| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-30112 |
The Northern Dimension: Resources, Environment and Security in the Arctic |
O |
C
|
7.5 |
15 |
|
|
Bringing the Arctic to Keele. Taking Keele to the Arctic!
Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change.
The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour?
The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module.
Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops.
A range of generic employability skills are firmed up in this module - oral presentation, team-working, independent working etc, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!"
Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing all 166 past student websites for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation!
The assessment format is: 10% individual oral presentation; 40% 2,500 word essay/article; 50% individual website.
|
|
|
PIR-30112 |
The Northern Dimension: Resources, Environment and Security in the Arctic |
EP |
C
|
7.5 |
15 |
|
|
Bringing the Arctic to Keele. Taking Keele to the Arctic!
Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change.
The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour?
The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module.
Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops.
A range of generic employability skills are firmed up in this module - oral presentation, team-working, independent working etc, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!"
Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing all 166 past student websites for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation!
The assessment format is: 10% individual oral presentation; 40% 2,500 word essay/article; 50% individual website.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
O |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
EP |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30128 |
Protest and social movements |
O |
M
|
7.5 |
15 |
|
|
This course is about social movements and their role as vehicles of political protest and political and social change. Social movements are a universal phenomenon in modern societies and they have provoked controversy because they are generally critical of important features of the political or social system. Their critics might see them as extremists or hopelessly utopian while their supporters see in them the hope of more democracy or a better kind of society. The academic analysis of social movements does not escape these controversies, so one task that we will face in assessing different approaches to the study of social movements will be to disentangle the different views of the social world that underlie conflicting theories of protest and social movements.
You will be expected to be able to comment on the strengths and weaknesses of explanatory theories of social movements, to place movements in a wider context and to assess the power relations and social forces that shape the political environment of social movements. The cases that we examine include: recent protests in Britain, protest against authoritarian regimes such as those in China, Burma and Eastern Europe pre-1989; protest movements in the global South such as the Zapatistas in Mexico, and feminist and environmental movements in Europe and North America. The themes that we cover include the place of protest in democracy, the evidence about how participates in protest and why, the kinds of protest action that social movement groups choose to pursue, the influence of the state and policing on protest, how radical activists organise and create alternative communities, and the different theoretical approaches to social movements.
|
|
|
PIR-30128 |
Protest and social movements |
EP |
M
|
7.5 |
15 |
|
|
This course is about social movements and their role as vehicles of political protest and political and social change. Social movements are a universal phenomenon in modern societies and they have provoked controversy because they are generally critical of important features of the political or social system. Their critics might see them as extremists or hopelessly utopian while their supporters see in them the hope of more democracy or a better kind of society. The academic analysis of social movements does not escape these controversies, so one task that we will face in assessing different approaches to the study of social movements will be to disentangle the different views of the social world that underlie conflicting theories of protest and social movements.
You will be expected to be able to comment on the strengths and weaknesses of explanatory theories of social movements, to place movements in a wider context and to assess the power relations and social forces that shape the political environment of social movements. The cases that we examine include: recent protests in Britain, protest against authoritarian regimes such as those in China, Burma and Eastern Europe pre-1989; protest movements in the global South such as the Zapatistas in Mexico, and feminist and environmental movements in Europe and North America. The themes that we cover include the place of protest in democracy, the evidence about how participates in protest and why, the kinds of protest action that social movement groups choose to pursue, the influence of the state and policing on protest, how radical activists organise and create alternative communities, and the different theoretical approaches to social movements.
|
|
|
PIR-30129 |
Environmental Politics in the USA |
O |
M
|
7.5 |
15 |
|
|
The United States has a complex record of addressing environmental problems. Between 1965 and 1980 the country experienced a "golden age" of environmental policymaking when numerous laws were enacted to tackle problems such as air pollution, water pollution, and waste. Few new laws have been enacted in recent decades, however, leading some commentators to talk about "environmental gridlock" and describing the United States as a climate change "laggard". This module will examine the factors that drive environmental policymaking. Attention will be given to the nature of environmental problems, the role of interest groups and public opinion, and the way that political institutions and systems effect policymaking. Students will be required to write a position paper and a short research paper as part of their assessment, and will also be required to sit a two-hour examination.
|
|
|
PIR-30129 |
Environmental Politics in the USA |
EP |
M
|
7.5 |
15 |
|
|
The United States has a complex record of addressing environmental problems. Between 1965 and 1980 the country experienced a "golden age" of environmental policymaking when numerous laws were enacted to tackle problems such as air pollution, water pollution, and waste. Few new laws have been enacted in recent decades, however, leading some commentators to talk about "environmental gridlock" and describing the United States as a climate change "laggard". This module will examine the factors that drive environmental policymaking. Attention will be given to the nature of environmental problems, the role of interest groups and public opinion, and the way that political institutions and systems effect policymaking. Students will be required to write a position paper and a short research paper as part of their assessment, and will also be required to sit a two-hour examination.
|
|
|
PIR-30131 |
Education Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
Education has been the battleground for many competing policy ideas of the left and right. What ideologies and values drive policies in education? How do policy specialists analyse and compare these different approaches? This module will develop your skills in evaluating education policies. You will research and present answers to questions such as &«do religious schools teach more effectively and drive up overall test scores,&ª &«what effect do league tables have on teaching and the curriculum in schools and universities,&ª and &«do higher fees drive down student access to universities?&ª
The module will identify frameworks that analysts use to study policies and practice using them on case studies. The content will consist of a comparison of education systems in the United Kingdom and United States, focusing on secondary and higher education. The two systems copy each other's policies, but have many stark differences in approach. Some key themes include the separation of church and state, local versus national control over schools and universities. Some previous study of public policy would be helpful, but is not required. |
|
|
PIR-30131 |
Education Politics and Policy |
O |
C
|
7.5 |
15 |
|
|
Education has been the battleground for many competing policy ideas of the left and right. What ideologies and values drive policies in education? How do policy specialists analyse and compare these different approaches? This module will develop your skills in evaluating education policies. You will research and present answers to questions such as &«do religious schools teach more effectively and drive up overall test scores,&ª &«what effect do league tables have on teaching and the curriculum in schools and universities,&ª and &«do higher fees drive down student access to universities?&ª
The module will identify frameworks that analysts use to study policies and practice using them on case studies. The content will consist of a comparison of education systems in the United Kingdom and United States, focusing on secondary and higher education. The two systems copy each other's policies, but have many stark differences in approach. Some key themes include the separation of church and state, local versus national control over schools and universities. Some previous study of public policy would be helpful, but is not required. |
|
|
PIR-30134 |
British State and Society during the Cold War |
O |
C
|
7.5 |
15 |
|
|
This course offers an in-depth look at Britain's Cold War policies, and the multiple relationships between Britain's external policies and domestic politics and culture during the Cold War. Broadly speaking, it uses primarily a historical perspective to ask what was Britain's role in the Cold War, and how did the Cold War affect British people?
The module begins with an examination of why Britain chose to develop and to sustain its own nuclear weapon; and it contemplates the basis of Britain's security policy through an exploration of British intelligence and perceptions of the Soviet threat. It entertains in detail the reasons for and implications of Britain's civil and home defence policies, and considers domestic films about the implications of nuclear war and the plans government drew up to cope (or not) with apocalypse.
It then moves on to contemplate Britain's internal security regime, examining the state's perceptions of domestic enemies and the measures established to deal with them. Further, it considers dominant political discourses in the Cold War, and the dissemination, assimilation or rejection of these discourses, through an examination of British politics, and key films and novels of the Cold War era. For example, did the American CIA influence British party politics? Or what can James Bond tell us about ideas of the enemy in the Cold War climate?
Students also have the opportunity to examine primary documents about the period, to visit the nuclear bunker at Hack Green, and to imagine what would have happened if nuclear war had come to Cold War Britain....
Suggested reading:
Peter Hennessy, The Secret State: Whitehall and the Cold War (Penguin, 2003)
Sean Greenwood, Britain in the Cold War, 1945-1991 (Macmillan, 1999)
Tony Shaw, British Cinema and the Cold War (IB Tauris, 2000)
Stephen Whitfield, Culture and the Cold War (John Hopkins, 1991)
Teaching format: weekly 2-hour seminars
Assessment: 30% Paper, 10% Class Participation, 60% Essay
|
|
|
PIR-30134 |
British State and Society during the Cold War |
EP |
C
|
7.5 |
15 |
|
|
This course offers an in-depth look at Britain's Cold War policies, and the multiple relationships between Britain's external policies and domestic politics and culture during the Cold War. Broadly speaking, it uses primarily a historical perspective to ask what was Britain's role in the Cold War, and how did the Cold War affect British people?
The module begins with an examination of why Britain chose to develop and to sustain its own nuclear weapon; and it contemplates the basis of Britain's security policy through an exploration of British intelligence and perceptions of the Soviet threat. It entertains in detail the reasons for and implications of Britain's civil and home defence policies, and considers domestic films about the implications of nuclear war and the plans government drew up to cope (or not) with apocalypse.
It then moves on to contemplate Britain's internal security regime, examining the state's perceptions of domestic enemies and the measures established to deal with them. Further, it considers dominant political discourses in the Cold War, and the dissemination, assimilation or rejection of these discourses, through an examination of British politics, and key films and novels of the Cold War era. For example, did the American CIA influence British party politics? Or what can James Bond tell us about ideas of the enemy in the Cold War climate?
Students also have the opportunity to examine primary documents about the period, to visit the nuclear bunker at Hack Green, and to imagine what would have happened if nuclear war had come to Cold War Britain....
Suggested reading:
Peter Hennessy, The Secret State: Whitehall and the Cold War (Penguin, 2003)
Sean Greenwood, Britain in the Cold War, 1945-1991 (Macmillan, 1999)
Tony Shaw, British Cinema and the Cold War (IB Tauris, 2000)
Stephen Whitfield, Culture and the Cold War (John Hopkins, 1991)
Teaching format: weekly 2-hour seminars
Assessment: 30% Paper, 10% Class Participation, 60% Essay
|
|
|
PIR-30139 |
Sustainability and Social Justice |
EP |
M
|
7.5 |
15 |
|
|
How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time.
This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered.
The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a seen exam. There is a public poster session to showcase student research at the end of the semester.
|
|
|
PIR-30139 |
Sustainability and Social Justice |
O |
M
|
7.5 |
15 |
|
|
How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time.
This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered.
The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a seen exam. There is a public poster session to showcase student research at the end of the semester.
|
|
|
PIR-30141 |
The Other Middle East: Powers, Peoples and Politics |
O |
M
|
7.5 |
15 |
|
|
The present module aims to develop a critical understanding of the public and scholarly debates about the political actors, ideologies, and processes that shape politics and international relations of the contemporary Middle East. Students will be expected to evaluate and situate ideas (including their own) into these debates and present coherent and well-studied arguments in seminars as well as in assignments. Seminar topics will include: The political challenges of the non-Arab Middle East (Turkey, Israel, and Iran); the role and status of ethnic and religious minorities in the Middle East; religious revivalism and identity politics; democratization and political reform; and gender and human rights in the region.
|
|
|
PIR-30141 |
The Other Middle East: Powers, Peoples and Politics |
EP |
M
|
7.5 |
15 |
|
|
The present module aims to develop a critical understanding of the public and scholarly debates about the political actors, ideologies, and processes that shape politics and international relations of the contemporary Middle East. Students will be expected to evaluate and situate ideas (including their own) into these debates and present coherent and well-studied arguments in seminars as well as in assignments. Seminar topics will include: The political challenges of the non-Arab Middle East (Turkey, Israel, and Iran); the role and status of ethnic and religious minorities in the Middle East; religious revivalism and identity politics; democratization and political reform; and gender and human rights in the region.
|
|
|
PIR-30142 |
Modern Russia |
EP |
C
|
7.5 |
15 |
|
|
The collapse of the Soviet Union and Soviet communism in 1991 was one of the most dramatic events of the late Twentieth Century. This module explores in detail the politics of the post-Soviet successor states, particularly Russia. It asks what kind of politics has emerged from the wreckage of the communist system, and investigates why the early hopes of rapid moves towards democracy and a more effectively functioning economy have been frustrated.
Topics covered will include: the Yeltsin, Putin and Medvedev presidencies, the oligarchs and the criminalisation of the Russian state, Russian national identity, civil society and its opponents, the wars in the Caucasus and their impact, nationality policy, regionalism and federalism, models of contemporary Russian politics, politics elsewhere in the former Soviet Union, esp. Ukraine and Belarus, Russian foreign policy.
Assessment will involve a student led seminar (30%), a portfolio of seminar related activities (20%) and a long research paper on an aspect of contemporary post-Soviet politics.
Background Reading: Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al (eds), Developments in Russian Politics 7 (2009); Stephen white, Understanding Russian Politics (2nd edition, 2011) |
|
|
PIR-30142 |
Modern Russia |
O |
C
|
7.5 |
15 |
|
|
The collapse of the Soviet Union and Soviet communism in 1991 was one of the most dramatic events of the late Twentieth Century. This module explores in detail the politics of the post-Soviet successor states, particularly Russia. It asks what kind of politics has emerged from the wreckage of the communist system, and investigates why the early hopes of rapid moves towards democracy and a more effectively functioning economy have been frustrated.
Topics covered will include: the Yeltsin, Putin and Medvedev presidencies, the oligarchs and the criminalisation of the Russian state, Russian national identity, civil society and its opponents, the wars in the Caucasus and their impact, nationality policy, regionalism and federalism, models of contemporary Russian politics, politics elsewhere in the former Soviet Union, esp. Ukraine and Belarus, Russian foreign policy.
Assessment will involve a student led seminar (30%), a portfolio of seminar related activities (20%) and a long research paper on an aspect of contemporary post-Soviet politics.
Background Reading: Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al (eds), Developments in Russian Politics 7 (2009); Stephen white, Understanding Russian Politics (2nd edition, 2011) |
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-10038 |
Why Politics Matters |
C |
C
|
7.5 |
15 |
|
|
This module provides an introduction to politics that strips it back to its essentials. We examine the core debates in the subject and show why argument and disagreement are perennial features of modern politics but also why politics is an integral feature of modern societies.
Core questions in the first part of the course include - where does politics happen? Is it only about government, or can it also include politics in our daily lives, such as who looks after the children? Are we under the thumb of a ruling elite or does democracy mean that power is diffused widely in society? If democracy was the greatest political achievement of the twentieth century, is it now in trouble? Are people now more disenchanted with politics and are politicians less honest and more corrupt than they used to be? Has the state interfered too much in our lives or should government being doing more? What makes a good citizen and does being a good citizen include saying no to governments on occasion? There are no easy or universally-agreed answers to these questions, but trying to answer them will help you understand the forces that shape the world you live in, the choices that you have about how to live your life, and you will also learn how mere opinions do not make good political arguments.
In the second part of the course you will deepen your understanding of the role of conflicting values in politics by working in a small group to understand how a contemporary political issue can be seen differently by different ideologies such as liberalism, conservatism and socialism. Even if you don't think of yourself as political, you will learn how you take political decisions and express political views every day. This module will allow you to understand why politics and your role in it matters.
The course structure is based on whole group lectures and weekly seminars. You will study a workbook of readings and complete a range of tasks that will help you prepare for the seminars, write your essay and prepare for a small group presentation to the rest of your seminar group. You will receive guidance on how to build up a portfolio of research notes from lectures and reading and you will receive feedback on three pieces of assessed work: a book review done as a short class test (25%); a group presentation (25%) and a 1,500 word essay (50%).
|
|
|
PIR-10041 |
Introduction to International Relations |
EP |
M
|
7.5 |
15 |
|
|
This module is designed to provide a clear introduction to the academic study of International Relations and is useful to both beginning International Relations students and to students who would like to simply to find out what the subject is about and explore a few topics or issues in the module that particularly interest them. The module shows how the modern "society of states" came about and was affected by various factors such as nationalism and other ideologies, technology and a globalizing capitalist economy. It also gives students a basic understanding of the "traditional" perspectives in the academic discipline of International Relations and helps them to distinguish between these schools of thought.
The ten topic-based lectures are accompanied by eight weekly meetings of each small seminar group. The seminar meetings fall into two kinds. In roughly half the seminars, students learn how to perform effectively in core aspects of University-level study such as: researching, planning and writing an essay; and examination preparation and technique. The other half of the tutorial meetings are devoted to discussion of the topics covered by the module, including: the evolution of the modern states system; Realist and "Idealist" perspectives on IR, violence and war; order, justice and fairness in international society; sovereignty and humanitarian intervention; and the transition from international to global society. Half way through the module, students receive a one-to-one personal meeting with their Module Tutor (lasting approximately ten minutes) in which they receive feedback on their essay plans and can discuss their progress in the module in general. Assessment format: 3-400 word essay plan (0% of the module mark, but non-submission of the essay plan will automatically trigger failure of the module); 1,000-word essay (50% of the module mark); two-hour unseen exam (50% of the module mark).
|
|
|
PIR-10043 |
The Changing World: A History of International Relations since 1945 |
EP |
C
|
7.5 |
15 |
|
|
This module is designed to give a clear introduction to the academic study of International History within the discipline of international relations. It is useful for students of international relations, and also to students who would like to find out more about trends in world history and about key international events from the end of the second world war to the present day. The module covers the rise and fall of the Cold War, the global Cold War in Korea and Vietnam, European integration, decolonisation and nation building in Africa, the modern origins of the Arab Israeli conflict, the Yugoslavian civil wars, international terrorism and American foreign policy in the 1990s to the present.
The ten topic-based lectures are accompanied by ten weekly meetings of small tutorial groups. In these tutorials, students will have the opportunity to debate key themes and questions on topics covered by the lectures. One tutorial will provide the opportunity for students to 'role play' the positions of different actors in a particular international crisis. Preparation for the tutorials is deliberately integrated into the assessment format: students will be able to use their preparatory work, and the skills developed in tutorials, in order to conduct the assessments. Students will be expected to prepare independently for seminars, but will work in small groups during the tutorials. There will also be two tutorials focused on study skills, specifically on using sources and on essay writing.
The assessment for this module is 40% critique, and 60% essay. The critique is an opportunity for students to develop their skills, and to receive tutor feedback, in formulating an argument. Students will be expected to analyse one of the historical debates discussed in tutorials and to present their own argument supported by appropriate evidence. The essay will be submitted at the end of the course. Students will also have the opportunity to conduct a short referencing exercise, and to write a commentary on some of the source material discussed in the lectures. These assessments will not count towards the final mark. |
|
|
PIR-10046 |
British Politics Since 1945 |
C |
C
|
7.5 |
15 |
|
|
This module introduces students to the study of domestic and international dimensions of British politics. It presents an overview of the key debates that have shaped politics in Britain, such as the formation of the welfare state in Britain, Britain&©s post-war relationship with the United States of America, the Commonwealth and Europe, debates over Britain&©s economic decline, interpreting Thatcherism and the newness of New Labour.
The module is organised into 12 lectures and 8 tutorials. Students are required to produce a literature review (30% of total module mark), and a 1,500 essay (70%). |
|
|
PIR-10047 |
The politics of sustainability |
EP |
M
|
7.5 |
15 |
|
|
This module is designed to provide a clear and inspiring introduction to social scientific perspectives on environmental problems and the concept of sustainability. It is useful to both beginning Environment and Sustainability single honours students who require a solid grounding in enviromental social sciences as well as to students with a general interest in this timely and topical global issue.
The module looks at the emergence of the 'environment' as an object of study, the historical processes leading to the contemporary discussion of 'sustainability' (and 'unsustainability') and the various ways in which political and social theorists, scientists, artists, fiction writers, and activists have interpreted a range of environmental problems and solutions in different contexts. Students will learn to recognise the political aspects of the environmental crisis and to understand how and why both 'environment' and 'sustainability' are essentially contested concepts.
The ten topic-based lectures are complemented by ten weekly meetings of small tutorial groups. The tutorial sessions are organised by pre-assigned problem sheets that enable students to prepare to discuss and debate the academic content, as well as to practise core skills that will be required for successful University-level study -- such as paraphrasing an author's argument, using the Harvard system of referencing, attributing a concept to a specific school of thought, and constructing an effective argument. Tutorial group sessions enable students to develop the important verbal communication skills of effective question-posing and active listening. Feedback is given regularly by the tutor and by peers, in tutorials as well as in lectures.
Assessment format: 35% problem sheets, 25% book review, 40% unseen exam. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-10039 |
Debates in American Politics |
EP |
C
|
7.5 |
15 |
|
|
American Politics is driven by debate. Americans are divided over their foreign policy. Over social issues such as race and abortion, the U.S. has embarked upon debates so heated that they're sometimes referred to as the "culture wars". Then there are ongoing contests over areas such as education and environmental policy. This module will introduce to many of these debates. Each week, we look at a new policy area and get you to debate the rights and wrongs of current U.S. policy and where it should go next. The module also serves to introduce you to the subject of American Politics - it's all pitched at those new to the topic. Much of the module depends on your presentations, advocating one side or the other of a debate in a key policy area. Over the semester, you should learn about a series of policy debates, who's advocating what and develop your skills in presentation and argument. |
|
|
PIR-10045 |
Justice, Authority and Power |
C |
M
|
7.5 |
15 |
|
|
This module introduces students to the central debates in the history of Western political thought concerning justice and related concepts of political authority, power, liberty and the social contract. By posing critical questions concerning the nature and limits of state power, it provides a stimulating and enlightening opportunity for students in a wide range of disciplines, whether or not taking a principal degree in Politics, Philosophy and International Relations, to become familiar with the origin and development of the most influential ideas that have shaped modern states and societies.
The module firstly examines core issues in classical political thought through a study of Plato and Aristotle. Their writings present controversial but significant arguments for the universality of justice, the common good and the justification of elite power. The second part focuses on modern approaches to justice that focus principally on individual liberty, the social contract and the difference between wielding power and possessing legitimate authority to rule. The theories of Hobbes, Locke and Rousseau contrast with those of the classical world, and are generally considered to have inaugurated the widespread defence of representative government and democracy around the world today.
Ten lectures introduce the main concepts and thinkers covered in the module, and are accompanied by a corresponding number of weekly meetings of small one-hour tutorial groups. In these tutorials, students have the opportunity to debate specific themes and questions. Students are also asked to undertake self-assessed, summative multiple choice tests during the course of the module, and are encouraged to seek their tutors' advice with respect to any gaps in their knowledge that emerge as a result of these examinations. Students also receive prompt formative feedback on an essay-plan, which they are then asked to develop into a polished piece of written work, which is summatively assessed. |
|
|
PIR-10055 |
Modern Democracies |
C |
M
|
7.5 |
15 |
|
|
This module introduces students to the comparative study of politics and offers them the opportunity to examine how the political systems of various countries function.
The module begins by considering how we might study politics and evaluate democracies in a comparative fashion. That is, it explores how democracies are similar in many respects but how they also differ on a number of dimensions, and it investigates how we might best study these similarities and differences. Then, the module turns its attention to the political institutions and processes present in five democracies – the UK, the USA, Germany, France and the European Union. It examines the structures of political power, the characteristics of governments, and the ways in which citizens are represented in these five systems. The module concludes with an assessment of the extent to which and the ways in which political institutions influence the effectiveness of government and the quality of democracy.
The module is organized into 10 weekly lectures and 10 weekly tutorials. Students are required to participate in tutorials to undertake a data analysis group exercise (10%) and an individual oral presentation (40%). They will also complete an unseen two-hour examination at the end of the semester (50%).
|
|
|
PIR-10058 |
Introduction to Global Political Economy (GPE) |
EP |
M
|
7.5 |
15 |
|
|
Introduction to Global Political Economy
This course will provide you with an introduction to the key issues, history, and perspectives in the field of Global Political Economy [GPE]. This module is about the structure, it is a “big picture” module that serves as an introduction to the study of GPE.
GPE is a relatively new area of inquiry for analysing International Relations in combination with Political Economy. GPE goes beyond the study of the major global financial and economic actors such as the G-20, IMF and the World Bank to look also at transnational processes such as drug trafficking, illegal arms trade, smuggling goods and people, and laundering the money made from them, their financial products, which are estimated to amount to a trillion dollars annually. It is hard to imagine a world without GPE because the mutual interaction of International Politics and the global economy is today widely appreciated and the subject of much academic research and applied policy analysis. This module includes both mainstream and radical approaches to analysing the global political economy. It is organized in several key parts corresponding to the different kinds of languages/ discourses with which you need to become familiar. In the first part, the module introduces some historical background on the development and elements in the global economy and the perspectives used to makes sense of things. It looks at the world system as a whole, examining the assumptions of different perspectives on political economy. In the second part, we will examine key perspectives and related concepts, models, and empirical evidence. Here we will explain terms such as the balance of payments and comparative advantage and study the discourse of mainstream political economy. The third part of the module builds on the first two as we turn to a critical assessment of the spread of global political economy relationships as experienced in key issue areas. In other words, the module will move from more abstract and broad themes to specific issues.
As this module is designed as an introduction to studying the global political economy, we assume that students do not already have any background in political economy. The module aims to demonstrate how an understanding of GPE can help students to make sense of the current global financial crisis, global news, business investments, and government policies –by presenting the theories, institutions, and relationships found in GPE in simple ways that still capture the complexity of the global issues and intellectual problems addressed. |
|
|
PIR-10060 |
Securing Global Order |
EP |
C
|
7.5 |
15 |
|
|
This module introduces the politics of global security. It provides students with a detailed overview of the most pressing security issues and practices that shape their lives. It proceeds through a study of the theoretical and practical issues driving the most significant modern security mechanisms. It is through knowledge of the order sought by discourses and practices of global security that students of international relations gain keenest insight into the processes that blur boundaries between the local and the global, us and them, and ideals versus reality. The module interrogates the power relations which supports the globalisation of security and investigates the ethical consequences of a world that is forever being secured.
The 10 lectures are accompanied by 10 one-hour tutorials in which students develop their presentational and team working skills by delivering an individual oral presentation and contributing to a group presentation to the class. Assessment format: 10% group presentation; 20% individual oral presentation; 70% essay. |
Politics Major - Level 2 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-20041 |
Politics - Study Abroad I |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20042 |
Politics - Study Abroad II |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20062 |
INTERNATIONAL RELATIONS OF EURASIA: Challenges of Globalisation and Geopolitics |
EP |
C
|
7.5 |
15 |
|
|
Eurasia, the vast lands between China and Germany, has emerged as the world's axial super-continent, which is now serving as the decisive geopolitical chessboard, both for political/military and economic reasons. Eurasia accounts for 75 percent of the world's population, 60 percent of its GNP, and 75 percent of its energy resources. Collectively, Eurasia's power overshadows even America's. The geopolitics of the region is therefore a significant matter. On a lighter note, it is even the setting and plot device for one of the latest James Bond movies.
This module looks at the struggle between the processes of globalisation and geopolitical forces since the end of the Second World War. One of the most significant characteristics of the Eurasian heartland is its central location in relation to the major sedentary civilisations of the past and present. Over the centuries, these lands have come under the sway of several great world-historical civilisations and empires: the Eastern Roman or Byzantine, Mongolian, Ottoman, Holy Roman, Austro-Hungarian, Russian, and Soviet. These lands have felt the influence of Orthodox Christianity, Catholicism, Protestanism, Judaism, Islam, and world communism.
At the intersection of many powerful global forces, these lands have experienced with particular sharpness what is called &«modernisation&ª and its challenge to customary ways of life. In addition, the collapse of Soviet domination and communist regimes across this region has dramatically increased its importance for the global economy. The Eurasian heartland, which has for a number of years been in the process of becoming a region of major strategic importance, has often been treated as peripheral to other fields of study such as study of Russia or China. Perhaps more than any other region of the world, the Eurasian heartland has become an avenue of the much-mentioned condition of multipolarity in world affairs.
Students conduct independent research on a research question (from a list of questions provided in the module handbook) that they have individually identified. The final module mark is based upon the following: tutorial performance (15%); a Short Paper (Review Article) of 1,000 (25%); and a 3,000-word Research Paper (Long Essay) (60%).
|
|
|
PIR-20067 |
Environmental Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
This module provides a level two introduction to some of the key historical, theoretical and practical dimensions of environmental politics and policy. In particular it aims to explore:
&· The political nature of environmental problems and controversies;
&· The diverse historical, political, and cultural roots of contemporary environmental problems
and controversies;
&· Connections between local and global environmental issues;
&· Challenges posed by environmental issues to political institutions;
&· Power relationships between developed and developing countries, and between social groups within political communities; and the various strategies and tactics used to bring about environmental change, such as government policy-making and regulation, corporate environmental responsibility,and social movement activism.
Emphasis is placed on the complexity of contemporary environmental issues and controversies, and on developing the skills necessary to analyse them critically, and thus respond to them effectively.
The module enables students to develop their argumentation and communication skills.
Students will be assessed on a portfolio of 5 short pieces of writing designed to develop argumentation skills (50%), a mid-term class test (formative) and a research essay (50%). |
|
|
PIR-20067 |
Environmental Politics and Policy |
O |
C
|
7.5 |
15 |
|
|
This module provides a level two introduction to some of the key historical, theoretical and practical dimensions of environmental politics and policy. In particular it aims to explore:
&· The political nature of environmental problems and controversies;
&· The diverse historical, political, and cultural roots of contemporary environmental problems
and controversies;
&· Connections between local and global environmental issues;
&· Challenges posed by environmental issues to political institutions;
&· Power relationships between developed and developing countries, and between social groups within political communities; and the various strategies and tactics used to bring about environmental change, such as government policy-making and regulation, corporate environmental responsibility,and social movement activism.
Emphasis is placed on the complexity of contemporary environmental issues and controversies, and on developing the skills necessary to analyse them critically, and thus respond to them effectively.
The module enables students to develop their argumentation and communication skills.
Students will be assessed on a portfolio of 5 short pieces of writing designed to develop argumentation skills (50%), a mid-term class test (formative) and a research essay (50%). |
|
|
PIR-20069 |
Approaches to Political Analysis |
C |
C
|
7.5 |
15 |
|
|
How should you analyse politics? This question can prove highly controversial. Politics is a broad discipline that encompasses many different ways of researching that include different methods, different ways of measuring things, different definitions of what constitutes $ùevidence&©, and even different conceptions of how we 'know what we know' in politics. This course will familiarise you with these debates and give you an introduction to the different approaches you may encounter. It provides an excellent preparation for planning for your dissertation in the third year.
The module takes a hands on approach to these debates, and will get you to try out different forms of analysis on a series of actual cases that you will recognise from the news. These cases include such topics as how to analyse a political film and why people are turned off politics.
|
|
|
PIR-20070 |
The UN in world politics |
EP |
M
|
7.5 |
15 |
|
|
The United Nations has shaped international relations in multiple, complex and significant ways, but has not had the kind of impact for which many people hoped. Students taking this course will be able to explain why. They will analyse the interplay between world politics and international organisation by reference to the background to the creation of the United Nations; the lessons learned from the failure (and successes) of the UN's predecessor, the League of Nations; the policies of member states; and the international environment. Students will have the opportunity to work in teams as well as study topics that particulary interest them. In so doing they will further develop their ability to conduct research using a variety of sources to analyse the role of the UN in world politics. Assessment will be by means of one 2,000-word essay (50 per cent) and one two-hour unseen examination (50 per cent). |
|
|
PIR-20071 |
U.S Government and Politics |
EP |
C
|
7.5 |
15 |
|
|
Through a detailed examination and analysis of the US governmental institutions, political parties, voting behaviour, interest groups, and public opinion, students will gain an understanding how the mass public can influence the making of public policy.
This approach will enable students to identify, research, analyse and comment on the key issues facing the US political system developing their understanding of the interactivity of its component parts. An analysis of the literature will introduce students to the different conceptual frameworks and methodologies that have been adopted by leading US political scientists providing an intellectually rigorous training for the further study of the US political system.
|
|
|
PIR-20071 |
U.S Government and Politics |
O |
C
|
7.5 |
15 |
|
|
Through a detailed examination and analysis of the US governmental institutions, political parties, voting behaviour, interest groups, and public opinion, students will gain an understanding how the mass public can influence the making of public policy.
This approach will enable students to identify, research, analyse and comment on the key issues facing the US political system developing their understanding of the interactivity of its component parts. An analysis of the literature will introduce students to the different conceptual frameworks and methodologies that have been adopted by leading US political scientists providing an intellectually rigorous training for the further study of the US political system.
|
|
|
PIR-20072 |
German Government and Politics |
EP |
M
|
7.5 |
15 |
|
|
Despite the country’s chequered political past, Germany’s current regime has endured for over 60 years and been claimed by many to be an exemplary case of consensus democracy. This module offers an examination of key features of that system.
It critically assesses the distinctive constitutional settlement introduced to prevent a recurrence of the collapse of liberal-democracy and considers the processes and consequences of Germany’s 1990 unification into the ‘Berlin Republic’. Thereafter, it examines the structures and techniques that underpin the ‘German model’ of political economy, as well as the contemporary challenges to Germany's system of co-operative federalism. Other topics include’ German’s distinctive electoral system, its recent electoral outcomes, as well as its parties and party system
The module is assessed by means of an essay (50%) and an unseen examination (50%).
A useful volume for preparatory reading is Green, S., Hough, D., Miskimmon, A and Timmins, G (2008) The Politics of the New Germany, Abingdon: Routledge.
|
|
|
PIR-20072 |
German Government and Politics |
O |
M
|
7.5 |
15 |
|
|
Despite the country’s chequered political past, Germany’s current regime has endured for over 60 years and been claimed by many to be an exemplary case of consensus democracy. This module offers an examination of key features of that system.
It critically assesses the distinctive constitutional settlement introduced to prevent a recurrence of the collapse of liberal-democracy and considers the processes and consequences of Germany’s 1990 unification into the ‘Berlin Republic’. Thereafter, it examines the structures and techniques that underpin the ‘German model’ of political economy, as well as the contemporary challenges to Germany's system of co-operative federalism. Other topics include’ German’s distinctive electoral system, its recent electoral outcomes, as well as its parties and party system
The module is assessed by means of an essay (50%) and an unseen examination (50%).
A useful volume for preparatory reading is Green, S., Hough, D., Miskimmon, A and Timmins, G (2008) The Politics of the New Germany, Abingdon: Routledge.
|
|
|
PIR-20075 |
Balkan Politics and Society |
O |
M
|
7.5 |
15 |
|
|
This module will introduce students to Balkan politics and society after the Second World War. It will focus on the evolution of a select group of communist and post-communist countries in the Balkan region - Bulgaria, Romania and Yugoslavia. The main themes covered by the course are: images of the Balkans; local traditions and peculiarities; underdevelopment, modernisation and dependency; communist takeovers; the adaptation of Soviet models after 1944; repression, reform, and dissent; the collapse of communism; majorities, minorities, and ethnic cleansing; democratisation; the political economy of the new democracies; the successes and failures of Western and Westernising policies in the region.
The module consists of 15 lectures and 5 tutorials. The final module mark is based on: 2000-word essay (50%); 2-hour unseen written exam (50%).
|
|
|
PIR-20075 |
Balkan Politics and Society |
EP |
M
|
7.5 |
15 |
|
|
This module will introduce students to Balkan politics and society after the Second World War. It will focus on the evolution of a select group of communist and post-communist countries in the Balkan region - Bulgaria, Romania and Yugoslavia. The main themes covered by the course are: images of the Balkans; local traditions and peculiarities; underdevelopment, modernisation and dependency; communist takeovers; the adaptation of Soviet models after 1944; repression, reform, and dissent; the collapse of communism; majorities, minorities, and ethnic cleansing; democratisation; the political economy of the new democracies; the successes and failures of Western and Westernising policies in the region.
The module consists of 15 lectures and 5 tutorials. The final module mark is based on: 2000-word essay (50%); 2-hour unseen written exam (50%).
|
|
|
PIR-20076 |
Contemporary International Relations Theory |
EP |
C
|
7.5 |
15 |
|
|
This module provides students with a broad theoretical understanding of the main areas of study in International Relations. It introduces students to the most influential ideas and writings in the field of IR. Through the in-depth analysis of leading scholars it analyses the methods that underpin contemporary interpretations of international relations. It enables students themselves to critique the various theoretical approaches involved with researching and writing about international relations. Throughout the module, there is a strong emphasis on applying the concepts and problems of IR theory to contemporary events. The 15 one-hour lectures explain the various approaches to interpreting IR. The 7 one-hour meetings of each tutorial group compare how particular themes in international relations are addressed by authors from different schools of thought, employing small-group work and plenary discussion amongst the whole class. |
|
|
PIR-20078 |
Russian Politics and Society |
EP |
M
|
7.5 |
15 |
|
|
The theme of this module is the most important political experiment of the twentieth century - the attempt to build communism in Russia. We look at:
* the ideological, cultural and political origins of communism
* the political, economic and social systems created under Lenin and Stalin
* the gradual decline of the Soviet system under Stalin's successors
* the causes of the collapse of Soviet communism in the Gorbachev period
* communism's legacy and the postcommunist Russian political system
* prospects for democracy in contemporary Russia
The module will consist of 12 lectures and 8 x 1 hour tutorials.
Assessment is via a portfolio of short blogs on tutorial content (total 3000 words) and a final seen examination, which will address the 'big' questions raised by the module content: what was communism's appeal, what were the structural problems of the Soviet system, why did this system eventually collapse, what is its legacy, and where is Russia heading in the current period.
Indicative reading: Robert Service: The Penguin History of Modern Russia: from Tsarism to the Twenty-First Century (3rd edition 2009); Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al, Developments in Russian Politics 7 (2009) |
|
|
PIR-20078 |
Russian Politics and Society |
O |
M
|
7.5 |
15 |
|
|
The theme of this module is the most important political experiment of the twentieth century - the attempt to build communism in Russia. We look at:
* the ideological, cultural and political origins of communism
* the political, economic and social systems created under Lenin and Stalin
* the gradual decline of the Soviet system under Stalin's successors
* the causes of the collapse of Soviet communism in the Gorbachev period
* communism's legacy and the postcommunist Russian political system
* prospects for democracy in contemporary Russia
The module will consist of 12 lectures and 8 x 1 hour tutorials.
Assessment is via a portfolio of short blogs on tutorial content (total 3000 words) and a final seen examination, which will address the 'big' questions raised by the module content: what was communism's appeal, what were the structural problems of the Soviet system, why did this system eventually collapse, what is its legacy, and where is Russia heading in the current period.
Indicative reading: Robert Service: The Penguin History of Modern Russia: from Tsarism to the Twenty-First Century (3rd edition 2009); Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al, Developments in Russian Politics 7 (2009) |
|
|
PIR-20080 |
Sport in America: Field Experience Module in the United States |
EP |
C
|
7.5 |
15 |
|
|
The best way to learn about sport in the United States is to experience
it firsthand. It is hard to get an accurate picture of sport without some
sort of direct experience as a participant or spectator. To make sense of
sport in a foreign country requires understanding both the sport and the
culture of that country.
You will compare your own observations to the picture of American sport
portrayed in the academic literature. You will spend 10 days in
the United States attending various sporting events, talking to people
involved with sport, such as athletes, administrators and coaches in order
to get a sense of how it operates and what it means to people in the
United States.
Here are some key questions and the activities (these are
only indicative: the actual events offered will depend on the season,
schedules, and location of the trip):
Are people really as obsessed with sport in high school as depicted in
cinema films?
You will attend a high school football match (complete with cheerleaders
and marching band) to get a sense of its role in secondary education.
Why is sport in universities so important?
You will attend a university football match before an audience larger than
at most Premiership Football grounds. Beforehand, you will experience a
tailgate party as well as talking to alumni, students and administrators
about what football means to them.
What is the status of women's sport?
You will attend a women's soccer match and discuss this topic
with women athletes, administrators, and coaches.
You will be accompanied by a university instructor, who will help
provide context to the events, experiences and discussions you encounter
on the module. There are additional costs associated with undertaking
this module: return flight to the United States, insurance, accommodation,
living costs and the price of entry into the events. Some financial help
may be available to students in receipt of a mean-tested grant.
|
|
|
PIR-20082 |
Work Experience in Politics, International Relations and Philosophy |
EP |
C
|
7.5 |
15 |
|
|
In a competitive job market, understanding how the professional work place functions, and knowing how to identify and demonstrate the kinds of attributes and skills needed for a chosen field, are keys to securing desirable employment after graduation. Enhancing ‘employability’ is a major focus of the Keele Distinctive Curriculum, and SPIRE has always provided excellent support for our students’ career planning. This module is designed to enable students to gain work-based experience in a professional context and to reflect, in an academically informed and discipline-specific way, on their own capabilities, attributes and career plans.
The module consists of five taught workshops in Semester 1, where students are introduced to the theory behind work-based learning and given practical instruction on finding, carrying out and reflecting on a work-based learning experience. Students must find a suitable organisation or company that is willing to take them on for a 75 hour 'placement' which must be completed before the start of the examination period in Semester 2. The terms of the students' time with the organisation/company are to be negotiated and formalised in a 'work-based learning agreement' signed by the student, work supervisor, and Head of School for SPIRE.
Students must meet with their work experience tutor for discussion of the work-based learning and progress on assessments; two (compulsory) half-hour one-to-one sessions are scheduled over the course of the module. Students' completion of the 75 hour work experience period will be monitored and verified by the participating work supervisor in the institution/company where the work experience is undertaken.
The module is assessed though a 2,000 word academic essay which brings together the theoretical and practical dimensions of the work experience (worth 35%, due in Semester 1) and a portfolio comprising 6 documents (a skills audit, a CV, a covering letter, a learning agreement, a work-based learning report, and an evaluation of the student's work by the work supervisor in the organisation/company) (worth 65%, due in Semester 2).
|
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-20046 |
Politics - Study Abroad V |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20047 |
Politics - Study Abroad VI |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20061 |
Peace, Conflict and Security: Theories and Practice |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the problem of security as it is addressed in the academic discipline of International Relations and as it is understood by practicioners of international politics at the level of governments and other kinds of actors in world politics. The study of security is still the single most influential sub-discipline within International Relations and the search for security in its various forms is at the heart of many activities and policies at the international level. Through this module students become familiar with the key conceptual debates in the literature on international security and come to appreciate the implications of these debates for events in the real world of international politics. They develop the ability to apply a range of relevant ideas about the nature of conflict and conflict resolution to gain a critical understanding of how security questions develop and how the security agenda is shaped, looking especially at the elements of continuity and change in the security agenda since the Cold War began to wane in the mid-1980s through to the 2010s.
In addition to learning how to analyse key aspects of the security problematique - a set of problems, concepts, and theoretical debates that still lie near the heart of the discipline of International Relations - students refine their ability to conduct independent research, to evaluate and employ abstract concepts and theories in making sense of and evaluating potential solutions to real-world problems, and effectively to communicate complex arguments supported by appropriate evidence.
The final module mark is based upon the following: 750-word annotated bibliography (15%); 2,000 word essay (45%); 2-hour unseen written exam (40%). |
|
|
PIR-20064 |
International Relations of the Environment |
EP |
M
|
7.5 |
15 |
|
|
As a global society of increasingly interdependent states, the world faces numerous problems stemming from the depletion of natural resources such as fish, forests, hydrocarbons and water and the deterioration of various aspects of the natural environment. Most of these are examples of common problems (we all independently experience them to varying degrees) or also shared problems (what each of us does or doesn't do about them affects how they are experienced by others). This poses many challenges for the development of national and international policies that will effectively address the global environmental agenda.
Through a detailed examination of a selection of international environmental issue areas, students are introduced to some of the key analytical themes from the academic literature on the international relations of the environment. This enables students to analyse a number of common or shared conservation and environmental protection challenges that many states and parts of the world face, and to critically evaluate the proposed solutions.
The issues and themes covered in the module usually include: how issues get on the international environmental agenda; the environment in international affairs; the contribution of the discipline of IR to understanding international environmental affairs; patterns of sovereignty and jurisdiction affecting transboundary resources and pollutants; actors, factors and effectiveness in international environmental regimes; environment and security; the International Whaling Regime; The African Elephant in international trade; high seas fisheries; tropical rainforests; the ozone layer; climate change; trade and the environment. Other topics which sometimes feature in the module include: Antarctica; the deep seabed; the global trade in hazardous waste; persistent organic pollutants.
There are 15 one-hour lectures. Each tutorial group meets fortnightly for a total of 5 one-hour sessions. Students work in teams to coordinate their class contributions as well as working individually on the topics which especially interest them, further developing their ability to conduct research using a variety of sources in order to analyse some of the policy problems encountered in the quest for ecologically sustainable development.
In the 2012-13 academic session, the sequence of lecture topics will probably be as follows:
The environment in world politics
The environment in the discipline of International Relations: prominent approaches
The environment and security
Global health and security
Actors, factors and effectiveness in environmental cooperation
Governance and the commons
The tragedy of the commons
Governing the seas: the sea in international politics and international law
Fisheries: the high seas and straddling stocks
Sustainable use of wildlife, a tenuous concept? The cases of the Great Whales and African Elephants
The politics of risk: biosafety in global politics
Biopiracy: biodiversity and equity at the global level
The Battle of Seattle: the environment and international trade in the globalising world
Saving the ozone layer
The mother of all battles: the development of the global climate change regime.
The tutorials are usually organised around the analysis of the following areas in the International Relations of the Environment:
1. Introduction to the subject and the format of the module
2. Environment and security
3. New frontiers and the management of new commons: the oceans, the deep seabed and Antarctica
4. Managing the conservation and exploitation of transboundary resources: the case of the Great Whales
5. The atmosphere: international cooperation to save the ozone layer and combat climate change.
The final module mark is based upon the following: short oral presentation to the class (10%); 2,000 word essay (40%); 2-hour unseen written examination (50%). |
|
|
PIR-20065 |
The Practice of Politics |
EP |
C
|
7.5 |
15 |
|
|
This module involves exploration of a number of interrelated personal and political questions. Through engaging with the module fully, you will, by the end of it, have clearer answers to at least some of the following questions:
Personal Development
- What am I good at?
- What do I enjoy doing?
- What are my motivations?
- What are my priorities?
- How can I become more effective?
Future Careers
- What is it like to work in various different kinds of political career?
- How do careers develop?
- What kind of work do I want?
- What do I need to do in order to get the kind of work I want?
Political Action
- How can I communicate about politics more effectively?
- What are the techniques used by the most effective public speakers?
- How can I influence others?
- How can I improve my people skills?
- How can I be an effective leader?
Political Communication and Leadership
- When are political leaders effective?
- When do campaigns succeed?
- What are the features of effective public speaking in a variety of contexts?
The module will be taught in 12 x 2-hour workshops which will consist of a combination of instruction, small and large group discussion and practical exercises. Rather than prior reading the focus will be on practical activities in the workshop and reflection or other activitiesafterwards. Participants will also be given the opportunity to practice public speaking and media and interview skills as part of a presentation day.
Assessment will be through a research report which involves either a study of an individual political leader, a policy brief on a current controversy, or an analysis of great political speeches (worth 40% of marks), and a portfolio including a number of reflections on individual skill areas, as well as a number of documents relating to the process of career management and development (60%). |
|
|
PIR-20066 |
Freedom and Equality |
O |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
|
|
PIR-20066 |
Freedom and Equality |
EP |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
|
|
PIR-20068 |
Why Policy Changes |
O |
C
|
7.5 |
15 |
|
|
Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark). If you're after some indicative reading, try John Kingdon's Agendas, Alternatives and Public Policies or Michael Hill's The Public Policy Process.
If you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
|
|
PIR-20068 |
Why Policy Changes |
EP |
C
|
7.5 |
15 |
|
|
Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark). If you're after some indicative reading, try John Kingdon's Agendas, Alternatives and Public Policies or Michael Hill's The Public Policy Process.
If you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
|
|
PIR-20074 |
British Government and Politics |
EP |
M
|
7.5 |
15 |
|
|
This module seeks to offer an in-depth analysis of the British system of government and its politics
more broadly, including the constitution; the government; Parliament; parties and the party system; elections and voting; the role of interest groups; policies; constitutional reform; and the impact of the European Union. The final module mark is based upon completion of a portfolio (40% of overall module mark) and a 2 hour exam (60%). |
|
|
PIR-20077 |
Comparative Political Analysis |
O |
M
|
7.5 |
15 |
|
|
Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world.
This module investigates how and with what success Comparative Politics has sought to answer questions such as the following:
• What shapes the distribution and effectiveness of political participation?
• Why do people vote the way they do?
• 'what are the effects of electoral systems?',
• How do political parties organise and compete?
• Why do political executives dominate the legislature in some countries and not in others?
• Can we predict which government coalitions will form and what factors are most likely to cause them to collapse?
• What are the differences between federalism and regionalism and which is the most efficient territorial distribution of political power?
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
A useful volume for preparatory reading is Caramani, Daniele (ed) (2011) Comparative Politics, 2nd edition, Oxford: Oxford University Press. |
|
|
PIR-20077 |
Comparative Political Analysis |
EP |
M
|
7.5 |
15 |
|
|
Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world.
This module investigates how and with what success Comparative Politics has sought to answer questions such as the following:
• What shapes the distribution and effectiveness of political participation?
• Why do people vote the way they do?
• 'what are the effects of electoral systems?',
• How do political parties organise and compete?
• Why do political executives dominate the legislature in some countries and not in others?
• Can we predict which government coalitions will form and what factors are most likely to cause them to collapse?
• What are the differences between federalism and regionalism and which is the most efficient territorial distribution of political power?
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
A useful volume for preparatory reading is Caramani, Daniele (ed) (2011) Comparative Politics, 2nd edition, Oxford: Oxford University Press. |
|
|
PIR-20081 |
The Politics of the European Union |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the study of the European Union and its historical setting, then proceeds to describe and analyse the workings of its main institutions and selected policies. The institutions covered are the Commission, Council of Ministers, the European Parliament and the Court of Justice. Issues discussed include 'how democratic is the EU', 'how does the EU change the domestic politics of its members', 'is the EU a global power?, and finally 'what is the effect of new countries joining the EU'. The assessment for this module is based on: one 2,000-word essay (50%), and one 2-hour unseen written examination (50%). |
Politics Major - Level 3 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
+
|
PIR-30094 |
The Global South |
EP |
M
|
7.5 |
15 |
|
|
Module Aims:
a. To investigate The Global South from international relations and political science perspectives;
b. To communicate regional understandings of the Indian Ocean and the Asia-Pacific;
c. To review and analyse the growing literature on justice, sovereignty, environment and security in the Global South;
d. To critically evaluate both theoretical and empirical writings which pertain to concepts of a North-South dichotomy;
e. To investigate current literature on the central dimensions of critical geo-politics;
f. To cultivate the critical skills needed to analyse the impacts of globalisation on majority worlds;
g. To enable students to gain experience of individual research by gathering, organising, and deploying information (from primary and secondary sources), and by identifying, analysing and advocating potential solutions to problems
h. To enable students to improve their oral presentation shills and to gain experience of participating in and facilitating group discussion.
i. To communicate current debates and areas of new research in relation to major, contemporary issues pertaining to the Global South.
|
|
|
PIR-30101 |
Russia and Europe: Hopes for Partnership, Legacy of Confrontation |
EP |
M
|
7.5 |
15 |
|
|
Following a brief period of euphoria after the end of the Cold War, Russia seems to be drifting apart from its neighbours and partners in Europe. This module examines the evolution of different social, political and economic forces that shape Russia and Europe. It addresses deep-seated differences on sovereignty, democracy, human rights and security that explain Russia's uneasy relationship with NATO and the European Union.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30108 |
Proliferation |
EP |
M
|
7.5 |
15 |
|
|
The aims of this module are to: (1) enable students to develop an informed understanding of the changing agenda of arms control in the post Cold War era and of the policy conflicts encountered in shaping the agenda of weapons proliferation control; (2) enable students to identify the political, technological, economic and moral factors that affect the formation, evolution and effectiveness of formal and informal multilateral and global regimes relevant to proliferation control
Students will learn about the various factors affecting the agenda, modalities and outcomes of international proliferation control efforts, through conducting in-depth evaluations of the development, implementation and effectiveness of proliferation control policies in specific issue-areas. How does the Nuclear Nonproliferation Treaty work? What improvements need to be made to it? Why do some countries abandon weapons of mass destruction programmes while others try to develop or acquire such weapons? What can the international community do to persuade "threshold states" not to become nuclear weapons powers? Do "carrots" work better than "sticks?" What factors affect the likely effectiveness of efforts to coordinate export control policies covering conventional and non-conventional weapons and related technologies? Should bullets, mines and cluster bombs be as important as nuclear, chemical and biological weapons on the proliferation agenda of states, international organisations and the campaigning groups to be found in civil society? Are different dynamics at play when the agenda shifts to the humanitarian or human security level as distinct from the security of states?
Students will develop their communication, team-working and leadership skills through giving presentations as part of a team in charge of leading their seminar group on two occasions, as well as refining their analytical and other intellectual skills.
The assessment format is: two individual oral presentations as part of your student team (10% of the module mark, in total); 2500 word essay (40% of the module mark); 2-hour unseen exam (50% of the module mark).
The requirement to deliver two oral presentations in class helps each student to engage regularly with the module in a focussed, in-depth manner. It also gives them the opportunity to receive detailed feedback on their understanding of the content of the module very regularly from the Tutor who, in the course of his career, has actually worked on proliferation issues in the British government as well as researching and writing on them as a University academic.
The seminars usually adhere to the sequence of topics outlined below:
1. Organisational meeting
2. Arms Control during the Cold War: Experience and Legacy for the Post-9/11 Era (presentation by the Tutor)
3. The Nuclear Non-Proliferation Regime: the Non-Proliferation Treaty and IAEA nuclear safeguards; the prospective nuclear "Fissban", and the struggle for the Nuclear Test Ban
4. "Nuclear Repentance" - the cases of Brazil, Argentina, South Africa and Libya
5. Crossing the nuclear threshold: India and Pakistan and stability in South Asia
6. Threshold Cases: Iraq
7. Threshold Cases: Iran and North Korea
8. Poor Man's Armageddon? Chemical and Biological Weapons
9. The arms bazaar and arms export control regimes for big-ticket conventional weapons and for ballistic missiles
10. Micro-disarmament: an humanitarian agenda? The cases of anti-personnel landmines, cluster munitions and the trade in small arms and light weapons
11. Feedback, feed forward and reflections on the module: the Tutor gives generic feedback on the essays (prior to written individual feedback) and "feed forward" for the exam (advice on exam preparation, informed by the Tutor's reflections on past student performance in answering exam questions on the topics covered in the module.)
|
|
|
PIR-30117 |
The U.S. Presidency |
EP |
M
|
7.5 |
15 |
|
|
The high profile of the U.S. presidency is undeniable. Whether occupied by a Bush or an Obama, the office is also perceived as one of the most powerful institutions in the world. Yet, in a political system designed around a separation of powers, the capacity to lead is not guaranteed. This module allows you to consider the different techniques presidents use to lead and whether those techniques work.
The module is taught in two-hour seminars and is assessed by a three-section portfolio (60%) and examination (40%). The portfolio is an opportunity for you to examine presidential leadership in a series of policy areas of your choice, while the examination asks you to consider the strengths and weaknesses of scholarship on the presidency.
The set text (and so, pretty good indicative reading) is George Edwards and Stephen Wayne's Presidential Leadership.
|
|
|
PIR-30118 |
Policing International Order |
EP |
C
|
7.5 |
15 |
|
|
Policing is an international activity As a key component of post-Cold War liberal strategies, police reform became central to international projects that aimed to transform $ùweak states&© into apolitical rule of law zones governed through security practices. From having a marginal role in UN peacekeeping operations, policing very quickly established itself as an indispensable aspect of international security.This role was further enhanced in the wake of terrorist attacks on New York, London, Madrid and Bali. Together with NGOs and state development agencies, the UN, the EU and the OSCE have been instrumental in the resultant internationalization and militarization of the police in the international realm. This module draws upon criminology, history, international relations and political philosophy in order to explore the causes and consequences of this development and to assess its impact on post-conflict societies. |
|
|
PIR-30119 |
The Extreme Right in Western Europe |
EP |
M
|
7.5 |
15 |
|
|
Right-wing extremist parties have experienced success in elections in a number of countries in Western Europe over the last three decades. This phenomenon has attracted widespread attention, both in the media and in academic circles, sparking a number of frequently asked questions: why have these parties suddenly become electorally successful? What exactly do they stand for? What kind of people vote for them? Why do people vote for them? Why have they experienced more success in some countries than in others? Should we be worried about their rise? And what can we, or mainstream political parties, do to counter their rise?
This module aims to examine all these questions. Rather than adopting a country-by-country approach it follows a thematic structure. It begins by exploring the different theories and debates that seek to explain why right-wing extremist parties have emerged in Western Europe in the contemporary period (Session 2). Then it turns its attention to the concept of right-wing extremism itself and investigates what characteristics a party might have if we are to label it an ‘extreme right’ party and what makes an extreme right party different from other types of party (Session 3). The next two sessions then examine the ideologies of different right-wing extremist parties across different West European countries (Session 4) and explore who votes for these parties and why (Session 5).
Having established what these parties stand for and who votes for them, the module then tackles the question of why some right-wing extremist parties (in various countries and at different points in time) have been electorally more successful than others (Session 6). It then goes on to explore the impact that (successful) right-wing extremist parties have had on public debate, policy-making and party competition over the last 30 years or so (Session 7), and it explores the various consequences of this increased influence for the extreme right parties themselves – including pressures to moderate their ideology, and internal struggles and splits (Session 8). The final substantive session (Session 9) then considers how mainstream parties have attempted to counter the rise and growing influence of the parties of the extreme right.
The module is delivered in weekly two-hour seminars over ten weeks. Assessment is based on: 0% group presentation; 50% 2,500 word essay; 50% 2-hour unseen examination.
|
|
|
PIR-30124 |
Urban Politics |
EP |
M
|
7.5 |
15 |
|
|
This module will provide students with an in-depth and systematic understanding of recent
developments and issues in urban and regional governance in the UK. It seeks to widen students&© understanding of subnational levels of governance within the UK state and to engage them with recent institutional, theoretical and conceptual changes in urban politics. The final module mark is based upon the following: a 2,500 word essay (50%); a 2-hour unseen written exam (50%) and a presentation (0%).
|
|
|
PIR-30135 |
Regime Change in the Balkans |
EP |
M
|
7.5 |
15 |
|
|
Regime change in the Balkans is perceived as unfinished and problematic more than two decades after the collapse of communism. This module will introduce students to the communist and post-communist politics of Albania, Bulgaria, Romania, and the republics and regions of former Yugoslavia, within the context of change in the wider Balkans and Eastern Europe. The main themes covered by the course are: images of Balkan underdevelopment; the legacies of Sovietisation and national communism; transitions and modernisation in the new Balkan democracies; national, ethnic and religious problems; federalism, separatism and secession; the Yugoslav crisis zone; the place of the Balkans in European integration.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30140 |
The Left in Modern Politics: Challenging the Political Order? |
EP |
M
|
7.5 |
15 |
|
|
The centre-left, or social democratic parties - ranging from the British Labour party to the Swedish Social Democrats to the American Democratic party - have witnessed ideological change over the past twenty years as well as more recently, electoral failure. At the same time, in western Europe, small parties to the left of social democrats, the so-called radical left parties such as the Dutch Socialist party or the German Left party, have now become formidable challengers to the social democrats. This module explores the rise and relative fall of social democratic parties, reasons for the rise in the 21st century of the radical left as well as green parties, and non-party challengers such as the anti-globalisation and Occupy movements.
Assessment will involve individaul student presentations of an essay topic they will develop with advice from the module tutor, the essay itself (50%) and a final essay-based examination (50%). |
|
|
PIR-30143 |
The Modern Middle East: Conflict, Competition and Cooperation |
EP |
C
|
7.5 |
15 |
|
|
This module aims to acquaint students with the domestic politics, foreign policies, and international relations of the Middle East region, stretching from Morocco in the West to Iran in the east. Students will be encouraged to develop a critical awareness of the historical, social, political and geopolitical transformations of Middle Eastern states by (a) acquiring knowledge of important actors and events in the region, and by (b) developing a critical understanding of the key scholarly and popular debates about domestic and international politics of regional states. Material covered will include the historical formation of the state system in the Middle East region; the role of collective identities and political ideologies in the politics of the region; the Cold War period and its impact on Middle East politics; Civil Wars in the Middle East and North Africa, the Arab-Israeli Wars; the Palestinians and the Peace Process; Iraq's Wars and Reconstruction; and American Middle East policy. |
| Semester 1-2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-30130 |
Dissertation in Politics and IR - ISP |
C |
C
|
15 |
30 |
|
|
Thinking of writing a dissertation in Politics or International Relations in your final year? Interested in the opportunity to examine and investigate a specific topic, question or issue of your own choosing, in considerable depth? If so, this module is for you.
You may write a dissertation on any topic in Politics or International Relations that is of interest to you, and we will organize supervision from the most appropriate member of academic staff within SPIRE. You will meet regularly with your supervisor throughout the year and he or she will provide you with guidance and advice at every stage of your project – from initial ideas and thoughts, to what to read, to how to structure your dissertation. In addition, in Semester 1 you will attend weekly one-hour seminars (over ten weeks) in which you will obtain further guidance on how to successfully undertake and complete a Level 3 dissertation in Politics or International Relations.
In these ten teaching sessions, and as a result of supervisory meetings, you will develop your own research skills, including your ability to identify a dissertation topic and to formulate appropriate research questions, your ability to find literature relevant to your chosen topic, your ability to apply or develop theoretical and conceptual frameworks, your ability to identify and collect appropriate evidence, and your ability to apply critical skills to formulate arguments, analyse evidence and reach persuasive conclusions. You will also develop your capacity to conduct independent work and manage your time, and your ability to plan, structure and complete a substantial piece of written work.
Completing a dissertation will enable you to develop key research skills, problem solving skills, critical thinking skills, information handling skills, and written communication skills. It will also demonstrate that you have a clear ability to work independently and autonomously and to plan your activities and manage your time. All these skills are very transferable and are extremely valuable for life after Keele, whether that be in postgraduate study or in the workplace.
The module is a 30 credit module and runs over both semesters. Assessment is based on a 1,500 word portfolio (submitted in December) which counts for 20% of the module mark, and a 8,500 word dissertation (submitted in late April or early May) which counts for the remaining 80% of the module mark.
|
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-30112 |
The Northern Dimension: Resources, Environment and Security in the Arctic |
EP |
C
|
7.5 |
15 |
|
|
Bringing the Arctic to Keele. Taking Keele to the Arctic!
Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change.
The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour?
The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module.
Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops.
A range of generic employability skills are firmed up in this module - oral presentation, team-working, independent working etc, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!"
Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing all 166 past student websites for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation!
The assessment format is: 10% individual oral presentation; 40% 2,500 word essay/article; 50% individual website.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
EP |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30128 |
Protest and social movements |
EP |
M
|
7.5 |
15 |
|
|
This course is about social movements and their role as vehicles of political protest and political and social change. Social movements are a universal phenomenon in modern societies and they have provoked controversy because they are generally critical of important features of the political or social system. Their critics might see them as extremists or hopelessly utopian while their supporters see in them the hope of more democracy or a better kind of society. The academic analysis of social movements does not escape these controversies, so one task that we will face in assessing different approaches to the study of social movements will be to disentangle the different views of the social world that underlie conflicting theories of protest and social movements.
You will be expected to be able to comment on the strengths and weaknesses of explanatory theories of social movements, to place movements in a wider context and to assess the power relations and social forces that shape the political environment of social movements. The cases that we examine include: recent protests in Britain, protest against authoritarian regimes such as those in China, Burma and Eastern Europe pre-1989; protest movements in the global South such as the Zapatistas in Mexico, and feminist and environmental movements in Europe and North America. The themes that we cover include the place of protest in democracy, the evidence about how participates in protest and why, the kinds of protest action that social movement groups choose to pursue, the influence of the state and policing on protest, how radical activists organise and create alternative communities, and the different theoretical approaches to social movements.
|
|
|
PIR-30129 |
Environmental Politics in the USA |
EP |
M
|
7.5 |
15 |
|
|
The United States has a complex record of addressing environmental problems. Between 1965 and 1980 the country experienced a "golden age" of environmental policymaking when numerous laws were enacted to tackle problems such as air pollution, water pollution, and waste. Few new laws have been enacted in recent decades, however, leading some commentators to talk about "environmental gridlock" and describing the United States as a climate change "laggard". This module will examine the factors that drive environmental policymaking. Attention will be given to the nature of environmental problems, the role of interest groups and public opinion, and the way that political institutions and systems effect policymaking. Students will be required to write a position paper and a short research paper as part of their assessment, and will also be required to sit a two-hour examination.
|
|
|
PIR-30131 |
Education Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
Education has been the battleground for many competing policy ideas of the left and right. What ideologies and values drive policies in education? How do policy specialists analyse and compare these different approaches? This module will develop your skills in evaluating education policies. You will research and present answers to questions such as &«do religious schools teach more effectively and drive up overall test scores,&ª &«what effect do league tables have on teaching and the curriculum in schools and universities,&ª and &«do higher fees drive down student access to universities?&ª
The module will identify frameworks that analysts use to study policies and practice using them on case studies. The content will consist of a comparison of education systems in the United Kingdom and United States, focusing on secondary and higher education. The two systems copy each other's policies, but have many stark differences in approach. Some key themes include the separation of church and state, local versus national control over schools and universities. Some previous study of public policy would be helpful, but is not required. |
|
|
PIR-30134 |
British State and Society during the Cold War |
EP |
C
|
7.5 |
15 |
|
|
This course offers an in-depth look at Britain's Cold War policies, and the multiple relationships between Britain's external policies and domestic politics and culture during the Cold War. Broadly speaking, it uses primarily a historical perspective to ask what was Britain's role in the Cold War, and how did the Cold War affect British people?
The module begins with an examination of why Britain chose to develop and to sustain its own nuclear weapon; and it contemplates the basis of Britain's security policy through an exploration of British intelligence and perceptions of the Soviet threat. It entertains in detail the reasons for and implications of Britain's civil and home defence policies, and considers domestic films about the implications of nuclear war and the plans government drew up to cope (or not) with apocalypse.
It then moves on to contemplate Britain's internal security regime, examining the state's perceptions of domestic enemies and the measures established to deal with them. Further, it considers dominant political discourses in the Cold War, and the dissemination, assimilation or rejection of these discourses, through an examination of British politics, and key films and novels of the Cold War era. For example, did the American CIA influence British party politics? Or what can James Bond tell us about ideas of the enemy in the Cold War climate?
Students also have the opportunity to examine primary documents about the period, to visit the nuclear bunker at Hack Green, and to imagine what would have happened if nuclear war had come to Cold War Britain....
Suggested reading:
Peter Hennessy, The Secret State: Whitehall and the Cold War (Penguin, 2003)
Sean Greenwood, Britain in the Cold War, 1945-1991 (Macmillan, 1999)
Tony Shaw, British Cinema and the Cold War (IB Tauris, 2000)
Stephen Whitfield, Culture and the Cold War (John Hopkins, 1991)
Teaching format: weekly 2-hour seminars
Assessment: 30% Paper, 10% Class Participation, 60% Essay
|
|
|
PIR-30139 |
Sustainability and Social Justice |
EP |
M
|
7.5 |
15 |
|
|
How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time.
This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered.
The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a seen exam. There is a public poster session to showcase student research at the end of the semester.
|
|
|
PIR-30141 |
The Other Middle East: Powers, Peoples and Politics |
EP |
M
|
7.5 |
15 |
|
|
The present module aims to develop a critical understanding of the public and scholarly debates about the political actors, ideologies, and processes that shape politics and international relations of the contemporary Middle East. Students will be expected to evaluate and situate ideas (including their own) into these debates and present coherent and well-studied arguments in seminars as well as in assignments. Seminar topics will include: The political challenges of the non-Arab Middle East (Turkey, Israel, and Iran); the role and status of ethnic and religious minorities in the Middle East; religious revivalism and identity politics; democratization and political reform; and gender and human rights in the region.
|
|
|
PIR-30142 |
Modern Russia |
EP |
C
|
7.5 |
15 |
|
|
The collapse of the Soviet Union and Soviet communism in 1991 was one of the most dramatic events of the late Twentieth Century. This module explores in detail the politics of the post-Soviet successor states, particularly Russia. It asks what kind of politics has emerged from the wreckage of the communist system, and investigates why the early hopes of rapid moves towards democracy and a more effectively functioning economy have been frustrated.
Topics covered will include: the Yeltsin, Putin and Medvedev presidencies, the oligarchs and the criminalisation of the Russian state, Russian national identity, civil society and its opponents, the wars in the Caucasus and their impact, nationality policy, regionalism and federalism, models of contemporary Russian politics, politics elsewhere in the former Soviet Union, esp. Ukraine and Belarus, Russian foreign policy.
Assessment will involve a student led seminar (30%), a portfolio of seminar related activities (20%) and a long research paper on an aspect of contemporary post-Soviet politics.
Background Reading: Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al (eds), Developments in Russian Politics 7 (2009); Stephen white, Understanding Russian Politics (2nd edition, 2011) |
Politics Minor - Level 1 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-10038 |
Why Politics Matters |
C |
C
|
7.5 |
15 |
|
|
This module provides an introduction to politics that strips it back to its essentials. We examine the core debates in the subject and show why argument and disagreement are perennial features of modern politics but also why politics is an integral feature of modern societies.
Core questions in the first part of the course include - where does politics happen? Is it only about government, or can it also include politics in our daily lives, such as who looks after the children? Are we under the thumb of a ruling elite or does democracy mean that power is diffused widely in society? If democracy was the greatest political achievement of the twentieth century, is it now in trouble? Are people now more disenchanted with politics and are politicians less honest and more corrupt than they used to be? Has the state interfered too much in our lives or should government being doing more? What makes a good citizen and does being a good citizen include saying no to governments on occasion? There are no easy or universally-agreed answers to these questions, but trying to answer them will help you understand the forces that shape the world you live in, the choices that you have about how to live your life, and you will also learn how mere opinions do not make good political arguments.
In the second part of the course you will deepen your understanding of the role of conflicting values in politics by working in a small group to understand how a contemporary political issue can be seen differently by different ideologies such as liberalism, conservatism and socialism. Even if you don't think of yourself as political, you will learn how you take political decisions and express political views every day. This module will allow you to understand why politics and your role in it matters.
The course structure is based on whole group lectures and weekly seminars. You will study a workbook of readings and complete a range of tasks that will help you prepare for the seminars, write your essay and prepare for a small group presentation to the rest of your seminar group. You will receive guidance on how to build up a portfolio of research notes from lectures and reading and you will receive feedback on three pieces of assessed work: a book review done as a short class test (25%); a group presentation (25%) and a 1,500 word essay (50%).
|
|
|
PIR-10041 |
Introduction to International Relations |
EP |
M
|
7.5 |
15 |
|
|
This module is designed to provide a clear introduction to the academic study of International Relations and is useful to both beginning International Relations students and to students who would like to simply to find out what the subject is about and explore a few topics or issues in the module that particularly interest them. The module shows how the modern "society of states" came about and was affected by various factors such as nationalism and other ideologies, technology and a globalizing capitalist economy. It also gives students a basic understanding of the "traditional" perspectives in the academic discipline of International Relations and helps them to distinguish between these schools of thought.
The ten topic-based lectures are accompanied by eight weekly meetings of each small seminar group. The seminar meetings fall into two kinds. In roughly half the seminars, students learn how to perform effectively in core aspects of University-level study such as: researching, planning and writing an essay; and examination preparation and technique. The other half of the tutorial meetings are devoted to discussion of the topics covered by the module, including: the evolution of the modern states system; Realist and "Idealist" perspectives on IR, violence and war; order, justice and fairness in international society; sovereignty and humanitarian intervention; and the transition from international to global society. Half way through the module, students receive a one-to-one personal meeting with their Module Tutor (lasting approximately ten minutes) in which they receive feedback on their essay plans and can discuss their progress in the module in general. Assessment format: 3-400 word essay plan (0% of the module mark, but non-submission of the essay plan will automatically trigger failure of the module); 1,000-word essay (50% of the module mark); two-hour unseen exam (50% of the module mark).
|
|
|
PIR-10043 |
The Changing World: A History of International Relations since 1945 |
EP |
C
|
7.5 |
15 |
|
|
This module is designed to give a clear introduction to the academic study of International History within the discipline of international relations. It is useful for students of international relations, and also to students who would like to find out more about trends in world history and about key international events from the end of the second world war to the present day. The module covers the rise and fall of the Cold War, the global Cold War in Korea and Vietnam, European integration, decolonisation and nation building in Africa, the modern origins of the Arab Israeli conflict, the Yugoslavian civil wars, international terrorism and American foreign policy in the 1990s to the present.
The ten topic-based lectures are accompanied by ten weekly meetings of small tutorial groups. In these tutorials, students will have the opportunity to debate key themes and questions on topics covered by the lectures. One tutorial will provide the opportunity for students to 'role play' the positions of different actors in a particular international crisis. Preparation for the tutorials is deliberately integrated into the assessment format: students will be able to use their preparatory work, and the skills developed in tutorials, in order to conduct the assessments. Students will be expected to prepare independently for seminars, but will work in small groups during the tutorials. There will also be two tutorials focused on study skills, specifically on using sources and on essay writing.
The assessment for this module is 40% critique, and 60% essay. The critique is an opportunity for students to develop their skills, and to receive tutor feedback, in formulating an argument. Students will be expected to analyse one of the historical debates discussed in tutorials and to present their own argument supported by appropriate evidence. The essay will be submitted at the end of the course. Students will also have the opportunity to conduct a short referencing exercise, and to write a commentary on some of the source material discussed in the lectures. These assessments will not count towards the final mark. |
|
|
PIR-10046 |
British Politics Since 1945 |
EP |
C
|
7.5 |
15 |
|
|
This module introduces students to the study of domestic and international dimensions of British politics. It presents an overview of the key debates that have shaped politics in Britain, such as the formation of the welfare state in Britain, Britain&©s post-war relationship with the United States of America, the Commonwealth and Europe, debates over Britain&©s economic decline, interpreting Thatcherism and the newness of New Labour.
The module is organised into 12 lectures and 8 tutorials. Students are required to produce a literature review (30% of total module mark), and a 1,500 essay (70%). |
|
|
PIR-10047 |
The politics of sustainability |
EP |
M
|
7.5 |
15 |
|
|
This module is designed to provide a clear and inspiring introduction to social scientific perspectives on environmental problems and the concept of sustainability. It is useful to both beginning Environment and Sustainability single honours students who require a solid grounding in enviromental social sciences as well as to students with a general interest in this timely and topical global issue.
The module looks at the emergence of the 'environment' as an object of study, the historical processes leading to the contemporary discussion of 'sustainability' (and 'unsustainability') and the various ways in which political and social theorists, scientists, artists, fiction writers, and activists have interpreted a range of environmental problems and solutions in different contexts. Students will learn to recognise the political aspects of the environmental crisis and to understand how and why both 'environment' and 'sustainability' are essentially contested concepts.
The ten topic-based lectures are complemented by ten weekly meetings of small tutorial groups. The tutorial sessions are organised by pre-assigned problem sheets that enable students to prepare to discuss and debate the academic content, as well as to practise core skills that will be required for successful University-level study -- such as paraphrasing an author's argument, using the Harvard system of referencing, attributing a concept to a specific school of thought, and constructing an effective argument. Tutorial group sessions enable students to develop the important verbal communication skills of effective question-posing and active listening. Feedback is given regularly by the tutor and by peers, in tutorials as well as in lectures.
Assessment format: 35% problem sheets, 25% book review, 40% unseen exam. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-10039 |
Debates in American Politics |
EP |
C
|
7.5 |
15 |
|
|
American Politics is driven by debate. Americans are divided over their foreign policy. Over social issues such as race and abortion, the U.S. has embarked upon debates so heated that they're sometimes referred to as the "culture wars". Then there are ongoing contests over areas such as education and environmental policy. This module will introduce to many of these debates. Each week, we look at a new policy area and get you to debate the rights and wrongs of current U.S. policy and where it should go next. The module also serves to introduce you to the subject of American Politics - it's all pitched at those new to the topic. Much of the module depends on your presentations, advocating one side or the other of a debate in a key policy area. Over the semester, you should learn about a series of policy debates, who's advocating what and develop your skills in presentation and argument. |
|
|
PIR-10045 |
Justice, Authority and Power |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the central debates in the history of Western political thought concerning justice and related concepts of political authority, power, liberty and the social contract. By posing critical questions concerning the nature and limits of state power, it provides a stimulating and enlightening opportunity for students in a wide range of disciplines, whether or not taking a principal degree in Politics, Philosophy and International Relations, to become familiar with the origin and development of the most influential ideas that have shaped modern states and societies.
The module firstly examines core issues in classical political thought through a study of Plato and Aristotle. Their writings present controversial but significant arguments for the universality of justice, the common good and the justification of elite power. The second part focuses on modern approaches to justice that focus principally on individual liberty, the social contract and the difference between wielding power and possessing legitimate authority to rule. The theories of Hobbes, Locke and Rousseau contrast with those of the classical world, and are generally considered to have inaugurated the widespread defence of representative government and democracy around the world today.
Ten lectures introduce the main concepts and thinkers covered in the module, and are accompanied by a corresponding number of weekly meetings of small one-hour tutorial groups. In these tutorials, students have the opportunity to debate specific themes and questions. Students are also asked to undertake self-assessed, summative multiple choice tests during the course of the module, and are encouraged to seek their tutors' advice with respect to any gaps in their knowledge that emerge as a result of these examinations. Students also receive prompt formative feedback on an essay-plan, which they are then asked to develop into a polished piece of written work, which is summatively assessed. |
|
|
PIR-10055 |
Modern Democracies |
C |
M
|
7.5 |
15 |
|
|
This module introduces students to the comparative study of politics and offers them the opportunity to examine how the political systems of various countries function.
The module begins by considering how we might study politics and evaluate democracies in a comparative fashion. That is, it explores how democracies are similar in many respects but how they also differ on a number of dimensions, and it investigates how we might best study these similarities and differences. Then, the module turns its attention to the political institutions and processes present in five democracies – the UK, the USA, Germany, France and the European Union. It examines the structures of political power, the characteristics of governments, and the ways in which citizens are represented in these five systems. The module concludes with an assessment of the extent to which and the ways in which political institutions influence the effectiveness of government and the quality of democracy.
The module is organized into 10 weekly lectures and 10 weekly tutorials. Students are required to participate in tutorials to undertake a data analysis group exercise (10%) and an individual oral presentation (40%). They will also complete an unseen two-hour examination at the end of the semester (50%).
|
|
|
PIR-10058 |
Introduction to Global Political Economy (GPE) |
EP |
M
|
7.5 |
15 |
|
|
Introduction to Global Political Economy
This course will provide you with an introduction to the key issues, history, and perspectives in the field of Global Political Economy [GPE]. This module is about the structure, it is a “big picture” module that serves as an introduction to the study of GPE.
GPE is a relatively new area of inquiry for analysing International Relations in combination with Political Economy. GPE goes beyond the study of the major global financial and economic actors such as the G-20, IMF and the World Bank to look also at transnational processes such as drug trafficking, illegal arms trade, smuggling goods and people, and laundering the money made from them, their financial products, which are estimated to amount to a trillion dollars annually. It is hard to imagine a world without GPE because the mutual interaction of International Politics and the global economy is today widely appreciated and the subject of much academic research and applied policy analysis. This module includes both mainstream and radical approaches to analysing the global political economy. It is organized in several key parts corresponding to the different kinds of languages/ discourses with which you need to become familiar. In the first part, the module introduces some historical background on the development and elements in the global economy and the perspectives used to makes sense of things. It looks at the world system as a whole, examining the assumptions of different perspectives on political economy. In the second part, we will examine key perspectives and related concepts, models, and empirical evidence. Here we will explain terms such as the balance of payments and comparative advantage and study the discourse of mainstream political economy. The third part of the module builds on the first two as we turn to a critical assessment of the spread of global political economy relationships as experienced in key issue areas. In other words, the module will move from more abstract and broad themes to specific issues.
As this module is designed as an introduction to studying the global political economy, we assume that students do not already have any background in political economy. The module aims to demonstrate how an understanding of GPE can help students to make sense of the current global financial crisis, global news, business investments, and government policies –by presenting the theories, institutions, and relationships found in GPE in simple ways that still capture the complexity of the global issues and intellectual problems addressed. |
|
|
PIR-10060 |
Securing Global Order |
EP |
C
|
7.5 |
15 |
|
|
This module introduces the politics of global security. It provides students with a detailed overview of the most pressing security issues and practices that shape their lives. It proceeds through a study of the theoretical and practical issues driving the most significant modern security mechanisms. It is through knowledge of the order sought by discourses and practices of global security that students of international relations gain keenest insight into the processes that blur boundaries between the local and the global, us and them, and ideals versus reality. The module interrogates the power relations which supports the globalisation of security and investigates the ethical consequences of a world that is forever being secured.
The 10 lectures are accompanied by 10 one-hour tutorials in which students develop their presentational and team working skills by delivering an individual oral presentation and contributing to a group presentation to the class. Assessment format: 10% group presentation; 20% individual oral presentation; 70% essay. |
Politics Minor - Level 2 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-20041 |
Politics - Study Abroad I |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20042 |
Politics - Study Abroad II |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20062 |
INTERNATIONAL RELATIONS OF EURASIA: Challenges of Globalisation and Geopolitics |
EP |
C
|
7.5 |
15 |
|
|
Eurasia, the vast lands between China and Germany, has emerged as the world's axial super-continent, which is now serving as the decisive geopolitical chessboard, both for political/military and economic reasons. Eurasia accounts for 75 percent of the world's population, 60 percent of its GNP, and 75 percent of its energy resources. Collectively, Eurasia's power overshadows even America's. The geopolitics of the region is therefore a significant matter. On a lighter note, it is even the setting and plot device for one of the latest James Bond movies.
This module looks at the struggle between the processes of globalisation and geopolitical forces since the end of the Second World War. One of the most significant characteristics of the Eurasian heartland is its central location in relation to the major sedentary civilisations of the past and present. Over the centuries, these lands have come under the sway of several great world-historical civilisations and empires: the Eastern Roman or Byzantine, Mongolian, Ottoman, Holy Roman, Austro-Hungarian, Russian, and Soviet. These lands have felt the influence of Orthodox Christianity, Catholicism, Protestanism, Judaism, Islam, and world communism.
At the intersection of many powerful global forces, these lands have experienced with particular sharpness what is called &«modernisation&ª and its challenge to customary ways of life. In addition, the collapse of Soviet domination and communist regimes across this region has dramatically increased its importance for the global economy. The Eurasian heartland, which has for a number of years been in the process of becoming a region of major strategic importance, has often been treated as peripheral to other fields of study such as study of Russia or China. Perhaps more than any other region of the world, the Eurasian heartland has become an avenue of the much-mentioned condition of multipolarity in world affairs.
Students conduct independent research on a research question (from a list of questions provided in the module handbook) that they have individually identified. The final module mark is based upon the following: tutorial performance (15%); a Short Paper (Review Article) of 1,000 (25%); and a 3,000-word Research Paper (Long Essay) (60%).
|
|
|
PIR-20067 |
Environmental Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
This module provides a level two introduction to some of the key historical, theoretical and practical dimensions of environmental politics and policy. In particular it aims to explore:
&· The political nature of environmental problems and controversies;
&· The diverse historical, political, and cultural roots of contemporary environmental problems
and controversies;
&· Connections between local and global environmental issues;
&· Challenges posed by environmental issues to political institutions;
&· Power relationships between developed and developing countries, and between social groups within political communities; and the various strategies and tactics used to bring about environmental change, such as government policy-making and regulation, corporate environmental responsibility,and social movement activism.
Emphasis is placed on the complexity of contemporary environmental issues and controversies, and on developing the skills necessary to analyse them critically, and thus respond to them effectively.
The module enables students to develop their argumentation and communication skills.
Students will be assessed on a portfolio of 5 short pieces of writing designed to develop argumentation skills (50%), a mid-term class test (formative) and a research essay (50%). |
|
|
PIR-20069 |
Approaches to Political Analysis |
C |
C
|
7.5 |
15 |
|
|
How should you analyse politics? This question can prove highly controversial. Politics is a broad discipline that encompasses many different ways of researching that include different methods, different ways of measuring things, different definitions of what constitutes $ùevidence&©, and even different conceptions of how we 'know what we know' in politics. This course will familiarise you with these debates and give you an introduction to the different approaches you may encounter. It provides an excellent preparation for planning for your dissertation in the third year.
The module takes a hands on approach to these debates, and will get you to try out different forms of analysis on a series of actual cases that you will recognise from the news. These cases include such topics as how to analyse a political film and why people are turned off politics.
|
|
|
PIR-20070 |
The UN in world politics |
EP |
M
|
7.5 |
15 |
|
|
The United Nations has shaped international relations in multiple, complex and significant ways, but has not had the kind of impact for which many people hoped. Students taking this course will be able to explain why. They will analyse the interplay between world politics and international organisation by reference to the background to the creation of the United Nations; the lessons learned from the failure (and successes) of the UN's predecessor, the League of Nations; the policies of member states; and the international environment. Students will have the opportunity to work in teams as well as study topics that particulary interest them. In so doing they will further develop their ability to conduct research using a variety of sources to analyse the role of the UN in world politics. Assessment will be by means of one 2,000-word essay (50 per cent) and one two-hour unseen examination (50 per cent). |
|
|
PIR-20071 |
U.S Government and Politics |
EP |
C
|
7.5 |
15 |
|
|
Through a detailed examination and analysis of the US governmental institutions, political parties, voting behaviour, interest groups, and public opinion, students will gain an understanding how the mass public can influence the making of public policy.
This approach will enable students to identify, research, analyse and comment on the key issues facing the US political system developing their understanding of the interactivity of its component parts. An analysis of the literature will introduce students to the different conceptual frameworks and methodologies that have been adopted by leading US political scientists providing an intellectually rigorous training for the further study of the US political system.
|
|
|
PIR-20072 |
German Government and Politics |
EP |
M
|
7.5 |
15 |
|
|
Despite the country’s chequered political past, Germany’s current regime has endured for over 60 years and been claimed by many to be an exemplary case of consensus democracy. This module offers an examination of key features of that system.
It critically assesses the distinctive constitutional settlement introduced to prevent a recurrence of the collapse of liberal-democracy and considers the processes and consequences of Germany’s 1990 unification into the ‘Berlin Republic’. Thereafter, it examines the structures and techniques that underpin the ‘German model’ of political economy, as well as the contemporary challenges to Germany's system of co-operative federalism. Other topics include’ German’s distinctive electoral system, its recent electoral outcomes, as well as its parties and party system
The module is assessed by means of an essay (50%) and an unseen examination (50%).
A useful volume for preparatory reading is Green, S., Hough, D., Miskimmon, A and Timmins, G (2008) The Politics of the New Germany, Abingdon: Routledge.
|
|
|
PIR-20075 |
Balkan Politics and Society |
EP |
M
|
7.5 |
15 |
|
|
This module will introduce students to Balkan politics and society after the Second World War. It will focus on the evolution of a select group of communist and post-communist countries in the Balkan region - Bulgaria, Romania and Yugoslavia. The main themes covered by the course are: images of the Balkans; local traditions and peculiarities; underdevelopment, modernisation and dependency; communist takeovers; the adaptation of Soviet models after 1944; repression, reform, and dissent; the collapse of communism; majorities, minorities, and ethnic cleansing; democratisation; the political economy of the new democracies; the successes and failures of Western and Westernising policies in the region.
The module consists of 15 lectures and 5 tutorials. The final module mark is based on: 2000-word essay (50%); 2-hour unseen written exam (50%).
|
|
|
PIR-20076 |
Contemporary International Relations Theory |
EP |
C
|
7.5 |
15 |
|
|
This module provides students with a broad theoretical understanding of the main areas of study in International Relations. It introduces students to the most influential ideas and writings in the field of IR. Through the in-depth analysis of leading scholars it analyses the methods that underpin contemporary interpretations of international relations. It enables students themselves to critique the various theoretical approaches involved with researching and writing about international relations. Throughout the module, there is a strong emphasis on applying the concepts and problems of IR theory to contemporary events. The 15 one-hour lectures explain the various approaches to interpreting IR. The 7 one-hour meetings of each tutorial group compare how particular themes in international relations are addressed by authors from different schools of thought, employing small-group work and plenary discussion amongst the whole class. |
|
|
PIR-20078 |
Russian Politics and Society |
EP |
M
|
7.5 |
15 |
|
|
The theme of this module is the most important political experiment of the twentieth century - the attempt to build communism in Russia. We look at:
* the ideological, cultural and political origins of communism
* the political, economic and social systems created under Lenin and Stalin
* the gradual decline of the Soviet system under Stalin's successors
* the causes of the collapse of Soviet communism in the Gorbachev period
* communism's legacy and the postcommunist Russian political system
* prospects for democracy in contemporary Russia
The module will consist of 12 lectures and 8 x 1 hour tutorials.
Assessment is via a portfolio of short blogs on tutorial content (total 3000 words) and a final seen examination, which will address the 'big' questions raised by the module content: what was communism's appeal, what were the structural problems of the Soviet system, why did this system eventually collapse, what is its legacy, and where is Russia heading in the current period.
Indicative reading: Robert Service: The Penguin History of Modern Russia: from Tsarism to the Twenty-First Century (3rd edition 2009); Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al, Developments in Russian Politics 7 (2009) |
|
|
PIR-20080 |
Sport in America: Field Experience Module in the United States |
EP |
C
|
7.5 |
15 |
|
|
The best way to learn about sport in the United States is to experience
it firsthand. It is hard to get an accurate picture of sport without some
sort of direct experience as a participant or spectator. To make sense of
sport in a foreign country requires understanding both the sport and the
culture of that country.
You will compare your own observations to the picture of American sport
portrayed in the academic literature. You will spend 10 days in
the United States attending various sporting events, talking to people
involved with sport, such as athletes, administrators and coaches in order
to get a sense of how it operates and what it means to people in the
United States.
Here are some key questions and the activities (these are
only indicative: the actual events offered will depend on the season,
schedules, and location of the trip):
Are people really as obsessed with sport in high school as depicted in
cinema films?
You will attend a high school football match (complete with cheerleaders
and marching band) to get a sense of its role in secondary education.
Why is sport in universities so important?
You will attend a university football match before an audience larger than
at most Premiership Football grounds. Beforehand, you will experience a
tailgate party as well as talking to alumni, students and administrators
about what football means to them.
What is the status of women's sport?
You will attend a women's soccer match and discuss this topic
with women athletes, administrators, and coaches.
You will be accompanied by a university instructor, who will help
provide context to the events, experiences and discussions you encounter
on the module. There are additional costs associated with undertaking
this module: return flight to the United States, insurance, accommodation,
living costs and the price of entry into the events. Some financial help
may be available to students in receipt of a mean-tested grant.
|
|
|
PIR-20082 |
Work Experience in Politics, International Relations and Philosophy |
EP |
C
|
7.5 |
15 |
|
|
In a competitive job market, understanding how the professional work place functions, and knowing how to identify and demonstrate the kinds of attributes and skills needed for a chosen field, are keys to securing desirable employment after graduation. Enhancing ‘employability’ is a major focus of the Keele Distinctive Curriculum, and SPIRE has always provided excellent support for our students’ career planning. This module is designed to enable students to gain work-based experience in a professional context and to reflect, in an academically informed and discipline-specific way, on their own capabilities, attributes and career plans.
The module consists of five taught workshops in Semester 1, where students are introduced to the theory behind work-based learning and given practical instruction on finding, carrying out and reflecting on a work-based learning experience. Students must find a suitable organisation or company that is willing to take them on for a 75 hour 'placement' which must be completed before the start of the examination period in Semester 2. The terms of the students' time with the organisation/company are to be negotiated and formalised in a 'work-based learning agreement' signed by the student, work supervisor, and Head of School for SPIRE.
Students must meet with their work experience tutor for discussion of the work-based learning and progress on assessments; two (compulsory) half-hour one-to-one sessions are scheduled over the course of the module. Students' completion of the 75 hour work experience period will be monitored and verified by the participating work supervisor in the institution/company where the work experience is undertaken.
The module is assessed though a 2,000 word academic essay which brings together the theoretical and practical dimensions of the work experience (worth 35%, due in Semester 1) and a portfolio comprising 6 documents (a skills audit, a CV, a covering letter, a learning agreement, a work-based learning report, and an evaluation of the student's work by the work supervisor in the organisation/company) (worth 65%, due in Semester 2).
|
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-20046 |
Politics - Study Abroad V |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20047 |
Politics - Study Abroad VI |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
PIR-20061 |
Peace, Conflict and Security: Theories and Practice |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the problem of security as it is addressed in the academic discipline of International Relations and as it is understood by practicioners of international politics at the level of governments and other kinds of actors in world politics. The study of security is still the single most influential sub-discipline within International Relations and the search for security in its various forms is at the heart of many activities and policies at the international level. Through this module students become familiar with the key conceptual debates in the literature on international security and come to appreciate the implications of these debates for events in the real world of international politics. They develop the ability to apply a range of relevant ideas about the nature of conflict and conflict resolution to gain a critical understanding of how security questions develop and how the security agenda is shaped, looking especially at the elements of continuity and change in the security agenda since the Cold War began to wane in the mid-1980s through to the 2010s.
In addition to learning how to analyse key aspects of the security problematique - a set of problems, concepts, and theoretical debates that still lie near the heart of the discipline of International Relations - students refine their ability to conduct independent research, to evaluate and employ abstract concepts and theories in making sense of and evaluating potential solutions to real-world problems, and effectively to communicate complex arguments supported by appropriate evidence.
The final module mark is based upon the following: 750-word annotated bibliography (15%); 2,000 word essay (45%); 2-hour unseen written exam (40%). |
|
|
PIR-20064 |
International Relations of the Environment |
EP |
M
|
7.5 |
15 |
|
|
As a global society of increasingly interdependent states, the world faces numerous problems stemming from the depletion of natural resources such as fish, forests, hydrocarbons and water and the deterioration of various aspects of the natural environment. Most of these are examples of common problems (we all independently experience them to varying degrees) or also shared problems (what each of us does or doesn't do about them affects how they are experienced by others). This poses many challenges for the development of national and international policies that will effectively address the global environmental agenda.
Through a detailed examination of a selection of international environmental issue areas, students are introduced to some of the key analytical themes from the academic literature on the international relations of the environment. This enables students to analyse a number of common or shared conservation and environmental protection challenges that many states and parts of the world face, and to critically evaluate the proposed solutions.
The issues and themes covered in the module usually include: how issues get on the international environmental agenda; the environment in international affairs; the contribution of the discipline of IR to understanding international environmental affairs; patterns of sovereignty and jurisdiction affecting transboundary resources and pollutants; actors, factors and effectiveness in international environmental regimes; environment and security; the International Whaling Regime; The African Elephant in international trade; high seas fisheries; tropical rainforests; the ozone layer; climate change; trade and the environment. Other topics which sometimes feature in the module include: Antarctica; the deep seabed; the global trade in hazardous waste; persistent organic pollutants.
There are 15 one-hour lectures. Each tutorial group meets fortnightly for a total of 5 one-hour sessions. Students work in teams to coordinate their class contributions as well as working individually on the topics which especially interest them, further developing their ability to conduct research using a variety of sources in order to analyse some of the policy problems encountered in the quest for ecologically sustainable development.
In the 2012-13 academic session, the sequence of lecture topics will probably be as follows:
The environment in world politics
The environment in the discipline of International Relations: prominent approaches
The environment and security
Global health and security
Actors, factors and effectiveness in environmental cooperation
Governance and the commons
The tragedy of the commons
Governing the seas: the sea in international politics and international law
Fisheries: the high seas and straddling stocks
Sustainable use of wildlife, a tenuous concept? The cases of the Great Whales and African Elephants
The politics of risk: biosafety in global politics
Biopiracy: biodiversity and equity at the global level
The Battle of Seattle: the environment and international trade in the globalising world
Saving the ozone layer
The mother of all battles: the development of the global climate change regime.
The tutorials are usually organised around the analysis of the following areas in the International Relations of the Environment:
1. Introduction to the subject and the format of the module
2. Environment and security
3. New frontiers and the management of new commons: the oceans, the deep seabed and Antarctica
4. Managing the conservation and exploitation of transboundary resources: the case of the Great Whales
5. The atmosphere: international cooperation to save the ozone layer and combat climate change.
The final module mark is based upon the following: short oral presentation to the class (10%); 2,000 word essay (40%); 2-hour unseen written examination (50%). |
|
|
PIR-20065 |
The Practice of Politics |
EP |
C
|
7.5 |
15 |
|
|
This module involves exploration of a number of interrelated personal and political questions. Through engaging with the module fully, you will, by the end of it, have clearer answers to at least some of the following questions:
Personal Development
- What am I good at?
- What do I enjoy doing?
- What are my motivations?
- What are my priorities?
- How can I become more effective?
Future Careers
- What is it like to work in various different kinds of political career?
- How do careers develop?
- What kind of work do I want?
- What do I need to do in order to get the kind of work I want?
Political Action
- How can I communicate about politics more effectively?
- What are the techniques used by the most effective public speakers?
- How can I influence others?
- How can I improve my people skills?
- How can I be an effective leader?
Political Communication and Leadership
- When are political leaders effective?
- When do campaigns succeed?
- What are the features of effective public speaking in a variety of contexts?
The module will be taught in 12 x 2-hour workshops which will consist of a combination of instruction, small and large group discussion and practical exercises. Rather than prior reading the focus will be on practical activities in the workshop and reflection or other activitiesafterwards. Participants will also be given the opportunity to practice public speaking and media and interview skills as part of a presentation day.
Assessment will be through a research report which involves either a study of an individual political leader, a policy brief on a current controversy, or an analysis of great political speeches (worth 40% of marks), and a portfolio including a number of reflections on individual skill areas, as well as a number of documents relating to the process of career management and development (60%). |
|
|
PIR-20066 |
Freedom and Equality |
O |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
|
|
PIR-20066 |
Freedom and Equality |
EP |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
|
|
PIR-20068 |
Why Policy Changes |
O |
C
|
7.5 |
15 |
|
|
Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark). If you're after some indicative reading, try John Kingdon's Agendas, Alternatives and Public Policies or Michael Hill's The Public Policy Process.
If you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
|
|
PIR-20068 |
Why Policy Changes |
EP |
C
|
7.5 |
15 |
|
|
Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark). If you're after some indicative reading, try John Kingdon's Agendas, Alternatives and Public Policies or Michael Hill's The Public Policy Process.
If you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
|
|
PIR-20074 |
British Government and Politics |
EP |
M
|
7.5 |
15 |
|
|
This module seeks to offer an in-depth analysis of the British system of government and its politics
more broadly, including the constitution; the government; Parliament; parties and the party system; elections and voting; the role of interest groups; policies; constitutional reform; and the impact of the European Union. The final module mark is based upon completion of a portfolio (40% of overall module mark) and a 2 hour exam (60%). |
|
|
PIR-20077 |
Comparative Political Analysis |
O |
M
|
7.5 |
15 |
|
|
Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world.
This module investigates how and with what success Comparative Politics has sought to answer questions such as the following:
• What shapes the distribution and effectiveness of political participation?
• Why do people vote the way they do?
• 'what are the effects of electoral systems?',
• How do political parties organise and compete?
• Why do political executives dominate the legislature in some countries and not in others?
• Can we predict which government coalitions will form and what factors are most likely to cause them to collapse?
• What are the differences between federalism and regionalism and which is the most efficient territorial distribution of political power?
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
A useful volume for preparatory reading is Caramani, Daniele (ed) (2011) Comparative Politics, 2nd edition, Oxford: Oxford University Press. |
|
|
PIR-20077 |
Comparative Political Analysis |
EP |
M
|
7.5 |
15 |
|
|
Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world.
This module investigates how and with what success Comparative Politics has sought to answer questions such as the following:
• What shapes the distribution and effectiveness of political participation?
• Why do people vote the way they do?
• 'what are the effects of electoral systems?',
• How do political parties organise and compete?
• Why do political executives dominate the legislature in some countries and not in others?
• Can we predict which government coalitions will form and what factors are most likely to cause them to collapse?
• What are the differences between federalism and regionalism and which is the most efficient territorial distribution of political power?
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
A useful volume for preparatory reading is Caramani, Daniele (ed) (2011) Comparative Politics, 2nd edition, Oxford: Oxford University Press. |
|
|
PIR-20079 |
Power to the People: understanding the origins of Western politics |
EP |
M
|
7.5 |
15 |
|
|
This module takes an approach to politics based on the now widespread view that in order to understand how power operates, and where power lies, we need to know something about the social and economic forces at work in a particular society. Political sociology looks beyond the analysis of political institutions and political ideas in isolation, for evidence about how these are affected by different social and historical contexts.
In this module we focus in particular on the historical background to features of modern Western politics such as capitalism, democracy and nationalism, concentrating on Britain, France, Germany and the USA (complementing courses at level 2 on the politics of those countries, without repeating the same topics). We also look at how the process of modernization has produced different kinds of mass movements attempting to change the nature of their own societies, notably nineteenth century movements for democracy such as Chartism and the Suffragettes, and twentieth century movements such as the Civil Rights Movement in the USA and New Left in Western Europe. As well as non-violent protest movements we also consider the causes and effects of political violence and terrorism in Western societies.
The course covers explanations of the origins of modern Western politics and society that take into account major theories of social change and the evidence which supports or challenges them. In doing so, we raise questions which are of as much relevance today as in the past, such as the balance between ideas and structural determination in shaping social change, the power of the state in relation to other centres of power in society, and whether change is imposed from above, or comes from disobedient citizens challenging the existing order. |
|
|
PIR-20081 |
The Politics of the European Union |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the study of the European Union and its historical setting, then proceeds to describe and analyse the workings of its main institutions and selected policies. The institutions covered are the Commission, Council of Ministers, the European Parliament and the Court of Justice. Issues discussed include 'how democratic is the EU', 'how does the EU change the domestic politics of its members', 'is the EU a global power?, and finally 'what is the effect of new countries joining the EU'. The assessment for this module is based on: one 2,000-word essay (50%), and one 2-hour unseen written examination (50%). |
Politics Minor - Level 3 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
+
|
PIR-30094 |
The Global South |
EP |
M
|
7.5 |
15 |
|
|
Module Aims:
a. To investigate The Global South from international relations and political science perspectives;
b. To communicate regional understandings of the Indian Ocean and the Asia-Pacific;
c. To review and analyse the growing literature on justice, sovereignty, environment and security in the Global South;
d. To critically evaluate both theoretical and empirical writings which pertain to concepts of a North-South dichotomy;
e. To investigate current literature on the central dimensions of critical geo-politics;
f. To cultivate the critical skills needed to analyse the impacts of globalisation on majority worlds;
g. To enable students to gain experience of individual research by gathering, organising, and deploying information (from primary and secondary sources), and by identifying, analysing and advocating potential solutions to problems
h. To enable students to improve their oral presentation shills and to gain experience of participating in and facilitating group discussion.
i. To communicate current debates and areas of new research in relation to major, contemporary issues pertaining to the Global South.
|
|
|
PIR-30101 |
Russia and Europe: Hopes for Partnership, Legacy of Confrontation |
EP |
M
|
7.5 |
15 |
|
|
Following a brief period of euphoria after the end of the Cold War, Russia seems to be drifting apart from its neighbours and partners in Europe. This module examines the evolution of different social, political and economic forces that shape Russia and Europe. It addresses deep-seated differences on sovereignty, democracy, human rights and security that explain Russia's uneasy relationship with NATO and the European Union.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30108 |
Proliferation |
EP |
M
|
7.5 |
15 |
|
|
The aims of this module are to: (1) enable students to develop an informed understanding of the changing agenda of arms control in the post Cold War era and of the policy conflicts encountered in shaping the agenda of weapons proliferation control; (2) enable students to identify the political, technological, economic and moral factors that affect the formation, evolution and effectiveness of formal and informal multilateral and global regimes relevant to proliferation control
Students will learn about the various factors affecting the agenda, modalities and outcomes of international proliferation control efforts, through conducting in-depth evaluations of the development, implementation and effectiveness of proliferation control policies in specific issue-areas. How does the Nuclear Nonproliferation Treaty work? What improvements need to be made to it? Why do some countries abandon weapons of mass destruction programmes while others try to develop or acquire such weapons? What can the international community do to persuade "threshold states" not to become nuclear weapons powers? Do "carrots" work better than "sticks?" What factors affect the likely effectiveness of efforts to coordinate export control policies covering conventional and non-conventional weapons and related technologies? Should bullets, mines and cluster bombs be as important as nuclear, chemical and biological weapons on the proliferation agenda of states, international organisations and the campaigning groups to be found in civil society? Are different dynamics at play when the agenda shifts to the humanitarian or human security level as distinct from the security of states?
Students will develop their communication, team-working and leadership skills through giving presentations as part of a team in charge of leading their seminar group on two occasions, as well as refining their analytical and other intellectual skills.
The assessment format is: two individual oral presentations as part of your student team (10% of the module mark, in total); 2500 word essay (40% of the module mark); 2-hour unseen exam (50% of the module mark).
The requirement to deliver two oral presentations in class helps each student to engage regularly with the module in a focussed, in-depth manner. It also gives them the opportunity to receive detailed feedback on their understanding of the content of the module very regularly from the Tutor who, in the course of his career, has actually worked on proliferation issues in the British government as well as researching and writing on them as a University academic.
The seminars usually adhere to the sequence of topics outlined below:
1. Organisational meeting
2. Arms Control during the Cold War: Experience and Legacy for the Post-9/11 Era (presentation by the Tutor)
3. The Nuclear Non-Proliferation Regime: the Non-Proliferation Treaty and IAEA nuclear safeguards; the prospective nuclear "Fissban", and the struggle for the Nuclear Test Ban
4. "Nuclear Repentance" - the cases of Brazil, Argentina, South Africa and Libya
5. Crossing the nuclear threshold: India and Pakistan and stability in South Asia
6. Threshold Cases: Iraq
7. Threshold Cases: Iran and North Korea
8. Poor Man's Armageddon? Chemical and Biological Weapons
9. The arms bazaar and arms export control regimes for big-ticket conventional weapons and for ballistic missiles
10. Micro-disarmament: an humanitarian agenda? The cases of anti-personnel landmines, cluster munitions and the trade in small arms and light weapons
11. Feedback, feed forward and reflections on the module: the Tutor gives generic feedback on the essays (prior to written individual feedback) and "feed forward" for the exam (advice on exam preparation, informed by the Tutor's reflections on past student performance in answering exam questions on the topics covered in the module.)
|
|
|
PIR-30117 |
The U.S. Presidency |
EP |
M
|
7.5 |
15 |
|
|
The high profile of the U.S. presidency is undeniable. Whether occupied by a Bush or an Obama, the office is also perceived as one of the most powerful institutions in the world. Yet, in a political system designed around a separation of powers, the capacity to lead is not guaranteed. This module allows you to consider the different techniques presidents use to lead and whether those techniques work.
The module is taught in two-hour seminars and is assessed by a three-section portfolio (60%) and examination (40%). The portfolio is an opportunity for you to examine presidential leadership in a series of policy areas of your choice, while the examination asks you to consider the strengths and weaknesses of scholarship on the presidency.
The set text (and so, pretty good indicative reading) is George Edwards and Stephen Wayne's Presidential Leadership.
|
|
|
PIR-30118 |
Policing International Order |
EP |
C
|
7.5 |
15 |
|
|
Policing is an international activity As a key component of post-Cold War liberal strategies, police reform became central to international projects that aimed to transform $ùweak states&© into apolitical rule of law zones governed through security practices. From having a marginal role in UN peacekeeping operations, policing very quickly established itself as an indispensable aspect of international security.This role was further enhanced in the wake of terrorist attacks on New York, London, Madrid and Bali. Together with NGOs and state development agencies, the UN, the EU and the OSCE have been instrumental in the resultant internationalization and militarization of the police in the international realm. This module draws upon criminology, history, international relations and political philosophy in order to explore the causes and consequences of this development and to assess its impact on post-conflict societies. |
|
|
PIR-30119 |
The Extreme Right in Western Europe |
EP |
M
|
7.5 |
15 |
|
|
Right-wing extremist parties have experienced success in elections in a number of countries in Western Europe over the last three decades. This phenomenon has attracted widespread attention, both in the media and in academic circles, sparking a number of frequently asked questions: why have these parties suddenly become electorally successful? What exactly do they stand for? What kind of people vote for them? Why do people vote for them? Why have they experienced more success in some countries than in others? Should we be worried about their rise? And what can we, or mainstream political parties, do to counter their rise?
This module aims to examine all these questions. Rather than adopting a country-by-country approach it follows a thematic structure. It begins by exploring the different theories and debates that seek to explain why right-wing extremist parties have emerged in Western Europe in the contemporary period (Session 2). Then it turns its attention to the concept of right-wing extremism itself and investigates what characteristics a party might have if we are to label it an ‘extreme right’ party and what makes an extreme right party different from other types of party (Session 3). The next two sessions then examine the ideologies of different right-wing extremist parties across different West European countries (Session 4) and explore who votes for these parties and why (Session 5).
Having established what these parties stand for and who votes for them, the module then tackles the question of why some right-wing extremist parties (in various countries and at different points in time) have been electorally more successful than others (Session 6). It then goes on to explore the impact that (successful) right-wing extremist parties have had on public debate, policy-making and party competition over the last 30 years or so (Session 7), and it explores the various consequences of this increased influence for the extreme right parties themselves – including pressures to moderate their ideology, and internal struggles and splits (Session 8). The final substantive session (Session 9) then considers how mainstream parties have attempted to counter the rise and growing influence of the parties of the extreme right.
The module is delivered in weekly two-hour seminars over ten weeks. Assessment is based on: 0% group presentation; 50% 2,500 word essay; 50% 2-hour unseen examination.
|
|
|
PIR-30124 |
Urban Politics |
EP |
M
|
7.5 |
15 |
|
|
This module will provide students with an in-depth and systematic understanding of recent
developments and issues in urban and regional governance in the UK. It seeks to widen students&© understanding of subnational levels of governance within the UK state and to engage them with recent institutional, theoretical and conceptual changes in urban politics. The final module mark is based upon the following: a 2,500 word essay (50%); a 2-hour unseen written exam (50%) and a presentation (0%).
|
|
|
PIR-30135 |
Regime Change in the Balkans |
EP |
M
|
7.5 |
15 |
|
|
Regime change in the Balkans is perceived as unfinished and problematic more than two decades after the collapse of communism. This module will introduce students to the communist and post-communist politics of Albania, Bulgaria, Romania, and the republics and regions of former Yugoslavia, within the context of change in the wider Balkans and Eastern Europe. The main themes covered by the course are: images of Balkan underdevelopment; the legacies of Sovietisation and national communism; transitions and modernisation in the new Balkan democracies; national, ethnic and religious problems; federalism, separatism and secession; the Yugoslav crisis zone; the place of the Balkans in European integration.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30140 |
The Left in Modern Politics: Challenging the Political Order? |
EP |
M
|
7.5 |
15 |
|
|
The centre-left, or social democratic parties - ranging from the British Labour party to the Swedish Social Democrats to the American Democratic party - have witnessed ideological change over the past twenty years as well as more recently, electoral failure. At the same time, in western Europe, small parties to the left of social democrats, the so-called radical left parties such as the Dutch Socialist party or the German Left party, have now become formidable challengers to the social democrats. This module explores the rise and relative fall of social democratic parties, reasons for the rise in the 21st century of the radical left as well as green parties, and non-party challengers such as the anti-globalisation and Occupy movements.
Assessment will involve individaul student presentations of an essay topic they will develop with advice from the module tutor, the essay itself (50%) and a final essay-based examination (50%). |
|
|
PIR-30143 |
The Modern Middle East: Conflict, Competition and Cooperation |
EP |
C
|
7.5 |
15 |
|
|
This module aims to acquaint students with the domestic politics, foreign policies, and international relations of the Middle East region, stretching from Morocco in the West to Iran in the east. Students will be encouraged to develop a critical awareness of the historical, social, political and geopolitical transformations of Middle Eastern states by (a) acquiring knowledge of important actors and events in the region, and by (b) developing a critical understanding of the key scholarly and popular debates about domestic and international politics of regional states. Material covered will include the historical formation of the state system in the Middle East region; the role of collective identities and political ideologies in the politics of the region; the Cold War period and its impact on Middle East politics; Civil Wars in the Middle East and North Africa, the Arab-Israeli Wars; the Palestinians and the Peace Process; Iraq's Wars and Reconstruction; and American Middle East policy. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-30112 |
The Northern Dimension: Resources, Environment and Security in the Arctic |
EP |
C
|
7.5 |
15 |
|
|
Bringing the Arctic to Keele. Taking Keele to the Arctic!
Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change.
The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour?
The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module.
Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops.
A range of generic employability skills are firmed up in this module - oral presentation, team-working, independent working etc, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!"
Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing all 166 past student websites for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation!
The assessment format is: 10% individual oral presentation; 40% 2,500 word essay/article; 50% individual website.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
EP |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
EP |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30128 |
Protest and social movements |
EP |
M
|
7.5 |
15 |
|
|
This course is about social movements and their role as vehicles of political protest and political and social change. Social movements are a universal phenomenon in modern societies and they have provoked controversy because they are generally critical of important features of the political or social system. Their critics might see them as extremists or hopelessly utopian while their supporters see in them the hope of more democracy or a better kind of society. The academic analysis of social movements does not escape these controversies, so one task that we will face in assessing different approaches to the study of social movements will be to disentangle the different views of the social world that underlie conflicting theories of protest and social movements.
You will be expected to be able to comment on the strengths and weaknesses of explanatory theories of social movements, to place movements in a wider context and to assess the power relations and social forces that shape the political environment of social movements. The cases that we examine include: recent protests in Britain, protest against authoritarian regimes such as those in China, Burma and Eastern Europe pre-1989; protest movements in the global South such as the Zapatistas in Mexico, and feminist and environmental movements in Europe and North America. The themes that we cover include the place of protest in democracy, the evidence about how participates in protest and why, the kinds of protest action that social movement groups choose to pursue, the influence of the state and policing on protest, how radical activists organise and create alternative communities, and the different theoretical approaches to social movements.
|
|
|
PIR-30129 |
Environmental Politics in the USA |
EP |
M
|
7.5 |
15 |
|
|
The United States has a complex record of addressing environmental problems. Between 1965 and 1980 the country experienced a "golden age" of environmental policymaking when numerous laws were enacted to tackle problems such as air pollution, water pollution, and waste. Few new laws have been enacted in recent decades, however, leading some commentators to talk about "environmental gridlock" and describing the United States as a climate change "laggard". This module will examine the factors that drive environmental policymaking. Attention will be given to the nature of environmental problems, the role of interest groups and public opinion, and the way that political institutions and systems effect policymaking. Students will be required to write a position paper and a short research paper as part of their assessment, and will also be required to sit a two-hour examination.
|
|
|
PIR-30131 |
Education Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
Education has been the battleground for many competing policy ideas of the left and right. What ideologies and values drive policies in education? How do policy specialists analyse and compare these different approaches? This module will develop your skills in evaluating education policies. You will research and present answers to questions such as &«do religious schools teach more effectively and drive up overall test scores,&ª &«what effect do league tables have on teaching and the curriculum in schools and universities,&ª and &«do higher fees drive down student access to universities?&ª
The module will identify frameworks that analysts use to study policies and practice using them on case studies. The content will consist of a comparison of education systems in the United Kingdom and United States, focusing on secondary and higher education. The two systems copy each other's policies, but have many stark differences in approach. Some key themes include the separation of church and state, local versus national control over schools and universities. Some previous study of public policy would be helpful, but is not required. |
|
|
PIR-30134 |
British State and Society during the Cold War |
EP |
C
|
7.5 |
15 |
|
|
This course offers an in-depth look at Britain's Cold War policies, and the multiple relationships between Britain's external policies and domestic politics and culture during the Cold War. Broadly speaking, it uses primarily a historical perspective to ask what was Britain's role in the Cold War, and how did the Cold War affect British people?
The module begins with an examination of why Britain chose to develop and to sustain its own nuclear weapon; and it contemplates the basis of Britain's security policy through an exploration of British intelligence and perceptions of the Soviet threat. It entertains in detail the reasons for and implications of Britain's civil and home defence policies, and considers domestic films about the implications of nuclear war and the plans government drew up to cope (or not) with apocalypse.
It then moves on to contemplate Britain's internal security regime, examining the state's perceptions of domestic enemies and the measures established to deal with them. Further, it considers dominant political discourses in the Cold War, and the dissemination, assimilation or rejection of these discourses, through an examination of British politics, and key films and novels of the Cold War era. For example, did the American CIA influence British party politics? Or what can James Bond tell us about ideas of the enemy in the Cold War climate?
Students also have the opportunity to examine primary documents about the period, to visit the nuclear bunker at Hack Green, and to imagine what would have happened if nuclear war had come to Cold War Britain....
Suggested reading:
Peter Hennessy, The Secret State: Whitehall and the Cold War (Penguin, 2003)
Sean Greenwood, Britain in the Cold War, 1945-1991 (Macmillan, 1999)
Tony Shaw, British Cinema and the Cold War (IB Tauris, 2000)
Stephen Whitfield, Culture and the Cold War (John Hopkins, 1991)
Teaching format: weekly 2-hour seminars
Assessment: 30% Paper, 10% Class Participation, 60% Essay
|
|
|
PIR-30139 |
Sustainability and Social Justice |
EP |
M
|
7.5 |
15 |
|
|
How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time.
This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered.
The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a seen exam. There is a public poster session to showcase student research at the end of the semester.
|
|
|
PIR-30141 |
The Other Middle East: Powers, Peoples and Politics |
EP |
M
|
7.5 |
15 |
|
|
The present module aims to develop a critical understanding of the public and scholarly debates about the political actors, ideologies, and processes that shape politics and international relations of the contemporary Middle East. Students will be expected to evaluate and situate ideas (including their own) into these debates and present coherent and well-studied arguments in seminars as well as in assignments. Seminar topics will include: The political challenges of the non-Arab Middle East (Turkey, Israel, and Iran); the role and status of ethnic and religious minorities in the Middle East; religious revivalism and identity politics; democratization and political reform; and gender and human rights in the region.
|
|
|
PIR-30142 |
Modern Russia |
EP |
C
|
7.5 |
15 |
|
|
The collapse of the Soviet Union and Soviet communism in 1991 was one of the most dramatic events of the late Twentieth Century. This module explores in detail the politics of the post-Soviet successor states, particularly Russia. It asks what kind of politics has emerged from the wreckage of the communist system, and investigates why the early hopes of rapid moves towards democracy and a more effectively functioning economy have been frustrated.
Topics covered will include: the Yeltsin, Putin and Medvedev presidencies, the oligarchs and the criminalisation of the Russian state, Russian national identity, civil society and its opponents, the wars in the Caucasus and their impact, nationality policy, regionalism and federalism, models of contemporary Russian politics, politics elsewhere in the former Soviet Union, esp. Ukraine and Belarus, Russian foreign policy.
Assessment will involve a student led seminar (30%), a portfolio of seminar related activities (20%) and a long research paper on an aspect of contemporary post-Soviet politics.
Background Reading: Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al (eds), Developments in Russian Politics 7 (2009); Stephen white, Understanding Russian Politics (2nd edition, 2011) |
Politics Single Honours - Level 1 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-10038 |
Why Politics Matters |
C |
C
|
7.5 |
15 |
|
|
This module provides an introduction to politics that strips it back to its essentials. We examine the core debates in the subject and show why argument and disagreement are perennial features of modern politics but also why politics is an integral feature of modern societies.
Core questions in the first part of the course include - where does politics happen? Is it only about government, or can it also include politics in our daily lives, such as who looks after the children? Are we under the thumb of a ruling elite or does democracy mean that power is diffused widely in society? If democracy was the greatest political achievement of the twentieth century, is it now in trouble? Are people now more disenchanted with politics and are politicians less honest and more corrupt than they used to be? Has the state interfered too much in our lives or should government being doing more? What makes a good citizen and does being a good citizen include saying no to governments on occasion? There are no easy or universally-agreed answers to these questions, but trying to answer them will help you understand the forces that shape the world you live in, the choices that you have about how to live your life, and you will also learn how mere opinions do not make good political arguments.
In the second part of the course you will deepen your understanding of the role of conflicting values in politics by working in a small group to understand how a contemporary political issue can be seen differently by different ideologies such as liberalism, conservatism and socialism. Even if you don't think of yourself as political, you will learn how you take political decisions and express political views every day. This module will allow you to understand why politics and your role in it matters.
The course structure is based on whole group lectures and weekly seminars. You will study a workbook of readings and complete a range of tasks that will help you prepare for the seminars, write your essay and prepare for a small group presentation to the rest of your seminar group. You will receive guidance on how to build up a portfolio of research notes from lectures and reading and you will receive feedback on three pieces of assessed work: a book review done as a short class test (25%); a group presentation (25%) and a 1,500 word essay (50%).
|
|
|
PIR-10041 |
Introduction to International Relations |
EP |
M
|
7.5 |
15 |
|
|
This module is designed to provide a clear introduction to the academic study of International Relations and is useful to both beginning International Relations students and to students who would like to simply to find out what the subject is about and explore a few topics or issues in the module that particularly interest them. The module shows how the modern "society of states" came about and was affected by various factors such as nationalism and other ideologies, technology and a globalizing capitalist economy. It also gives students a basic understanding of the "traditional" perspectives in the academic discipline of International Relations and helps them to distinguish between these schools of thought.
The ten topic-based lectures are accompanied by eight weekly meetings of each small seminar group. The seminar meetings fall into two kinds. In roughly half the seminars, students learn how to perform effectively in core aspects of University-level study such as: researching, planning and writing an essay; and examination preparation and technique. The other half of the tutorial meetings are devoted to discussion of the topics covered by the module, including: the evolution of the modern states system; Realist and "Idealist" perspectives on IR, violence and war; order, justice and fairness in international society; sovereignty and humanitarian intervention; and the transition from international to global society. Half way through the module, students receive a one-to-one personal meeting with their Module Tutor (lasting approximately ten minutes) in which they receive feedback on their essay plans and can discuss their progress in the module in general. Assessment format: 3-400 word essay plan (0% of the module mark, but non-submission of the essay plan will automatically trigger failure of the module); 1,000-word essay (50% of the module mark); two-hour unseen exam (50% of the module mark).
|
|
|
PIR-10043 |
The Changing World: A History of International Relations since 1945 |
EP |
C
|
7.5 |
15 |
|
|
This module is designed to give a clear introduction to the academic study of International History within the discipline of international relations. It is useful for students of international relations, and also to students who would like to find out more about trends in world history and about key international events from the end of the second world war to the present day. The module covers the rise and fall of the Cold War, the global Cold War in Korea and Vietnam, European integration, decolonisation and nation building in Africa, the modern origins of the Arab Israeli conflict, the Yugoslavian civil wars, international terrorism and American foreign policy in the 1990s to the present.
The ten topic-based lectures are accompanied by ten weekly meetings of small tutorial groups. In these tutorials, students will have the opportunity to debate key themes and questions on topics covered by the lectures. One tutorial will provide the opportunity for students to 'role play' the positions of different actors in a particular international crisis. Preparation for the tutorials is deliberately integrated into the assessment format: students will be able to use their preparatory work, and the skills developed in tutorials, in order to conduct the assessments. Students will be expected to prepare independently for seminars, but will work in small groups during the tutorials. There will also be two tutorials focused on study skills, specifically on using sources and on essay writing.
The assessment for this module is 40% critique, and 60% essay. The critique is an opportunity for students to develop their skills, and to receive tutor feedback, in formulating an argument. Students will be expected to analyse one of the historical debates discussed in tutorials and to present their own argument supported by appropriate evidence. The essay will be submitted at the end of the course. Students will also have the opportunity to conduct a short referencing exercise, and to write a commentary on some of the source material discussed in the lectures. These assessments will not count towards the final mark. |
|
|
PIR-10046 |
British Politics Since 1945 |
C |
C
|
7.5 |
15 |
|
|
This module introduces students to the study of domestic and international dimensions of British politics. It presents an overview of the key debates that have shaped politics in Britain, such as the formation of the welfare state in Britain, Britain&©s post-war relationship with the United States of America, the Commonwealth and Europe, debates over Britain&©s economic decline, interpreting Thatcherism and the newness of New Labour.
The module is organised into 12 lectures and 8 tutorials. Students are required to produce a literature review (30% of total module mark), and a 1,500 essay (70%). |
|
|
PIR-10047 |
The politics of sustainability |
EP |
M
|
7.5 |
15 |
|
|
This module is designed to provide a clear and inspiring introduction to social scientific perspectives on environmental problems and the concept of sustainability. It is useful to both beginning Environment and Sustainability single honours students who require a solid grounding in enviromental social sciences as well as to students with a general interest in this timely and topical global issue.
The module looks at the emergence of the 'environment' as an object of study, the historical processes leading to the contemporary discussion of 'sustainability' (and 'unsustainability') and the various ways in which political and social theorists, scientists, artists, fiction writers, and activists have interpreted a range of environmental problems and solutions in different contexts. Students will learn to recognise the political aspects of the environmental crisis and to understand how and why both 'environment' and 'sustainability' are essentially contested concepts.
The ten topic-based lectures are complemented by ten weekly meetings of small tutorial groups. The tutorial sessions are organised by pre-assigned problem sheets that enable students to prepare to discuss and debate the academic content, as well as to practise core skills that will be required for successful University-level study -- such as paraphrasing an author's argument, using the Harvard system of referencing, attributing a concept to a specific school of thought, and constructing an effective argument. Tutorial group sessions enable students to develop the important verbal communication skills of effective question-posing and active listening. Feedback is given regularly by the tutor and by peers, in tutorials as well as in lectures.
Assessment format: 35% problem sheets, 25% book review, 40% unseen exam. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-10039 |
Debates in American Politics |
EP |
C
|
7.5 |
15 |
|
|
American Politics is driven by debate. Americans are divided over their foreign policy. Over social issues such as race and abortion, the U.S. has embarked upon debates so heated that they're sometimes referred to as the "culture wars". Then there are ongoing contests over areas such as education and environmental policy. This module will introduce to many of these debates. Each week, we look at a new policy area and get you to debate the rights and wrongs of current U.S. policy and where it should go next. The module also serves to introduce you to the subject of American Politics - it's all pitched at those new to the topic. Much of the module depends on your presentations, advocating one side or the other of a debate in a key policy area. Over the semester, you should learn about a series of policy debates, who's advocating what and develop your skills in presentation and argument. |
|
|
PIR-10045 |
Justice, Authority and Power |
C |
M
|
7.5 |
15 |
|
|
This module introduces students to the central debates in the history of Western political thought concerning justice and related concepts of political authority, power, liberty and the social contract. By posing critical questions concerning the nature and limits of state power, it provides a stimulating and enlightening opportunity for students in a wide range of disciplines, whether or not taking a principal degree in Politics, Philosophy and International Relations, to become familiar with the origin and development of the most influential ideas that have shaped modern states and societies.
The module firstly examines core issues in classical political thought through a study of Plato and Aristotle. Their writings present controversial but significant arguments for the universality of justice, the common good and the justification of elite power. The second part focuses on modern approaches to justice that focus principally on individual liberty, the social contract and the difference between wielding power and possessing legitimate authority to rule. The theories of Hobbes, Locke and Rousseau contrast with those of the classical world, and are generally considered to have inaugurated the widespread defence of representative government and democracy around the world today.
Ten lectures introduce the main concepts and thinkers covered in the module, and are accompanied by a corresponding number of weekly meetings of small one-hour tutorial groups. In these tutorials, students have the opportunity to debate specific themes and questions. Students are also asked to undertake self-assessed, summative multiple choice tests during the course of the module, and are encouraged to seek their tutors' advice with respect to any gaps in their knowledge that emerge as a result of these examinations. Students also receive prompt formative feedback on an essay-plan, which they are then asked to develop into a polished piece of written work, which is summatively assessed. |
|
|
PIR-10055 |
Modern Democracies |
C |
M
|
7.5 |
15 |
|
|
This module introduces students to the comparative study of politics and offers them the opportunity to examine how the political systems of various countries function.
The module begins by considering how we might study politics and evaluate democracies in a comparative fashion. That is, it explores how democracies are similar in many respects but how they also differ on a number of dimensions, and it investigates how we might best study these similarities and differences. Then, the module turns its attention to the political institutions and processes present in five democracies – the UK, the USA, Germany, France and the European Union. It examines the structures of political power, the characteristics of governments, and the ways in which citizens are represented in these five systems. The module concludes with an assessment of the extent to which and the ways in which political institutions influence the effectiveness of government and the quality of democracy.
The module is organized into 10 weekly lectures and 10 weekly tutorials. Students are required to participate in tutorials to undertake a data analysis group exercise (10%) and an individual oral presentation (40%). They will also complete an unseen two-hour examination at the end of the semester (50%).
|
|
|
PIR-10058 |
Introduction to Global Political Economy (GPE) |
EP |
M
|
7.5 |
15 |
|
|
Introduction to Global Political Economy
This course will provide you with an introduction to the key issues, history, and perspectives in the field of Global Political Economy [GPE]. This module is about the structure, it is a “big picture” module that serves as an introduction to the study of GPE.
GPE is a relatively new area of inquiry for analysing International Relations in combination with Political Economy. GPE goes beyond the study of the major global financial and economic actors such as the G-20, IMF and the World Bank to look also at transnational processes such as drug trafficking, illegal arms trade, smuggling goods and people, and laundering the money made from them, their financial products, which are estimated to amount to a trillion dollars annually. It is hard to imagine a world without GPE because the mutual interaction of International Politics and the global economy is today widely appreciated and the subject of much academic research and applied policy analysis. This module includes both mainstream and radical approaches to analysing the global political economy. It is organized in several key parts corresponding to the different kinds of languages/ discourses with which you need to become familiar. In the first part, the module introduces some historical background on the development and elements in the global economy and the perspectives used to makes sense of things. It looks at the world system as a whole, examining the assumptions of different perspectives on political economy. In the second part, we will examine key perspectives and related concepts, models, and empirical evidence. Here we will explain terms such as the balance of payments and comparative advantage and study the discourse of mainstream political economy. The third part of the module builds on the first two as we turn to a critical assessment of the spread of global political economy relationships as experienced in key issue areas. In other words, the module will move from more abstract and broad themes to specific issues.
As this module is designed as an introduction to studying the global political economy, we assume that students do not already have any background in political economy. The module aims to demonstrate how an understanding of GPE can help students to make sense of the current global financial crisis, global news, business investments, and government policies –by presenting the theories, institutions, and relationships found in GPE in simple ways that still capture the complexity of the global issues and intellectual problems addressed. |
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PIR-10060 |
Securing Global Order |
EP |
C
|
7.5 |
15 |
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This module introduces the politics of global security. It provides students with a detailed overview of the most pressing security issues and practices that shape their lives. It proceeds through a study of the theoretical and practical issues driving the most significant modern security mechanisms. It is through knowledge of the order sought by discourses and practices of global security that students of international relations gain keenest insight into the processes that blur boundaries between the local and the global, us and them, and ideals versus reality. The module interrogates the power relations which supports the globalisation of security and investigates the ethical consequences of a world that is forever being secured.
The 10 lectures are accompanied by 10 one-hour tutorials in which students develop their presentational and team working skills by delivering an individual oral presentation and contributing to a group presentation to the class. Assessment format: 10% group presentation; 20% individual oral presentation; 70% essay. |
Politics Single Honours - Level 2 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
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PIR-20041 |
Politics - Study Abroad I |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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PIR-20042 |
Politics - Study Abroad II |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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PIR-20043 |
Politics - Study Abroad III |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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PIR-20044 |
Politics - Study Abroad IV |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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PIR-20062 |
INTERNATIONAL RELATIONS OF EURASIA: Challenges of Globalisation and Geopolitics |
EP |
C
|
7.5 |
15 |
|
|
Eurasia, the vast lands between China and Germany, has emerged as the world's axial super-continent, which is now serving as the decisive geopolitical chessboard, both for political/military and economic reasons. Eurasia accounts for 75 percent of the world's population, 60 percent of its GNP, and 75 percent of its energy resources. Collectively, Eurasia's power overshadows even America's. The geopolitics of the region is therefore a significant matter. On a lighter note, it is even the setting and plot device for one of the latest James Bond movies.
This module looks at the struggle between the processes of globalisation and geopolitical forces since the end of the Second World War. One of the most significant characteristics of the Eurasian heartland is its central location in relation to the major sedentary civilisations of the past and present. Over the centuries, these lands have come under the sway of several great world-historical civilisations and empires: the Eastern Roman or Byzantine, Mongolian, Ottoman, Holy Roman, Austro-Hungarian, Russian, and Soviet. These lands have felt the influence of Orthodox Christianity, Catholicism, Protestanism, Judaism, Islam, and world communism.
At the intersection of many powerful global forces, these lands have experienced with particular sharpness what is called &«modernisation&ª and its challenge to customary ways of life. In addition, the collapse of Soviet domination and communist regimes across this region has dramatically increased its importance for the global economy. The Eurasian heartland, which has for a number of years been in the process of becoming a region of major strategic importance, has often been treated as peripheral to other fields of study such as study of Russia or China. Perhaps more than any other region of the world, the Eurasian heartland has become an avenue of the much-mentioned condition of multipolarity in world affairs.
Students conduct independent research on a research question (from a list of questions provided in the module handbook) that they have individually identified. The final module mark is based upon the following: tutorial performance (15%); a Short Paper (Review Article) of 1,000 (25%); and a 3,000-word Research Paper (Long Essay) (60%).
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PIR-20067 |
Environmental Politics and Policy |
O |
C
|
7.5 |
15 |
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This module provides a level two introduction to some of the key historical, theoretical and practical dimensions of environmental politics and policy. In particular it aims to explore:
&· The political nature of environmental problems and controversies;
&· The diverse historical, political, and cultural roots of contemporary environmental problems
and controversies;
&· Connections between local and global environmental issues;
&· Challenges posed by environmental issues to political institutions;
&· Power relationships between developed and developing countries, and between social groups within political communities; and the various strategies and tactics used to bring about environmental change, such as government policy-making and regulation, corporate environmental responsibility,and social movement activism.
Emphasis is placed on the complexity of contemporary environmental issues and controversies, and on developing the skills necessary to analyse them critically, and thus respond to them effectively.
The module enables students to develop their argumentation and communication skills.
Students will be assessed on a portfolio of 5 short pieces of writing designed to develop argumentation skills (50%), a mid-term class test (formative) and a research essay (50%). |
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PIR-20067 |
Environmental Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
This module provides a level two introduction to some of the key historical, theoretical and practical dimensions of environmental politics and policy. In particular it aims to explore:
&· The political nature of environmental problems and controversies;
&· The diverse historical, political, and cultural roots of contemporary environmental problems
and controversies;
&· Connections between local and global environmental issues;
&· Challenges posed by environmental issues to political institutions;
&· Power relationships between developed and developing countries, and between social groups within political communities; and the various strategies and tactics used to bring about environmental change, such as government policy-making and regulation, corporate environmental responsibility,and social movement activism.
Emphasis is placed on the complexity of contemporary environmental issues and controversies, and on developing the skills necessary to analyse them critically, and thus respond to them effectively.
The module enables students to develop their argumentation and communication skills.
Students will be assessed on a portfolio of 5 short pieces of writing designed to develop argumentation skills (50%), a mid-term class test (formative) and a research essay (50%). |
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PIR-20069 |
Approaches to Political Analysis |
C |
C
|
7.5 |
15 |
|
|
How should you analyse politics? This question can prove highly controversial. Politics is a broad discipline that encompasses many different ways of researching that include different methods, different ways of measuring things, different definitions of what constitutes $ùevidence&©, and even different conceptions of how we 'know what we know' in politics. This course will familiarise you with these debates and give you an introduction to the different approaches you may encounter. It provides an excellent preparation for planning for your dissertation in the third year.
The module takes a hands on approach to these debates, and will get you to try out different forms of analysis on a series of actual cases that you will recognise from the news. These cases include such topics as how to analyse a political film and why people are turned off politics.
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PIR-20070 |
The UN in world politics |
EP |
M
|
7.5 |
15 |
|
|
The United Nations has shaped international relations in multiple, complex and significant ways, but has not had the kind of impact for which many people hoped. Students taking this course will be able to explain why. They will analyse the interplay between world politics and international organisation by reference to the background to the creation of the United Nations; the lessons learned from the failure (and successes) of the UN's predecessor, the League of Nations; the policies of member states; and the international environment. Students will have the opportunity to work in teams as well as study topics that particulary interest them. In so doing they will further develop their ability to conduct research using a variety of sources to analyse the role of the UN in world politics. Assessment will be by means of one 2,000-word essay (50 per cent) and one two-hour unseen examination (50 per cent). |
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PIR-20071 |
U.S Government and Politics |
O |
C
|
7.5 |
15 |
|
|
Through a detailed examination and analysis of the US governmental institutions, political parties, voting behaviour, interest groups, and public opinion, students will gain an understanding how the mass public can influence the making of public policy.
This approach will enable students to identify, research, analyse and comment on the key issues facing the US political system developing their understanding of the interactivity of its component parts. An analysis of the literature will introduce students to the different conceptual frameworks and methodologies that have been adopted by leading US political scientists providing an intellectually rigorous training for the further study of the US political system.
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PIR-20071 |
U.S Government and Politics |
EP |
C
|
7.5 |
15 |
|
|
Through a detailed examination and analysis of the US governmental institutions, political parties, voting behaviour, interest groups, and public opinion, students will gain an understanding how the mass public can influence the making of public policy.
This approach will enable students to identify, research, analyse and comment on the key issues facing the US political system developing their understanding of the interactivity of its component parts. An analysis of the literature will introduce students to the different conceptual frameworks and methodologies that have been adopted by leading US political scientists providing an intellectually rigorous training for the further study of the US political system.
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PIR-20072 |
German Government and Politics |
O |
M
|
7.5 |
15 |
|
|
Despite the country’s chequered political past, Germany’s current regime has endured for over 60 years and been claimed by many to be an exemplary case of consensus democracy. This module offers an examination of key features of that system.
It critically assesses the distinctive constitutional settlement introduced to prevent a recurrence of the collapse of liberal-democracy and considers the processes and consequences of Germany’s 1990 unification into the ‘Berlin Republic’. Thereafter, it examines the structures and techniques that underpin the ‘German model’ of political economy, as well as the contemporary challenges to Germany's system of co-operative federalism. Other topics include’ German’s distinctive electoral system, its recent electoral outcomes, as well as its parties and party system
The module is assessed by means of an essay (50%) and an unseen examination (50%).
A useful volume for preparatory reading is Green, S., Hough, D., Miskimmon, A and Timmins, G (2008) The Politics of the New Germany, Abingdon: Routledge.
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|
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PIR-20072 |
German Government and Politics |
EP |
M
|
7.5 |
15 |
|
|
Despite the country’s chequered political past, Germany’s current regime has endured for over 60 years and been claimed by many to be an exemplary case of consensus democracy. This module offers an examination of key features of that system.
It critically assesses the distinctive constitutional settlement introduced to prevent a recurrence of the collapse of liberal-democracy and considers the processes and consequences of Germany’s 1990 unification into the ‘Berlin Republic’. Thereafter, it examines the structures and techniques that underpin the ‘German model’ of political economy, as well as the contemporary challenges to Germany's system of co-operative federalism. Other topics include’ German’s distinctive electoral system, its recent electoral outcomes, as well as its parties and party system
The module is assessed by means of an essay (50%) and an unseen examination (50%).
A useful volume for preparatory reading is Green, S., Hough, D., Miskimmon, A and Timmins, G (2008) The Politics of the New Germany, Abingdon: Routledge.
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|
|
PIR-20075 |
Balkan Politics and Society |
EP |
M
|
7.5 |
15 |
|
|
This module will introduce students to Balkan politics and society after the Second World War. It will focus on the evolution of a select group of communist and post-communist countries in the Balkan region - Bulgaria, Romania and Yugoslavia. The main themes covered by the course are: images of the Balkans; local traditions and peculiarities; underdevelopment, modernisation and dependency; communist takeovers; the adaptation of Soviet models after 1944; repression, reform, and dissent; the collapse of communism; majorities, minorities, and ethnic cleansing; democratisation; the political economy of the new democracies; the successes and failures of Western and Westernising policies in the region.
The module consists of 15 lectures and 5 tutorials. The final module mark is based on: 2000-word essay (50%); 2-hour unseen written exam (50%).
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|
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PIR-20075 |
Balkan Politics and Society |
O |
M
|
7.5 |
15 |
|
|
This module will introduce students to Balkan politics and society after the Second World War. It will focus on the evolution of a select group of communist and post-communist countries in the Balkan region - Bulgaria, Romania and Yugoslavia. The main themes covered by the course are: images of the Balkans; local traditions and peculiarities; underdevelopment, modernisation and dependency; communist takeovers; the adaptation of Soviet models after 1944; repression, reform, and dissent; the collapse of communism; majorities, minorities, and ethnic cleansing; democratisation; the political economy of the new democracies; the successes and failures of Western and Westernising policies in the region.
The module consists of 15 lectures and 5 tutorials. The final module mark is based on: 2000-word essay (50%); 2-hour unseen written exam (50%).
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PIR-20076 |
Contemporary International Relations Theory |
EP |
C
|
7.5 |
15 |
|
|
This module provides students with a broad theoretical understanding of the main areas of study in International Relations. It introduces students to the most influential ideas and writings in the field of IR. Through the in-depth analysis of leading scholars it analyses the methods that underpin contemporary interpretations of international relations. It enables students themselves to critique the various theoretical approaches involved with researching and writing about international relations. Throughout the module, there is a strong emphasis on applying the concepts and problems of IR theory to contemporary events. The 15 one-hour lectures explain the various approaches to interpreting IR. The 7 one-hour meetings of each tutorial group compare how particular themes in international relations are addressed by authors from different schools of thought, employing small-group work and plenary discussion amongst the whole class. |
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PIR-20078 |
Russian Politics and Society |
EP |
M
|
7.5 |
15 |
|
|
The theme of this module is the most important political experiment of the twentieth century - the attempt to build communism in Russia. We look at:
* the ideological, cultural and political origins of communism
* the political, economic and social systems created under Lenin and Stalin
* the gradual decline of the Soviet system under Stalin's successors
* the causes of the collapse of Soviet communism in the Gorbachev period
* communism's legacy and the postcommunist Russian political system
* prospects for democracy in contemporary Russia
The module will consist of 12 lectures and 8 x 1 hour tutorials.
Assessment is via a portfolio of short blogs on tutorial content (total 3000 words) and a final seen examination, which will address the 'big' questions raised by the module content: what was communism's appeal, what were the structural problems of the Soviet system, why did this system eventually collapse, what is its legacy, and where is Russia heading in the current period.
Indicative reading: Robert Service: The Penguin History of Modern Russia: from Tsarism to the Twenty-First Century (3rd edition 2009); Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al, Developments in Russian Politics 7 (2009) |
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PIR-20078 |
Russian Politics and Society |
O |
M
|
7.5 |
15 |
|
|
The theme of this module is the most important political experiment of the twentieth century - the attempt to build communism in Russia. We look at:
* the ideological, cultural and political origins of communism
* the political, economic and social systems created under Lenin and Stalin
* the gradual decline of the Soviet system under Stalin's successors
* the causes of the collapse of Soviet communism in the Gorbachev period
* communism's legacy and the postcommunist Russian political system
* prospects for democracy in contemporary Russia
The module will consist of 12 lectures and 8 x 1 hour tutorials.
Assessment is via a portfolio of short blogs on tutorial content (total 3000 words) and a final seen examination, which will address the 'big' questions raised by the module content: what was communism's appeal, what were the structural problems of the Soviet system, why did this system eventually collapse, what is its legacy, and where is Russia heading in the current period.
Indicative reading: Robert Service: The Penguin History of Modern Russia: from Tsarism to the Twenty-First Century (3rd edition 2009); Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al, Developments in Russian Politics 7 (2009) |
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PIR-20080 |
Sport in America: Field Experience Module in the United States |
EP |
C
|
7.5 |
15 |
|
|
The best way to learn about sport in the United States is to experience
it firsthand. It is hard to get an accurate picture of sport without some
sort of direct experience as a participant or spectator. To make sense of
sport in a foreign country requires understanding both the sport and the
culture of that country.
You will compare your own observations to the picture of American sport
portrayed in the academic literature. You will spend 10 days in
the United States attending various sporting events, talking to people
involved with sport, such as athletes, administrators and coaches in order
to get a sense of how it operates and what it means to people in the
United States.
Here are some key questions and the activities (these are
only indicative: the actual events offered will depend on the season,
schedules, and location of the trip):
Are people really as obsessed with sport in high school as depicted in
cinema films?
You will attend a high school football match (complete with cheerleaders
and marching band) to get a sense of its role in secondary education.
Why is sport in universities so important?
You will attend a university football match before an audience larger than
at most Premiership Football grounds. Beforehand, you will experience a
tailgate party as well as talking to alumni, students and administrators
about what football means to them.
What is the status of women's sport?
You will attend a women's soccer match and discuss this topic
with women athletes, administrators, and coaches.
You will be accompanied by a university instructor, who will help
provide context to the events, experiences and discussions you encounter
on the module. There are additional costs associated with undertaking
this module: return flight to the United States, insurance, accommodation,
living costs and the price of entry into the events. Some financial help
may be available to students in receipt of a mean-tested grant.
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PIR-20082 |
Work Experience in Politics, International Relations and Philosophy |
EP |
C
|
7.5 |
15 |
|
|
In a competitive job market, understanding how the professional work place functions, and knowing how to identify and demonstrate the kinds of attributes and skills needed for a chosen field, are keys to securing desirable employment after graduation. Enhancing ‘employability’ is a major focus of the Keele Distinctive Curriculum, and SPIRE has always provided excellent support for our students’ career planning. This module is designed to enable students to gain work-based experience in a professional context and to reflect, in an academically informed and discipline-specific way, on their own capabilities, attributes and career plans.
The module consists of five taught workshops in Semester 1, where students are introduced to the theory behind work-based learning and given practical instruction on finding, carrying out and reflecting on a work-based learning experience. Students must find a suitable organisation or company that is willing to take them on for a 75 hour 'placement' which must be completed before the start of the examination period in Semester 2. The terms of the students' time with the organisation/company are to be negotiated and formalised in a 'work-based learning agreement' signed by the student, work supervisor, and Head of School for SPIRE.
Students must meet with their work experience tutor for discussion of the work-based learning and progress on assessments; two (compulsory) half-hour one-to-one sessions are scheduled over the course of the module. Students' completion of the 75 hour work experience period will be monitored and verified by the participating work supervisor in the institution/company where the work experience is undertaken.
The module is assessed though a 2,000 word academic essay which brings together the theoretical and practical dimensions of the work experience (worth 35%, due in Semester 1) and a portfolio comprising 6 documents (a skills audit, a CV, a covering letter, a learning agreement, a work-based learning report, and an evaluation of the student's work by the work supervisor in the organisation/company) (worth 65%, due in Semester 2).
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| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
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PIR-20046 |
Politics - Study Abroad V |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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PIR-20047 |
Politics - Study Abroad VI |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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|
PIR-20048 |
Politics - Study Abroad VII |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
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PIR-20049 |
Politics - Study Abroad VIII |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
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PIR-20061 |
Peace, Conflict and Security: Theories and Practice |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the problem of security as it is addressed in the academic discipline of International Relations and as it is understood by practicioners of international politics at the level of governments and other kinds of actors in world politics. The study of security is still the single most influential sub-discipline within International Relations and the search for security in its various forms is at the heart of many activities and policies at the international level. Through this module students become familiar with the key conceptual debates in the literature on international security and come to appreciate the implications of these debates for events in the real world of international politics. They develop the ability to apply a range of relevant ideas about the nature of conflict and conflict resolution to gain a critical understanding of how security questions develop and how the security agenda is shaped, looking especially at the elements of continuity and change in the security agenda since the Cold War began to wane in the mid-1980s through to the 2010s.
In addition to learning how to analyse key aspects of the security problematique - a set of problems, concepts, and theoretical debates that still lie near the heart of the discipline of International Relations - students refine their ability to conduct independent research, to evaluate and employ abstract concepts and theories in making sense of and evaluating potential solutions to real-world problems, and effectively to communicate complex arguments supported by appropriate evidence.
The final module mark is based upon the following: 750-word annotated bibliography (15%); 2,000 word essay (45%); 2-hour unseen written exam (40%). |
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PIR-20064 |
International Relations of the Environment |
EP |
M
|
7.5 |
15 |
|
|
As a global society of increasingly interdependent states, the world faces numerous problems stemming from the depletion of natural resources such as fish, forests, hydrocarbons and water and the deterioration of various aspects of the natural environment. Most of these are examples of common problems (we all independently experience them to varying degrees) or also shared problems (what each of us does or doesn't do about them affects how they are experienced by others). This poses many challenges for the development of national and international policies that will effectively address the global environmental agenda.
Through a detailed examination of a selection of international environmental issue areas, students are introduced to some of the key analytical themes from the academic literature on the international relations of the environment. This enables students to analyse a number of common or shared conservation and environmental protection challenges that many states and parts of the world face, and to critically evaluate the proposed solutions.
The issues and themes covered in the module usually include: how issues get on the international environmental agenda; the environment in international affairs; the contribution of the discipline of IR to understanding international environmental affairs; patterns of sovereignty and jurisdiction affecting transboundary resources and pollutants; actors, factors and effectiveness in international environmental regimes; environment and security; the International Whaling Regime; The African Elephant in international trade; high seas fisheries; tropical rainforests; the ozone layer; climate change; trade and the environment. Other topics which sometimes feature in the module include: Antarctica; the deep seabed; the global trade in hazardous waste; persistent organic pollutants.
There are 15 one-hour lectures. Each tutorial group meets fortnightly for a total of 5 one-hour sessions. Students work in teams to coordinate their class contributions as well as working individually on the topics which especially interest them, further developing their ability to conduct research using a variety of sources in order to analyse some of the policy problems encountered in the quest for ecologically sustainable development.
In the 2012-13 academic session, the sequence of lecture topics will probably be as follows:
The environment in world politics
The environment in the discipline of International Relations: prominent approaches
The environment and security
Global health and security
Actors, factors and effectiveness in environmental cooperation
Governance and the commons
The tragedy of the commons
Governing the seas: the sea in international politics and international law
Fisheries: the high seas and straddling stocks
Sustainable use of wildlife, a tenuous concept? The cases of the Great Whales and African Elephants
The politics of risk: biosafety in global politics
Biopiracy: biodiversity and equity at the global level
The Battle of Seattle: the environment and international trade in the globalising world
Saving the ozone layer
The mother of all battles: the development of the global climate change regime.
The tutorials are usually organised around the analysis of the following areas in the International Relations of the Environment:
1. Introduction to the subject and the format of the module
2. Environment and security
3. New frontiers and the management of new commons: the oceans, the deep seabed and Antarctica
4. Managing the conservation and exploitation of transboundary resources: the case of the Great Whales
5. The atmosphere: international cooperation to save the ozone layer and combat climate change.
The final module mark is based upon the following: short oral presentation to the class (10%); 2,000 word essay (40%); 2-hour unseen written examination (50%). |
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|
PIR-20065 |
The Practice of Politics |
EP |
C
|
7.5 |
15 |
|
|
This module involves exploration of a number of interrelated personal and political questions. Through engaging with the module fully, you will, by the end of it, have clearer answers to at least some of the following questions:
Personal Development
- What am I good at?
- What do I enjoy doing?
- What are my motivations?
- What are my priorities?
- How can I become more effective?
Future Careers
- What is it like to work in various different kinds of political career?
- How do careers develop?
- What kind of work do I want?
- What do I need to do in order to get the kind of work I want?
Political Action
- How can I communicate about politics more effectively?
- What are the techniques used by the most effective public speakers?
- How can I influence others?
- How can I improve my people skills?
- How can I be an effective leader?
Political Communication and Leadership
- When are political leaders effective?
- When do campaigns succeed?
- What are the features of effective public speaking in a variety of contexts?
The module will be taught in 12 x 2-hour workshops which will consist of a combination of instruction, small and large group discussion and practical exercises. Rather than prior reading the focus will be on practical activities in the workshop and reflection or other activitiesafterwards. Participants will also be given the opportunity to practice public speaking and media and interview skills as part of a presentation day.
Assessment will be through a research report which involves either a study of an individual political leader, a policy brief on a current controversy, or an analysis of great political speeches (worth 40% of marks), and a portfolio including a number of reflections on individual skill areas, as well as a number of documents relating to the process of career management and development (60%). |
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PIR-20066 |
Freedom and Equality |
O |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
|
|
PIR-20066 |
Freedom and Equality |
EP |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
|
|
PIR-20068 |
Why Policy Changes |
O |
C
|
7.5 |
15 |
|
|
Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark). If you're after some indicative reading, try John Kingdon's Agendas, Alternatives and Public Policies or Michael Hill's The Public Policy Process.
If you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
|
|
PIR-20068 |
Why Policy Changes |
EP |
C
|
7.5 |
15 |
|
|
Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark). If you're after some indicative reading, try John Kingdon's Agendas, Alternatives and Public Policies or Michael Hill's The Public Policy Process.
If you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
|
|
PIR-20074 |
British Government and Politics |
EP |
M
|
7.5 |
15 |
|
|
This module seeks to offer an in-depth analysis of the British system of government and its politics
more broadly, including the constitution; the government; Parliament; parties and the party system; elections and voting; the role of interest groups; policies; constitutional reform; and the impact of the European Union. The final module mark is based upon completion of a portfolio (40% of overall module mark) and a 2 hour exam (60%). |
|
|
PIR-20077 |
Comparative Political Analysis |
O |
M
|
7.5 |
15 |
|
|
Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world.
This module investigates how and with what success Comparative Politics has sought to answer questions such as the following:
• What shapes the distribution and effectiveness of political participation?
• Why do people vote the way they do?
• 'what are the effects of electoral systems?',
• How do political parties organise and compete?
• Why do political executives dominate the legislature in some countries and not in others?
• Can we predict which government coalitions will form and what factors are most likely to cause them to collapse?
• What are the differences between federalism and regionalism and which is the most efficient territorial distribution of political power?
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
A useful volume for preparatory reading is Caramani, Daniele (ed) (2011) Comparative Politics, 2nd edition, Oxford: Oxford University Press. |
|
|
PIR-20077 |
Comparative Political Analysis |
EP |
M
|
7.5 |
15 |
|
|
Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world.
This module investigates how and with what success Comparative Politics has sought to answer questions such as the following:
• What shapes the distribution and effectiveness of political participation?
• Why do people vote the way they do?
• 'what are the effects of electoral systems?',
• How do political parties organise and compete?
• Why do political executives dominate the legislature in some countries and not in others?
• Can we predict which government coalitions will form and what factors are most likely to cause them to collapse?
• What are the differences between federalism and regionalism and which is the most efficient territorial distribution of political power?
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
A useful volume for preparatory reading is Caramani, Daniele (ed) (2011) Comparative Politics, 2nd edition, Oxford: Oxford University Press. |
|
|
PIR-20079 |
Power to the People: understanding the origins of Western politics |
EP |
M
|
7.5 |
15 |
|
|
This module takes an approach to politics based on the now widespread view that in order to understand how power operates, and where power lies, we need to know something about the social and economic forces at work in a particular society. Political sociology looks beyond the analysis of political institutions and political ideas in isolation, for evidence about how these are affected by different social and historical contexts.
In this module we focus in particular on the historical background to features of modern Western politics such as capitalism, democracy and nationalism, concentrating on Britain, France, Germany and the USA (complementing courses at level 2 on the politics of those countries, without repeating the same topics). We also look at how the process of modernization has produced different kinds of mass movements attempting to change the nature of their own societies, notably nineteenth century movements for democracy such as Chartism and the Suffragettes, and twentieth century movements such as the Civil Rights Movement in the USA and New Left in Western Europe. As well as non-violent protest movements we also consider the causes and effects of political violence and terrorism in Western societies.
The course covers explanations of the origins of modern Western politics and society that take into account major theories of social change and the evidence which supports or challenges them. In doing so, we raise questions which are of as much relevance today as in the past, such as the balance between ideas and structural determination in shaping social change, the power of the state in relation to other centres of power in society, and whether change is imposed from above, or comes from disobedient citizens challenging the existing order. |
|
|
PIR-20081 |
The Politics of the European Union |
EP |
M
|
7.5 |
15 |
|
|
This module introduces students to the study of the European Union and its historical setting, then proceeds to describe and analyse the workings of its main institutions and selected policies. The institutions covered are the Commission, Council of Ministers, the European Parliament and the Court of Justice. Issues discussed include 'how democratic is the EU', 'how does the EU change the domestic politics of its members', 'is the EU a global power?, and finally 'what is the effect of new countries joining the EU'. The assessment for this module is based on: one 2,000-word essay (50%), and one 2-hour unseen written examination (50%). |
Politics Single Honours - Level 3 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
+
|
PIR-30094 |
The Global South |
O |
M
|
7.5 |
15 |
|
|
Module Aims:
a. To investigate The Global South from international relations and political science perspectives;
b. To communicate regional understandings of the Indian Ocean and the Asia-Pacific;
c. To review and analyse the growing literature on justice, sovereignty, environment and security in the Global South;
d. To critically evaluate both theoretical and empirical writings which pertain to concepts of a North-South dichotomy;
e. To investigate current literature on the central dimensions of critical geo-politics;
f. To cultivate the critical skills needed to analyse the impacts of globalisation on majority worlds;
g. To enable students to gain experience of individual research by gathering, organising, and deploying information (from primary and secondary sources), and by identifying, analysing and advocating potential solutions to problems
h. To enable students to improve their oral presentation shills and to gain experience of participating in and facilitating group discussion.
i. To communicate current debates and areas of new research in relation to major, contemporary issues pertaining to the Global South.
|
|
+
|
PIR-30094 |
The Global South |
EP |
M
|
7.5 |
15 |
|
|
Module Aims:
a. To investigate The Global South from international relations and political science perspectives;
b. To communicate regional understandings of the Indian Ocean and the Asia-Pacific;
c. To review and analyse the growing literature on justice, sovereignty, environment and security in the Global South;
d. To critically evaluate both theoretical and empirical writings which pertain to concepts of a North-South dichotomy;
e. To investigate current literature on the central dimensions of critical geo-politics;
f. To cultivate the critical skills needed to analyse the impacts of globalisation on majority worlds;
g. To enable students to gain experience of individual research by gathering, organising, and deploying information (from primary and secondary sources), and by identifying, analysing and advocating potential solutions to problems
h. To enable students to improve their oral presentation shills and to gain experience of participating in and facilitating group discussion.
i. To communicate current debates and areas of new research in relation to major, contemporary issues pertaining to the Global South.
|
|
|
PIR-30101 |
Russia and Europe: Hopes for Partnership, Legacy of Confrontation |
O |
M
|
7.5 |
15 |
|
|
Following a brief period of euphoria after the end of the Cold War, Russia seems to be drifting apart from its neighbours and partners in Europe. This module examines the evolution of different social, political and economic forces that shape Russia and Europe. It addresses deep-seated differences on sovereignty, democracy, human rights and security that explain Russia's uneasy relationship with NATO and the European Union.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30101 |
Russia and Europe: Hopes for Partnership, Legacy of Confrontation |
EP |
M
|
7.5 |
15 |
|
|
Following a brief period of euphoria after the end of the Cold War, Russia seems to be drifting apart from its neighbours and partners in Europe. This module examines the evolution of different social, political and economic forces that shape Russia and Europe. It addresses deep-seated differences on sovereignty, democracy, human rights and security that explain Russia's uneasy relationship with NATO and the European Union.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30108 |
Proliferation |
O |
M
|
7.5 |
15 |
|
|
The aims of this module are to: (1) enable students to develop an informed understanding of the changing agenda of arms control in the post Cold War era and of the policy conflicts encountered in shaping the agenda of weapons proliferation control; (2) enable students to identify the political, technological, economic and moral factors that affect the formation, evolution and effectiveness of formal and informal multilateral and global regimes relevant to proliferation control
Students will learn about the various factors affecting the agenda, modalities and outcomes of international proliferation control efforts, through conducting in-depth evaluations of the development, implementation and effectiveness of proliferation control policies in specific issue-areas. How does the Nuclear Nonproliferation Treaty work? What improvements need to be made to it? Why do some countries abandon weapons of mass destruction programmes while others try to develop or acquire such weapons? What can the international community do to persuade "threshold states" not to become nuclear weapons powers? Do "carrots" work better than "sticks?" What factors affect the likely effectiveness of efforts to coordinate export control policies covering conventional and non-conventional weapons and related technologies? Should bullets, mines and cluster bombs be as important as nuclear, chemical and biological weapons on the proliferation agenda of states, international organisations and the campaigning groups to be found in civil society? Are different dynamics at play when the agenda shifts to the humanitarian or human security level as distinct from the security of states?
Students will develop their communication, team-working and leadership skills through giving presentations as part of a team in charge of leading their seminar group on two occasions, as well as refining their analytical and other intellectual skills.
The assessment format is: two individual oral presentations as part of your student team (10% of the module mark, in total); 2500 word essay (40% of the module mark); 2-hour unseen exam (50% of the module mark).
The requirement to deliver two oral presentations in class helps each student to engage regularly with the module in a focussed, in-depth manner. It also gives them the opportunity to receive detailed feedback on their understanding of the content of the module very regularly from the Tutor who, in the course of his career, has actually worked on proliferation issues in the British government as well as researching and writing on them as a University academic.
The seminars usually adhere to the sequence of topics outlined below:
1. Organisational meeting
2. Arms Control during the Cold War: Experience and Legacy for the Post-9/11 Era (presentation by the Tutor)
3. The Nuclear Non-Proliferation Regime: the Non-Proliferation Treaty and IAEA nuclear safeguards; the prospective nuclear "Fissban", and the struggle for the Nuclear Test Ban
4. "Nuclear Repentance" - the cases of Brazil, Argentina, South Africa and Libya
5. Crossing the nuclear threshold: India and Pakistan and stability in South Asia
6. Threshold Cases: Iraq
7. Threshold Cases: Iran and North Korea
8. Poor Man's Armageddon? Chemical and Biological Weapons
9. The arms bazaar and arms export control regimes for big-ticket conventional weapons and for ballistic missiles
10. Micro-disarmament: an humanitarian agenda? The cases of anti-personnel landmines, cluster munitions and the trade in small arms and light weapons
11. Feedback, feed forward and reflections on the module: the Tutor gives generic feedback on the essays (prior to written individual feedback) and "feed forward" for the exam (advice on exam preparation, informed by the Tutor's reflections on past student performance in answering exam questions on the topics covered in the module.)
|
|
|
PIR-30108 |
Proliferation |
EP |
M
|
7.5 |
15 |
|
|
The aims of this module are to: (1) enable students to develop an informed understanding of the changing agenda of arms control in the post Cold War era and of the policy conflicts encountered in shaping the agenda of weapons proliferation control; (2) enable students to identify the political, technological, economic and moral factors that affect the formation, evolution and effectiveness of formal and informal multilateral and global regimes relevant to proliferation control
Students will learn about the various factors affecting the agenda, modalities and outcomes of international proliferation control efforts, through conducting in-depth evaluations of the development, implementation and effectiveness of proliferation control policies in specific issue-areas. How does the Nuclear Nonproliferation Treaty work? What improvements need to be made to it? Why do some countries abandon weapons of mass destruction programmes while others try to develop or acquire such weapons? What can the international community do to persuade "threshold states" not to become nuclear weapons powers? Do "carrots" work better than "sticks?" What factors affect the likely effectiveness of efforts to coordinate export control policies covering conventional and non-conventional weapons and related technologies? Should bullets, mines and cluster bombs be as important as nuclear, chemical and biological weapons on the proliferation agenda of states, international organisations and the campaigning groups to be found in civil society? Are different dynamics at play when the agenda shifts to the humanitarian or human security level as distinct from the security of states?
Students will develop their communication, team-working and leadership skills through giving presentations as part of a team in charge of leading their seminar group on two occasions, as well as refining their analytical and other intellectual skills.
The assessment format is: two individual oral presentations as part of your student team (10% of the module mark, in total); 2500 word essay (40% of the module mark); 2-hour unseen exam (50% of the module mark).
The requirement to deliver two oral presentations in class helps each student to engage regularly with the module in a focussed, in-depth manner. It also gives them the opportunity to receive detailed feedback on their understanding of the content of the module very regularly from the Tutor who, in the course of his career, has actually worked on proliferation issues in the British government as well as researching and writing on them as a University academic.
The seminars usually adhere to the sequence of topics outlined below:
1. Organisational meeting
2. Arms Control during the Cold War: Experience and Legacy for the Post-9/11 Era (presentation by the Tutor)
3. The Nuclear Non-Proliferation Regime: the Non-Proliferation Treaty and IAEA nuclear safeguards; the prospective nuclear "Fissban", and the struggle for the Nuclear Test Ban
4. "Nuclear Repentance" - the cases of Brazil, Argentina, South Africa and Libya
5. Crossing the nuclear threshold: India and Pakistan and stability in South Asia
6. Threshold Cases: Iraq
7. Threshold Cases: Iran and North Korea
8. Poor Man's Armageddon? Chemical and Biological Weapons
9. The arms bazaar and arms export control regimes for big-ticket conventional weapons and for ballistic missiles
10. Micro-disarmament: an humanitarian agenda? The cases of anti-personnel landmines, cluster munitions and the trade in small arms and light weapons
11. Feedback, feed forward and reflections on the module: the Tutor gives generic feedback on the essays (prior to written individual feedback) and "feed forward" for the exam (advice on exam preparation, informed by the Tutor's reflections on past student performance in answering exam questions on the topics covered in the module.)
|
|
|
PIR-30117 |
The U.S. Presidency |
O |
M
|
7.5 |
15 |
|
|
The high profile of the U.S. presidency is undeniable. Whether occupied by a Bush or an Obama, the office is also perceived as one of the most powerful institutions in the world. Yet, in a political system designed around a separation of powers, the capacity to lead is not guaranteed. This module allows you to consider the different techniques presidents use to lead and whether those techniques work.
The module is taught in two-hour seminars and is assessed by a three-section portfolio (60%) and examination (40%). The portfolio is an opportunity for you to examine presidential leadership in a series of policy areas of your choice, while the examination asks you to consider the strengths and weaknesses of scholarship on the presidency.
The set text (and so, pretty good indicative reading) is George Edwards and Stephen Wayne's Presidential Leadership.
|
|
|
PIR-30117 |
The U.S. Presidency |
EP |
M
|
7.5 |
15 |
|
|
The high profile of the U.S. presidency is undeniable. Whether occupied by a Bush or an Obama, the office is also perceived as one of the most powerful institutions in the world. Yet, in a political system designed around a separation of powers, the capacity to lead is not guaranteed. This module allows you to consider the different techniques presidents use to lead and whether those techniques work.
The module is taught in two-hour seminars and is assessed by a three-section portfolio (60%) and examination (40%). The portfolio is an opportunity for you to examine presidential leadership in a series of policy areas of your choice, while the examination asks you to consider the strengths and weaknesses of scholarship on the presidency.
The set text (and so, pretty good indicative reading) is George Edwards and Stephen Wayne's Presidential Leadership.
|
|
|
PIR-30118 |
Policing International Order |
O |
C
|
7.5 |
15 |
|
|
Policing is an international activity As a key component of post-Cold War liberal strategies, police reform became central to international projects that aimed to transform $ùweak states&© into apolitical rule of law zones governed through security practices. From having a marginal role in UN peacekeeping operations, policing very quickly established itself as an indispensable aspect of international security.This role was further enhanced in the wake of terrorist attacks on New York, London, Madrid and Bali. Together with NGOs and state development agencies, the UN, the EU and the OSCE have been instrumental in the resultant internationalization and militarization of the police in the international realm. This module draws upon criminology, history, international relations and political philosophy in order to explore the causes and consequences of this development and to assess its impact on post-conflict societies. |
|
|
PIR-30118 |
Policing International Order |
EP |
C
|
7.5 |
15 |
|
|
Policing is an international activity As a key component of post-Cold War liberal strategies, police reform became central to international projects that aimed to transform $ùweak states&© into apolitical rule of law zones governed through security practices. From having a marginal role in UN peacekeeping operations, policing very quickly established itself as an indispensable aspect of international security.This role was further enhanced in the wake of terrorist attacks on New York, London, Madrid and Bali. Together with NGOs and state development agencies, the UN, the EU and the OSCE have been instrumental in the resultant internationalization and militarization of the police in the international realm. This module draws upon criminology, history, international relations and political philosophy in order to explore the causes and consequences of this development and to assess its impact on post-conflict societies. |
|
|
PIR-30119 |
The Extreme Right in Western Europe |
O |
M
|
7.5 |
15 |
|
|
Right-wing extremist parties have experienced success in elections in a number of countries in Western Europe over the last three decades. This phenomenon has attracted widespread attention, both in the media and in academic circles, sparking a number of frequently asked questions: why have these parties suddenly become electorally successful? What exactly do they stand for? What kind of people vote for them? Why do people vote for them? Why have they experienced more success in some countries than in others? Should we be worried about their rise? And what can we, or mainstream political parties, do to counter their rise?
This module aims to examine all these questions. Rather than adopting a country-by-country approach it follows a thematic structure. It begins by exploring the different theories and debates that seek to explain why right-wing extremist parties have emerged in Western Europe in the contemporary period (Session 2). Then it turns its attention to the concept of right-wing extremism itself and investigates what characteristics a party might have if we are to label it an ‘extreme right’ party and what makes an extreme right party different from other types of party (Session 3). The next two sessions then examine the ideologies of different right-wing extremist parties across different West European countries (Session 4) and explore who votes for these parties and why (Session 5).
Having established what these parties stand for and who votes for them, the module then tackles the question of why some right-wing extremist parties (in various countries and at different points in time) have been electorally more successful than others (Session 6). It then goes on to explore the impact that (successful) right-wing extremist parties have had on public debate, policy-making and party competition over the last 30 years or so (Session 7), and it explores the various consequences of this increased influence for the extreme right parties themselves – including pressures to moderate their ideology, and internal struggles and splits (Session 8). The final substantive session (Session 9) then considers how mainstream parties have attempted to counter the rise and growing influence of the parties of the extreme right.
The module is delivered in weekly two-hour seminars over ten weeks. Assessment is based on: 0% group presentation; 50% 2,500 word essay; 50% 2-hour unseen examination.
|
|
|
PIR-30119 |
The Extreme Right in Western Europe |
EP |
M
|
7.5 |
15 |
|
|
Right-wing extremist parties have experienced success in elections in a number of countries in Western Europe over the last three decades. This phenomenon has attracted widespread attention, both in the media and in academic circles, sparking a number of frequently asked questions: why have these parties suddenly become electorally successful? What exactly do they stand for? What kind of people vote for them? Why do people vote for them? Why have they experienced more success in some countries than in others? Should we be worried about their rise? And what can we, or mainstream political parties, do to counter their rise?
This module aims to examine all these questions. Rather than adopting a country-by-country approach it follows a thematic structure. It begins by exploring the different theories and debates that seek to explain why right-wing extremist parties have emerged in Western Europe in the contemporary period (Session 2). Then it turns its attention to the concept of right-wing extremism itself and investigates what characteristics a party might have if we are to label it an ‘extreme right’ party and what makes an extreme right party different from other types of party (Session 3). The next two sessions then examine the ideologies of different right-wing extremist parties across different West European countries (Session 4) and explore who votes for these parties and why (Session 5).
Having established what these parties stand for and who votes for them, the module then tackles the question of why some right-wing extremist parties (in various countries and at different points in time) have been electorally more successful than others (Session 6). It then goes on to explore the impact that (successful) right-wing extremist parties have had on public debate, policy-making and party competition over the last 30 years or so (Session 7), and it explores the various consequences of this increased influence for the extreme right parties themselves – including pressures to moderate their ideology, and internal struggles and splits (Session 8). The final substantive session (Session 9) then considers how mainstream parties have attempted to counter the rise and growing influence of the parties of the extreme right.
The module is delivered in weekly two-hour seminars over ten weeks. Assessment is based on: 0% group presentation; 50% 2,500 word essay; 50% 2-hour unseen examination.
|
|
|
PIR-30124 |
Urban Politics |
O |
M
|
7.5 |
15 |
|
|
This module will provide students with an in-depth and systematic understanding of recent
developments and issues in urban and regional governance in the UK. It seeks to widen students&© understanding of subnational levels of governance within the UK state and to engage them with recent institutional, theoretical and conceptual changes in urban politics. The final module mark is based upon the following: a 2,500 word essay (50%); a 2-hour unseen written exam (50%) and a presentation (0%).
|
|
|
PIR-30124 |
Urban Politics |
EP |
M
|
7.5 |
15 |
|
|
This module will provide students with an in-depth and systematic understanding of recent
developments and issues in urban and regional governance in the UK. It seeks to widen students&© understanding of subnational levels of governance within the UK state and to engage them with recent institutional, theoretical and conceptual changes in urban politics. The final module mark is based upon the following: a 2,500 word essay (50%); a 2-hour unseen written exam (50%) and a presentation (0%).
|
|
|
PIR-30135 |
Regime Change in the Balkans |
O |
M
|
7.5 |
15 |
|
|
Regime change in the Balkans is perceived as unfinished and problematic more than two decades after the collapse of communism. This module will introduce students to the communist and post-communist politics of Albania, Bulgaria, Romania, and the republics and regions of former Yugoslavia, within the context of change in the wider Balkans and Eastern Europe. The main themes covered by the course are: images of Balkan underdevelopment; the legacies of Sovietisation and national communism; transitions and modernisation in the new Balkan democracies; national, ethnic and religious problems; federalism, separatism and secession; the Yugoslav crisis zone; the place of the Balkans in European integration.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30135 |
Regime Change in the Balkans |
EP |
M
|
7.5 |
15 |
|
|
Regime change in the Balkans is perceived as unfinished and problematic more than two decades after the collapse of communism. This module will introduce students to the communist and post-communist politics of Albania, Bulgaria, Romania, and the republics and regions of former Yugoslavia, within the context of change in the wider Balkans and Eastern Europe. The main themes covered by the course are: images of Balkan underdevelopment; the legacies of Sovietisation and national communism; transitions and modernisation in the new Balkan democracies; national, ethnic and religious problems; federalism, separatism and secession; the Yugoslav crisis zone; the place of the Balkans in European integration.
The module consists of ten 2-hour seminars. The final module mark is based on: 2500-word essay (50%); 2-hour unseen written exam (50%). |
|
|
PIR-30140 |
The Left in Modern Politics: Challenging the Political Order? |
EP |
M
|
7.5 |
15 |
|
|
The centre-left, or social democratic parties - ranging from the British Labour party to the Swedish Social Democrats to the American Democratic party - have witnessed ideological change over the past twenty years as well as more recently, electoral failure. At the same time, in western Europe, small parties to the left of social democrats, the so-called radical left parties such as the Dutch Socialist party or the German Left party, have now become formidable challengers to the social democrats. This module explores the rise and relative fall of social democratic parties, reasons for the rise in the 21st century of the radical left as well as green parties, and non-party challengers such as the anti-globalisation and Occupy movements.
Assessment will involve individaul student presentations of an essay topic they will develop with advice from the module tutor, the essay itself (50%) and a final essay-based examination (50%). |
|
|
PIR-30140 |
The Left in Modern Politics: Challenging the Political Order? |
O |
M
|
7.5 |
15 |
|
|
The centre-left, or social democratic parties - ranging from the British Labour party to the Swedish Social Democrats to the American Democratic party - have witnessed ideological change over the past twenty years as well as more recently, electoral failure. At the same time, in western Europe, small parties to the left of social democrats, the so-called radical left parties such as the Dutch Socialist party or the German Left party, have now become formidable challengers to the social democrats. This module explores the rise and relative fall of social democratic parties, reasons for the rise in the 21st century of the radical left as well as green parties, and non-party challengers such as the anti-globalisation and Occupy movements.
Assessment will involve individaul student presentations of an essay topic they will develop with advice from the module tutor, the essay itself (50%) and a final essay-based examination (50%). |
|
|
PIR-30143 |
The Modern Middle East: Conflict, Competition and Cooperation |
O |
C
|
7.5 |
15 |
|
|
This module aims to acquaint students with the domestic politics, foreign policies, and international relations of the Middle East region, stretching from Morocco in the West to Iran in the east. Students will be encouraged to develop a critical awareness of the historical, social, political and geopolitical transformations of Middle Eastern states by (a) acquiring knowledge of important actors and events in the region, and by (b) developing a critical understanding of the key scholarly and popular debates about domestic and international politics of regional states. Material covered will include the historical formation of the state system in the Middle East region; the role of collective identities and political ideologies in the politics of the region; the Cold War period and its impact on Middle East politics; Civil Wars in the Middle East and North Africa, the Arab-Israeli Wars; the Palestinians and the Peace Process; Iraq's Wars and Reconstruction; and American Middle East policy. |
|
|
PIR-30143 |
The Modern Middle East: Conflict, Competition and Cooperation |
EP |
C
|
7.5 |
15 |
|
|
This module aims to acquaint students with the domestic politics, foreign policies, and international relations of the Middle East region, stretching from Morocco in the West to Iran in the east. Students will be encouraged to develop a critical awareness of the historical, social, political and geopolitical transformations of Middle Eastern states by (a) acquiring knowledge of important actors and events in the region, and by (b) developing a critical understanding of the key scholarly and popular debates about domestic and international politics of regional states. Material covered will include the historical formation of the state system in the Middle East region; the role of collective identities and political ideologies in the politics of the region; the Cold War period and its impact on Middle East politics; Civil Wars in the Middle East and North Africa, the Arab-Israeli Wars; the Palestinians and the Peace Process; Iraq's Wars and Reconstruction; and American Middle East policy. |
| Semester 1-2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-30130 |
Dissertation in Politics and IR - ISP |
C |
C
|
15 |
30 |
|
|
Thinking of writing a dissertation in Politics or International Relations in your final year? Interested in the opportunity to examine and investigate a specific topic, question or issue of your own choosing, in considerable depth? If so, this module is for you.
You may write a dissertation on any topic in Politics or International Relations that is of interest to you, and we will organize supervision from the most appropriate member of academic staff within SPIRE. You will meet regularly with your supervisor throughout the year and he or she will provide you with guidance and advice at every stage of your project – from initial ideas and thoughts, to what to read, to how to structure your dissertation. In addition, in Semester 1 you will attend weekly one-hour seminars (over ten weeks) in which you will obtain further guidance on how to successfully undertake and complete a Level 3 dissertation in Politics or International Relations.
In these ten teaching sessions, and as a result of supervisory meetings, you will develop your own research skills, including your ability to identify a dissertation topic and to formulate appropriate research questions, your ability to find literature relevant to your chosen topic, your ability to apply or develop theoretical and conceptual frameworks, your ability to identify and collect appropriate evidence, and your ability to apply critical skills to formulate arguments, analyse evidence and reach persuasive conclusions. You will also develop your capacity to conduct independent work and manage your time, and your ability to plan, structure and complete a substantial piece of written work.
Completing a dissertation will enable you to develop key research skills, problem solving skills, critical thinking skills, information handling skills, and written communication skills. It will also demonstrate that you have a clear ability to work independently and autonomously and to plan your activities and manage your time. All these skills are very transferable and are extremely valuable for life after Keele, whether that be in postgraduate study or in the workplace.
The module is a 30 credit module and runs over both semesters. Assessment is based on a 1,500 word portfolio (submitted in December) which counts for 20% of the module mark, and a 8,500 word dissertation (submitted in late April or early May) which counts for the remaining 80% of the module mark.
|
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
PIR-30112 |
The Northern Dimension: Resources, Environment and Security in the Arctic |
O |
C
|
7.5 |
15 |
|
|
Bringing the Arctic to Keele. Taking Keele to the Arctic!
Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change.
The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour?
The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module.
Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops.
A range of generic employability skills are firmed up in this module - oral presentation, team-working, independent working etc, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!"
Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing all 166 past student websites for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation!
The assessment format is: 10% individual oral presentation; 40% 2,500 word essay/article; 50% individual website.
|
|
|
PIR-30112 |
The Northern Dimension: Resources, Environment and Security in the Arctic |
EP |
C
|
7.5 |
15 |
|
|
Bringing the Arctic to Keele. Taking Keele to the Arctic!
Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change.
The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour?
The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module.
Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops.
A range of generic employability skills are firmed up in this module - oral presentation, team-working, independent working etc, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!"
Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing all 166 past student websites for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation!
The assessment format is: 10% individual oral presentation; 40% 2,500 word essay/article; 50% individual website.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
O |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30126 |
Human Rights: Concepts, Norms and Identities |
EP |
M
|
7.5 |
15 |
|
|
The module examines core understandings of human rights as moral and legal norms that protect all persons from serious violations of their freedom and access to decent standards of living. It considers the normative validity of protections afforded by international human rights covenants to freedom of conscience; due process and access to fair trial; entitlements not to be enslaved or tortured; and to be protected from poverty and genocide.
The first part of the module focuses in particular on theoretical debates surrounding the justification of human rights, inquiring whether interests in rational agency or material wellbeing serve as an adequate source of legitimacy. It examines Rawls&© famous Law of Peoples, which claims that the self-determination of non-liberal peoples must be respected, and that liberals cannot justifiably impose sanctions to secure liberal political rights for all citizens of the world. The controversy over global responsibilities is then examined. Does the human right to live free from poverty and malnutrition entail that citizens of rich countries bear $ùperfect&©, or non-negotiable, duties of justice to alleviate global poverty? Or is this not an absolute duty of justice but a matter of charity? Moreover, do rich governments have a duty to refuse to participate in a world order that systemically violates the rights of the world&©s poor? The later stages of the module pose more specific questions: can historical human rights abuses of apartheid regimes ever be forgiven, and do the formerly oppressed have a duty to relinquish just claims against their oppressors in the name of peace? Finally, the moral individualism presupposed by the concept of human rights is questioned from non-western, post-modern and feminist perspectives.
|
|
|
PIR-30128 |
Protest and social movements |
O |
M
|
7.5 |
15 |
|
|
This course is about social movements and their role as vehicles of political protest and political and social change. Social movements are a universal phenomenon in modern societies and they have provoked controversy because they are generally critical of important features of the political or social system. Their critics might see them as extremists or hopelessly utopian while their supporters see in them the hope of more democracy or a better kind of society. The academic analysis of social movements does not escape these controversies, so one task that we will face in assessing different approaches to the study of social movements will be to disentangle the different views of the social world that underlie conflicting theories of protest and social movements.
You will be expected to be able to comment on the strengths and weaknesses of explanatory theories of social movements, to place movements in a wider context and to assess the power relations and social forces that shape the political environment of social movements. The cases that we examine include: recent protests in Britain, protest against authoritarian regimes such as those in China, Burma and Eastern Europe pre-1989; protest movements in the global South such as the Zapatistas in Mexico, and feminist and environmental movements in Europe and North America. The themes that we cover include the place of protest in democracy, the evidence about how participates in protest and why, the kinds of protest action that social movement groups choose to pursue, the influence of the state and policing on protest, how radical activists organise and create alternative communities, and the different theoretical approaches to social movements.
|
|
|
PIR-30128 |
Protest and social movements |
EP |
M
|
7.5 |
15 |
|
|
This course is about social movements and their role as vehicles of political protest and political and social change. Social movements are a universal phenomenon in modern societies and they have provoked controversy because they are generally critical of important features of the political or social system. Their critics might see them as extremists or hopelessly utopian while their supporters see in them the hope of more democracy or a better kind of society. The academic analysis of social movements does not escape these controversies, so one task that we will face in assessing different approaches to the study of social movements will be to disentangle the different views of the social world that underlie conflicting theories of protest and social movements.
You will be expected to be able to comment on the strengths and weaknesses of explanatory theories of social movements, to place movements in a wider context and to assess the power relations and social forces that shape the political environment of social movements. The cases that we examine include: recent protests in Britain, protest against authoritarian regimes such as those in China, Burma and Eastern Europe pre-1989; protest movements in the global South such as the Zapatistas in Mexico, and feminist and environmental movements in Europe and North America. The themes that we cover include the place of protest in democracy, the evidence about how participates in protest and why, the kinds of protest action that social movement groups choose to pursue, the influence of the state and policing on protest, how radical activists organise and create alternative communities, and the different theoretical approaches to social movements.
|
|
|
PIR-30129 |
Environmental Politics in the USA |
O |
M
|
7.5 |
15 |
|
|
The United States has a complex record of addressing environmental problems. Between 1965 and 1980 the country experienced a "golden age" of environmental policymaking when numerous laws were enacted to tackle problems such as air pollution, water pollution, and waste. Few new laws have been enacted in recent decades, however, leading some commentators to talk about "environmental gridlock" and describing the United States as a climate change "laggard". This module will examine the factors that drive environmental policymaking. Attention will be given to the nature of environmental problems, the role of interest groups and public opinion, and the way that political institutions and systems effect policymaking. Students will be required to write a position paper and a short research paper as part of their assessment, and will also be required to sit a two-hour examination.
|
|
|
PIR-30129 |
Environmental Politics in the USA |
EP |
M
|
7.5 |
15 |
|
|
The United States has a complex record of addressing environmental problems. Between 1965 and 1980 the country experienced a "golden age" of environmental policymaking when numerous laws were enacted to tackle problems such as air pollution, water pollution, and waste. Few new laws have been enacted in recent decades, however, leading some commentators to talk about "environmental gridlock" and describing the United States as a climate change "laggard". This module will examine the factors that drive environmental policymaking. Attention will be given to the nature of environmental problems, the role of interest groups and public opinion, and the way that political institutions and systems effect policymaking. Students will be required to write a position paper and a short research paper as part of their assessment, and will also be required to sit a two-hour examination.
|
|
|
PIR-30131 |
Education Politics and Policy |
EP |
C
|
7.5 |
15 |
|
|
Education has been the battleground for many competing policy ideas of the left and right. What ideologies and values drive policies in education? How do policy specialists analyse and compare these different approaches? This module will develop your skills in evaluating education policies. You will research and present answers to questions such as &«do religious schools teach more effectively and drive up overall test scores,&ª &«what effect do league tables have on teaching and the curriculum in schools and universities,&ª and &«do higher fees drive down student access to universities?&ª
The module will identify frameworks that analysts use to study policies and practice using them on case studies. The content will consist of a comparison of education systems in the United Kingdom and United States, focusing on secondary and higher education. The two systems copy each other's policies, but have many stark differences in approach. Some key themes include the separation of church and state, local versus national control over schools and universities. Some previous study of public policy would be helpful, but is not required. |
|
|
PIR-30131 |
Education Politics and Policy |
O |
C
|
7.5 |
15 |
|
|
Education has been the battleground for many competing policy ideas of the left and right. What ideologies and values drive policies in education? How do policy specialists analyse and compare these different approaches? This module will develop your skills in evaluating education policies. You will research and present answers to questions such as &«do religious schools teach more effectively and drive up overall test scores,&ª &«what effect do league tables have on teaching and the curriculum in schools and universities,&ª and &«do higher fees drive down student access to universities?&ª
The module will identify frameworks that analysts use to study policies and practice using them on case studies. The content will consist of a comparison of education systems in the United Kingdom and United States, focusing on secondary and higher education. The two systems copy each other's policies, but have many stark differences in approach. Some key themes include the separation of church and state, local versus national control over schools and universities. Some previous study of public policy would be helpful, but is not required. |
|
|
PIR-30134 |
British State and Society during the Cold War |
O |
C
|
7.5 |
15 |
|
|
This course offers an in-depth look at Britain's Cold War policies, and the multiple relationships between Britain's external policies and domestic politics and culture during the Cold War. Broadly speaking, it uses primarily a historical perspective to ask what was Britain's role in the Cold War, and how did the Cold War affect British people?
The module begins with an examination of why Britain chose to develop and to sustain its own nuclear weapon; and it contemplates the basis of Britain's security policy through an exploration of British intelligence and perceptions of the Soviet threat. It entertains in detail the reasons for and implications of Britain's civil and home defence policies, and considers domestic films about the implications of nuclear war and the plans government drew up to cope (or not) with apocalypse.
It then moves on to contemplate Britain's internal security regime, examining the state's perceptions of domestic enemies and the measures established to deal with them. Further, it considers dominant political discourses in the Cold War, and the dissemination, assimilation or rejection of these discourses, through an examination of British politics, and key films and novels of the Cold War era. For example, did the American CIA influence British party politics? Or what can James Bond tell us about ideas of the enemy in the Cold War climate?
Students also have the opportunity to examine primary documents about the period, to visit the nuclear bunker at Hack Green, and to imagine what would have happened if nuclear war had come to Cold War Britain....
Suggested reading:
Peter Hennessy, The Secret State: Whitehall and the Cold War (Penguin, 2003)
Sean Greenwood, Britain in the Cold War, 1945-1991 (Macmillan, 1999)
Tony Shaw, British Cinema and the Cold War (IB Tauris, 2000)
Stephen Whitfield, Culture and the Cold War (John Hopkins, 1991)
Teaching format: weekly 2-hour seminars
Assessment: 30% Paper, 10% Class Participation, 60% Essay
|
|
|
PIR-30134 |
British State and Society during the Cold War |
EP |
C
|
7.5 |
15 |
|
|
This course offers an in-depth look at Britain's Cold War policies, and the multiple relationships between Britain's external policies and domestic politics and culture during the Cold War. Broadly speaking, it uses primarily a historical perspective to ask what was Britain's role in the Cold War, and how did the Cold War affect British people?
The module begins with an examination of why Britain chose to develop and to sustain its own nuclear weapon; and it contemplates the basis of Britain's security policy through an exploration of British intelligence and perceptions of the Soviet threat. It entertains in detail the reasons for and implications of Britain's civil and home defence policies, and considers domestic films about the implications of nuclear war and the plans government drew up to cope (or not) with apocalypse.
It then moves on to contemplate Britain's internal security regime, examining the state's perceptions of domestic enemies and the measures established to deal with them. Further, it considers dominant political discourses in the Cold War, and the dissemination, assimilation or rejection of these discourses, through an examination of British politics, and key films and novels of the Cold War era. For example, did the American CIA influence British party politics? Or what can James Bond tell us about ideas of the enemy in the Cold War climate?
Students also have the opportunity to examine primary documents about the period, to visit the nuclear bunker at Hack Green, and to imagine what would have happened if nuclear war had come to Cold War Britain....
Suggested reading:
Peter Hennessy, The Secret State: Whitehall and the Cold War (Penguin, 2003)
Sean Greenwood, Britain in the Cold War, 1945-1991 (Macmillan, 1999)
Tony Shaw, British Cinema and the Cold War (IB Tauris, 2000)
Stephen Whitfield, Culture and the Cold War (John Hopkins, 1991)
Teaching format: weekly 2-hour seminars
Assessment: 30% Paper, 10% Class Participation, 60% Essay
|
|
|
PIR-30139 |
Sustainability and Social Justice |
EP |
M
|
7.5 |
15 |
|
|
How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time.
This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered.
The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a seen exam. There is a public poster session to showcase student research at the end of the semester.
|
|
|
PIR-30139 |
Sustainability and Social Justice |
O |
M
|
7.5 |
15 |
|
|
How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time.
This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered.
The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a seen exam. There is a public poster session to showcase student research at the end of the semester.
|
|
|
PIR-30141 |
The Other Middle East: Powers, Peoples and Politics |
O |
M
|
7.5 |
15 |
|
|
The present module aims to develop a critical understanding of the public and scholarly debates about the political actors, ideologies, and processes that shape politics and international relations of the contemporary Middle East. Students will be expected to evaluate and situate ideas (including their own) into these debates and present coherent and well-studied arguments in seminars as well as in assignments. Seminar topics will include: The political challenges of the non-Arab Middle East (Turkey, Israel, and Iran); the role and status of ethnic and religious minorities in the Middle East; religious revivalism and identity politics; democratization and political reform; and gender and human rights in the region.
|
|
|
PIR-30141 |
The Other Middle East: Powers, Peoples and Politics |
EP |
M
|
7.5 |
15 |
|
|
The present module aims to develop a critical understanding of the public and scholarly debates about the political actors, ideologies, and processes that shape politics and international relations of the contemporary Middle East. Students will be expected to evaluate and situate ideas (including their own) into these debates and present coherent and well-studied arguments in seminars as well as in assignments. Seminar topics will include: The political challenges of the non-Arab Middle East (Turkey, Israel, and Iran); the role and status of ethnic and religious minorities in the Middle East; religious revivalism and identity politics; democratization and political reform; and gender and human rights in the region.
|
|
|
PIR-30142 |
Modern Russia |
EP |
C
|
7.5 |
15 |
|
|
The collapse of the Soviet Union and Soviet communism in 1991 was one of the most dramatic events of the late Twentieth Century. This module explores in detail the politics of the post-Soviet successor states, particularly Russia. It asks what kind of politics has emerged from the wreckage of the communist system, and investigates why the early hopes of rapid moves towards democracy and a more effectively functioning economy have been frustrated.
Topics covered will include: the Yeltsin, Putin and Medvedev presidencies, the oligarchs and the criminalisation of the Russian state, Russian national identity, civil society and its opponents, the wars in the Caucasus and their impact, nationality policy, regionalism and federalism, models of contemporary Russian politics, politics elsewhere in the former Soviet Union, esp. Ukraine and Belarus, Russian foreign policy.
Assessment will involve a student led seminar (30%), a portfolio of seminar related activities (20%) and a long research paper on an aspect of contemporary post-Soviet politics.
Background Reading: Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al (eds), Developments in Russian Politics 7 (2009); Stephen white, Understanding Russian Politics (2nd edition, 2011) |
|
|
PIR-30142 |
Modern Russia |
O |
C
|
7.5 |
15 |
|
|
The collapse of the Soviet Union and Soviet communism in 1991 was one of the most dramatic events of the late Twentieth Century. This module explores in detail the politics of the post-Soviet successor states, particularly Russia. It asks what kind of politics has emerged from the wreckage of the communist system, and investigates why the early hopes of rapid moves towards democracy and a more effectively functioning economy have been frustrated.
Topics covered will include: the Yeltsin, Putin and Medvedev presidencies, the oligarchs and the criminalisation of the Russian state, Russian national identity, civil society and its opponents, the wars in the Caucasus and their impact, nationality policy, regionalism and federalism, models of contemporary Russian politics, politics elsewhere in the former Soviet Union, esp. Ukraine and Belarus, Russian foreign policy.
Assessment will involve a student led seminar (30%), a portfolio of seminar related activities (20%) and a long research paper on an aspect of contemporary post-Soviet politics.
Background Reading: Stephen K Wegren and Dale R Herspring (eds), After Putin’s Russia (4th edition, 2009), available as a full text e-book via Keele library; Stephen White et al (eds), Developments in Russian Politics 7 (2009); Stephen white, Understanding Russian Politics (2nd edition, 2011) |
