French at Queen’s reflects the dynamism and cultural diversity of the French-speaking world, focusing on the language, culture and society of metropolitan France, and opening up perspectives on a range of global cultures. Students can begin their studies in French as a Beginner.
Students studying French and International Relations appreciate how the insights of political analysis (e.g. political theory, political institutions, international relations) and the tools of literary and linguistic inquiry combine to illuminate political and historical developments, including those in the contemporary world.
The degree takes four years to complete; in the third year students have a period of residence in a Francophone country.
French at Queen’s was 7th in UK for French overall and 2nd for Research in the Times and Sunday Times Good University Guide 2020. 91% of French students were satisfied in 2019.
French and International Relations highlights
Professional Accreditations
The study of French and International Relations is not directed towards any one professional pathway, but rather provides the generic skills for success in a number of professional fields including the civil service, media, the charity sector, education, etc.
Global Opportunities
After stage 2, you will spend a period of residence (normally 8 months or more) in a French-speaking country. Students will have the possibility of acquiring professional experience by teaching in a school, undertaking a work placement, or doing voluntary work. They may also elect to study at a French university.
Students in Languages at Queen’s have specialised classes to prepare them for the Year Abroad and members of our staff act as Year Abroad Officers.
Queen's University Belfast is committed to providing a range of international opportunities to its students during their degree programme. Details of this provision are currently being finalised and will be available from the University website once confirmed.
There are also has links with Queen’s University’s Global Research Centre, The Senator George J. Mitchell Institute for Global Peace, Security and Justice. Many of the staff are Fellows in the Mitchell Institute, where they work in collaboration with experts in peace and conflict studies from other disciplines such as law, sociology, and the creative arts. http://www.qub.ac.uk/Research/GRI/mitchell-institute/
Industry Links
We offer a range of employment placements where students can gain real world work experience which is invaluable in terms of employment after graduation. Given that Belfast is a regional capital with devolved powers, we can offer students placements in the high profile political and related institutions on our doorstep - for example in the Department of Justice, Equality Commission, Police Ombudsman’s Office, or BBC Northern Ireland.
World Class Facilities
Queen’s has an excellent library with an outstanding range of resources in French and Francophone cultures, and in Politics and International Studies. The Language Centre has state-of-the-art facilities for language learning, and the IT provision more generally is excellent.
Internationally Renowned Experts
French at Queen’s is taught by world-leading experts in nineteenth and twentieth-century French and Francophone Culture (with particular expertise in visual culture, linguistics, popular culture, medical humanities and postcolonial writing) and in International Studies. Research in Languages at Queen’s was ranked 3rd in the UK in the most recent Research Assessment (REF 2014).
With over 30 staff at the cutting edge of research and publication, the School which teaches International Relations at Queen’s is the largest of its kind in Ireland and one of the largest in the UK and Ireland, with specialisms in Irish and British politics, political theory, sustainable development, the politics of film and literature, gender, the Middle East, European Union politics, ethnic conflict and international relations.
Prof. David Phinnemore is an expert on EU Treaty reform and EU enlargement, which led to his secondment as an advisor to the UK’s Foreign and Commonwealth Office
Student Experience
In the Times and Sunday Times Good University Guide 2020, 91% of French students were satisfied. In The Complete University Guide 2021, French at Queen’s achieved an overall score of 95%.
Our uniquely supportive pastoral care/personal tutor system is equalled only by the academic guidance available. Students run a lively French Society, and our vibrant Politics Society (Polysoc) provides a welcome and stimulating environment for new students.
We have students from around the UK, Ireland, Europe and the wider world, ensuring a rich mix of students with different experiences and backgrounds.
Further Study Opportunities
The MRes is a research preparation degree, allowing students to explore in depth a topic of their choice. It is an ideal preparation for PhD research. Other PG courses of possible interest for graduates of this pathway include the MA in Arts Management and the MA in Translation, and a variety of courses relating to International Studies including:
International Relations
Violence, Terrorism and Security
Global Security and Borders
Global Opportunities
Students taking a BA in French and International Relations have a very real opportunity to gain professional experience in a global context. They undertake an extended period of residence abroad (typically 8 months), normally working as an assistant in a school or undertaking a paid work placement in a French-speaking country (previous students have gone to France, but also for example Canada, Martinique and Réunion). Students can also elect to study at a French-speaking university. In addition to the benefits for oral competence, the residence provides a unique opportunity for immersion in French and francophone culture. Moreover, the Year Abroad is a significant learning and employability enhancement opportunity. This feature of our degree programme gives students the opportunity for personal development, and further develops communication and language skills and intercultural awareness. The challenges of living abroad come to be a unique (and unforgettable) stage in their own personal development.
Internationally Renowned Experts
Professor Janice Carruthers is an internationally renowned expert on linguistics. She is currently the Leadership Fellow in Modern Languages with the Arts and Humanities Research Council.
Student Testimonials
“When I came to visit Queen‘s, the facilities, the city and the feel of the place were far above any of the other universities I‘d visited. I chose this particular course as it looked interesting, and covered a variety of topics. Belfast itself is a lovely city, with an amazing river walk. I‘ve loved trips to the coast and to the mountains and it really is a beautiful place to live.”
Naomi Armstrong, North Shields, Tyne and Wear, England
“In Queen's, what I realised is that it’s not just about the language. It’s not just about the listening, pronunciation and translation. There's a lot more to it, you learn so much more, you gain so many more skills, lifelong skills. You get a general overview of the language and can do historical modules and cultural modules, and you work with a variety of media: film, novels, short stories, poems, art."
Veronica Rossetto, Stage Three student in BA French who began her studies in French as a Beginner.
In order to ensure that students studying the French and International Relations degree have sufficient grounding in both subjects, you will take an equal number of International Relations and French modules. At level 3, you will have greater flexibility in terms of your module choices, having the option to substitute either a dissertation or internship in place of two taught modules.
In your final year, you can write a dissertation based on a research topic of your choice and under one-to-one supervision by an academic with specialist knowledge in the chosen field. This provides a unique opportunity to marshal all the research and writing skills you have learned through the course of your degree to produce an original piece of research which reflects the particular interests that you have acquired in your time studying at Queen’s.
Students on this pathway take three courses per subject at each level, as well as a language year abroad.
Stage 1
In year 1, you will take 3 modules from each subject, which introduce key concepts in French and International Relations. They will also develop critical and writing skills necessary in order to make the transition to studying at university level.
Stage 2
In your second year, you will focus on the political, economic and social transformations of the 20th century and beyond, and will be able to advance your conceptual understanding of the field of international relations and conflict. You will also deepen your understanding of French and French-language literature and cultures.
There is one core module in each subject; you then have a choice of up to 4 modules from a wide range of available topics.
Stage 3
In year 3 students spend around 8 months in a French speaking country, developing sophistication in their language skills while undertaking a work placement and gaining valuable work experience.
Stage 4
In Year 4 you will have more flexibility and choice.
French and International Relations students are required to take:
THREE modules from the list of options in International Relations PLUS THREE modules in French (including French 3); OR
Internship (double weighted) and ONE International Relations module PLUS THREE modules in French (including French 3); OR
Dissertation (double weighted) and ONE International Relations module PLUS THREE modules in French (including French 3)
French Dr Moran is the Subject Lead for French and teaches French language and modern French culture.
Contact Teaching Hours
Medium Group Teaching
8 (hours maximum) 5.5 hours in French (typically comprising one core language module, 4 hours, and one optional module, in one of the two semesters, 3 hours)
1.5 hours of practical classes, workshops or seminars each week in Politics
Personal Study
25 (hours maximum) 22–24 hours studying and revising in your own time each week, including some guided study using handouts, online activities, etc., across both subjects
Large Group Teaching
5 (hours maximum) 3-5 hours of lectures
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable our students to achieve their full academic potential.
On the BA in French and International Relations degree we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Examples of the opportunities provided for learning on this course are:
E-Learning technologies
A wide range of information associated with modules is often communicated via a Virtual Learning Environment (VLE) called Canvas. Typically, lecture notes are provided through Canvas for each module along with other support material. Much of the recommended reading is available through the same environment. Almost all coursework is submitted and returned, with marks and feedback, electronically.
Language enrichment classes
Students will have opportunities to develop oral skills and develop their knowledge of grammar and vocabulary in real-life, practical contexts. All these classes are taught in very small groups (typically 12-20 students). Students attend two language enrichment classes per week as part of the core language module. They also attend a one-hour oral class (typically 8-12 students), delivered by a native speaker.
Lectures
These introduce you to basic information about new topics as a starting point for your own further private study/reading. Lectures in French also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in larger groups of 30-40 students). Only a small number of our modules are delivered in this way, e.g. Level One Introductory modules to French and Francophone Cultures.
With Politics, lectures are central to all modules, but become smaller from Stage 1 to 2, and again from Stage 2 to 3, as the modules become more focused (moving from wide-ranging modules like “World Politics” to specialist courses on individual countries and regions).
Personal Tutor
Students are allocated a Personal Tutor who meets with them on several occasions during the year to support their academic development. This gives students one identified contact with whom to discuss any difficulties they might encounter and who can answer any queries they might have.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback and assignment research and preparation work is carried out.
Seminars/tutorials
Almost all of the teaching is carried out in small groups (typically 8-15 students). These provide significant opportunity for you to engage with academic staff who have specialist knowledge of the topic, to ask questions and to assess your own progress and understanding with the support of your classmates. You will also be expected to make presentations and other contributions to these groups. All of our language teaching and, where appropriate, other modules, are delivered through the medium of French in small-group situations.
Year Abroad
Students taking a BA in French and International Relations undertake an extended period of residence abroad (typically 8 months), normally working as an assistant in a French school. In addition to the benefits for oral competence in French, the residence provides a unique opportunity for immersion in French and francophone culture, well as invaluable employment experience. The Year Abroad is a significant learning and employability enhancement opportunity during which students can study at a university, work as an English Language Teacher, undertake a paid work placement, etc. This feature of our degree programme gives students the opportunity for personal development, gives them a job placement, further develops communication and language skills and intercultural awareness. The challenges of living abroad come to be a unique (and unforgettable) stage in their own personal development.
Students in Languages at Queen’s have specialised classes to prepare them for the Year Abroad and members of our staff act as Year Abroad Officers.
Queen's University Belfast is committed to providing a range of international opportunities to its students during their degree programme. Details of this provision are currently being finalised and will be available from the University website once confirmed.
Assessment
Assessments associated with this course are outlined below:
The way in which you will be assessed will vary according to the learning objectives of each module. Language modules are assessed through a variety of written tasks, class tests, a formal written examination and an oral exam at the end of the year. Optional (content-based) modules in French are assessed through a variety of forms of coursework which may include book reviews, projects, creative writing, presentations, essays and language tasks.
International Relations modules are typically assessed by two coursework assignments in the first semester, and one assignment plus a final written unseen examination in semester two. Variations on this include assessed presentations, group projects, and “learning logs” based on weekly reading. Details of how each module is assessed are shown in the Student Handbook which is provided to all students at the beginning of their first year.
All assessment, apart from oral exams, is marked and returned anonymously.
Feedback
As students progress through the course they will receive general and specific feedback about their work from a variety of sources including lecturers, module convenors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted.
General comments or question and answer opportunities during or at the end of a lecture, seminar or tutorial.
Immediate, on-the-spot feedback from your teacher during language and oral classes.
Individual consultations addressing specific queries with lecturers during designated consultation hours.
Online or emailed comment to specific queries
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Placement employer comments or references
Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.
Facilities
Queen’s has an excellent library with an outstanding range of resources in French and Francophone cultures, and also in International Studies. The Language Centre has state-of-the-art facilities for language learning, and IT provision more generally is excellent.
What our academics say
"I passionately believe in education, culture and exchange. Higher education has a transformative impact on people and on society, and studying subjects such as modern languages and cultures makes your world safer, richer and more exciting."
Dr Dominique Jeannerod, Lecturer in French
"Studying Politics at Queen’s allows in-depth investigation into a wide range of political subjects and themes – from peace and conflict studies to climate change, from theory and ideology to gender inequality. Through their exploration, a range of transferable skills are acquired – ranging from critical analysis to advanced written, oral and IT communication skills, from collaborative teamwork to self-direction, organisation and project planning. These generic skills are applicable to a range of careers including in the world of politics and law-making itself, but also in education, the media, and the charity and private sectors. Moreover, Belfast is the perfect laboratory for the student of politics – existing at the heart of a society where we have learned the most important lessons of politics: compromise and co-existence between different identities and interests."
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This course aims to delve into essential themes within the field of Comparative Politics, providing students with the tools to comprehend fundamental structures, institutions, and processes that underpin contemporary political systems. Through the application of the comparative method, students will gain insight into the dynamics of real-world politics. The initial lectures will establish a theoretical foundation for the comparative method, emphasising its utility as a means of understanding diverse political landscapes. Subsequent lectures will employ this method to examine various themes, including regime types (democratic versus authoritarian), systems of governance (global versus local), institutions, political organisations and outputs of public policy. Notably, the course adopts a broad approach by not confining itself to specific geographic regions; instead, it explores a diverse range of cases to underscore the usefulness and applicability of the comparative method across different contexts.
Learning Outcomes
On successfully completing the module students will be able to:
- Understand the field of comparative politics and be familiar with the comparative method.
- Identify key debates in the field of comparative politics and extrapolate key questions of theoretical and societal relevance.
- Demonstrate a basic understanding of differences between political institutions, key processes and the outcomes they produce.
- Demonstrate a basic understanding of the key actors active in political systems and the dynamics of power underpinning their relationships.
- Understand the main methodological approaches used in the field of comparative politics as well as the major data sources.
- Independently apply basic concepts of comparative politics to cases beyond the ones reviewed in class.
Skills
Intellectual skills:
- Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
- Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills:
- Communication Skills: ability to communicate clearly with others, both orally and in writing.
- Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment.
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development.
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance.
Organisational skills:
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines.
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way.
- Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
The module examines the development of the international system and raises questions about how and whether this system is changing in light of processes of globalisation. International relations theories which relate to state and territory, sovereignty and order will be introduced, as well as issues of war and conflict in its broader sense. World Politics also offers an introduction into specific global regions: Europe, Americas, Asia, and Africa
Learning Outcomes
On successful completion of this module, students will:
Critically follow world affairs and appreciate the historical background to contemporary developments
Demonstrate an awareness of the major currents in world affairs and foreign policy analysis
Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking
Develop intellectual skills including managing and prioritising knowledge on world affairs as well as organisational skills including demonstrating the ability to use evidence to develop logical and clear arguments
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
Communication Skills: ability to communicate clearly with others, both orally and in writing
Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
Beyond the Hexagon: French language, politics and culture in a global frame
Overview
This module will introduce students to key areas of contextual studies in French, ie. literature, culture, the visual arts and linguistics. There will be two 'strands' within the module, and across the two stands, students will be introduced to all four areas. The core material will include both French and francophone texts, film, images and data. Each strand will form a coherent whole in terms of both teaching and assessment.
Learning Outcomes
Students will acquire an introductory knowledge of key fields in French Studies, notably literature, culture, the visual arts and linguistics. They will acquire key skills in how to approach these fields in preparation for optional modules in Levels 2 and 3. They will further acquire skills in time management, written and oral communication, and skills in marshalling complex information and constructing an argument.
Skills
Skills in how to approach and analyse texts, images and data for future work in literature, the visual arts, linguistics; skills in oral and written communication; skills in marshalling large amounts of data and structuring an argument; skills in time management.
This module aims to introduce students to the broad field of political theory and philosophy, a necessary and integral component of the study of politics generally. Taking a contemporary approach to the subject, the module stresses the vital importance of theoretical enquiry for understanding, analysing, and criticizing everyday socio-political life. Students are therefore introduced to key concepts and problems in the study of politics, including the meaning of democracy, the fraught relation between the individual and society, and the contested nature of power and political authority. In exploring these themes, students come to an appreciation of the complexities surrounding our everyday notions of democratic rule, freedom, justice, citizenship, government, and power.
Learning Outcomes
Students should acquire an understanding of a number of ways of conceptualising and analysing critically key aspects of political life. On successful completion of the module they will have demonstrated capacities for reading texts in contemporary political theory and exploring the implication of these writings for practical politics.
Skills
Analytical and conceptual skills. The ability to argue cogently in oral and written communication.
This modules aims to provide students with little or no previous knowledge of French with the grammatical, written, and spoken language skills necessary go further in the study of French. It will also equip them with professional and employability skills complimentary to their studies. It consists of:
1. Language Seminars (3 hours per week)
Seminars will equip students with the knowledge and understanding of grammatical constructions (both basic and more complex) and syntax required to use the French language independently in written and spoken form. Language skills are practiced in a range of activities: grammar exercises, reading, spoken and listening comprehension, translation, expressive and descriptive writing. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances.
Seminars also introduce students to language in context. Students are exposed to new vocabulary, expressions and nuances of use through reading, translation and writing exercises based on sources from the Francophone world.
2. Conversation Class (1hr per week)
Led by a native speaker, this class develops students’ listening and speaking skills in French. The content from seminars is deployed in a range of practical scenarios likely to be experienced in French -speaking countries.
Learning Outcomes
This modules aims to provide students with little or no previous knowledge of French with the grammatical, written, and spoken language skills necessary go further in the study of French. It will also equip them with professional and employability skills complimentary to their studies. It consists of:
1. Language Seminars (3 hours per week)
Seminars will equip students with the knowledge and understanding of grammatical constructions (both basic and more complex) and syntax required to use the French language independently in written and spoken form. Language skills are practiced in a range of activities: grammar exercises, reading, spoken and listening comprehension, translation, expressive and descriptive writing. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances.
Seminars also introduce students to language in context. Students are exposed to new vocabulary, expressions and nuances of use through reading, translation and writing exercises based on sources from the Francophone world.
2. Conversation Class (1hr per week)
Led by a native speaker, this class develops students’ listening and speaking skills in French. The content from seminars is deployed in a range of practical scenarios likely to be experienced in French -speaking countries.
Skills
On successful completion of the modules students should have developed the following range of skills: A comprehensive dexterity using French grammar; Translation skills; text analysis; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills.
This module aims to consolidate and develop the students existing written and oral language skills and knowledge of French and Francophone culture, equip them with professional and employability skills and prepare them to go further in the study of French. It consists of four elements designed to provide a comprehensive consolidation of French language competence:
1. Language Seminar (1hr per week)
Seminar aims to develop students ability to understand, translate and compose French language materials in a range of forms: text, image, audio-visual. Language will be engaged in context, guided by themes such as University life, Culture and Identity and Culture and Communication. Linguistic competence will be developed through a range of methods that may include: group discussion, comprehension, translation, responsive and essay writing.
2. Grammar Workshop (1hr per week)
Workshop designed to consolidate and enrich students' knowledge and understanding of French grammar and syntax. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances. It focuses particularly on developing competence in the key area of translation into French.
3. Professional skills (1hr per week)
The class focuses on language skills for special purposes and contains two strands: Language for Business and Language for Law. Both provide linguistic and socio-cultural knowledge important to work-related situations in different fields.
4. Conversation class (1hr per week)
Conversation class is led by a native speaker of French and compliments the content of the Language hour. Students will meet in small groups to discuss, debate and present on the main themes of the course.
Learning Outcomes
On successful completion of the modules students should:
1. Be able to read French texts in a variety of forms and demonstrate a sensitivity to their detail and nuance in speech, writing and when translating.
2. Be able to produce French texts appropriate to different requirements and registers.
3. Be able to investigate, structure and present a complex argument in longer pieces of written work.
4. Be able to communicate using more sophisticated grammatical and syntactical constructions with a good level of accuracy (without basic errors).
Skills
On successful completion of the modules students should have developed the following range of skills: comprehensive dexterity using French grammar; translation skills; text analysis; comprehension; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills
Course contents: Building on skills acquired at Level 1, this module aims to consolidate productive (writing and speaking) and receptive (reading and listening) skills in French language. Key components are: comprehension, translation into English and into French, résumé, grammar, CV preparation. The oral French component includes presentations and preparation for job interviews. Languages for special purposes strands equip students in law or business with skills for legal and professional contexts.
This module will contain the following elements:
1.Written language (2 hrs per week)
This component will focus on enhancing ability in written French through engagement with a range of journalistic and literary written texts at appropriate level. A variety of topics will be covered, dealing with current themes in society and topical issues. Written language tasks include translation (from and into French), résumé, comprehension and grammar exercises.
2.Oral language (1 hr per week)
This component will focus on enhancing ability in oral French. A variety of topics and themes are covered, which aim to develop knowledge of issues in present-day France, prepare students for the year abroad and for job interviews in the target language. Stimulus materials from a range of media (textual, visual, audio, video) are used.
3.Contextual Study (filière; 1 hr per week)
This component will raise awareness of cultural and linguistic issues in French and allow students to deepen their perspective of the field, as well as preparing students for a residence in a French-speaking country.
Learning Outcomes
Learning Outcomes: On successful completion of the modules students should:
1) be able to demonstrate fluency, accuracy and spontaneity in spoken and written French, with a broad range of vocabulary and expression, so as to be able to discuss a variety of complex issues;
2) be able to read wide variety of French texts and identify important information and ideas within them;
3) be able to translate a range of texts into and from French;
4) have developed a detailed critical understanding of representative textual and other material;
5) be able to engage in complex problem-solving exercises.
Skills
On successful completion of the modules students should have developed the following range of skills:
Skills in written and oral expression; critical awareness and problem-solving; close textual analysis; translation; comprehension; presentation; IT skills; employability skills, such as interview technique and cv preparation.
This module sets out to help students understand and analyse the development of International Relations as a discipline through its theories and major issues. The key theories of international relations are examined, from Realism, through Marxism to contemporary approaches such as Poststructuralism, with a focus upon how each one criticises and responds to the others revealing its strengths and weaknesses. Within this, major issues of international relations will be explored from a theoretical and conceptual perspective, such as the balance of power, peace, international society, norms and gender. Finally, the course turns to modern challenges to the discipline of International Relations, such as International Political Economy, the spread of Globalization, and contemporary concerns with security and the War on Terror. The module therefore considers how well International Relations is responding to these challenges.
Learning Outcomes
Upon completion of this module, students should be able to: Understand the main approaches to the study of IR, including current theoretical developments in the discipline. Understand the relationship between the academic analysis of international relations and the actual behaviour (e.g. foreign policy) of states. Communicate ideas to others in a clear and concise manner, both orally and in written form. Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Skills
The module aims to equip students with basic intellectual skills (e.g. critical thinking, analysis, problem solving), as well as communication skills.
Northern Ireland’s peace process, the legacy of conflict and enduring divisions present a range of ongoing challenges for politics and society. Drawing on expertise from across the School of History, Anthropology, Philosophy and Politics – combined with that of relevant practitioners, where possible – this interdisciplinary, team-taught module will examine a range of thematic challenges with respect to conflict, conflict transformation, peacebuilding, community relations, public representations of the past, and democratic governance. Rooted in the case of Northern Ireland, the module will also routinely consider broader comparisons with other cases and possible generalisation to other cases. It will be structured into three main parts. First, it will critically engage with Northern Ireland’s past. What were the underlying sources of division, and what can we learn about the complexities and nuances of identity over time? Second, it will explore how the past continues to interact with contemporary Northern Ireland. How is this past represented and understood in today’s public history landscape? Is it possible for Northern Ireland’s contested past to be publicly represented in ways that promote mutual understanding? Can Northern Ireland now be characterised as a ‘post-conflict’ region? Finally, the module will look ahead. Does the current political settlement represent a sustainable form of governance for the region? What do internal developments, such as demographic change, and external challenges, such as climate change, mean for Northern Ireland’s future? By critically engaging with these interrelated themes through relevant disciplinary perspectives, this module ultimately seeks to better understand contemporary Northern Ireland, the history that has shaped it, and the future directions that are possible.
Learning Outcomes
By the end of this module the successful student should be able to demonstrate in assessed essays, coursework and tutorial contributions:
- A familiarity with a range of topical issues and debates in Northern Ireland, including their historical roots, their contemporary political significance, and their relevance for the region’s future;
- An understanding of the Northern Ireland conflict and the peace process, including the factors that contributed to both;
- A critical appreciation of the challenges associated with conflict transformation, peacebuilding, community relations, public representations of the past, and democratic governance in a divided society from a variety of disciplinary perspectives in the humanities and social sciences;
- Awareness of the role that arts, culture, heritage and public engagement with the past can play in reducing political and social divisions;
- A heightened sense of the complexity of identity, politics and place in Northern Ireland.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge; manage such information in an independent manner;
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments;
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing;
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning;
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development;
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance .
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
This module will introduce students to key aspects of British politics, focusing on institutions and elections and voting. The module will provide students with an understanding of the main institutions of the UK (Parliament, the executive, devolution), the parties and party systems of the UK, and elections and voting behaviour. The module will allow students to use the skills developed in PAI2043 Studying Politics in the study and analysis of elections and voting in the UK. The module takes a contemporary and practical approach and will develop the students’ analytical, statistical, and writing skills.
Learning Outcomes
By the end of this module, students will be able to identify the key institutions and players in British politics and to identify and define the major issues in British politics. Moreover, students will be able to appreciate and explain the major changes in British politics that have taken place over time. Students will be able to locate and engage with data relevant to past and contemporary British politics.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Liberal values in Europe, as elsewhere, are coming under serious threat, driven by identity politics designed to exploit societal divisions. The historical link between liberalism and diversity in Europe, and the extent to which one can negotiate and accommodate, if not facilitate the other, holds the key to sustainable, coherent and peaceful societies. The module provides an overview and critical analysis of minority protection offering engagement with issues underpinning national politics, law and societal processes in Europe. Using a critical approach to contemporary politics, this module provides:
- a historical analysis of state formation and nation building in Europe with context of religious wars and political revolutions, including the (re-)conceptualisation of basic concepts and terms such as territoriality, sovereignty, state, nation and citizenship;
- reassesses primordial views on ethnicity/nationality and language & religious identities and provides a sociologically informed political lens to reconcile the requirements for political unity, obligations to international law and ensure social cohesion for the culturally diverse society;
- examines the liberal and national ideological framings of equality protection in liberal-democratic regimes and the number of mechanisms from voting rights to proportional representation in state bodies, forms of cultural and territorial autonomy and federalism to engage with the challenges of the ongoing re-nationalisation in all parts of Europe.
This module will help students interested in European politics, human and minority rights, governance and nationalism, and politics of diverse societies to understand the origins of and anticipate political developments of their increasingly diverse societies.
Learning Outcomes
- Place issues of governance in diverse societies in the context of domestic and European political and legal obligations to ensure equality of all citizens;
- Contrast the differential impact nation-state building had in different parts of Europe on diverse resident populations and reflect on the role of European integration on political process;
- Ascertain importance of diversity and equality as guarantee for societal stability and peace in and around Europe
- Understand and be able to reflect critically on the impact accommodation and support for minorities has on the likelihood of conflict in contemporary Europe
- Communicate clearly and concisely, both orally and in written form on issues relating to equality and diversity in contemporary Europe
- Pursue intellectual questions in an academic manner, using analytical skills and critical thinking to develop transferrable skills
Skills
Intellectual skills
- Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
- Communication Skills: ability to communicate clearly with others, both orally and in writing
- Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
- Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Organizational skills
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
An exploration of linguistic varieties of contemporary French, including regional variation, the role of socioeconomic status, age, gender etc and varieties of French spoken outside France.
Learning Outcomes
A detailed critical understanding of linguistic varieties of contemporary French, including phonological, syntactic and lexical variation.
Skills
Marshalling and synthesising diverse material; critical awareness; skills in written and oral expression, and in linguistic analysis.
This module on International Organizations offers an introduction into the multilateral global security architecture. The core focus of the module is collective security. The module IO thus will deal with international law, collective security, regimes in international security and International security organizations. The United Nations system forms the core of the study. Peacekeeping, peace enforcement, peace building and the ‘outsourcing’ of core collective security tasks to regional players will dominate the sessions of the module. Core military interventions by international organizations will be analyzed. The module thus will deal with military interventions by the UN, NATO, CIS/CSTO, EU and core security and mediation tasks by the CIS, SCO and OSCE. The new policy agenda of energy security will be tackled by studying resource control: The NPT regime, the IAEA and oil and gas regimes thus will be scrutinized at the end of the semester. The major aim of the module is to outline the ‘institutionalized’ world order of today – with its hierarchies, cleavages and contradictions. The module is wedded to a strategic studies approach to IR.
Algeria and France: Trauma, Forgetting, Re-Membering
Overview
Algeria was a prized French colony between 1830 and 1962. Its bloody liberation struggle from France was marked by atrocities on both sides. France’s role in such practices as torture, the enforced disappearance of Algerian nationalists, and most shockingly, in the police massacre of dozens of peaceful Algerian protesters, who were thrown into the Seine in October 1962, was for many years repressed and denied. The legacy of this conflict continues to determine relations between France and North Africa, has had a profound influence on politics and culture in contemporary France, and indeed impacts contemporary international relations more generally.
This module explores this contested, and still unprocessed, past, examining a number of films and texts that interrogate the war and its aftermath. It also introduces students to a number of significant theoretical ideas (Pierre Nora’s lieu de mémoire; Cathy Caruth’s trauma and latency; Henri Rousso’s ‘passé qui ne passe pas’; Michael Rothberg’s multidirectional memory) that help us to better understand the operation—and manipulation—of memory, the impact of trauma, and the difficulty in coming to terms, over generations, with a painful past.
Learning Outcomes
On completion of the course, students will be able to:
1. Demonstrate a basic understanding of French colonialism in general, and a more in-depth understanding of the French colonial presence in North Africa
2. Be able to analyse in detail a range of literary and cinematic works, in order to understand how the story of the Algerian war and its aftermath is presented, and to what political ends
3. Be able to engage critically and sensitively with a range of fictional materials, presented from radically different political perspectives (eg French setter/pied noir; harki, Algerian Muslim) and have reached an understanding of what this multiperspectivity brings in terms of understanding a still very unsettled narrative
4. Have understood the evolution in our understanding of this conflict, taking account of French denial of its very existence, the role that propaganda played for both sides, the significance of intergenerational memory and forgetting/repression, and the effect of the opening of the archives
5. Understand the continuing importance of this historical moment for contemporary politics
6. Demonstrate understanding of contemporary theories of memory, trauma and repression
Skills
· Close textual analysis
· Close visual analysis
· Comparative analysis
· Critical engagement
· Independent research and time management
This module introduces students to key concepts and topics in French sociolinguistics. It explores language variation and change in French along a number of social dimensions, including the age, gender, ethnicity and socio-economic status of the speaker. It will also look at the effect of situational variables such as style, register, medium and context on language use. The module will examine linguistic data on variation in pronunciation, grammar and vocabulary, and we will also consider some key theoretical and methodological issues which arise in the study of sociolinguistics.
Learning Outcomes
Upon successful completion of this module, students will:
• be able to identify and explain the main dimensions of sociolinguistic variation and the ways in which these affect language use;
• be able to identify and explain the main dimensions of situational variation and the ways in which these affect language use;
• be able to assess the significance of linguistic data relating to areas of variation ;
• be able to critically assess some theoretical and methodological issues concerned with the study of sociolinguistics;
• have an understanding of some topics of language variation in French in pronunciation, grammar and vocabulary;
• develop the ability to marshal large amounts of information and to construct a detailed argument;
• develop transferable skills in critical thinking, approaching the analysis of data, written and oral expression, group work, and presentation.
Skills
Critical thinking; approaching the analysis of data; written and oral expression skills; group work; presentation
This module examines the interface and inter-relationships between politics, philosophy and economics and draws on the disciplines of political economy, political theory and moral philosophy, and political science to provide a comprehensive account of these relations. Particular topics covered will vary from year but may include, for example:
issues in classical political economy
the relationship between political ideology and economics,
the history of economic thought,
how democratic institutions interact with the economy and the notion of public goods.
Post-war economic development project,
Modernity and conceptions of development
Debates about the concept of the rational actor
Freedom and economic life
Distributive justice
Libertarian ideas about the relations between the market and politics
The idea of ‘market society’
Workplace democracy
Learning Outcomes
On successful completion of the module students will:
• Have a familiarity with some of the key debates in classic political economy and moral and political philosophy concerning economic power, the economy as a political creation and the relationship between the state and the economy; freedom and economic relations
• Be able to apply these concepts and debates to questions of economic development, the ethical implications of contemporary development trajectories and to current policy issues;
Skills
Students will develop the ability to think critically and philosophically about economics and the economy, while placing it in its appropriate political context.
Students will be able to communicate ideas to others in coherent and concise, written and oral form;
Students will be able to think analytically, critically and logically about a range of important contemporary social issues.
This Level 2 module introduces French postwar Film Noir and Crime Fiction. It will contextualize this cultural production within historical circumstances and trends of the period, such as American influences on French Culture, Existentialism, 'Leftism' and 'Néo-Noir'. Aesthestics of the 'Noir' genre will be studied through a variety of Media, including Film, Novel, Comics and Posters. Among the themes discussed will feature Depiction of the City, Slang ('argot') and Modern Morals.
Learning Outcomes
Students should, after completion of this module: have acquired an awareness of the relation between commercial culture and artistic culture; have gained an understanding of the process of reception and assimilation of foreign cultural products; be able to analyse how art forms converge in a cultural phenomenon such as the 'Noir'; be able to analyse different kinds of documents and draw upon relevant primary and secondary sources in order to present structured, cohesive arguments in oral and written form; have developed transferable skills in group work, time-management and in the use of Powerpoint.
Skills
Textual analysis skills; written and oral expression skills; critical analysis.
In this module we cover several perspectives pertaining to deeply divided societies and the unique challenges such conflicts face. We discuss, compare, and contrast cases such as Northern Ireland, South Africa, Bosnia-Herzegovina and Israel-Palestine while also discussing other cases from around the globe. Understanding deeply divided societies’ internal and external dynamics and effects is at the core of this module. It covers domestic causes and effects of identity-based conflicts, their regional embeddedness, and their effects on global politics.
Throughout the semester, students will learn to appreciate a range of dimensions throughout the conflict cycle, from claim making (violence, political competition), through strategies for conflict mitigation (institutional reform, societal cohesion, international involvement) and opportunities for conflict management (power-sharing, secession).
More specifically, we will investigate the challenges of reforming state institutions, their relationship with the governed, and international recognition of domestic claims to power and regime legitimacy.
Learning Outcomes
• Identify and explain the phenomenon and unique features of deeply divided societies
• Applying theoretical arguments related to such key features and the different processes deeply divided societies go through to both historical and contemporary cases
• Evaluate debates amongst scholars who represent different theoretical perspectives
• Comparing and contrasting cases of deeply divided societies from other types of conflicted societies
• Comparing and contrasting between cases of deeply divided societies
• Acquire a deeper and complex understanding of key topics in the study of deeply divided societies (T, P, A)
• Attain a better understanding of several theoretical traditions in International relations and comparative politics and the way they help us identify, examine, and understand deeply divided societies (T, P, A)
• Have the ability to critically analyse and formulate view on central debates and controversies in the study of deeply divided societies (T, P, A)
• Have the ability to compare and contrast between historical and contemporary cases of deeply divided societies (T, P, A)
Cognitive:
• Develop analytical thinking (P, A)
• Develop critical thinking (P, A)
• Apply theoretical concepts to real-life events (P, A)
• Synthesise information from various sources (P, A).
• Collect, sort, criticise, and analyse data (T, P, A)
Transferable:
• Communicate clearly both orally and in writing (P, A)
• Construct evidence-based arguments (P, A)
• Display originality of thought and argument (P, A)
This module will introduce students to the analysis of civil wars and the fields of conflict analysis and peace studies. The aim of this module is to introduce students to theoretical and empirical problems in the study of the outbreak, development and resolution of armed civil conflicts. It explores the conflict cycle, the complexity of violent conflict, dynamics of political violence, the effects of certain situations on conflict dynamics, different types of actors in civil war, the outcomes of civil war, peace processes, and techniques such as mediation. It explores the main concepts (such as “conflict”, “civil war”, “peace”, etc.), some theories (such as the causes of civil war, the dynamics, and consequences), and some issues and debates (such as when and how to mediate conflicts) in peace and conflict studies. It also covers theoretical and methodological issues in peace and conflict studies, such as issues in classification and measurement.
Learning Outcomes
On successful completion of this module, students will:
-Understand basic approaches to the causes, development and resolution of conflicts
- Be able to identify and critically evaluate central concepts, issues, debates, and obstacles in civil wars, conflict resolution and peace
- Be able to explain, critically evaluate, and discuss central questions and theories on causes, development and resolution of conflicts
- Conduct independent research by independently finding, gathering, and evaluating information and texts on armed conflicts and peace
- Be able to recognise and differentiate between descriptive, explanative and normative studies
- Be able to distinguish between and locate primary and secondary sources of information
- Be able to identify different approaches to conceptualization and measurement of key variables as they relate to Peace and Conflict Studies
- Communicate ideas to others in a clear and concise manner, both orally and in written form
- Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
- Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
- Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
- Communication Skills: ability to communicate clearly with others, both orally and in writing
- Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
- Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
- Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
- Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
This module explores contemporary approaches to the study of security and terrorism. It will examine changes in definitions of security and terrorism, the evolution of approaches to the study of security and terrorism. Students will be familiarised with the main “threats” to state and human security; the changing nature of war and other organised violence; and areas of security policy and practice including arms control, alliance formation, peacekeeping and peacebuilding, among others. Students will also explore domestic and transnational non-state terrorism, state terrorism, and counter-terrorism policy and practice.
Learning Outcomes
On completion of the course students will:
• Be familiar with the main theories and approaches to the study of security and terrorism; and the debates between them.
• Understand and be able to discuss the relative merits of different theoretical approaches to security issues.
• Be able to critically evaluate international policy and practice in key areas of security policy and counter-terrorism.
• Be able to communicate ideas to others in a clear and concise manner, both orally and in written form;
• Be able to pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Skills
Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Communication Skills, including oral and written communication.
• Time-Management
• Information Technology skills;
• Organisation and communication skills;
• Enterprise Thinking.
This module serves as in introduction to the European Union and demonstrates how this evolving and expanding tier of European governance impacts on national political systems. The module is divided into four parts. The first part sets the scene for the study of the EU and introduces students to the evolution of the EU, the treaty base and the theories of integration. The second part explores the composition and powers of the main EU institutions (such as the Commission, the European Parliament, the Council and the Courts). It also accounts for the decision making process and the role of NGOs in the EU system. The third part focuses on the EU policy base and explores a selection of salient policy regimes within the EU. These include the common agricultural policy, environmental policy, the euro, the single market, enlargement and immigration policy. The fourth part explores the role of the EU on the world stage via lectures on trade policy and defence policy before turning to assess the UK’s current relationship with the EU post Brexit.
Learning Outcomes
By the end of the module participants:
- Should be able to demonstrate a critical understanding of the UK’s relationship with the EU
- Should understand debates about explanations of the EU referendum outcome and challenges for delivering Brexit
- Should be able to understand how different theories and approaches in political science can help make sense of the UK’s changing relationship with Europe
- Should have developed basic blog writing skills and basic policy brief writing skills
Skills
Students will advance their:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
An examination of the Politics of Ireland (North and South) since 1920.
Learning Outcomes
To provide an understanding of the political systems of both parts of Ireland and to understand Northern Ireland as an example of a deeply divided society.
Skills
The ability to think analytically, communicate ideas with peers, reproduce ideas in an exam setting, and construct cogent essays.
This module focuses on a critical analysis of key texts and themes in the history of modern political thought. It has two aims. Firstly, by adopting a historical approach to the development of modern political thought we learn about the ideas that have shaped our own political thinking. We are typically unaware of the ways in which this history has shaped how we frame problems and our basic assumptions about how to respond to them. Adopting a historical perspective on modern political thought helps us to bring these unexamined assumptions into focus and allows us to think more creatively about how to respond to political problems. In learning about this history we are learning about ourselves
Secondly, the course has a practical aim. Ideas are tools for responding to problems. By learning about the different arguments of these thinkers we can acquire tools to help us think about our own political problems. Some of the ideas of these thinkers are good ones, some not so good and there is often disagreement about which is which. We can learn from the mistakes of others as much as we can learn from their positive contributions.
Learning Outcomes
On successful completion of this module, students will:
- Be familiar with the central arguments of key texts in the history of modern political thought
- Understand the main traditions of thought which have shaped contemporary political thinking
- Be equipped with the analytical skills necessary to necessary to interpret and criticize complex arguments.
Skills
The aim of the module is to provide students with the necessary analytical and interpretive tools to understand complex arguments. It will provide students with an opportunity to develop communication skills (listening, oral and written), and equip students with basic intellectual skills (particularly critical thinking and analysis). Students will also learn to present their own thoughts and arguments in a logical and coherent manner and to make points in a clear and succinct manner. These are key transferable skills.
Without understanding the methodology of research practice it is not possible to undertake political research effectively or to critically assess the work of others. Equally, without research skills it is not possible to test our assertions, assumptions, knowledge and preconceptions about the political world. Research methods are therefore crucial if we are to be able to address the important questions of ‘how do we know’ and ‘what is there to know’, which are critical in all fields of political studies. Consequently, this module has four aims. Firstly, to introduce students to the political research environment, incorporating both the elements and processes that underpin inquiry. Secondly, the module seeks to examine different methodologies and techniques to enable the undertaking of both original and critical research. Thirdly, to encourage candidates to develop a critical appreciation of data including both content and use. Fourthly, to promote a general awareness and working knowledge not only of the complexities of political research but also of the variety of environments in which research takes place.
Learning Outcomes
On successful completion of this module, students will be able to:
• Describe the relationship between the researchers of, the actors in and the environment determining political and social processes.
• Develop communication skills through computer lab participation and writing for coursework.
• Identify both the strengths and weaknesses of different research techniques.
• Pursue intellectual questions on the basis of interpretation and analysis of data in a rigorous and academic manner by employing analytical skills and critical thinking.
• Critically assess the collection of data and understand its use as a tool for understanding political processes.
• Evaluate and discriminate between qualitative and quantitative data analyses and, in doing so, demonstrate a willingness to implement good practice.
• Interpret the research of others and appreciate the problems involved in both collection and interpretation of data.
• Compare, contrast and choose between different quantitative research methods and justify the choice through an awareness and working knowledge of quantitative methodology.
• Implement basic intellectual skills that include data understanding, analysis, numeracy, and problem solving.
• Present research findings in an appropriate manner and communicate finding to others in a clear and concise manner in written form.
Skills
To think analytically and methodologically, to apply quantitative analysis techniques using specialised computer software, and to interpret and communicate results of statistical analyses.
The American political system is in many ways exceptional and has throughout the nineteenth and twentieth centuries exerted an increasingly global influence. Peoples worldwide have looked to America as an example of a resilient democracy, based on that peculiar combination of egalitarianism and liberty, community and individualism of which Tocqueville and others so highly spoke. The American republic has since its inception claimed to represent universal aspirations to democracy and freedom. Since the very beginning, however, a triumphal account of American democracy and its liberal tradition has coexisted uncomfortably with institutions of slavery and racial segregation, persistent inequalities and controversial ‘foreign entanglements’. American democracy has endured, yet it is often criticised for what it has become.
The American Civil War was the bloody resolution to a national deadlock over slavery and states’ rights but did not end institutional discrimination. Victory in World War II entrenched America’s role as the world’s leading military and economic power, from which emerged a prosperous middle-class society but, in turn, also tumultuous social change that would eventually result in historically high levels of polarisation. American wealth has dominated the global economy but coexists with high levels of socioeconomic inequality and widespread marginalisation, intensifying scrutiny of the country’s claim to being a democratic exemplar. While American ‘exceptionalism’ still underpins national politics, increasing socio-cultural, political, economic and ideological divisions pose a serious challenge to American democracy from within.
Learning Outcomes
This module is a survey course, introducing students to the American political system and current debates about democracy in America. Students will acquire an understanding of the key institutions of the American political system, its origin and evolving dynamics. Students will become familiar with contemporary debates on the nature of democracy and the democratic process in America, including controversies surrounding a range of socio-economic developments and related policy processes.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The Politics of the Planetary Crisis: power, people and place
Overview
We live in a time of climate and ecological crisis. Both globally and locally evidence of the negative impacts of a destabilised climate, extreme weather events and impacts of declining biodiversity and ecosystem health are resulting in impacts on human health and safety, food production, forcing people to migrate as well as having significant economic impacts. At the same time we see a variety of political and social responses to the ‘polycrisis’, ranging from political parties and governments developing climate and ecological policies, the rise in direct action climate and ecological justice movements such as Fridays for Future, Just Stop Oil, calls for universities to change what they teach and research so as to be ‘fit for future purpose’, as well as local communities responding in imaginative ways to the dangers and transformative opportunities presented by this crisis.
A unique feature of this module will be that which the first 10 lectures will be chosen by the academic teaching team, the last 10 will be chosen by students.
This module introduces students to the causes, consequences and solutions to the planetary crisis and how it intersects with existing forms of injustices, tensions and conflicts, as well as creating new ones. It explores the variety of ways communities, social movements businesses, political parties and states have, or have not, responding to the crisis. Questions considered will include.
1. What are the variety of explanations for or approaches to understanding the causes, consequences and solutions to the planetary crisis?
2. How and in what ways is decarbonisation connected to democratisation?
3. How are both the above connected to decolonisation?
4. Why, despite the decades of climate and ecological science indicating that humanity is facing a planetary crisis, have governments done so little?
5. Why, when governments ‘listened to the science’ in relation to shaping responses to the Covid 19 pandemic, they are not implementing the transformations in economies, societies and livelihoods demanded by the climate and ecological science?
6. How and in what ways have citizens, communities, movements and interest groups responding both to the planetary crisis and the perceived lack of government action in addressing it?
7. How have difference political ideologies responded to the planetary crisis – liberalism, capitalism, green politics, socialism, feminism, nationalism, fundamentalism, Marxist, right wing populism/fascism?
8. Is non-violent direct action justified, legitimate and/or effective as a political response to failures by governments to do what is necessary to protect a ‘habitable world’ and the life-supporting systems of the planet?
Learning Outcomes
On successful completion of this module, students will:
1. Be familiar with the main stakeholders/actors necessary to understand the planetary crisis;
2. Understand the range of explanations for the causes of the climate and ecological crisis and their intersection with class, race, colonial and gender injustice and politics
3. An awareness of the intersection between ‘facts/science/empirical realities’ and value based/ideological responses to these in policy and politics, and how there are multiple ways of responding to the same scientific evidence.
4. Awareness of the tension and computability between political ideologies and political/policy and economic responses to the polycrisis
5. Be able to identify the ideological and value-based dimensions of how both the understanding of the planetary crisis and responses to it are framed within the media, popular discourse and from different political perspectives
Skills
1. An understanding of the range of perspectives and knowledge-bases necessary to comprehend the dynamics shaping world that is now unfolding and within which students will have jobs, careers and families
2. Awareness of the necessity of an interdisciplinary understanding of the policy crisis
3. Group work, negotiation, planning and time management; in small groups of students develop their own research project, developing their independent research skills.
4. Independent thinking and initiative in both developing their group project ideas, choosing the last 10 lectures and associated resources, as well as individual self-reflection and applying the learning on the module to their lived experience in relation to the academic diary.
The project will require the student to reflect on their extended period of residence abroad and the skills acquired as a result. It will include a 2000-word essay in the target language or languages. There will also be an oral examination in the target language or languages to be completed in the first half of the first semester following re-enrolment into Level 3.
Learning Outcomes
At the end of this module it is intended that you will have developed skills in the following areas: (i) Linguistic Skills: demonstrate advanced competence in the target language in both oral and written contexts; be able to understand the spoken language at near-native level; have developed enhanced strategies for independent language acquisition; be able to prepare and deliver an analytical report and oral presentation in the target language (ii) Academic/Professional Skills: have demonstrated an ability to adapt to a new educational/professional context; be able to analyse and reflect critically on these experiences, and to communicate your conclusions orally and in writing; have developed an awareness and understanding of the structures and ethos of an educational institution (school/university) or workplace in a foreign country, and draw comparisons with the UK/Ireland; have enhanced your employability profile (iii) Cultural Awareness: have gained an enhanced understanding of the culture and society of the foreign country through the experience of living and working/studying there; be able to draw comparisons with those of the UK/Ireland, and reflect critically on your own culture and society.
Skills
At the end of the module, it is intended that you will: have enhanced personal skills in six key areas (self-management & development, managing tasks, communication, working with others, applying knowledge, problem solving); be able to articulate these skills in such a way that you are able to maximise personal development during residence abroad for your future career.
Students complete a work, volunteer or study placement in fulfilment of the residence abroad requirements of their Modern Languages degree.
Learning Outcomes
On successful completion of this module students should be able to demonstrate:
- Advanced linguistic skills
- Enhanced cultural and intercultural awareness
- An understanding of the work environment and professional skills OR an understanding of a different university system and enhanced academic skills
- Personal development
These skills will be assessed as part of the co-requisite module, either FRH3050 or SPA3050
Skills
Students undertaking the placement will develop their skills in the following areas: linguistic skills (reading, writing, listening, speaking); professional or academic skills; cultural and intercultural awareness; personal development.
Building on skills acquired at level 2, this module aims to develop the skills and understanding required to deal with a broad variety of language tasks. Linguistic, sociolinguistic and cultural awareness will be consolidated and deepened. The module will contain the following elements:
1. Written Language Skills (2 hours per week) which will offer students an opportunity to enrich their linguistic skills, consolidate grammatical awareness and develop facility in handling the structures of standard, modern French, across a variety of genres, by means of practical engagement with a range of texts carefully selected for both their linguistic interest (varying in style and register) and the insights they offer into aspects of contemporary France and the Francophone world. Emphasis is placed on accuracy, fluent and idiomatic expression, and linguistic flair. A variety of language acquisition and development methods will be employed: grammar practice, editing work, essay-writing, translation into English and into French.
2. Spoken Language (1 hour per week), which will focus on aspects of contemporary France and the Francophone world, with the aim of training students to speak accurately and fluently in French, to express a range of different ideas and opinions, and to organise material logically and coherently when presenting. This component of the module includes a presentation and extended discussion.
3. Contextual Study (1hr per week). This component, which will vary across the two semesters, will deepen and contextualise the other elements of the module by placing them in a broader cultural context and will include, for example, literary texts, films, art and linguistics. A specific languages for special purposes strands equip students in law or business with skills for legal and professional contexts. This element includes an essay in the target language.
Learning Outcomes
Learning Outcomes: On successful completion of the modules students should:
1) be able to demonstrate a high level of fluency, accuracy and spontaneity in written and oral French, including the use of a broad variety of linguistic structures and vocabulary;
2) be able to deal with a broad variety of material in the target language, including material which is complex and abstract, and which involves a variety of genres and registers; 3) be able to demonstrate an advanced knowledge of the structures of the language and their broader linguistic context and the ability to use appropriate reference works effectively;
4) be able to structure and present arguments at a high level in a range of formats and registers.
Skills
On successful completion of the modules students should have developed the following range of skills: Communication skills; translation skills; textual analysis; essay writing; lexicographical skills; IT skills; presentation skills; employability skills, such as report writing and editing skills; problem solving and critical thinking.
This Module offers students the opportunity to undertake a work placement for a total of 3 days per week for 12 weeks (36 days total) in a host organisation. Students will undertake a project relating to the work they are undertaking for the host organisation.
Learning Outcomes
On successful completion of this module, students will have significantly developed their administrative knowledge and capacity; acquired a clear understanding of the work, organisation and operation of the host institution; produced a body of work that is both academically sound and, ideally, of practical utility for the host institution; and developed and acquired a range of skills including working within a team setting and complying with the norms and ethical standards of a professional working environment. Students will also have learned to locate their applied experience with academic interests and concerns.
Skills
This module will assist in developing students’ skills in a number of important areas. These include: Intellectual skills * Managing & Prioritizing Knowledge * Analytical Thinking * Critical & Independent Thinking Professional and career development skills * Communication Skills * Teamwork * Diversity * Self-Reflexivity * Time Management Technical and practical skills * Information Technology * Regulations and standards
The dissertation is a research project that the student develops, designs and implements. There is a Dissertation Synopsis of approximately 1,000 words and the end product is a substantial piece of written work of 12,000 words on a topic that has been agreed between the student and his/her supervisor.
Learning Outcomes
By the end of the dissertation, students will be able to: (a) develop a sustained argument, test a hypothesis, and/or write an original narrative; (b) carry out research including finding appropriate sources of information for the topic in question; (c) review appropriate theories for the topic.
Skills
Students participate in a workshop at the start of the dissertation, which focuses on how to formulate a dissertation question, how to conduct research for the dissertation, and how to organise and write the dissertation. Students engage in further consultation and skills development with their individual dissertation supervisor. A further workshop is held at the start of the second semester. Students work closely with their supervisor throughout the research, drafting and writing of their dissertation. The skills required for ongoing research and writing of a dissertation are acquired and monitored through liason with the supervisor.
This module focuses on two themes: party system change and the contemporary challenges that affect political parties. Why and how do new parties emerge? Why do old parties survive crises and new party challenges? Who joins political parties and how can we explain the decline in party membership? How can parties and their representatives be more representative of society at large? Should parties be funded through our taxes or private money These are some of the questions that will be addressed in this module.
The module is comparative in nature, with a focus on European and North American countries, but discussions of other cases are welcome.
Assessment is designed to hone the students’ presentation, writing, critical and knowledge-transfer skills: students make a presentation that is partly assessed through student peer evaluation, write a country report, and write a policy paper in which they advise a political party on addressing a contemporary challenge (representation of women and minorities, party finance, or membership).
Past students on this module have enjoyed the presentations and the advantages of peer assessment (making the presentation to the whole class, more focus on content and making a good presentation, and getting to exercise their critical skills through marking), as well as the relaxed style of the seminars and the ability to write a policy paper instead of an academic essay.
Learning Outcomes
- ability to critically discuss the functions and roles played by political parties in modern representative democracies
- ability to identify the challenges political parties currently face
- increased ability to use comparative qualitative and quantitative data to support arguments
Skills
I- oral presentation skills through a presentation and seminar activities
- written communication skills and knowledge-transfer skills through writing a case-study report and a policy paper, including ability to write for a non-academic audience
- critical skills through seminar discussions, writing a book review and a policy paper, and assessing their peers’ presentations.
This module is built around a problem-aware approach to the study of the Middle East and Politics affecting the region. It looks at the enduring issues and problems associated with perspectives on statebuilding and sectarian divisions in societies across the region and poses critical questions around issues that pertain to state-society relations. Discussion of the role of religious, language, ethnic and gender identities play up in societal and political conflicts in the region, alongside issues of political economy and security in the region are also approached to illuminate the relationships in societies and politics of the region, but also refracted in interstate competition in the Middle East. The module identifies factors that characterise the region as a unique geopolitical playground yet highlights parallels in the Middle East to other parts of the world where the role of state in delivering good governance is taken for granted.
Learning Outcomes
• Place issues of governance in the middle east in the context of domestic societal expectations and legal obligations to ensure political stability;
• Contrast the differential interactions between state and society in individual countries of the region and appreciate lessons to be learnt from managing diverse expectation of populations over time;
• Ascertain that diversity of populations in the region and within individual countries may enhance stability and peace under specific circumstances
• Understand and be able to reflect critically on the impact accommodation and support for societal initiatives can have on the likelihood of conflict in the region and within individual countries
• Understand and be able to critically engage with claims regarding the differences and similarities between politics of the Middle East as a region, as opposed to other regions of the world.
• Communicate clearly and concisely, both orally and in written form on issues relating to political situation in individual countries and the region as a whole.
• Pursue intellectual questions in an academic manner, using analytical skills and critical thinking to develop transferrable skills
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
This module examines how politics conceived as relations between governments and with and between various socio-economic interests and groups shapes the global economy and the power relations it represents. Various issues addressed in the module include: how to think about power and authority in the global economy; contrasting national models of capitalism; the United States as a global economic hegemon in the post 9/11 era; the political economy of the rise of BRIC; the Doha Round of trade talks; Credit Crunch (causes, implications and responses); the geo-politics of currency rivalry; the global governance of oil; and a new global economic order to replace the old order?
Learning Outcomes
On successful completion of this module, students will:
• Understand the main theoretical and analytical approaches to the study of IPE;
• have knowledge of key issue areas in the study of IPE, including finance, trade, rising powers, development, sustainability and environment;
• appreciate different approaches to the understanding of IPE and political economy;
• understand global and heterodox approaches to political economy and consider the relation between concepts, political economy practices and everyday lives;
• be able to apply key concepts and analytical frames from the IPE literature in examinations of these key issue areas;
• pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking;
• communicate ideas to others in a clear and concise manner, both orally and in written form.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organisational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
and concise, written and oral form;
Students will be able to think analytically, critically and logically about a range of important contemporary social issues.
Students will have the capacity to identify many of the key causes, strategies and motivations of contemporary global economic trends and developments.
Extra-muros: language, film and literature in the banlieues
Overview
This interdisciplinary module allows students to critically examine the cultural representation of France’s densely populated and multicultural urban suburbs or banlieues, through the analysis and critique of the language, film, literature, and music which has developed in that context. Students will examine the contentious label of ‘banlieue’ as a genre in film and literature, and its contested status as applied to varieties of Modern French language use.
The module situates the banlieues in their sociological background, drawing on a range of press reports concerning key events like the 2005 and 2023 riots and the Justice pour Adama movement to critically evaluate the representation of these urban zones in French-language media. Students will be enabled to use techniques from linguistics such as Critical Discourse Analysis to engage with and evaluate media discourse about the banlieues, and to assess the realism of dialogue in fictional representations.
The module interrogates the diachronic development of cultural representations of the banlieues of Francophone Europe, as well as regional specificities in representation through the examination of a variety of texts across time-periods and regions.
Texts studied will vary from year to year in response to current events and student interests, but examples of likely texts include Kassiovitz, La Haine (1994), Sciamma, Bande de filles (2016), Ly, Les Misérables (2020), Begag, Le gone du chaâba (1986), Guène, Kiffe kiffe demain (2004) and Diallo, Deux secondes d’air qui brûle (2022) which will be approached alongside pertinent current music and Netflix’s Nouvelle École rap-reality show.
The module fosters media literacy and builds on literary, linguistic and film analysis approached in earlier modules. The module problematises representations of banlieue societies across contemporary cultural outputs and language use.
Learning Outcomes
By the end of the module, students will be able to:
- explain the cultural importance of the banlieues in contemporary francophone Europe
- synthesise material from a variety of primary sources to critically evaluate cultural and linguistic representations of francophone society
- evince detailed understanding of the linguistic properties and social meanings of specific French varieties
- analyse societal representations in fictional and real-life contexts with reference to appropriate scholarship
Skills
This module will develop your skills in:
- intercultural awareness
- critical judgement
- textual, literary and linguistic interpretation and analysis
An exploration of the development of Caribbean literature in French in the latter half of the twentieth century. The module is studied through representative prescribed texts and other source material.
Learning Outcomes
To develop an awareness of the history of French colonialism and slavery, and of their continuing importance in contemporary society. A critical understanding of how the need to assert a sense of personal and/or collective identity is reflected in the texts studied. A sense of the rapid development of a relatively new literary tradition in the Caribbean islands.
Skills
Marshalling and synthesising diverse material. Skills in written and oral expression and close textual analysis.
Home Matters: Space, Gender and Identity in 19th-Century France and Belgium
Overview
This interdisciplinary course focuses on the home in literature, art and architecture in 19th-century France and Belgium. Drawing upon a series of 19th-century artworks, poetry, prose, domestic advice manuals, magazines, housing plans and other artefacts, we will question how domestic space was configured and represented.
In particular, we will consider how issues of gender and class are articulated via divisions and tensions around space. Our discussion will centre firstly on the construction of the modern city, with a particular emphasis on housing in Paris and Brussels. We will draw upon a series of 19th-century and present-day critics (eg. Duranty, Benjamin, Bachelard, Marcus, Heynen) to interrogate the relationship between the home and its inhabitant in the age of modernity. We will then apply this contextual and theoretical knowledge to a series of case studies in three distinct fields: literature, art and architecture.
In literature, we will discuss the poetry of Charles Baudelaire and Max Elskamp, together with extracts from Balzac’s novels; in art, we will consider the Impressionist paintings of Mary Cassatt, Gustave Caillebotte and Berthe Morisot and, in architecture, we will study Henry van de Velde’s own home Bloemenwerf House, a gesamtkunstwerk, which sought to exemplify artistic and social unity at the turn of the century.
Prescribed material: class dossier (available on Canvas)
Learning Outcomes
At the end of this course, students will:
1. Have acquired an in-depth understanding of the socio-political and cultural context of nineteenth-century France and Belgium.
2.Be familiar with a wide range of 19th-century texts, paintings and media.
3. Be able to engage with the work of different theorists in Art History, Literature, Cultural Studies, Material Culture and Architecture.
4. Know how to compare the works of artists, architects, designers and writers.
5. Be able to analyse works of art and literature in detail.
6.Understand the importance of interdisciplinary methodologies in learning about the past.
Death has traditionally been one of the great taboos of Western culture. While it is often discussed euphemistically, in English and French (he is “at peace”; she has “passed away”; “elle s’est éteinte dans son sommeil”; “il nous a quittés”…), there have been signs of a recent shift in our reluctance to confront, let alone discuss, death. The popularity of the modern Death Café network demonstrates that there has been something of a cultural revolution of late in respect of our desire to explore mortality. This interdisciplinary module, drawing on important new fields of enquiry, such as death studies and medical humanities, aims to explore what modern French literature reveals to us about ideological (cultural, ethical, religious, gendered) attitudes towards death. Using podcasts and sociological writings to frame our discussions, the module will focus on what some of France’s literary masterpieces from the nineteenth century to the present day can tell us about aspects of death. Engaging with topics such as sacrifice, suffering, (assisted) suicide, accompagnement, palliative care and bereavement, the module will be an opportunity for students to think about the following questions:
• What are the ideological and aesthetic concerns linked to representations of death in French literature?
• What does French literature tell us about the idea of a ‘good death’?
• How does French literature portray grief and mourning?
• How does French literature deal with sensitive social and ethical issues surrounding end-of-life care?
Learning Outcomes
Upon completion of this module, students will be able to:
a. Discuss knowledgably the issues raised by representations of death in a selection of French literary texts from the nineteenth century to the present day;
b. Understand better some of the cultural, ethical and legal issues raised by literary reflections on dying and death;
c. Develop close reading skills and make meaningful contrasts and comparisons between the various texts studied;
d. Appreciate better the role of literature in providing a voice to the patient, his/her carer(s) and medical professionals at the end of life.
Skills
This module will equip students with the capacity to:
a. Demonstrate detailed knowledge of the chosen texts and an understanding of their significance in the broader historical / literary / cultural context in which they were produced;
b. Analyse and reflect critically on texts in the target language;
c. Argue at length and in detail in essay form about a specific topic, supporting the argument with evidence from the text and with opinions from secondary literature;
d. Use a range of literary-critical terminology, applying it to independently researched material as well as to material introduced by the course tutor;
e. Use recommended bibliographical tools and present a critical bibliography giving a balanced overview of an aspect of the subject;
f. Manage time effectively.
This module provides a framework for understanding contemporary critical theory by exploring some key thinkers in the minor canon (e.g. Spinoza, Hume, and Nietzsche) before turning to exploration of contemporary debates and positions such as the critical theory of the Frankfurt School, poststructuralism, and radical liberalism.
Learning Outcomes
On successfully completing this module, students should have an appreciation of the central role that theoretical concepts play in understanding and critiquing social and political life. In particular, students will appreciate the contested nature of concepts such as reason, autonomy, progress, power, the body, the Other, and modernity, and be able to use these concepts in a critical and interrogatory way in political analysis. Students will also appreciate the contested and ambivalent nature of the Enlightenment legacy to contemporary social and political theory. Seminar discussions will develop oral presentation skills, and sharpen students' ability to debate succinctly some theoretically informed critical perspectives. On completion of the module, students should understand the critical potential of social and political theory in offering both critiques of and alternatives to the political legacy of the Enlightenment.
Skills
The ability to think conceptually and to construct cogent essays. Communication of complex ideas in a clear and concise form, both orally and in writing. Pursue intellectual and political questions in a rigorous manner, employing analytical skills and critical thinking.
This Module offers students the opportunity to undertake a work placement for a total of 1.5 days per week for 12 weeks (18 days total) in a host organisation and complete a project relating to the work undertaken for the organisation.
Learning Outcomes
On successful completion of this module, students will have significantly developed their administrative knowledge and capacity; acquired a clear understanding of the work, organisation and operation of the host institution; produced a body of work that is both academically sound and, ideally, of practical utility for the host institution; and developed and acquired a range of skills including working within a team setting and complying with the norms and ethical standards of a professional working environment. Students will also have learned to locate their applied experience with academic interests and concerns.
Skills
This module will assist in developing students’ skills in a number of important areas. These include: Intellectual skills * Managing & Prioritizing Knowledge * Analytical Thinking * Critical & Independent Thinking Professional and career development skills * Communication Skills * Teamwork * Diversity * Self-Reflexivity * Time Management Technical and practical skills * Information Technology * Regulations and standards Organizational skills * Efficient and effective work practice * Clear organisation of information * Organisation and communication * Enterprising thinking
The politics of asylum and migration are undergoing profound changes. States are closing down many routes for asylum seekers, turning attention to security and border control concerns. Bilateral and multi-lateral relations are imbued with concerns about controlling the movement of people as states work with and respond not only to each other, but to non-governmental and international organizations. These dynamics are imbued with global power relations, with changing notions of security and with age-old questions of sovereignty, citizenship, and belonging. The dominant policy direction favours solutions that emphasize either preventative protection or repatriation, both practices of containment and conflict resolution and management. We are witnessing a decline in the traditional category of refugees, but a rise in the number of internally displaced persons. Economic deprivation and poverty continues to pair with conflict to drive migration that muddies the waters between “forced” and “voluntary” categories. Increasing incidents of human smuggling and human trafficking, and a failure in many circles to effectively distinguish between the two, are demanding new policy innovations that are linking international criminal law to diplomatic relations – and migrants are caught in the middle. Finally, emerging categories such as “environmental refugees” are challenging the current refugee regime, which remains rooted in the 1951 Convention.
This module will examine these changes in the fields of refugee and migration studies, asking questions that assess not only shifting policy and practices but also the impacts these shifts have on the lived lives of migrants themselves. We will engage these questions and the issues they raise through thoughtful and critical dialogue. We will focus on the politics of migration and citizenship as dynamic practices rather than pre-determined institutions, and ask what roles the various structures and frameworks of contemporary International Relations play in these politics. Importantly, we will also ask what role individuals play, and examine the politics of voice and agency in both shaping, contesting and resisting state practices. To tackle these issues, we will engage with both policy and theoretical literatures and illustrate conceptual and philosophical arguments through extensive use of specific case studies from different regions of the world. We will emphasize contemporary and emerging issues, but also look at the historical contexts and questions that shape the politics of migration and citizenship as they exist today.
Learning Outcomes
Upon successful completion of this module, students will be able to:
• Demonstrate an awareness and understanding of key literature on migration, refugee and citizenship studies
• Frame and explain global policy directions and changes in the field of migration, and the role of security and economic discourses in shaping government practices and decisions
• Explain the dynamics and shifting relations of power and resistance between states, individuals and advocacy groups in shaping migration and citizenship politics
• Engage with and assess philosophical and theoretical developments in the field, and relate them to national and international law and policies and the experiences of migrants ‘on the ground’
• Communicate their ideas on a particular case in a coherent, clear and concise manner, both orally and in written form.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Knowledge Development: ability to develop a strong research program that is ongoing over time and has several products
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Policy Analysis: ability to read and understand policy and legal documents and critically assess their foundations and consequences
• Presentational and Advocacy Skills: ability to present your ideas and arguments before a group of peers and respond to questions in a convincing fashion
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Time Management: ability to negotiate diverse and competing pressures and cope with stress
Organizational skills
• Preparatory Skills: always being well prepared for tutorials (e.g. required reading) and presentations.
• Time Management: effective use of study time, meeting coursework deadlines
• Independent Research: making good use of the library and the materials available
An examination of the range of concepts related to the notion of identity in modern and contemporary Europe. The module offers an interdisciplinary survey of the construction of identity in localities, regions, and states of Western Europe, with a particular emphasis on the role of identity in cultural integration and diversity
Learning Outcomes
To introduce students to the notion of identity and the various factors (linguistic, ethnic, national, social, historical) which have contributed to the identity of western Europeans.
Skills
Development of critical and analytical skills. Emphasis on comparative methodology and the ability to synthesise knowledge in both written and oral form in a cross-national (European) context.
Understanding the nature and sources of the world’s pre-eminent superpower is indispensable in analysing global security arrangements and the liberal international system. Using international relations theoretical perspectives and approaches in security studies, this module introduces students to a number of themes and debates concerning the central role of the United States in the international system and the contemporary global order. More specifically, it critically engages students with US foreign policy during the Cold War, US grand strategy, the purposes of US global military presence and its influence in the contemporary liberal global order, the “Pax Americana”, and other pertinent issues, placing these in historical context from the Cold War up until the current challenge of the rise of China. The course uses various historical cases to elucidate central dynamics in US foreign policy, from US involvement in Latin America during the Cold War to US counter-terrorism strategies in the War on Terror. In this sense, the course is designed to provide substantive content regarding US foreign policy and its dynamics as well as critically evaluate the role of US power in the international system.
Radical Hope:Inspiring Present-day Sustainability Transformations through an Examination of Our Past
Overview
• Indicative module content
• Listening Carefully (Carsten Wergin)↓
• Looking at the ordinary – a tender practice of forging relationships (Tania Katzschner) ↓
• Radical Hope in Turbulent Times: sources of inspiration from politics to poetry (John Barry)
• The Rise of Optimism in the Conservation Movement (Elin Kelsey) ↓
• Expecting the Unexpected—The Role of Art in the Dissemination of Radical Hope (Patrick J. Reed) ↓
• The Art of Protest: Radical Hope Envisioned and Embodied (Amy Hay) ↓
• Recurring Earthquakes and the Rebirth of Hope (Sophia Kalantzakos) ↓
• Infrastructures of Hope (Erika Bsumek) ↓
• Air Pollution: Issues and Solutions (Hal Crimmel) ↓
• Thrifty Science (Simon Werrett) ↓
• Planting seeds of hope: Environmental Education for the Present & future (Kieko Matteson) ↓
• Environmental Security: The Courage to Fear and the Courage to Hope ( Allan W. Shearer) ↓
• Look Down for Hope – Phytoremediation in an Italian Steel Town (Monica Seger) ↓
• Living In Good Relation with the Environment: A Syllabus of Radical Hope (Alina Scott) ↓
• On Love and Property (Kara Thompson) ↓
• Design, Hybridity and Just Transitions (Damian White) ↓
• The Answer is Blowing in the Wind: Grassroots Technological Networks of Wind Energy (Kostas Latoufis; Aristotle Tympas ) ↓
Learning Outcomes
By the end of this course, you should be able to demonstrate:
• An understanding of the different dimensions of hope and its variants and opposites in the context of climate breakdown, environmental crisis
An ability to integrate different disciplinary perspectives on hopeful responses to the global ecological crisis;
• Understanding of the uses and resources from history and other countries;
• The ability to analyse and evaluate different disciplinary, historical and geographical examples and debates around radial hope and the Anthropocene;
• Develop ability to think critically, reason logically, and evaluate evidence in multidisciplinary context
• Understand main differences and similarities between political, ethical, economic, creative and historical methods of studying the Anthropocene
Skills
Ability to work with other people;
Ability to work across and integrate different disciplinary perspectives on the same issue;
Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments *
Critical & Independent Thinking: ability to think critically and in creative and innovative ways and construct one’s own position in relation to existing and ongoing debates in the fields of study
Communication Skills: ability to communicate clearly with others, both orally and in writing Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Technical and practical skills
Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Organizational skills
Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The study of public administration and policy has witnessed resurgence in political and other social sciences in recent years, as scientists in these fields seek to better understand a) how political preferences are translated into action, or otherwise, and b) the role played by contemporary bureaucratic systems and international organisations in shaping public policy. The recent financial, economic and political crises across the OECD have also renewed popular interest in key aspects of governing, including the regulation of markets, the organisation and role of the public service, the interplay between institutions and policy choices, and the politics of reform – all of which require analysis that moves beyond the political sphere. This Module, addresses these and other questions by drawing on a new generation of scholarship with which the Convenor is closely involved. In combining theoretical learning with real-world practice, it will provide students with high-quality competence in respect of the dominant theories and schools of thought concerning the organisation and management of contemporary government.
The Module provides students with the opportunity to develop a more detailed understanding of modern governing by exploring the interplay between politics and public administration in the process of policy making. For the last three decades, the disciplines of public administration and policy-making have been predominantly taught in business schools (under such titles as public sector management) but without recourse to concepts or theories which political science usefully offers and which are now in much demand. This Module thus presents an excellent opportunity for graduate students to gain proficiency in public administration and policy, and to develop detailed knowledge of modern governing in and beyond the political arena.
• The role of public administration in public policy
• Comparing systems of policy making and administration
• Autonomy and control in public administration and policy
• The policy process in theory and practice
• Regulatory governance
• The role of politico-administrative culture
• Public policy development and network forms of governing
• Public policy and administration at the sub-national level
• The role of international organisations in national public policy and pdministration
• The politics of administrative reform
In all cases, students will be exposed to theoretical approaches to these issues with a view to mastering them, and also expected to apply their learning to real-world practice of policy-making in a political environment. The Module will also involve engagement with statistical datasets and publications produced by international organisations such as the OECD, IMF and EU which have become of increasing importance in understand the motivations of national governments. The Module will be presented by means of 11 seminars, including some with invited practitioners, and assessed by means of written assignments and reflective learning logs.
Learning Outcomes
On successful completion of this module students will have acquired:
1. Critical knowledge and awareness of contemporary theories in public administration and policy making and their relevance to current problems faced by Western governments
2. Enhanced understanding of political-administrative relationships and their role in shaping contemporary policy making
3. In-depth knowledge of a number of key processes in contemporary government, including policy implementation, regulation, reform and evaluation
4. Competence in some of the key international and national debates concerning the future role, organisation and cost of public administration systems
5. Excellent knowledge of varieties in public administration systems and cultures, at national and local levels
6. The ability to sustain critical assessment of policy proposals and administrative organisation
7. Communicate ideas about the work and reform of systems of political governance
Skills
As per the University’s requirements, this module will assist in developing students’ skills in a wide variety of areas. These include:
Intellectual skills
• Managing, Understanding & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage and use such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments in the context of theoretically informed knowledge
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT to source data and produce coherent information
• Data management: ability to source timely and relevant information from international organisations and databases
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
National and Ethnic Minorities in European Politics
Overview
Often trapped between the competing logics of nation and state, minority groups in Europe have played an important role in the twentieth century's bloodiest tragedies and have been targeted in many conflicts. However, contemporary Europe offers a substantial institutional approach to put minority issues on an entirely novel footing. This course looks at the role of minority groups in Europe addressing their competing claims over political representation, economic resources and cultural rights that persist throughout the Union. The course will examine minority issues from a comparative perspective to shed light on challenges that face specifically postcommunist European societies and will address issues pertaining to recognition of minority rights in the ‘older’ EU member states.
We start with the analyses of the origins of minority rights, the establishment of the European minority rights regime, and the relationship between national minorities and majorities in contemporary Europe. The module will engage with issues on European minority rights agenda moving beyond the perspective of nation-state, and will focus upon the impact of both, social processes domestically and geopolitical considerations regionally to enhance understanding of complicated relationship between the human rights and non-discrimination agendas globally. It engages literature on postcommunist Europeanisation, minority rights regime and accommodation of rights of migrants during the complex path of building European institutions. Taking its starting point in theoretical debates of post-cold War minority protection in Europe, the module is focused empirically on European cases, East and West, where tensions between groups have been identified and examined in terms of ethnic and/or national identities. By contrasting the issue relevant for national minorities throughout Europe the course will allow greater understanding of consequences going in hand with the recognition of national minority rights for European societies with growing numbers of old and new minority communities.
Learning Outcomes
On successful completion of this module, students will be able to:
• Place minority situations in a broader context of domestic and European politics
• Contrast the differential impact European integration had on minority groups in different waves of enlargement
• Ascertain importance of national minorities as guarantors of geopolitical stability
• Understand and be able to discriminate the impact of new and old minorities have on likelihood of ethnic conflict in contemporary Europe
• Communicate clearly and concisely, both orally and in written form contemporary situation in Europe
• Rigorously pursue intellectual questions in an academic manner, using analytical skills and critical thinking.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
Organizational skills
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
Political Parties and Elections in Northern Ireland
Overview
This module analyses political parties and elections in Northern Ireland. The module is motivated by the following simple question: What drives citizens’ party choice in Northern Ireland elections. The module situates the Northern Ireland case in the context of the international literature on political and electoral institutions. Specifically, given the consociational institutional context of Northern Ireland, what expectations should we have of how citizens choose parties at election time? The module assesses the relative importance of ‘conflict’ and ‘non conflict issues’ in determining voting behaviour.
The following is an indicative description of the seminars
1. Introduction
2. The Institutional Context: Consocationalism
3. Social Bases of Voting: Religion versus other effects
4. Ideological Bases of Voting: Ethno-national ideology versus other ideological effects (economic left-right, liberal-conservative, pro-EU anti EU)
5. Psychological identification: Positive Affective attachment versus negative identification
6. Group representation: Tribune versus Catch-All effects
7. Holding parties responsible for governing performance
8. Parties from the South and the East: What would happen if...?
9. Implications for other deeply divided places and consociational contexts
Note that there will be an element of quantitative statistical analysis in this module. Students should be prepared for this.
Learning Outcomes
Understanding of the nature of party competition and electoral choice in Northern Ireland
Skills
Intellectual skills
Understanding theoretical interpretations of political choice and understanding how theories are empiricallly tested
Professional and career development skills
Participation in seminars and knowledge of methodological matters
This module examines problems in contemporary normative political philosophy. Topics may vary from year to year, but will typically include questions about the interpretation of values such as freedom, equality, and welfare, principles of distributive justice, equal respect and social recognition, pluralism, toleration, and democracy.
Learning Outcomes
On successful completion of this module, students will:
-be in a position to think critically about the normative aspects of social and political life,
-understand and be able to construct normative arguments about moral and political problems
Skills
The aim of the module is to provide students with the necessary analytical and interpretive tools to understand complex arguments. It will provide students with an opportunity to develop communication skills (listening, oral and written), and equip students with basic intellectual skills (particularly critical thinking and analysis). Students will also learn to present their own thoughts and arguments in a logical and coherent manner and to make points in a clear and succinct manner. Students will learn to identify particular tasks and what is required to complete them.
Security politics has long been associated with the development, use and regulation of new technologies, from the ‘nuclear revolution’ to contemporary practices of cyber-security and surveillance. This module focusses on the inter-relationships of technology and security, and seeks to develop advanced understanding of the complexities of the “technopolitics” of security. This includes both novel technologies and the mundane materialities of security (fences, walls, guns). It introduces students to the role and political significance of science and technology from different theoretical perspectives, from political realism to the contemporary ‘material turn’ in critical security studies. It seeks to engage students in contemporary political debates and practices that entangle science and technology and security politics which may include issues such as cyber-security, UAVs/Drones, disarmament, nuclear terrorism, critical infrastructure protection, technologies of killing, biotechnology, biometrics, surveillance, border control, food security, health and medical technologies, and technologies of (military) bodies, among others. The module incorporates both theoretical perspectives (including IR/Security theory, and wider philosophy of technology and Science, Technology and Society approaches) and in depth empirical material.
Learning Outcomes
Upon successful completion of the module students will:
- Demonstrate an awareness and understanding of different theoretical understandings of science and technology in security politics and practice.
- Be able to discuss in depth the politics of several key security technologies.
- Critically engage in debates on key developments in the politics of security that relate to emerging technologies and technologically mediated forms of security practice.
- Be able to reflect upon the ethical and political implications of technological developments and practices in relation to security.
- Pursue independent, creative and critical thinking through both written work and group discussions.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Earth, Energy, Ethics and Economy: The Politics of Unsustainability
Overview
The continuing problematic relationship between key dynamics of modern economic and social systems and the non-human world is one of the most pressing issues of the 21st century and will continue shape the political agenda both nationally and globally. This module will examine some of the key debates of the politics of sustainable development, including: green ethical and political theory; the role of the environment and nature in political theorising; the economic and policy alternatives to unsustainable development and the normative underpinnings of a sustainable society.
Learning Outcomes
Upon completion of this module students will: Have a firm understanding of the key ethical, political and economic dimensions of green theory Be able to identify and understand the varieties of schools of thinking with green theory. Have a firm understanding of sustainable development; Be able to relate green theory to the politics of sustainable development; Be able to relate green political theory to other schools of thought within contemporary political theory; Be able to articulate and defend their own understandings of both green political theory and sustainable development; Be able to relate the empirical and scientific arguments and debates about sustainable development to normative theorising about sustainable development; Be able to defend and explain interdisciplinary methodological approaches to the study of sustainable development
Skills
Knowledge of the main issues, thinkers, schools of thought and debates within green political and ethical theory; knowledge of the political, economic and ethical dimensions of debates about sustainable development; ability for independent research and study; critical, analytical and independent thinking; presenting informed arguments in class; critical independent and reasoned judgement and assessment and appreciation of the arguments of others; awareness and appreciation of the complexities and nuances of different normative positions; relating the issues, thinkers and schools of thought covered in this module to other modules that students have done in Politics or other pathways.
This module introduces students to the centrality of gender and sexuality in shaping political dynamics at the local, national and global level. It approaches the topic from three perspectives - feminist political thought; strategies for political mobilization and change; and the relevance of gender in international affairs. The module aims to offer an introduction to the contribution of feminist intersectional scholarship in challenging understandings of politics and international relations as gender-neutral and draws attention to the, often neglected, experiences, agency and political claims of gender minorities. It considers key contemporary issues such as intersectionality and feminist politics, sexuality and reproductive justice; social movements and anti-gender politics; war, peace and security; climate change and the politics of global crises.
Lectures will chart the development of feminism in its diverse ideological strands and ‘waves’.
Students will have the opportunity to discuss theoretical perspectives and empirical examples as entry points to the gendered complexities of global politics.
Learning Outcomes
To provide a political perspective on gender; to clarify the diversity of feminist thought; to analyse and explain the causes of women's inequality in the public and private realms; and to provide an understanding of the inequalities confronting women.
Skills
The ability to comprehend the politics of sex and gender in an historical and theoretical framework; to develop a political perspective on gender; to debate positions; to engage in small group activity; to improve oral presentation and essay-writing skills.
Post A-level French
ABB including A-level French.
Note: for applicants who have not studied A-level French then AS-level French grade B would be acceptable in lieu of A-level French.
Beginners Level French
ABB + GCSE French grade B or evidence of linguistic ability in another language.
Note: the Beginners' option is not available to those who have studied A-level or AS-level French.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3 including Higher Level grade H3 in French
International Baccalaureate Diploma
33 points overall, including 6(French),5,5 at Higher Level
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirement is also met
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For last year's intake, applicants for this BA programme offering A-level/BTEC Level 3 qualifications must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language). Performance in any AS or A-level examinations already completed would also have been taken into account and the Selector checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally be made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
Access courses, BTEC Extended Diplomas, Higher National Certificates, and Higher National Diplomas can be considered, provided the subject requirements for entry to French are also fulfilled.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Candidates are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Skills to enhance employability
Studying for an French and International Relations degree at Queen’s will assist students in developing the core skills and employment-related experiences that are valued by employers and academic institutions.
Graduates from this degree at Queen’s are well regarded by local, national and international employers and over half of all graduate jobs are now open to graduates of any discipline, including International Politics and Conflict Studies. Although the majority of our graduates are interested in pursuing careers in the public and voluntary/community sectors, significant numbers develop careers in the private sector, working in industries from management consultancy to law and journalism. http://www.prospects.ac.uk
Employment after the Course
French and International Relations graduates go on to work in a very wide range of sectors, including media and communications, advertising, journalism, tourism, and politics. They are particularly in demand in careers requiring a high level of communication and presentation skills, as well as strong critical and analytical thinking.
Graduates from this degree at Queen’s are well regarded by local, national and international employers and over half of all graduate jobs are now open to graduates of any discipline, including International Politics and Conflict Studies. Although the majority of our graduates are interested in pursuing careers in the public and voluntary/community sectors, significant numbers develop careers in the private sector, working in industries from management consultancy to law and journalism.
We regularly consult and develop links with a large number of employers, including NI government departments and the North/South Ministerial Council, who provide sponsorship for our internships.
Employment Links
Close links with employers
In Politics, we regularly consult and develop links with a large number of employers, including NI government departments and the North/South Ministerial Council, who provide sponsorship for our internships.
We offer a range of employment placements where students can gain real world work experience which is invaluable in terms of employment after graduation. Given that Belfast is a regional capital with devolved powers, we can offer students placements in the high profile political and related institutions on our doorstep - for example in the Department of Justice, Equality Commission, Police Ombudsman’s Office, or BBC Northern Ireland.
Alumni Success
"As part of the BA in French, you learn skills that are invaluable in the workplace. Writing and delivering presentations; building working relationships and teaching classes in a foreign country; organising events; working to set deadlines and using critical analysis- all experiences and abilities I have carried with me into employment."
Robert Ainley, BA French, Producer and journalist, U105.
BBC NI Presenter Mark Carruthers is a graduate from Politics, whilst various serving politicians have studied Politics at Queen’s, including Ian Paisley Jr (MP), and ministers in the Northern Ireland Executive (e.g. Megan Fearon, Sinn Féin).
What employers say
‘We are looking for graduates who can be our future leaders who demonstrate qualities of courage, judgement and breadth. Where do we find such qualities? Linguists or arts graduates.’
Miles Cowdry, Director of Global Corporate Development, Rolls Royce PLC
Prizes and Awards
Students receive a certificate of distinction for first class performance in the Stage 3 oral.
The A N Troughton Award and The Samuel and Sarah Ferguson Travel Prize recognise academic achievement at Stages 1 and 2.
The Chris Shorley Prize rewards the best performances in the Language exam in Level Three, and the Richard Bales Prize is awarded to the student with the highest mark in an optional module in Stage 4.
There are a number of undergraduate prizes available to top-performing students on this pathway. In addition to Foundation Scholarships recognizing outstanding achievement in Stage 1, we have a range of endowed prizes.
There are a range of similar awards for student performance across various modules and in the dissertation in International Studies.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Students have a compulsory year abroad in year 3 of their degree. Students who undertake a period of study or work abroad are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement.
Queen's University Belfast is committed to providing a range of international opportunities to its students during their degree programme. Details of this provision are currently being finalised and will be available from the University website once confirmed.
A limited amount of funding may be available to contribute towards these additional costs, if the placement takes place through a government student mobility scheme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
