Module SGIA1081: Global Regions in International Relations

Department: Government and International Affairs

SGIA1081: Global Regions in International Relations

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• As one of three core modules in International Relations at Level One this course will introduce students to the major theoretical and analytical problems in the study of regions, regionalism and globalisation. Students will gain detailed and specific knowledge in the following areas:
• the conceptual and analytical relationship between regionalism and globalisation, evident both in the role of globalisation in forging world regions and the emergence of regions as new structures in global politics;
• the historical and comparative context of the construction of world regions from the colonial to the cold war periods and the role of the past in shaping the variable organisation of regions and regionalism as factors in international and global politics;
• the major dynamics driving forward regionalisation, notably the social networks of economy, migration, communications, and cultural fusion;
• the turn from a relatively benign view of a world of global regions in the 1990s to the new insecurity based on an alleged ‘clash of civilizations’ and the rise of new regional superpowers.

Content

• The module will be taught in four blocs with four lectures and two tutorials to each bloc. This – along with introductory meetings and revision sessions in lecture and tutorial, a mock exam and a day of debates – comprises 40 contact hours. Typical indicative content will cover:
• 1: Conceptualising global regions. This bloc introduces students to the theoretical literature on regionalism and globalisation. It is concerned with two main arguments: differentiating between conventional accounts of an international system, in which state orders are largely stripped of historical, institutional or cultural contexts, and a regional system which seeks to take account of these contexts; and the complex relationship between regionalism and globalisation, in which regions are in some senses promoting a global order yet in other ways are reactions against globalisation;
• 2: World Regions in historical and comparative perspective. This bloc provides the historical, institutional and cultural context in which global regions have emerged. It has two lines of focus: the colonial and cold war eras as particular systems for the production of global regions; and the relationship between the past and the present in explanations for the comparative development of regions and regionalism;
• 3: Dynamics of contemporary regionalism. This bloc looks at the contemporary drivers of new regionalism and their interaction with the global equivalents. It is particularly concerned with differentiating between regionialisation, being organised by the social networks of economy, migration, communications, and cultural fusion, and regionalism, and regionalism, being the policy-oriented response of governments to these forces;
• 4: Global regionalisms: new threats, new opportunities. A final bloc looks at the contentious politics of the new inter-regionalism, particularly the debate between universal and relative values; the putative ‘clash of civilizations’; and the emergence of a regionalised global order organised around the relationship between established regional powers in Europe and North America and the rising regional powers of Asia, Africa, and Latin America.

Learning Outcomes

• Subject specific knowledge will typically include:
• An awareness of the principal issues and problems involved in the study of regionalism and globalisation, with more detailed knowledge of specific aspects of this politics, in terms of its historical and comparative development and the major processes and agencies bringing this change about;
• A recognition of basic theories, concepts and principles used in the framing and analysis of regionalism and globalism, and the utility of examining and evaluating different accounts and interpretations;
• An appreciation for foundational methods of conducting political analysis in international politics, and notably an awareness of the analytical differences between states operating in a international system and regions operating in a global system.

• Subject specific skills will typically include:
• The ability to accurately describe and summarise the academic literature in this area, both theoretical and empirical;
• Foundational ability to identify competing conceptualisations and understandings for the framing of regional and global politics, and the capacity to offer critical assessments as to their relative merit;
• Show an appreciation for the changing comparative and historical context of the subject area and some ability to assess the claims of political science to explain this context;
• Recognising the need, and developing the capacity, for a self-critical and independent approach to learning.

• Key skills will typically include:
• Accessing and utilising resources, both with direction and independently;
• Foundational research techniques in political analysis of the international context, including the capacity to identify, and differentiate between, research sources according to their suitability and quality;
• Plan and deliver short oral presentations setting out the main aspects of a specified topic; and contribute critical analysis of the oral presentations of other students;
• Basic C&IT skills in support of academic research, writing and presentation;
• Planning and writing academic assignments under time pressure and without recourse to supporting materials;
• Take responsibility for the planning and completion of their work within an agreed framework of expectations.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module delivers a mixture of teaching and learning activities, including lectures, tutorials, presentations and the submission of written work. Lectures provide an established basis for the delivery of core knowledge on the subject areas and provide an opportunity for staff to indicate the methods of academic analysis appropriate to these subject areas. Small group tutorials provide an environment in which students can debate and discuss theories, concepts and issues in order to help them assess the merits of various positions.
• Formative assessment through essays and presentations gives students an opportunity to practice the written and oral communication of the knowledge they obtain during the module. It also provides feedback on their level of success in achieving the learning outcomes of the module.
• Summative assessment is by a final written unseen examination in which students will be tested for their subject-specific knowledge in relation to the learning outcomes and the departmental assessment criteria.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Tutorial presentation. Two 1,500 word essays submitted in Michaelmas and Epiphany Terms

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University