This module is not currently running in 2024 to 2025.
This module will introduce students to the field of the history of childhood through cross-colonial comparison. Students will be introduced to some of the key debates surrounding childhood studies, including: what defines childhood and how does that definition change through time and in different places? How do class, race and gender affect experiences of childhood? And how can we uncover children's experiences and perspectives from the archives? After this historiographical introduction, students will work through a number of case studies of colonial childhoods in the contexts of Spanish, French, British, American and Italian colonisations. In particular, the module will focus on the clash between indigenous notions of children and childhood and imposed colonial ideals.
Learning and teaching will be carried out through 12 two-hour seminar sessions (including induction week) with total study of 300 hours (24 seminar hours; 276 independent study hours).
The module will be assessed by 100% coursework.
• Students will provide one formal presentation worth 20% of the final mark.
• Two essays of 3000 words, each worth 40% of the final mark.
• S. Aderinto (2015). Children and Childhood in Colonial Nigerian Histories. London: Palgrave Macmillan
• E. Boucher (2014). Empire's Children. Cambridge: CUP
• G. Campbell, S. Miers & J.C. Miller (2011). Child Slaves in the Modern World. Athens, OH: Ohio University Press
• O.E. González & B. Premo (2007). Raising an Empire. Albuquerque, NM: University of New Mexico Press.
• E.N. Goody (1982). Parenthood and Social Reproduction: Fostering and Occupational Roles in West Africa. Cambridge: CUP
• K. Moruzi & M.J. Smith (2014). Colonial Girlhood in Literature, Culture and History, 1840-1950. London: Palgrave Macmillan
• A. Sen (2005). Colonial Childhoods. London: Anthem Press.
The intended subject specific learning outcomes
On successfully completing the module students will be able to:
1. Demonstrate a systematic understanding of the key debates surrounding childhood studies and the history of childhood.
2. Demonstrate a critical awareness of the roles children played in empires and colonies and how imperial powers envisioned the future of empires though children.
3. Demonstrate a coherent and detailed understanding of non-Western childhoods and life cycles.
4. Conceptualise and discuss the colonial contribution to the development of European ideas about education, training, childcare and parenting.
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The intended generic learning outcomes.
On successfully completing the module students will be able to:
1. Devise and sustain complex ideas and arguments orally and in writing.
2. Communicate information, ideas, problems and solutions, both through oral presentation and written forms.
3. Demonstrate the ability to manage their own learning, through the preparation and presentation of coursework, carrying out independent research, and compiling bibliographies and other lists of research materials.
4. Critically analyse, discuss, deconstruct and demonstrate a cogent understanding of central texts and, subsequently, assemble and present arguments based on this analysis.
5. Solve problems creatively, and form and display critical and evaluative judgements.
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