Colonial Violence: From 'Pacification' to Counter-Insurgency (HIH1005)
|Staff||Dr Gareth Curless - Convenor|
|Duration of Module||Term 2: 11 weeks;|
In addition to the spectacular moments of colonial violence, such as the suppression of rebellion, civil unrest and insurgencies, the aim of the module is to introduce students to the ‘everyday’ forms of colonial violence. The module will encourage students to consider the structural and indirect forms of violence that underwrote colonial rule, including land alienation and coercive employment practices and the denigration and misrepresentation of indigenous society.
The module will introduce students to the variety of sources that historians use to study colonial violence. Students will learn to interpret and analyse a range of sources, including official documents and correspondence, films and photographs, literary texts, speeches and manifestoes. The sources will be drawn from across the European empires and will be translated where necessary. All of these sources come with their own advantages and challenges. As such, the module will offer students the opportunity to discuss these issues in relation to both the individual sources and key secondary works.
ILO: Module-specific skills
- 1. Work critically with a range of sources to assess the nature of colonial violence
- 2. Assess the role of violence in the upholding of colonial rule and its violent collapse
- 3. Assess the sources in relation to the key historical debates on colonial violence
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and compare the validity of different types of sources.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Write to a very tight word-length.
Possible topics include: conquest; rebellion and ‘pacification’; crime and policing; civil unrest and riot control; coercive labour regimes; colonial penal regimes; capital punishment; gender and violence; insurgency and counter-insurgency; and the legacy of colonial violence.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||2||2 hour lecture: Introduction to module|
|Scheduled learning and teaching activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided independent study||128||Students prepare for the session through reading and research; writing a weekly source essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-4, 6-7, 9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Mark and written comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|4 highest marks from portfolio of 5 source commentaries||60||2000 words (500 per commentary) (15% per commentary)||1-5, 7-8, 10||Mark and written comments|
|Essay on Sources||40||1500 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|4 highest marks of a portfolio of 5 source commentaries.||4 highest marks of a portfolio of 5 source commentaries.||1-5, 7-8, 10||Referral/deferral period.|
|1500-word essay||1500-word essay||1-5, 7-8, 10||Referral/deferral period.|
Indicative learning resources - Basic reading
Steven Pierce and Anupama Rao (eds) Discipline and the Other Body: Correction, Corporeality and the Other Body (Durham, 2006).
Emily Burrill, Richard Roberts, and Elizabeth Thornberry (eds) Domestic Violence and the Law in Colonial and Postcolonial Africa (Athens, 2010).
Taylor Sherman, State Violence and Punishment in India (Abingdon, 2010).
Diana Paton, No Bond but the Law: Punishment, Race, and Gender in Jamaican State Formation, 1780-1870 (Durham, 2004).
David Anderson, Histories of the Hanged: Testimonies from the Mau Mau Rebellion in Kenya (London, 2004).
Toyin Falola, Colonialism and Violence in Nigeria (Bloomington, 2009).
Frantz Fanon, The Wretched of the Earth (London, 1965).
Martin Thomas, Fight or Flight: Britain, France and their Roads from Empire (Oxford, 2014).
Daniel Rycroft, Representing Rebellion: Visual Aspects of Counterinsurgency in Colonial India (New Delhi, 2006).
Philip Dine, Images of the Algerian War: French Fiction and Film, 1954-1992 (Oxford, 1994).
Huw Bennett, Fighting the Mau Mau (Cambridge, 2012).
Module has an active ELE page?
Available as distance learning?
Key words search
Imperialism, Violence, Conflict, Resistance, Colonial Rule