UNIVERSITY OF KENT
Module Specification
1
The title of the module
Conflict Analysis and Northern Ireland: History, Politics & Culture (PO664)
2
The School which will be responsible for management of the module
Politics and International Relations
3
The Start Date of the Module
To start in September 2013, with revisions made in September 2014.
4
The cohort of students (onwards) to which the module will be applicable.
September 2011 onwards.
5
The number of students expected to take the module
Approximately 30
6
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
No modules will be withdrawn.
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The level of the module
H (FHEQ Level 6)
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The number of credits which the module represents
15 credits
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Which term(s) the module is to be taught in (or other teaching pattern)
Autumn Term
Prerequisite and co-requisite modules
None
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The programmes of study to which the module contributes
This module is not a required course for any of our programmes, however it contributes to
all undergraduate programmes in the School of Politics and International Relations and is
intended as a specialist option within the BA in Conflict, Peace and Security.
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of the module, students will be able to:
11.1: demonstrate an in-depth knowledge of the historical development and recent political
history of Northern Ireland;
11.2: understand the connections between events in Northern Ireland from 1921-2013 and
wider theoretical principles behind conflict management and conflict transformation.
11.3: evaluate the central issues that underpinned community conflict in Northern Ireland
and how British policy evolved in the region;
11.4: apply the empirical detail of the Northern Ireland case to wider conceptual debates
relating to the roles of direct and indirect actors in conflict, the role of spoilers in emerging
peace processes and the advantages and limits of consociational democracy in political
settlements;
11.5: understand the linkages between politics, history and culture within a politically
divided society;
11.6: appreciate and understand the complex patterns of sectarianism in Northern Ireland
and how relationships between nationalists and unionists have been affected by the peace
process over the last 20 years.
Revised October 2014
These specific learning outcomes contribute to achieving the learning outcomes of the BA
in Conflict, Peace and Security by demonstrating knowledge of the following:
A1. key concepts, theories and methods used in the study of conflict analysis and conflict
transformation and their application to the analysis of belief systems, institutions, events
and relationships within Northern Ireland and beyond it.(11.2)
A4. the political dynamics of interaction between people, events, ideas and institutions
(11.4-11.6)
A6. the subjective nature of many conceptual and theoretical approaches to conflict
analysis and the wider discipline of politics and international relations.
(11.1-11.3, 11.6)
A7. the ontological foundations of political concepts, ideologies and beliefs (11.1-6)
A8. the connections between the study of Politics and the intersection of knowledge and
literature from cognate disciplines (11.4, 11.6)
A9. the nature and significance of conflict behaviour as a global issue within other soceities
(11.3-11.4, 11.6)
A11. The importance of external events, ideas and contexts and their impact at the local
level (11.1-11.6)
C1. understanding the nature and significance of politics as a human and global activity
(11.3-11.4, 12.6);
C2. application of concepts, theories and methods used in the study of politics and conflict
management strategies to the analysis of political ideas, institutions, practices and issues
in the global arena (11.1, 11.3-12.6);
C3. evaluate different interpretations of political events and issues beyond the confines of
the case study. (11.2-3);
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete this module
12.1: will be able to critically examine, through written course work and oral participation,
complex and contested ideas and beliefs and synthesise conflicting narratives and
arguments.
12.2: will demonstrate an ability to apply theoretical ideas to empirical cases.
12.3 will be reflective and self-critical in their work
12.4 will communicate their ideas effectively and fluently in written coursework and
through verbal presentations
12.5: will be able to effectively utilise the various resources required on the module
including print and AV sources as well as understanding how to reference secondary
sources and use other forms of data such as NGO reports, newspapers and more
polemical materials.
12.6: will be able to engage in academic and professional communication with others
12.7: will have the independent learning ability required for further study or professional
work
By helping students to progress towards these generic learning outcomes, the module
contributes to achieving the learning outcomes of the BA in Conflict Peace and Security by
demonstrating the following:
B1. gather, organize and deploy evidence, data and information from a variety of
secondary and some primary sources (12.4, 12.7);
B2. identify, investigate, analyse, formulate and advocate solutions to problems (12.1);
B3. develop reasoned arguments, synthesise relevant information and exercise critical
judgement (12.1, 12.2)
B4. reflect on, and manage, their own learning and seek to make use of constructive
feedback from peers and staff to enhance their performance and personal skills (12.2,
12.5-12.6, 12,7)
B5. manage their own learning self-critically (12.2, 12.6, 12.7)
Revised October 2014
D1. Communicate effectively and fluently in speech and writing (12.3, 12,7);
D2. Use communication and information technology for the retrieval and presentation of
information, including, where appropriate, statistical or numerical information (12.3, 12.4,
12,7);
D3. Work independently, demonstrating initiative, self-organization and time-management
(12.6).
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A synopsis of the curriculum
The module is taught in a workshop format as a pedagogical principle. It focuses on tutorstudent interaction, debate and role-play simulation. It is therefore comprised of 11 twohour workshops. The general structure has a chronological basis from the emergence of
the Home Rule debate at the end of the 19th Century through to the present day. The first
few sessions provide a historical and political narrative and help to root the students in the
central political issues/themes/concepts that act as a foundation for the rest of the module.
Other sessions will examine the nature of the Stormont government from 1922-63; The
emergence of the Civil Rights movement in 1967-69 and the role of the US and the
broadcast media in its development; then we will examine the emergence of political
violence in 1969 and the nature and ideology of the various paramilitary factions; Students
will then assess British counter-insurgency security policies and critically assess efforts to
manage the violence from 1969-1990. The emergence of the peace process in the 1990s
and the political negotiations that led to the Good Friday Agreement in 1998 will also
feature. Across the political timeline, issues of political culture and identity will be explored
and there will be dedicated sessions looking at the way ethno-national political division is
woven into other aspects of life. A number of the sessions will look in depth at the role of
poetry, music and sport and how these help us to understand the meaning of division and
conflict in the Northern Ireland case. There will also be a session on the impact of the
diaspora on issues of violence and peace which will connect into inter-disciplinary debates
between politics, sociology, economics and anthropology on the nature of globalisation and
identity formation. The curriculum will consciously connect the case of Northern Ireland to
wider theoretical issues at the heart of contemporary conflict analysis especially in relation
to contested legitimacy of conflict actors and strategies to manage and transform political
violence into more stable and sustainable relationships.
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Indicative Reading List
Cochrane, F. Northern Ireland: The Reluctant Peace, Yale University Press, 2013.
(This will be the core textbook of the course and several of the sessions will be based
closely on this new material.)
Arthur, P. (1984) Government and politics of Northern Ireland. – (2nd Ed.) Longman.
Cox, M. Guelke, A & Stephen, F. (Eds.) (2005) A Farewell to Arms? Manchester University
Press.
Darby, J. & Mac Ginty, R. (eds.) (2000) The Management of Peace Processes. Macmillan.
English, R. (2003) Armed Struggle Macmillan.
O’Leary, B & McGarry, J. (1996) The politics of Antagonism : understanding Northern
Ireland – (2nd Ed.) London, Athlone Press.
Tonge, J. Northern Ireland: Conflict and Change. London, Prentice Hall. 1997.
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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
Workshops
Schedule: 22 contact hours; one 2 hour workshop per week for 11 weeks
Learning outcomes: 11.1- 11.6, 12.1, 12.4-6; in particular:
Workshops will have a mix of lecture, discussion, debate, group work and role play content.
Revised October 2014
The module will also make extensive use of video and audio resources and will integrate
these into the formal workshops as a teaching aide and into the dedicated Moodle page for
the course. This electronic platform will be integral to the teaching and learning strategy of
the module and will allow students to expand their understanding beyond the textbook
format into other relevant genres such as fiction, literature and music.
The 2 hour workshop is essential here as some of the sessions will be highly interactive
such as the role-play simulation and this is much more difficult within a lecture/seminar
model.
Workshops will connect theoretical and empirical analysis with intensive discussion and
debate to ensure that students have both read and absorbed the key learning outcomes
but also probed behind these formal benchmarks to organically build their understanding.
Learning outcomes will also be fulfilled by ensuring that students have the opportunity to
use the workshops to ask questions and discuss points that have emerged from both the
directed and independent reading on the topics within the curriculum. Finally, learning
outcomes will be achieved by facilitating and enabling student participation and oral
contributions as a key element of the workshops. This will be done in a challenging and
critical (but supportive) learning environment, where students will come into the workshops
with questions and discussion points derived from their reading on the subject. The
encouragement of student participation will augment their subject specific knowledge but
also help achieve learning outcomes linked to transferable skills such as oral presentation,
group work and active-listening abilities.
Independent study
Schedule: 128 hours; in these hours, students are expected to read the recommended
texts for each seminar and research and write their coursework assignments.
Learning outcomes: 11.1-12.6, 12.1-13.7.
Students should use this time to identify gaps in their knowledge which they can raise in
the workshops as well as constructing and refining opinions that can be tested and honed
in class in preparation for the preparation of arguments and analysis in written coursework.
Achievement of learning outcomes: these outcomes will be achieved through students’ own
reading, and preparation of their formal coursework,
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Formative assessment of the seminar contributions and written assignments will be given
throughout the module in the form of oral and written feedback. Summative assessment of
the module will be based on the following:
Type of
assessment
Task
Essay
Students write one essay of
3,000 words answering one
question related to the topics
dealt with in the workshops.
Students sit a two-hour
examination in which they are
asked to answer 2 questions
from a choice of 8. The exam will
be split into two sections one of
which will deal with history/
politics and the other which
focuses on cultural aspects of the
conflict including identity
formations/ poetry, music and
sport. Students will have to
answer one question from each
Examination
Revised October 2014
Learning
outcomes
assessed
11.1-6
12.1-6
Weight
towards final
mark (%)
50
11.1-6
12.1, 13.3, 13.5,
12.6
50
section, which will test breadth of
knowledge across the curriculum.
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Implications for learning resources, including staff, library, IT and space
Staff: No additional resources required
Library: No additional resources required
IT: No additional resources required
Space: No additional resources required
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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.
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Campus where module will be delivered: Canterbury campus.
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
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
Revised October 2014
Module Specification Template
Last updated November 2011
Revised October 2014