both these
philosophers can change the way we think about ourselves and the world in which we live.
The module also aims to foster an awareness of the relationship between philosophical works and their social and
historical contexts, as well as an appreciation of the role and limits of philosophical forms of inquiry in a modern
world that seems increasingly dominated by material and economic concerns.
Indicative Reading
Dreyfus, H. and Hall, H. (eds.) (1992) Heidegger: A Critical Reader. Oxford: Blackwell.
Heidegger, M. (1978) Basic Writings. London: Routledge.
Genova, J. (1995) Wittgenstein: A Way of Seeing. London: Routledge.
Kenny, A. (2005) Wittgenstein Oxford: Blackwell
Kripke, S. (1984) Wittgenstein on Rules and Private Language. Oxford: Blackwell.
Wittgenstein, L. (1953) The Philosophical Investigations. Oxford: Blackwell.
Wolin, R. (1993) The Heidegger Controversy: A Critical Reader. Cambridge Mass: MIT Press.
Zimmerman, M.E. (1990) Heidegger's Confrontation with Modernity Indianapolis: Indiana University Press.
Assessment
70% Essay
30% Topic Papers
Contemporary French Thought
PHIL30509
MRN: 5322
Credit Points: 20
Module Leader
Patrick O’Connor
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module serves to introduce you to some of the highly influential and continuingly fecund schools of thought
that emerged in France during the 20th Century. The module engages with many of the defining concepts of
contemporary Continental philosophy, tracking their development out of, and often in problematic relation to, the
traditional philosophic discourse within which they arose. At the end of the module you should possess a
sophisticated appreciation of the significance of renaissance of western philosophy that began in France in the
latter part of the last century.
Indicative Reading
The module will utilise a number of primary texts but the following titles provide useful general and introductory
reading:
Schrift, A (2005) Twentieth Century French Philosophy: Key Themes and Thinkers, Oxford: Blackwell.
Matthews E (1996) Twentieth Century French Philosophy, Oxford: New York: Oxford UP.
Moran D (2000) Introduction to Phenomenology, London: New York: Routledge
Caputo, J.D (1997) Deconstruction in a Nutshell, New York: Fordham UP
Bennington G & Derrida J (1991) Jacques Derrida, Chicago: London: University of Chicago Press
Williams J (2003) Gilles Deleuze's "Difference and Repetition": A Critical Introduction and Guide. Edinburgh:
Edinburgh UP
Assessment
50% CWK
30% REP
20% GAS
Philosophy of Science and Technology
PHIL30608
MRN: 19584 Credit Points: 20
117
Duration:
Year Long
Module Leader
Pre/Co/Post Requisites
Neil Turnbull
Overview and Aims of the Module
This module introduces you to the core ideas and arguments that have helped shape contemporary philosophy of
science and technology. Particular emphasis is given to scientific claims to 'truth and knowledge' - through a
discussion of the philosophical significance of scientific experimentation and large-scale scientific research. The
focus here will be on the history of science, and special attention will be paid to the philosophical significance of
Darwinian and Einsteinian thought.
The module will also encourage you to reflect upon the relationship between science and technology, and to
appreciate why the future of modern societies is typically conceived/imagined as a 'technological future'.
The overall aim of the module is to get you to question the philosophical meaning of modern science and
technology through a discussion of the nature and wider significance of modern scientific practices and
technological innovations. At the end of the module, you should possess a critical awareness of the - increasingly
prominent - role played by science and technology in all forms of contemporary life and appreciate the way in
which 'scientific discoveries' and 'technological innovations' pose profound challenges to our received ideas of
reality, property, power, identity and the nature of the 'good life'.
Indicative Reading
Borgmann, A. (1984) Technology and the Character of Everyday Life: A Philosophical Inquiry. Chicago London:
University of Chicago Press.
Hacking, I (1987) Representing and Intervening Cambridge: Cambridge University Press
Foucault, M. (1977) Discipline and Punish: The Birth of the Prison. Harmondsworth: Penguin.
Hayles, K. (2002) How We Became Posthuman: Virtual Bodies in Cybernetics, Literature and Informatics.
Chicago: Chicago University Press.
Kuhn, T. (1962) The Structure of Scientific Revolutions
Rabinow, P. (1996) Essays on the Anthropology of Reason. Princeton, NJ: Princeton University Press.
Sokal, A and Bricmonet, J. (1997) Intellectual Impostures London: Profile
Assessment
100% Coursework
Philosophy and Everyday Life II: Emotion, Virtue and the Significance of the Past
PHIL30808
MRN: 5045
Credit Points: 20
Duration:
Year Long
Module Leader
Neil Turnbull
Pre/Co/Post Requisites
Overview and Aims of the Module
The overall aim of this module is to show how philosophy can make sense of a number of experiences and ways
of being that have become central to everyday life in western societies today.
In part 1 of the module, you will explore the relationship between emotion and everyday life, especially the
phenomenon of melancholia, through an analysis of some recent films and novels. You will also explore
everyday life's relationship to the past and examine the historicity of everyday life and its relationship to 'tradition'.
In part 2 you will examine the ways in which ancient philosophy can be deployed in order to make sense of
contemporary forms of everyday living. You will also assess why in the ancient world philosophy was viewed as
much more than a body systematic knowledge but as a way of life concerned with attaining happiness via an
understanding of 'the good' and 'the virtuous'. The lectures in this section will address this often neglected
dimension of philosophy in detail, with specific reference to classical texts and sources, and examine whether
happiness is in fact possible to attain in everyday life today.
This section will also examine why philosophy is experiencing something of revival today. However, it also will
show the way in which modern 'scientific ideas' about human nature pose significant challenges the classical
ideals of philosophy, and in the concluding lectures will address the relationship between classical philosophy,
psychoanalysis and popular psychotherapy.
At the end of the course you should appreciate the significance of philosophy as an intellectual tool capable of
prising open the nature of everyday life and as a 'guide for living'.
Indicative Reading
Barnes, J. (2001) Early Greek Philosophy London: Penguin
Bowring, J. (2008) A Field Guide to Melancholy Harpenden: Oldcastle Books
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Connerton, P. (2009) How Modernity Forgets Cambridge: Cambridge University Press
Freud, S. (1985) Civilisation, Society and Religion London: Pelican
Hadot, P. (1995) Philosophy as a Way of Life Oxford: Blackwell
McIntyre, A. (1977) After Virtue London: Duckworth
Roochnik, D. (2004) Retrieving the Ancients Oxford: Blackwell
Sebald, W.G. (2000) The Rings of Saturn
White, N. (2005) A Brief History of Happiness Oxford: Blackwell
Assessment
100% Coursework
Philosophy and Film
PHIL31109
Module Leader
Pre/Co/Post Requisites
MRN: 13456
Ruth Griffin
Credit Points: 20
Duration:
Year Long
Overview and Aims of the Module
This module aims to view film-philosophy via two interconnected perspectives. The first strand begins by
distinguishing between film and philosophy and philosophy of film. It approaches film as the bearer of
philosophical content, and analyses the ways in which film articulates and sometimes interrogates philosophical
ideas in a way which is arguably particular to the moving image. Themes for consideration include ethics;
ideology; justice; politics; emotion, and the ways in which these intersect with lived experience via the ubiquitous
medium of film.
The emphasis then shifts to philosophy of film, taking film as a philosophical, aesthetic object in its own right, one
which creates its own unique 'film world'. This strand begins by considering the philosophical problem of
mediation in relation to film texts: is "reality" inevitably mediated or can it be directly perceived? What can the
mediating process of film viewing tell us about viewer perception? It then turns to recent developments in the
academic field of film-philosophy, such as the death of Grand Theory, oppositions between continental
Philosophy, analytical approaches, deconstruction, and phenomenology, and how these theories might be applied
to a wide spectrum of film texts.
The overall aim of the module is to highlight the specificity of the film medium and its relationship with philosophy
in terms of mediating processes, transmitter of philosophical material and also as an aesthetic object which has a
perhaps unique contribution to make to current debates in philosophy and everyday life.
Indicative Reading
Richard Allen & Murray Smith, eds., Film Theory and Philosophy (Oxford: Clarendon Press, 1997)
Bordwell, D. & Carroll, N. eds. Post-Theory: Reconstructing Film Studies (London: University of Wisconsin Press,
1996)
Gregory Currie, Image and Mind: Film, Philosophy and Cognitive Science (Cambridge: Cambridge University
Press, 1995)
Giles Deleuze, Cinema 1: The Movement-Image (Minneapolis: Athlone, 1986)
Giles Deleuze, Cinema 2: The Time-Image (London: Athlone, 1989)
Christopher Falzon, Philosophy Goes to the Movies (London: Routledge, 2002)
Peter A. French, Cowboy Metaphysics: Ethics and Death in Westerns (Lanham, MD: Rowman& Littlefield, 1997)
Carl Plantinga & Greg Smith, eds., Passionate Views: Film, Cognition and Emotion (Baltimore: John Hopkins
University Press, 1999)
Thomas E. Wartenburg & Angela Curran, eds., The Philosophy of Film: Introductory Texts and Readings (Oxford:
Blackwell, 2005)
Assessment
70% Essay
30% Diary
Social Theory
Humanity in the Natural World
SOCT31005
MRN: 4202
Module Leader
David Kidner
Pre/Co/Post Requisites
Credit Points: 20
119
Duration:
Year Long
None
Overview and Aims of the Module
This module explores our current „environmental crisis‟, considering the impact of problems such as global
warming and diminishing fossil fuels, and examining the decisions and assumptions that have brought about this
crisis. We consider the cultural background of industrialism, examining the historical changes in subjectivity
leading up to the emergence of the rational, consuming individual. We explore several avenues towards a
healthier world, including ecofeminism, deep ecology, and animal liberation; and we investigate the activities of
groups such as Greenpeace and the Sea Shepherds who fight to protect wilderness and wild species. Finally, we
explore possible future scenarios for nature and its human and nonhuman inhabitants.
The aim of this module is to examine the relations between human groups and the natural world, both historically
and in the present. We will explore the development of human individuality and of human attitudes and
behaviours towards the natural world, particularly, but not exclusively, in Europe and North America. It will also
consider how the growth of science and technology since the Enlightenment has affected both nature and our
understanding of it. By the end of the module, you should have a clear understanding of the currently dominant
popular views and social theories of human attitudes towards nature, and be able to engage with environmental
issues such as climate change, loss of wilderness and biodiversity, and the interplay between nature and
capitalism.
Indicative Reading
• Hay, P. (2002) A Companion to Environmental Thought. Edinburgh: Edinburgh University Press.
• Hardin, G. (1993) Living Within Limits. Oxford: Oxford University Press.
• Leopold, A. (1949) A Sand County Almanac. Oxford: Oxford University Press.
• Kovel, J. (2002). The Enemy of Nature. London: Zed Books.
• Merchant, C. (1976) The Death of Nature: Women, Ecology, and the Industrial Revolution. Berkeley: University
of California Press.
• Nabhan, G. (1997) Cultures of Habitat: On Nature, Culture, and Story. Washington DC: Counterpoint.
• Plumwood, V. (1993) Feminism and the Mastery of Nature. London: Routledge.
• Romanyshyn, R.R. (1989) Technology as Symptom and Dream. London: Routledge.
• Ingold, T. (2000). The Perception of the Environment: Essays in Livelihood, Dwelling, and Skill. London:
Routledge.
Assessment
50% CWK
50% CLT
Challenging Psychology: Contemporary Controversies in Critical Psychology
SOCT32009
MRN: 4808
Credit Points: 20
Duration:
Module Leader
David Kidner
Pre/Co/Post Requisites
Year Long
Overview and Aims of the Module
Over the last hundred years, psychology has played a central role in shaping our world, our experience and our
very notions of who we are. The judgements of clinical psychologists and psychotherapists have become our
definitions of normality, and are used on chat shows as much as in the consulting room. Psychometric tests are
now a routine part of many job interviews. Psychoanalysis has been used to influence people through
advertisements. Cognitive psychologists are now involved in the design of smart machines, many of which have a
military function. Our preferences, consumer choices, and browsing histories are now monitored and stored in
databases, so that advertising can target specific groups. Industrial psychologists are working to make factories
more productive and supermarket malls more seductive.
This suggests that psychology plays a powerful role not only in understanding people, but also in defining,
influencing, and controlling us. Psychology has traditionally resisted this insight, understanding itself in neutral
terms as a science that describes reality, rather than creating it. But 'critical psychologists' mount a challenge to
this understanding, suggesting that behind the neutral face of the discipline lies a tendency to work hand-in-hand
with the exploitative dimensions of the modern world, emphasising economic 'progress' rather than human wellbeing.
The exact module content will vary from year-to-year, but among the intriguing issues we will usually consider
are:
o Can psychological experiments tell us anything useful about 'human nature'?
o How does psychology frustrate political awareness and involvement?
o Does psychology just study individual subjects or does it create them?
o How is well-being weakened by psychological assumptions?
o To what extent is 'mental illness' an individual problem?
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o Is psychiatry a form of social control?
o Does a focus on the individual paradoxically sap individual fulfilment?
o To what extent has psychology become the servant of economic interests?
Indicative Reading
Foucault, M. (1991) Discipine and Punish: The Birth of the Prison. London: Penguin.
Herman, E. S. and Chomsky, N. (1994) Manufacturing Consent: The Political Economy of the Mass Media.
London: Vintage.
Smail, D. (2004) Power, Interest, and Psychology: Elements of a Social Materialist Understanding of Distress.
Ross-on-Wye: PCCS Books.
Sampson, E.E. (1983) Justice and the Critique of Pure Psychology. New York: Plenum
Szasz, T. (1974) The Myth of Mental Illness. New York: Harper & Row.
Tuffin, K. (2004) Understanding Critical Social Psychology. London: Sage
Assessment
50% CWK
50% CLT
Spanish
Translation and Interpreting
SPAN30805
MRN: 3405 Credit Points: 20
Module Leader
Ronan Fitzsimons
Pre/Co/Post Requisites
Duration:
Year Long
Overview and Aims of the Module
This module aims to introduce you to some basic techniques in translation and interpreting, simulating real,
practical texts and situations. The module will give you an indication of what professional translation and
interpreting entail, and will equip you with the skills to undertake translation and interpreting tasks; it will expose
you to a range of theoretical and practical issues associated with the successful accomplishment of such tasks; it
will also offer some practical preparation for subsequent employment by developing skills which are actively
sought by employers.
Indicative Reading
Not applicable
Assessment
50% CW
50% Exam
Culture and Society in Twentieth Century Spain: Cinema, Music, Text.
SPAN30905
MRN: 19697 Credit Points: 20
Duration:
Module Leader
Mercedes Carbayo-Abengozar
Pre/Co/Post Requisites
Year Long
Overview and Aims of the Module
This is an optional final year module that focuses particularly on cultural, but also on social and political issues in
twentieth century Spain. Its main emphasis is on the impact that cultural processes have had on the creation of
Spanish identities. It aims to develop and supplement concepts raised in the level two module in Spanish Cultural
Studies but can be taken independently. The module will focus on the representation of gender and the nation in
different cultural texts throughout the 20th century. In terms of teaching, a student-led approach is adopted with
topics mostly introduced by student presentations followed by student-led debates. Presentation themes will be
agreed in negotiation with the tutor, though they will come under the more general conceptual framework of
identities and identity formation. The module is delivered in Spanish. The module aims to:
Provide critical understanding of the ways in which Spanish cultural products
Portray, reflect and influence the formation of gender and national identities
Examine the relations between culture, power and nation building
Examine representations of the nation in modern Spanish culture and relate these representations to the
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appropriate Spanish social, historical, political and economic contexts.
Introduce and analyse relevant cultural theory
Develop ability to work autonomously with a special emphasis given to research and student-led debate.
Indicative Reading
Graham, H. and Labanyi, J. (eds.) Spanish Cultural Studies. An Introduction Oxford: Oxford University Press,
1995
Jordan, B. and Morgan-Tamosunas, R. (eds.) Contemporary Spanish Cultural Studies London: Arnold, 2000
Eamoun, Rodgers (ed.) Encyclopedia of Contemporary Spanish Culture London: Routledge, 1999
Hall, S. Representation. Cultural Representations and Signifying practices, London: Sage, 1997
Assessment
50% CW
50% Exam
Contemporary Latin American Society
SPAN30705
MRN: 1892
Year
Module Leader
Neil Hughes
Pre/Co/Post Requisites
Credit Points: 20
Duration:
First Half-
Overview and Aims of the Module
This is an optional final year module that focuses on economic, social and political change in Latin America. Its
main emphasis is on the impact of neoliberal restructuring in the region since the mid 1970s. Over the course of
the module we will also look at the fact that restructuring coincided with the transition from authoritarian to
democratic governance in the region. In the module we will critically appraise these economic and political
processes to determine to what extent they have been successful in promoting development and citizenship
across Latin America. The module is delivered in Spanish. Assessment is by coursework and examination. The
module aims to:
Critically evaluate the political and economic frameworks within which social relations have developed in Latin
America since the mid 1970s
Extend your knowledge of the key actors and institutions shaping socio-economic realities within the region
Develop your ability to manipulate the critical concepts necessary for this purpose
Indicative Reading
Crabtree, J. Patterns of Protest: Politics and Social Movements in Bolivia, London, LAB, 2005
Gwynne, R and Cristóbal, K. Latin America Transformed: Globalisation and Modernity, London, Arnold, 1999
Munk, R. Contemporary Latin America, Basingstoke, Palgrave, 2003
Veltmeyer, H, Petras, J and Vieux, Steve Neoliberalism and Class Conflict in Latin America, Macmillan,
Basingstoke, 1997
Assessment
50% CW
50% Exam
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UNIVERSITY LANGUAGE PROGRAMME
The University Language Programme offers students an opportunity to
acquire and develop both general and professionally relevant language
skills at a number of levels. Students are placed in an appropriate stage,
corresponding to their prior knowledge and competence.
Each stage comprises two linked modules - one in the first half of the year
and one in the second half. A successfully completed stage carries 20
credits. Note: You can only register for a whole stage, i.e., two modules.
Languages currently available (subject to demand) include:
Arabic
(stages 1-3
available)
French
(stages 1-6
available)
German
(stages 1-6
available)
Spanish
(stages 1-6
available)
Italian
(stages 1-5
available)
Dutch
(stage 1
available)
Mandarin Chinese
(stages 1-5
available)
Japanese
(stages 1-3
available)
English as a Foreign Language (stages 4-7
available)
Business English
(stage 6
available)
Russian
(stage 1
available)
Stages on the Language Programme (Entry Levels)
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ULP Stage
Knowledge on entry
Stage 1
Beginners
No prior knowledge or virtually no prior
knowledge (includes GCSE grades E/F)
Stage 2
Elementary
GCSE B/C/D or equivalent)
ULP stage 1
Stage 3
Pre-intermediate
GCSE A*/A or equivalent
ULP stage 2
Stage 4
Intermediate
GCSE AS level grade A/B/C or equivalent
A level grade D/E or equivalent
ULP stage 3
Stage 5
Upper Intermediate
A level grade A/B/C or equivalent
ULP stage 4
Stage 6
Advanced
A level + at least 1 year of study or equivalent
ULP stage 5
University level 1
Stage 7
Proficiency
A level + at least 2 years of study or
equivalent
ULP stage 6
University level 2
Please note that final year students are normally not permitted to take a
Stage 1 (complete beginners) language.
How to register
(From September onwards, details can be found at www.ntu.ac.uk/ulp)

(1) Complete your degree option form and indicate that you wish to
take the ULP. Please note, this does not mean that you are
registered for the university language programme.

Clarify with your programme leader / administrator whether you
need to take your chosen language as an accredited or
supplementary module. (Failing to register your correct status may
impact on your main degree.)

(2) Register for a specific language class at one of the registration
sessions for the University Language Programme (ULP). A subject
specialist will assist you in choosing the appropriate stage. You are
not permitted to enter a class at a stage below your competence.

Bring your timetable to the registration session. You must make
sure that you can attend the class that you register for. Most classes
fill up at registration, we therefore cannot guarantee that you will be
able to change classes later.

Take note of deadlines. Registration for the ULP is for a finite
period only. Students must ensure that they complete registration
124
correctly before the end of this period.
www.ntu.ac.uk/ulp

Details can be found at:
Normally ULP modules are taught on the City Campus
Please e-mail any enquiries to ulp@ntu.ac.uk.
ULP Fees for 2012/13 are as follows:
1. NTU accredited students (including Erasmus) – do not pay any fees
as the language modules form part of your main degree.
2. NTU full year supplementary students (including Erasmus) and NTU
postgraduates pay a fee of £160. Half Year Exchange students pay
a fee of £105.
Note: If you change your status from accredited to supplementary, you
will be required to pay the £160 fee to ULP.
If you change your status from supplementary to accredited, it is up to
you to e-mail ulp@ntu.ac.uk to request a refund. An administration fee of
£50 will be retained.
General Refund Policy (supplementary/postgraduate)
If for any reason you withdraw from your ULP modules within the first 3
weeks of the course start date, we will refund your fee, minus a £50
administration charge. After this date no refund will be given.
ACCREDITED - I am studying a language module as part of my
degree (for credits)
 Each module is worth 10 credit points, you can gain 20 credits for
the successful completion of a whole stage. The credit points
achieved count towards the 120 credit points required for your main
degree programme.
 Not all degree programmes allow students to take a language as
accredited option or may only allow students to take a certain
language or stage. If you are unsure whether you need to take your
chosen language as an accredited or supplementary module, please
contact your degree programme administrator for clarification before
attending a ULP registration session.
SUPPLEMENTARY - I am studying a language module in addition to
my degree
 Students can take ULP modules as supplementary modules (i.e. not
as part of your credits for your degree programme). If
supplementary students decide to take and successfully pass all
assessments of one stage they will be eligible for a Certificate of
Achievement.
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