Module SGIA2321: DEMOCRATIC THEORY

Department: Government and International Affairs

SGIA2321: DEMOCRATIC THEORY

Prerequisites

• Any Level 1 SGIA module

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To enable students to gain more detailed knowledge of the development of theoretical approaches to democracy from ancient Greece to the present day.
• To enable students to engage with relevant theoretical literature in the study of political theory.
• To provide a basis of theoretical understanding for the further study of political theory and democratic politics at level 3.

Content

• Indicative topics typically include;
• Republican and/or liberal thought on democracy.
• Elite theory.
• The behavioural revolution.
• Marx, Marxism, anarchism and democracy.
• Participatory democracy.
• Deliberative democracy.
• Postdemocracy.
• Feminism and democratic thought.
• Postmodernism and democratic thought.
• Current theoretical debates about democracy.

Learning Outcomes

• The nature and development of theoretical approaches to democracy in both historical and contemporary contexts.
• Different theoretical debates, approaches to, and traditions about democracy.
• The contested nature of the definition and description of democracy.

• Apply theoretical, conceptual and critical analytical frameworks from political theory.
• Evaluate rival theories and interpretations of the subject matter with reference to theory and empirical evidence as appropriate.
• Appreciate the contested nature of the understanding of political phenomena.
• Appreciate the role and function of theory, and of different ways of theorising.

• Retrieve and utilise in written form resources students have been directed to.
• Assess the suitability and quality of resources for research purposes.
• Review, reinforce and integrate knowledge independently in preparation for assessment.
• The ability to effectively communicate in writing and verbally the subject matter, and defend particular theoretical arguments.

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

• Teaching will take the form of lectures accompanied by seminars.
• Lectures provide the substantive spine of the module, offering context and evaluation of the materials and arguments presented in the reading list and acquired independently in students' preparation time. They are designed to inform and provoke but represent only a foundational core on which students necessarily need to build.
• Seminars will be discussion-based student-led activities facilitated by a tutor but primarily relying on student contributions and thus consolidating knowledge and developing argumentation and critical ability.
• One formative essay in the form of a literature review that provides the opportunity to practice and develop writing skills in explaining and analysing the course material, while explicitly locating this material within a specific body of work. The formative will help prepare students for the two summative assignments.
• One abstract assignment (300 words) (15%) where students are provided with a selection of published academic articles and will need to write an abstract for this article. This assignment builds on the explanatory skills developed in the formative assignment.
• One research essay (3,000 words) (85%) from a selection of essay questions. The essay assignment promotes written communication and research skills, including the ability to organise learned material independently and to bring it to bear in answer to a specific questions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One formative Literature Review essay of 1,500 words.

■ 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