Module SGIA3741: Decolonizing International Society

Department: Government and International Affairs

SGIA3741: Decolonizing International Society

Prerequisites

• Any SGIA level 2 module.

Corequisites

• • None.

Excluded Combination of Modules

• None.

Aims

• This module responds to calls to decolonize academic enquiry. Responding to ‘non-Western’, ‘post-Western’, ‘postcolonial’, and ‘decolonial’ ideas in international relations theory, the module focuses on how these may play out in relation to a key concept in international relations – ‘international society’. Starting from a traditionally highly Western and colonial conception associated with the ‘English school’, and particularly its concept of ‘the standard of civilization’, the module will look at whether and how ‘international society’ can be recast in ways that respond appropriately and effectively to some of the key demands of the ‘non-’, ‘post-’ and ‘de-’ moves. This follows from claims by Buzan and Acharya that English School theory may be a useful starting point for ‘non-Western’ – ‘Western’ IR theory engagements.
• Pedagogy in the module will aim to respond to decolonizing dynamics, not just in terms of content selection and prioritising material from women, ‘Southern’, BAME and LGBT+ authors (across the module, the aim is that 75% of required readings will include authors understood as identifying with these groups), but in emphasising a critical stance amongst students to standard ontological and epistemological positions associated with Western social science, including the ‘positionality’ of both students and staff.

Content

• The module will work from conceptual, theoretical and methodological issues through to a selection of more ‘applied’ topics linked to the English school’s (ES) concept of ‘institutions’ in international relations as critical indicators of the existence of an international society. The goal will be to interrogate the colonialism of the established ES position and to see whether, how and to what effect the various decolonizing approaches can recast the components of an ES approach and, ultimately, if a decolonized account of international society is a possible future for ES theory. Typically, content will include analysis of issues such as:
• The meaning and purpose of ‘decolonization’ as an academic practice;
• The idea of ‘international society’
• Key concepts such as race, civilization, the ‘pluriverse’, subjectivity;
• Key methodologies such as relationality, world history, praxis;
• Contemporary instances of decolonial analysis into ‘institutions’ such as war, ‘great power responsibility’, the environment.

Learning Outcomes

• By the conclusion of the module students will have detailed and critical knowledge and understanding of:
• English school (ES) theory as one of the major theories of international relations, particularly concepts of ‘standard of civilization’ and ‘institutions’ as ways in which colonial and racist perspectives have been embedded in the theory;
• How ES theory typically presents an international history that marginalises non-European perspectives, experiences and insights, and potential alternatives to this history;
• How non-Western and decolonial theoretical critiques apply to the ES and the critical insights they offer in developing ES theory.
• Issues of positionality in theorising and practicing international relations.

• Through the module, students will develop important subject specific skills, including:
• Identifying, exploring and critiquing the legacies of colonial and racist theorising in ES IR theory;
• Sustained critical engagement with key facets of diverse contemporary approaches to non-Western and decolonial theorising, including methodology, concepts and techniques of critique, and theory-building;
• Applying facets of decolonial analysis to important institutions of contemporary international society;
• Developing expertise in independent critical analysis drawing on non-Western and decolonial resources to form independent academic judgements. pts to cases and using cases (hypotheticals / historical examples) to build and develop ecological, ethical and international political theory.

• Through the module, students will demonstrate and enhance important transferable key skills, including:
• Critical engagement with advanced academic resources at or near the forefront of enquiry;
• Rigorous application of theoretical and conceptual knowledge to important historical and contemporary practices in international relations;
• Identifying, selecting and assessing appropriate research materials with limited initial guidance;
• Independent learning within a defined framework of study at an advanced level;
• Independent thought in analysing and critiquing existing scholarship on the subject area and in evaluating its contribution;
• Cognitive flexibility;
• Ability to reflect critically on their own work and performance;
• Planning and writing effective and advanced academic work demonstrating independent judgement and critical assessment.

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

• The module is based on seminars. The initial seminars focus on providing thematic overviews designed to identify how decolonial approaches, including ontologies, epistemologies and methodologies, challenge some of the most basic ideas in English school IR theory and its established account of what international society is, how it came about, how it operates via institutions, and the normative assumptions it privileges. Subsequent seminars critically engage with, compare and apply diverse methodologies and knowledge forms from across the broad array of decolonial theorising to major concepts within ES theory, and to the operation of key institutions of international society.
• Seminars are the principal mode of learning and teaching, and focus on developing student-focused understandings of and engagement with core texts and issues. Specific readings highlighted for each session as the jumping-off point for critical discussions. Seminars deploy a range of techniques to structure analytical discussion.
• Summative assessment is via a 3000 word essay (67%) and a 2000 word reflective learning log (33%). The essay will require students to consider how a core theme in decolonial IR (for example a methodology or concept) can be used to rethink at least two primary institutions of international society. The log will require students to reflect on how their understanding of at least one contemporary practice in international society (not considered in the essay) has developed through their engagement with decolonial work, and what this means for their assessment of whether ES theory can respond effectively to a decolonial agenda.
• Formative assessment opportunity is via 1500 word literature review.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1500 word literature review.

■ 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