|Semester 2 Credit Value:||20|
This module is for students interested in non-European history who have never studied it before. India is increasingly becoming important for British investors after the market-based reforms which converted it into the second fastest growing economy in the world. The British ruled India for 200 years and modern Indian history is very closely related to British history. The popularity of curries in Britain, the presence of large numbers of South Asians in Britain and the strong educational links between the two countries are just some of the reminders of the British connection with India. This module gives students who are unfamiliar with this history an opportunity to engage with it. The main aims of the module are to introduce students to South Asian history and to develop their understanding of British imperial history and colonialism.
The module will cover some of the social, economic and political developments that have shaped contemporary India. It will trace the history of nationalist protests that made India the first British colony in Asia or Africa to become free in 1947. Students will be introduced to important historical figures like Gandhi, who were very influential – shaping the culture of protest in other colonies and important figures such as Mandela and Dr Martin Luther King Jr. To understand the history of this nationalist politics is to under the process of decolonization and the decline of the British empire. Its significance lies not merely for Indian history but for the history of anti-colonialism in the British empire. The module will introduce students to the importance of caste in Indian society and explain one of the most important and least known political developments in India today – the rise of lower-caste Dalit politics.
Another theme at the heart of the module is the challenge of multi-culturalism. India is a very diverse society. There are numerous religious groups in India including Hindus, Muslims, Christians, Sikhs, Buddhists and Jains. India has the world's thirdlargest Muslim population and the largest Muslim population for a non-Muslim majority country. This religious diversity has produced tensions in Indian politics which led to the partition of India and the creation of India and Pakistan in 1947.
The rise of the Hindu Right has many commonalities with the discourse against Islam that has become pervasive since the 9/11 terror attacks and students will discuss the implications of living in societies where different religious groups have different social practices. The emphasis of teaching is on learning in a friendly atmosphere, with students interaction and curiosity is encouraged.
Lecture topics may include:
Lecture 1: Background
Lecture 2: Early nationalism (1): ‘Moderates’
Lecture 3: Early nationalism (2): ‘Extremists’, Swadeshi Movement
Lecture 4: Communalism and ‘Muslim Separatism’ & Early Gandhian Movements
Lecture 5: Gandhian Philosophy: Political Thought, Techniques, Critiques
Lecture 6: Khilafat, Non-Cooperation and Civil Disobedience
Lecture 7: Non-Cooperation and Civil Disobedience: Participation of peasants, tribals and bourgeoisie
Lecture 8: Historiographical Interpretations of Indian History
Lecture 9: Caste: Concepts and Introduction to early political mobilization
Lecture 10: Caste: Ambedkar and the Role of caste-based identities in colonial Indian politics
Lecture 11: Khilafat Movement and Communalism in the 1920s
Lecture 12: Partition (1): High Politics
Seminar topics may include:
Seminar 1: Early Nationalism and Elite Politics
Seminar 2: Gandhian Philosophy
Seminar 3: Mass Nationalism and Participation of Different Social Groups: 1920s-1930s
Seminar 4: Interpretations of Nationalist Movement
Seminar 5: Peasant or ‘Subaltern’ Nationalism
Seminar 6: Caste
Seminar 7: Communalism
Seminar 8: Partition (2): Communal Violence, Gender, Community
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||13||1:00||13:00||N/A|
|Guided Independent Study||Directed research and reading||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||1||3:00||3:00||Film Screening|
|Scheduled Learning And Teaching Activities||Small group teaching||7||2:00||14:00||Seminars|
|Scheduled Learning And Teaching Activities||Small group teaching||2||1:00||2:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||2||1:00||2:00||skills session with discussion of readings, presentation skills|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||Workshop for Oral Presentations and Primary Sources|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
The lectures are meant to introduce students to topics and concepts that will be very unfamiliar to them. They are meant to provide a basic knowledge about the themes discussed in the course. They will make use of PowerPoint presentations and handouts may be made available electronically or in hardcopy to provide a guide for individual study of recommended reading. Seminars will provide an opportunity to students to explore the more difficult topics further through a discussion of recommended readings These will involve small and large group work and will require engagement in discussion and debate. Seminars will help students develop many of the skills learning outcomes described above.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||25||2000 words (including footnotes but excluding bibliography)|
Submitted work tests intended knowledge and skills outcomes and develops key skills in research, reading and writing. Work submitted during the delivery of the module forms a means of determining student progress. The exam tests acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided, and to write clearly and concisely.
ERASMUS students at Newcastle have the option of writing one 3,000 word essay to be handed in by 12.00 p.m. of the Friday of the first week of the assessment period. This will replace all assessment work required of domestic students. If they wish to take up this option, they need to discuss it with the module leader. It remains the case that, if an ERASMUS student wishes to do the same assessment as the domestic students, that option remains open to them. No variation of the deadlines will be allowed except on production of medical or equivalent evidence.
Study Abroad students (i.e. non-EU exchange students) are required to complete the normal assessment under all circumstances.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.