Module HIST31N1: The White Man’s World: Whiteness in Modern British History

Department: History

HIST31N1: The White Man’s World: Whiteness in Modern British History

Prerequisites

• The White Man’s World: Whiteness in Modern British History

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To understand the meaning of whiteness as a theoretical lens for historical study;
• To encourge students to reflect critically on how constructions and discourses of race have shaped modern British history;
• To explore the history of empire, decolonisation, migration, race, racism, racialisation, gender, and class in modern Britain through the concept of whiteness from the late nineteenth century until the late twentieth century.

Content

• This module interrogates an underacknowledged presence in the history of modern Britain: whiteness. The wave of increased interest in Black British history and British histories of race and empire since the upheavals of 2020 has tended to discuss these subjects as if they only apply, or are of interest, to non-white people and communities. Using insights from the study of Black British history and critical studies of race, this module will empower students to re-examine and revise our broader understanding of British history in general. To this end, it explores the history of empire, decolonisation, migration, race, racism, and racialisation in modern Britain through the concept of whiteness from the late nineteenth century until the late twentieth century. Using a range of approaches from cultural, political, social, and imperial history, the module introduces students to the concept of whiteness and the various ways in which the shifting nature of racial whiteness has been defined from the height of the British Empire to the ‘backlash’ against multiculturalism in the early 1990s. The module will also grapple with the intersections of race, gender, and class that have conditioned constructions of whiteness over the course of this period. The module is ultimately a critical exploration of Britain, British history, and Britishness throughout the Empire, the experience of decolonisation, and in the context of an (arguably) post-imperial nation.

Learning Outcomes

• Knowledge and understanding of the development of the field of critical whiteness studies.
• Knowledge of the key historiography relating to critical studies of race and racialisation, and the impact of empire and decolonisation in modern British history from the late nineteenth-century to the late twentieth century.
• The ability to apply complex concepts originally developed in the context of the study of US history and politics and use them to critically reconsider modern British history.

• Challenging students’ assumptions about Britain's past and reflecting on the nature of the field of modern British history and, more broadly, on history as discipline (and where it has been developed in contact and/or combination with other disciplines) at an advanced level.
• Appreciating how historical knowledge is produced, what forms it takes, and the purposes it serves.
• Reflecting on students’ own position, historical consciousness, and practice.

• The ability to employ sophisticated reading skills to gather, sift, process, synthesise and critically evaluate information from a variety of sources (print, digital, material, aural, visual, audio-visual etc.)
• The ability to communicate ideas and information orally and in writing, devise and sustain coherent and cogent arguments.
• The ability to write and think under pressure, manage time and work to deadlines.
• The ability to make effective use of information and communications technology.

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

• Seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals; tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge. In addition, seen Examinations (with pre-released paper) are intended to enable Level 3 students to produce more considered and reflective work;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A written assignment of 1000-2000 words to be submitted in Michaelmas Term.

■ 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