|Staff||Dr Gemma Clark - Lecturer|
Dr Emily Bridger - Lecturer
Dr Nicholas Terry - Convenor
|Duration of Module||Term 1: 11 weeks; Term 2: 11 weeks;|
This module is designed to enhance students’ understanding of recurring themes in the social and cultural history of violence. It will be taught by two or three different tutors, and exact chronological and thematic focus will depend on which tutors are teaching the module in any given year. By close specialist evaluation of key topics such as the roles of religion, ethnicity, class and gender; the ritualization of violence; the cultural construction of ‘acceptable’ and ‘excessive’ violence; the halting of violence, and whether one can speak of ‘violent societies’ or ‘cultures of violence’, in settings as diverse as Europe, Russia, the Americas, the Middle East, South Asia and Africa, students will trace key developments in the subject, and think about these comparatively across time and space. The module will also introduce students to the approaches of different disciplines, such as sociology, anthropology and psychology, and to a variety of different historical source materials, such as eyewitness accounts and visual sources. By using a combination of tutor-led seminars and lectures, student-led seminars and independent study, the module will enable students to reflect on the strengths and weaknesses of taking a comparative approach to the study of violence In this way students will learn to draw thematic comparisons between material from different sources, show awareness of contrasting approaches to research, and demonstrate an enhanced understanding of some of the philosophical questions arising from research into large historical themes. They will also learn to present some of these complex issues to the rest of the class by leading a seminar in the second half of the course.
ILO: Module-specific skills
- 1. Analyse developments in the social and cultural histories of violence and compare its relationship to other phenomena such as religion, class and gender across a variety of historical time-periods and contexts.
- 2. Compare and explain key historiographical developments in the social and cultural histories of violence across different societies and periods, and relate them to an overall conception of the subject.
- 3. Evaluate carefully and critically the approaches that historians and scholars working in other disciplines have taken to the social and cultural phenomenon of violence
- 4. Define suitable research topics for independent study/student-led seminars in the social and cultural history of violence, evaluating different and complex types of historical source and historiography.
- 5. Demonstrate the possibilities and limitations of comparative methodological approaches in historical research more generally.
ILO: Discipline-specific skills
- 6. Analyse the key developments in complex and unfamiliar political, social, cultural or intellectual environments.
- 7. Identify and deploy correct terminology in a comprehensible manner; use primary sources in a professional manner; present work in the format expected of historians, including footnoting and bibliographical references.
- 8. Assess critically different approaches to history in a contested area.
ILO: Personal and key skills
- 9. Work both in a team and independently.
- 10. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 11. Understand as a team how to lead a group discussion of a historical topic.
Weeks 1, 3, 5, 7, 9: Five sessions covering methodological and conceptual issues relating to the social and cultural history of violence, case studies, and set-up for student-led seminars. Each session will be taught through one 2-hour seminar and one 1-hour lecture. The lectures will focus on worked examples or case studies from the tutor’s own area of specialism and suggest questions and themes which could be explored comparatively by the students themselves. The seminars will explore particular issues in more depth, through case studies or discussion of particular sources and historiographical debates. They will also lay the foundations for the student-led seminars in the second half of the course. Topics covered will vary according to tutor availability but may include religious violence, gendered violence, forms of collective violence from riots, pogroms and massacres to duels, and the prevention, limitation or cessation of violence.
Weeks 11, 13, 15, 17, 19: Five 2-hour seminars led by groups of 2 or 3 students on topics chosen from a menu offered by tutors. Topics will vary according to tutor availability and student choice. Alongside these, there will be five 1-hour lectures, as for Weeks 1-9 above.
Week 21: Concluding session: discussion of overarching issues and comparative points.
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||11||11x 1 hour lectures to run on alternate weeks over both terms, as described in syllabus plan above.|
|Scheduled learning and teaching activities||12||6 x 2 hour tutor led seminars to run in weeks 1, 3, 5, 7, 9 and 21, as described in syllabus plan above.|
|Scheduled learning and teaching activities||10||5 x 2 hour seminars in weeks 11, 13, 15, 17, and 19. Each led by a group of 2 or 3 students. Topics should be chosen from a menu of subjects agreed in advance by tutors. While tutors give guidance and a basic reading list, students are responsible for designing seminar activities and identifying further reading materials.|
|Guided independent learning||267||Students prepare for seminars, essay, final report and exam through reading and research; they also work in groups to lead seminars based on projects that have been developed.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay Plan||500 words||1-8, 10||Verbal and written.|
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|
|Essay||30||3000 words||1-8, 10||Verbal and written|
|Student-led seminar [comprising: leading a student led seminar (36%) and attending all student-led seminars (4%)]||40||2 hours||1-11||Verbal and written|
|Take-away exam||30||3000 words||1-8, 10||Verbal and written|
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|
|Essay||Essay||1-8, 10||Referral/deferral period|
|Student-led seminar and participation||1500 words (written by student individually) describing and reflecting on the proposed seminar activities and materials equating to one persons contribution (c. 45 minutes), plus proposed handout or powerpoint from seminar (not more than 2 sides of A4) and seminar reading list (not more than 1 side of A4)||1-11||Referral/deferral period|
|Take-away exam||Take-away exam||1-8, 10||Referral/deferral period|
The re-assessment consists of a 3,000 word essay and 3,000 word take-away exam, as in the original assessment, but replaces leading and participating in student-led seminars with a written seminar plan and reading list that corresponds to one student’s contribution to such a seminar. The plan should outline how the seminar is to be structured and organised as well as detailing the material to be used. This will enable a reader to gain a sense of what the student intended to do in the seminar, the rationale for this activity, and when this activity / discussion would take place.
Indicative learning resources - Basic reading
Scheper-Hughes, Nancy and Philippe Bourgois (eds.), Violence in War and Peace: An Anthology, (Oxford, 2004).
Collins, Randall, Violence: a Micro-Sociological Theory, (Princeton, 2008).
Wieviorka, Michel, Violence: A New Approach (London, 2009).
Levene, Mark & Penny Roberts (eds.), The Massacre in History (New York & Oxford, 1999).
Buc, Philippe, Holy War, Martyrdom, and Terror: Christianity, Violence, and the West, ca. 70 C.E. to the Iraq War (Philadelphia, 2015).
Nirenburg, David, Communities of Violence: Persecution of Minorities in the Middle Ages (Princeton, 1996).
Davis, Natalie Zemon, ‘The Rites of Violence: Religious Riot in Sixteenth-Century France’, Past & Present, No. 59 (May, 1973), pp. 51-91
Dekel-Chen, Jonathan L., David Gaunt, Natan M. Meir (eds.), Anti-Jewish Violence: Rethinking the Pogrom in East European History (Bloomington, 2010).
Browning, Christopher R. , Ordinary Men. Reserve Police Battalion 101 and the Final Solution (New York, 1992)
Scheper-Hughes, Nancy, Death Without Weeping: The Violence of Everyday Life in Brazil, (Berkeley, CA., 1992).
Pandey, Gyanendra, Routine Violence: Nations, Fragments, Histories, (Stanford, CA., 2006).
Thomas, Martin, Violence and Colonial Order: Police, Workers and Protest in the European Colonial Empires, 1918-1940, (Cambridge, 2012).
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
www.massviolence.org (online encyclopedia)
Available as distance learning?
Key words search