UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module Empire, New Nations and Migration
2.
School which will be responsible for management of the module School of English
3.
Start date of the module September 2013-14
4.
The cohort of students (onwards) to which the module will be applicable 2012-2013
5.
The number of students expected to take the module 60
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
7.
Level of the module I & H
8.
The number of credits which the module represents 30
9.
Which term(s) the module is to be taught in (or other teaching pattern) Spring
10. Prerequisite and co-requisite modules None
11. The programme(s) of study to which the module contributes English and American
Literature; English, American and Postcolonial Literatures; English and American
Literature with Creative Writing
12. The intended subject specific learning outcomes
Level I students will
i.
Gain an historically contextualised understanding of colonial discourse
analysis, theories of decolonisation, migration and diaspora.
ii.
Be able to interpret and apply a range of theoretical concepts surrounding
postcolonialism across a variety of regions and literatures, and make
productive comparisons and distinctions between them.
iii.
Develop a reasonably complex understanding of the relationship between
postcolonial literary studies and other critical disciplines.
iv.
Further develop the capacity to structure nuanced arguments centred on the
close relationship between aesthetics, culture and politics in a range of literary
genres.
v.
Gain a sufficient understanding of the different literary traditions and
movements out of which these texts arise, and how these in turn might be
articulated within, and interrogative of, broader transnational and postcolonial
frameworks.
Level H students will
i.
Develop a detailed historically contextualised understanding of colonial
discourse analysis, theories of decolonisation, migration and diaspora.
ii.
Be able to interpret and apply a range of theoretical concepts surrounding
postcolonialism across a variety of regions and literatures, and make
productive comparisons and distinctions between them.
iii.
Demonstrate a systematic understanding of the relationship
postcolonial literary studies and other critical disciplines.
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UNIVERSITY OF KENT
iv.
Demonstrate the ability to sustain nuanced arguments centred on the close
relationship between aesthetics, culture and politics in a range of literary
genres.
v.
Demonstrate a systematic understanding of the different literary traditions and
movements out of which these texts arise, and how these in turn might be
articulated within, and interrogative of, broader transnational and postcolonial
frameworks.
13. The intended generic learning outcomes
i.
An ability to apply close reading techniques to a range of literary texts and to
make complex comparisons between them.
ii.
Development of the skills necessary for participating in group discussions and
giving oral presentations.
iii.
An increased capacity for self-directed research and the ability to discuss,
evaluate and creatively deploy secondary critical and theoretical perspectives.
iv.
An ability to construct original, articulate and well-substantiated arguments
14. A synopsis of the curriculum
This course will introduce students to the field of postcolonial literature, focusing on
the period from the late nineteenth century to the present day. The module will be
divided into three consecutive areas: empire and colonisation (three weeks); liberation
movements and the processes of decolonisation (either three or four weeks); and
migration and diaspora (either three or four weeks). Centred primarily on canonical
British colonial texts, the first part of the course may also involve comparison with
other less familiar texts and contexts, such as those of Zionist nationalism and settler
colonialism, or more popular twentieth-century imperial fantasy and adventure genres.
The texts in the second part of the module will be drawn primarily from Africa, the
Carribean, the Middle East, and South Asia. The intention is to allow students to bring
these disparate regions and texts into a productive dialogue with each other by
reflecting on their shared history of decolonisation and their common engagement with
colonial and liberation discourses. The course further aims to sketch a narrative of
empire and decolonisation that is in part relevant to contemporary postcolonial Britain,
to which the final section on migration and diaspora then returns. Some brief extracts
from theoretical material on colonial discourse analysis, decolonisation,
postcoloniality and migration will be considered alongside a single primary text each
week. Students will be introduced to key ideas from the work of (among others)
Edward Said, Frantz Fanon, Homi Bhabha, Stuart Hall and Gayatri Spivak. Together
with a broad primary textual arc stretching from the British empire to postcolonial
Britain, the course will thus give students a cohesive intellectual narrative with which
to explore changing conceptions of culture, history, and postcolonial identity across
the modern world.
15. Indicative Reading List
Indicative reading list from which a selection of primary texts might be made for each
area of focus
Empire
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John Buchan, Greenmantle (1916)
E M Forster, A Passage to India (1924)
Doris Lessing, The Grass is Singing (1950)
Zelda Popkin, Quiet Street (1951)
New Nations
Chinua Achebe, Things Fall Apart (1958)
Tsistsi Dangarembga, Nervous Conditions (1988)
Bapsi Sidhwa, Cracking India (1991)
Aravinda Adiga, The White Tiger (2008)
Derek Walcott, Omeros (1991)
Pauline Melville, The Ventriloquist’s Tale (1997)
Adhaf Soueif, Map of Love (1999)
Susan Abdulhawa, Mornings in Jenin (2010)
Migration
Sam Selvon, The Lonely Londoners (1956)
Hanif Kureishi, The Buddha of Suburbia (1990)
Salman Rushdie, East, West (1994)
Gautam Malkarni, Londonstani (2006)
Mohsin Hamid, The Reluctant Fundamentalist (2007)
Abdulrazak Gurnah, By the Sea (2001)
Nadifa Mohamed, Black Mamba Boy (2010)
Brian Chikwava, Harare North (2009)
16. 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 course will be taught through one weekly two-hour seminar; and an additional
weekly one-hour lecture. Students will be expected to study for a total of 25 hours
per week (300 total). Aside from the three taught hours, this study time will involve
not only reading course primary and secondary material in preparation for weekly
seminars, but also in independent research in preparation for structuring and
writing the two main course assessments, and revising for the examination.
Seminars and lectures will help students gain an historically contextualised
understanding of the relevant postcolonial theories and their interdisciplinary
underpinnings, and to apply them across a range of regions and literatures (12i,
12ii, 12iii). Lectures will model ways in which students might structure nuanced
arguments centred on the close relationship between aesthetics, culture and
politics in postcolonial literatures (12iv). Seminars will further help them elaborate
the theoretical dimensions and find ways in which to apply these kinds of
arguments to the texts under discussion (12iv, 13i, 13iv). Both seminars and
lectures will provide a sufficient outline of the different literary traditions and
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UNIVERSITY OF KENT
movements out of which these texts arise, and how these in turn might be
articulated within, and interrogative of, broader transnational and postcolonial
frameworks (12v). Seminars will also provide space for students to refine the skills
necessary for participating in group discussions and giving oral presentations
(13ii). Both the contextualising lectures and seminars will provide students with
the tools necessary to initiate their own self-directed research (13iii).
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
For Level I students the module will be assessed by:
2000 2500 word essay (20%)
2000 – 2500 word essay (20%)
Seminar Performance Mark (10%)
Three hour written examination (50%)
. There will be suggested topics/questions provided for the coursework essays,
with the option for students to construct a question in consultation with their
seminar leader.
For Level H students the module will be assessed by:
2500 3000 word essay (20%)
2500 – 3000 word essay (20%)
Seminar Performance Mark (10%)
Three hour written examination (50%)
There will be suggested topics/questions provided for the coursework essays,
with the option for students to construct a question in consultation with their
seminar leader. Questions for both coursework and exams will differ from those
offered to Level I students.
In accordance with the specific module learning outcomes, the two essays and
written examination will demonstrate an historically contextualised understanding
and application of interdisciplinary postcolonial theories (12i,12iii). They will show
the student is able to interpret and apply these ideas across a variety of regions
and literatures, and make productive comparisons and distinctions between them
(12ii). Responses to the assessments and examination questions will be
structured by nuanced arguments centred on the close relationship between
aesthetics, culture and politics in a range of literary genres and demonstrate a
good understanding of the different social and literary contexts out of which they
arise (12iv, 12v). Seminar leaders’ feedback on these assessments will further help
reinforce and direct students towards the construction of original, articulate and
well-substantiated arguments (13iv).
18. Implications for learning resources, including staff, library, IT and space
Most of the critical material is already held in the library. Depending on enrolment
figures, there may be need for additional copies of selected core critical texts, as well
as some additional primary texts.
19. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
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UNIVERSITY OF KENT
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.
20. Campus(es) where module will be delivered 1
Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
21. Partner College/Validated Institution
22. 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"
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Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
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"
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Head of School
Date
…………………………………………………….
Print Name
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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UNIVERSITY OF KENT
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
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Partner College/Validated Institution
Module Specification Template
Last updated November 2011
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Date