UNIVERSITY OF KENT
MODULE SPECIFICATION
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Anthropology of Europe
2.
School which will be responsible for management of the module
School of Anthropology and Conservation
3.
Start date of the module
Spring 2014
4.
The number of students expected to take the module
6-15
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
SE850 Ethnography of the North Mediterranrean
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
Postgraduate (M) (FHEQ level: 7)
7.
The number of credits which the module represents
20 Credits (10 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
Normal modules taken by MA anthropology students. Others by permission.
10. The programme(s) of study to which the module contributes
MA and Diploma programmes in Social Anthropology, Visual Anthropology,
Environmental Anthropology, and the Anthropology of Ethnicity, Nationalism and
Identity
11. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
The learning outcomes below are linked to those of the programme in Social
Anthropology. On successful completion of this module, students should:
11.1
be conversant in the main themes and trends of the anthropology of
European societies
11.2
have cultivated an in-depth understanding of the historical depth and
cultural diversity of a number of European societies in both urban and
rural contexts, and at a regional and national level
11.3
have acquired an understanding of the historical development of those
societies
11.4
be able to apply anthropological insights to contemporary political,
social, and economic developments in the European context e.g.
nationalism and conflict; the socio-cultural impact of new technologies;
the development and consequences of tourism within Europe; historical
acceleration; the heritage industry; the European Union as a sociocultural and political economic phenomenon
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11.5
understand the impact of study of industrial and post-industrial
European societies on anthropological methods
11.6
be knowledgeable about the theoretical contributions of Europeanist
anthropologists to the wider discipline
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On completion of this module, students should gain:
12.1
Critical thinking appropriate to the postgraduate level
12.2
Ability to use (and combine effectively) written, oral and visual
modes of communication
12.3
Reading, comprehension and assimilation of texts written for a
professional audience
12.4
Presentation skills: clarity, professionalism, relevance of
material
12.5
Ability to work effectively within a small group
13. A synopsis of the curriculum
‘The Anthropology of Europe’ surveys the social anthropology of contemporary
Europe. The module explores changes in European societies since the end of the
Cold War, including conflict related to the reorganisation and ‘fortification’ of
Europe’s southern and eastern borders. We read ethnographies exemplifying
contemporary approaches to studying industrial and post-industrial societies. We
critically review key debates in the study of community and identity politics;
nationalism and ethnic conflict; borders, migration and transnationalism; tradition,
modernity, and heritage; tourism; industrial and post-industrial work; new
religious movements; and biosocialities. A further focus is interrogation of the
concept of ‘Europe’ itself, through analyzing the process of ‘Europeanization’
within the European Union, and issues raised by the financial crisis; and through
presenting ethnographic vantage points from which students can rethink the idea
of ‘Europe’ for themselves. The module includes a critical history of
anthropological study of Europe and the Northern Mediterranean, with special
attention to the role of the University of Kent in the development of the regional
literature.
14. Indicative Reading List
Asad, T., J. Fernandez, M. Herzfeld, A. Lass, S.R. Rogers, J. Schneider and K.
Verdery. ‘Provocations of European Ethnology’, American Anthropologist
99(4):713–30, 1997.
Berdahl, D. Where the World Ended: Re-Unification and Identity in the German
Borderland. Berkeley: University of California Press, 1999.
Davis, J. 1977. People of the Mediterranean: an Essay in Comparative Social
Anthropology. London: Routledge.
Goddard, V.J., J. Llobera, and C. Shore (eds), 1994. The Anthropology of Europe:
Identities and Boundaries in Conflict, Oxford: Berg.
Macdonald, S. (ed) 1993. Inside European Identities: Ethnography in Western
Europe. Oxford: Berg.
Navaro-Yashin, Y. 2012. The Make-Believe Space: Affective Geography in a PostWar Polity. Durham: Duke University Press.
Pina-Cabral, J. and J.K. Campbell (eds.) Europe Observed. London: Palgrave
MacMillan, 1992.
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Rabinow, P. 1999. French DNA: Trouble in Purgatory, Chicago: University of
Chicago Press.
Rapport, N. (ed) 2002. British Subjects: An Anthropology of Britain. Oxford: Berg.
Shore, C. 2000. Building Europe: The Cultural Politics of European Integration.
London: Routledge.
Silverstein, P. Algeria in France: Transpolitics, Race, and Nation. Bloomington:
Indiana University Press, 2004.
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
The teaching structure of the module is 12 x 1-hour lectures + 12 x 1.5-hour
seminars + 2 tutorials = 32 contact hours per student. Students will gain through
lectures and seminar group discussions the foundations from which to explore the
module material in more depth in their individual tutorials, for which they will have
at least two. For each hour in lecture, seminar or tutorial, students will be expected
to devote 4 hours of independent study or use of online module resources; 16
hours on the short essay; and 24 hours for the long essay; totalling 200 hours’
study and writing devoted to the module including the 32 teaching contact hours.
Contact-based learning will be supplemented by resources collected on a Moodle
site for the module. The module thus combines structured lecture periods, semistructured seminars, and ample scope for individual exploration of the module’s
subject matter, ensuring that achievement of the learning outcomes is a
collaborative product of the content and facilitation supplied by the lecturer and
the initiative of individual students.
.
Table of subject and generic learning outcomes supported by these methods:
Teaching & Learning Method
Subject Learning Outcomes
Generic Learning Outcomes
Lectures
11.1, 11.2, 11.3
12.1, 12.3, 12.5
Seminars
11.4, 11.5, 11.6
12.2, 12.3, 12.4, 12.5, 12.6
Student-lecturer tutorials
11.5
12.2, 12.3, 12.4, 12.5
Online resources (Moodle)
11.1, 11.2, 11.5
12.5, 12.6
Independent study
11.1, 11.2, 11.4, 11.6
12.1, 12.2, 12.5, 12.7
Coursework (Seminar
Participation, Short Essay, Long
Essay)
11.2, 11.3, 11.4, 11.6
12.1, 12.2, 12.3, 12.5, 12.6
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The module is assessed by 100% coursework. The coursework mark is made
up of seminar participation (10%), a short essay of 1500 words (30%), and a long
essay of 3,000 words (60%)
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Table of subject and generic learning outcomes supported by these methods:
Assessment Method
Subject Learning Outcomes
Generic Learning Outcomes
Seminar Participation
11.4, 11.5
12.1, 12.2, 12.3, 12.4, 12.6
Short Essay
11.2, 11.3, 11.4, 11.5
12.1, 12.2, 12.3, 12.5
Long Essay
11.1, 11.4, 11.5, 11.6
12.2, 12.3, 12.5, 12.7
17. Implications for learning resources, including staff, library, IT and space
The only additional resources needed will be the provision of up-to date material
on the region in the form of selected new books and visual materials (videos
and/or dvds), for which sufficient funds are available from the School library
budget. New books as required are purchased from the School library budget, and
the provision of current periodicals to which the library subscribes is sufficient for
needs.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
19. Campus where module will be delivered1
Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
20. Partner College/Validated Institution
21. University School (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
February 20, 2013
Date
Director of Learning and Teaching
Rajindra K. Puri
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
20 March 2013
Date
Head of School
Prof. João Pina Cabral
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