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’. 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.

Content

• Typically, content will include analysis of issues such as:
• The meaning and purpose of ‘decolonization’ as an academic practice, and the positionality of enquiry;
• Key concepts such as race, civilization and the ‘pluriverse’;
• Key methodological issues such as relationality, subjectivity, and world history;
• 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 and 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.

• 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;
• Ability to reflect critically on their own work and performance in context;
• 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

• Seminars are the principal mode of learning and teaching, they develop student-focused understandings of and engagement with core texts primary sources, and cultural artefacts to develop knowledge and understanding of decolonial approaches, methods, and outcomes within the module’s context.
• Summative assessment is via a 3,000 word written assignment (67%) and a 2,000 word or equivalent reflective portfolio (33%). The essay focuses on students’ ability to relate decolonial approaches, methods, and knowledge to central aspects of English School IR theory. The refective portfolio 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, demonstrating critical self-reflection and engagement with issues of positionality. The reflective portfolio can take the form of a single piece of continuous prose, blog posts, commentaries on or production of cultural artefacts, or audio-visual media.
• Formative assessment opportunity is via 1,500 word essay.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 1500 word essay.

■ 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