Everyday Life under Colonial Rule (HISM028)
|Staff||Dr Gareth Curless - Convenor|
Dr Silvia Espelt Bombin - Lecturer
|Duration of Module||Term 2: 11 weeks;|
The aim of the module is to introduce you to the key ideas and debates regarding the history of everyday life under colonial rule. The module will focus on the social changes that were brought about as result of European colonialism. Rather than focus on high politics or dramatic episodes of protest and rebellion, the module will focus on the ‘everyday’ aspects of colonialism and its impact on gender relations, domestic life, and popular culture. Critically, you will be encouraged to focus on the agency of African and Asian peoples and their role in shaping the social relations and forms of popular culture that emerged under colonial rule.
The module will familiarise you with key historiographical debates and will allow you to engage with a range of primary sources relating to everyday life.
ILO: Module-specific skills
- 1. Locate and evaluate critically the relevant primary and secondary source materials required to investigate a specific historical or methodological question.
- 2. Demonstrate a detailed knowledge of key themes and approaches in the study of everyday life under colonial rule.
ILO: Discipline-specific skills
- 3. Demonstrate the ability to analyse and synthesise widely different types of historical material and evidence.
- 4. Identify and understand the nature of original sources.
- 5. Demonstrate a critical understanding of key historical concepts and debates.
- 6. Research for themselves and present independent accounts and interpretations of different historical issues.
ILO: Personal and key skills
- 7. Develop the capacity for independent critical study and thought.
- 8. Apply key bibliographical skills (including the use of on-line finding aids)
- 9. Construct and defend a sustained argument, both in written form and orally, using primary and secondary materials.
- 10. Work as an individual and with a tutor and peers in an independent, constructive and responsive way (e.g. lead a group discussion or task).
Exact syllabus may vary year to year but the module will examine topics such as:
Social Relations and Class
The Colonial State and Everyday Life
Health and Medicine
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||22||11 x 2 hour seminars.|
|Guided independent study||278||Preparation for seminars, essays and presentations.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Seminar discussion||Ongoing||1-10||Oral through discussion with peers and tutor|
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||67||4000 words||1-10||Oral and written|
|Individual Presentation||33||20 minutes and 1,000 word reflective commentary||1-10||Oral 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|
|Presentation||Script as for 20 minute presentation and 1,000 word reflective commentary||1-10||Referral/deferral period|
The re-assessment consists of one 4,000 word essay, as in the original assessment, but replaces the individual presentation with a written script and accompanying visual aids that could be delivered in such a presentation and which is the equivalent of 20 minutes of speech. Instead of reflecting on the delivery of the presentation and its reception, as in the original assessment, the reflective commentary will explore the objectives and intended delivery methods of the presentation.
Indicative learning resources - Basic reading
Jonathan Saha, Law, disorder and the colonial state; Corruption in Burma c.1900 (Basingstoke, 2013).
Emmanuel Kwaku Akyeampong, Drink, power, and cultural change : a social history of alcohol in Ghana, c. 1800 to recent times (Portsmouth, 1996).
Jeanne Marie Penvenne, African workers and colonial racism : Mozambican strategies and struggles in Lourenço Marques, 1877-1962 (London, 1995).
Lisa A. Lindsay and Stephan F. Miescher (eds) Men and masculinities in modern Africa (Portsmouth, NH, 2003).
Luise White, The Comforts of Home: Prostitution in Colonial Nairobi (Chicago, 1990).
Toyin Falola, The Power of African Cultures (Rochester, 2003)
Achille Mbembe, ‘Provisional Notes on the Postcolony’, Africa, (1996),62, 3-37.
J.G. Deutsch, P Probst, P & H Schmidt, African Modernities (Oxford, 1999).
P. Martin, Leisure and Society in Colonial Brazzaville (Cambridge, 1995).
Su Lin Lewis, Cities in motion : urban life and cosmopolitanism in Southeast Asia, 1920-1940 (Cambridge, 2016).
Jean Allman, Fashioning Africa : power and the politics of Dress (Bloomington, 2004).
J. Allman (ed.) African Women in Colonial Histories(Bloomington, 2002),
Susan Campbell, ‘Carnival, Calypso, and Class Struggle in Nineteenth Century Trinidad’, History Workshop Journal, 26, 1 (1988), pp. 1-27
Tony Ballantyne and Antoinette Burton (eds) Moving subjects : gender, mobility, and intimacy in an age of global empire (Urbana, 2009).
Juanita de Barros, Order and Place in a Colonial City: Patterns of Struggle and Resistance in Georgetown, British Guiana (2004).
Juanita de Barros, Reproducing the British Caribbean: Sex, Gender, and Population Politics (Chapel Hill, NC, 2014).
Module has an active ELE page?
Available as distance learning?
Last revision date
Key words search
Global History, Imperial History, Cultural History, Social History, Popular Culture, Everyday Life, Gender, Class