Students preparing for their graduation ceremony at Canterbury Cathedral

Postcolonial Studies - MA

2018

The MA in Postcolonial Studies develops your understanding of the politics of culture in relation to both the imperialist world’s interpretation of the colonial, and postcolonial assertions of autonomy.

2018

Overview

In this context, while ‘postcolonial’ refers primarily to societies of the so-called ‘Third World’, it also includes questions relevant to cultures such as those of Ireland and Australia.

The University of Kent was one of the first universities to establish postcolonial literary studies in Britain and has continued to play a significant part in the development of the field. Among the teachers involved in the programme are Abdulrazak Gurnah, Caroline Rooney, Alex Padamsee and Donna Landry (see staff research interests for further details).

This programme can also be studied in Canterbury and Paris. This option allows you to spend your first term at our Canterbury campus, before relocating to our Paris centre for the spring term to study in the heart of historic Montparnasse.

Think Kent video series

Fra Mauro’s Mappa Mundi (1448-53) was one of the earliest maps to imagine the Indian Ocean as open waters rather than closed in by a southern land-mass. This lecture by Professor Abdulrazak Gurnah, acclaimed novelist and Professor of English and Postcolonial Literatures at the University of Kent, re-imagines it as a cosmopolitan site which preceded and survived colonialism, rather than another chapter in the grinding and inevitable consolidation of European power.

About the School of English

The School of English has a strong international reputation and global perspective, apparent both in the background of its staff and in the diversity of our teaching and research interests.

Our expertise ranges from the medieval to the postmodern, including British, American and Irish literature, postcolonial writing, 18th-century studies, Shakespeare, early modern literature and culture, Victorian studies, modern poetry, critical theory and cultural history. The international standing of the School ensures that we have a lively, confident research culture, sustained by a vibrant, ambitious intellectual community. We also count a number of distinguished creative writers among our staff, and we actively explore crossovers between critical and creative writing in all our areas of teaching and research.

The Research Excellence Framework 2014 has produced very strong results for the School of English at Kent. With 74% of our work graded as world-leading or internationally excellent, the School is ranked 10th out of 89 English departments in terms of Research Intensity (Times Higher Education). The School also received an outstanding assessment of the quality of its research environment and public impact work.

National ratings

In the Research Excellence Framework (REF) 2014, research by the School of English was ranked 10th for research intensity and 15th for research power in the UK.

An impressive 100% of our research-active staff submitted to the REF and 95% of our research was judged to be of international quality. The School’s environment was judged to be conducive to supporting the development of world-leading research.

Course structure

You take a compulsory module, at least one more specialist Postcolonial module and two other modules (four in total) during the autumn and spring terms. You are also expected to attend the Faculty and School Research Methods Programmes.

You then write the dissertation or editorial project between the start of the summer term and the end of August.

Modules

In 2015/16 the following core specialist module is available: EN852 – Colonial and Postcolonial Discourses. The list below should be considered indicative of the types of modules available, which may vary from year to year in response to new curriculum developments and innovation.

Modules may include Credits

This module introduces you to a wide range of colonial and postcolonial theoretical discourses. It focuses on the construction of the historical narrative of imperialism, psychology and culture of colonialism, nationalism and liberation struggles, and postcolonial theories of complicity and resistance. The module explores the benefits and problems derived from reading literature and culture by means of a postcolonial and postimperial lens. Through the study of crucial texts and events, both historical and current, the module analyses the birth of imperialist narratives and their complex consequences for the world today.

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The aim of the module is to read selected prose writing in English, which appeared during the period of high imperialism and into the mid-century (approximately 1880s-1940s) and to trace the evolution of particular writings of empire. This will involve a comparative study of writing from different locations of empire. The module will explore representations of relations between the coloniser and the colonised in selected literary texts, and will contextualise the historical and cultural contexts of their production. The texts will be studied as texts in themselves but also as expressions of a particular vision of European self-representation and its conception of the challenge of the colonised.

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This module explores the affinities, disjunctions, and dialogue between American, British, and Irish literary traditions from 1880 to 1920. The turn of the nineteenth century and the beginning of the twentieth gave writers on both sides of the Atlantic an acute sense of epochal drama and self-consciousness: they brooded over ideas of decadence, apocalypse, progress, revolution, and the nature of the zeitgeist; heralded endings, transitions, repetitions, reversals, and beginnings; and explored the ambivalences and confusions provoked by the idea of the 'modern'. We will pay particular attention to how writers conceptualise and represent history and time, and seek to anatomise the varieties of pessimism, nostalgia, and utopian thinking that the turn of the century inspired.

This module focuses on texts by both canonical and non-canonical writers that often fall through the cracks of conventional literary history because they were published in the 'awkward age' and are often considered neither solidly Victorian nor yet programmatically modernist. We will interrogate standard national narratives of literary history (in the case of Britain, the compartmentalisations of the fin de siècle and the Edwardian, and in the case of America, those of the Gilded Age and the Progressive Era), as well as the assumption that national literary traditions were distinct and coherent in the period. We will consider how American, British, and Irish writers reckoned with the forces shaping transatlantic intellectual and cultural life, especially post-Darwinian science, imperialism, socialism, feminism, and cosmopolitan ideals of culture. We will also consider how writers made the awkwardness of the age not simply a thematic preoccupation but a complex aesthetic challenge, prompting innovations as well as efforts to sustain the ideal of a literary tradition.

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This module explores the emergence of 'sexual normalcy' in the literature of the Enlightenment period in Britain by focusing on the phobic constitution of the sodomite in literary and legal texts. Beginning with accounts of late seventeenth-century sodomy trials and moving on to Edmund Burke's impassioned speech to the House of Commons (12th April 1780) on the fatal pillorying of two sodomites, this module critiques the ways in which authors and political commentators deployed the sodomite – both male and female – as a condensed symbol for a number of cultural and political transgressions. Participants will examine how anxieties about the sodomite informed the construction of heteronormativity in this period, while also considering the implications that this has for sexual and gender identities today.

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This module introduces the challenges and pleasures of postmodern poetry and poetics. We will consider a range of poetic texts, and essays on poetry, that between them raise profound questions of nation, agency, language, politics and gender in the post-war period. Starting with Charles Olson’s groundbreaking inquiries into ‘open field poetics’, we will investigate a range of American and British poets for whom the poem has been a way of generating new modes of thought and life. In particular we will explore the ways in which poetry of the period enables us to think through the implications of globalization. We will consider how poetry can escape the constraints of place, and how it can imagine new forms of collective identity.

Among the poets we will consider are: Charles Olson, Robert Duncan, Frank O’Hara, Denise Riley, Lyn Hejinian, J. H. Prynne, and Tony Lopez. The work of these writers will be read alongside contemporary philosophy and political theory, and will be considered in relation to other art forms, especially painting. Students on the module will benefit from the activities of the Centre for Modern Poetry, including regular readings, research seminars and the reading groups.

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This module investigates Britons’ complex aspirations during the age of Enlightenment: wealth and politeness, adventure and the cult of sensibility, collecting rare commodities, seeking ‘extreme experiences’, discoursing on sympathy while owning slaves. What was the British empire that necessitated anti-colonial resistance? How did a backward island nation become an imperial power? We will explore fiction, travel writing, political theory and philosophy. Novels, Oriental fantasy, explorations of the Ottoman empire, Continental Europe, and the South Seas, and Black Atlantic writing (by slaves and freed people) will be featured. How did new styles of masculinity and femininity and new ideas about gender and sexuality emerge by means of urbanisation, global exploration, and mercantile capital? We will also reflect upon methods of historical recovery and approaches to texts of the past. The eighteenth century was a period of dynamic change and radical social upheaval that has left us with various legacies whose effects are still being felt today.

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On this module we conduct a broad survey of modern literary and critical theory, but in a revisionist spirit, asking what were the moments that generated certain critical turns, and examining the broad historical impetus of change, such as the Russian Revolution, the Cold War, and the revolts of 1968. In the first part of the module we look at developments in the early twentieth century which gave shape to modern literary studies; in the second part of the module we look at developments from the second half of the century to the present day. As well as reading the texts of theory, we aim to understand its historical and institutional contexts, and our overall objective is to understand and analyse some of the recent turns in critical discourse, such as transnationalism, and the turn away from theory to the archive.

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Austen makes a particularly interesting subject for advanced study because her work is both widely enjoyed and the focus of much specialist academic work. The Austen of the (feminist) academy is often initially unrecognisable to the general (´feminine´) reader, and part of the project of this module is to explore the gap between these kinds of reading through the medium of material culture. ´Material Culture Studies´, focussing on the function and significance of physical objects in literary texts, has been increasingly important to scholars of the long eighteenth century in the last decade, and this approach raises questions that are especially pertinent to readings of Austen´s fiction. Is domesticity a trap or a refuge? Does the female body require liberation or control? Is material wealth the realisation of every woman´s dream or the basis of moral corruption? Is the 'improvement' of landscapes and estates a sign of culture or of arrogance? Approaching Austen´s writing through the objects which populate her fiction, we will situate these questions in relation to modern literary criticism and the unfamiliarity of early nineteenth-century artefacts.

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This module is designed to extend and develop skill, enjoyment and confidence in reading critical, literary and theoretical texts. We reflect on the pleasures and challenges of the reading process, moving slowly through a single major text. We will pause over exciting, complex or important passages, taking time to follow up references and footnotes, identify important themes and ideas, consult works of art and writings that share those themes, explore how the texts touch us and how they think. The module is designed to help you come away with an in-depth knowledge of the main text and of texts and ideas surrounding it, as well as gaining deeper understanding of how you read.

Our ten weekly seminars will usually function as a two-hour guided reading-group. Seminars will incorporate student presentations introducing a particular passage, focusing on issues raised by the text or on relations between these issues, the text and other module reading. Total study hours: 20 per week. Students will be assessed on a piece of written work of 5,000 words presented at the conclusion of the module on a topic agreed with the teacher.

In 2016-17 the central text is Philippines by Hélène Cixous.

Philippines was published in 2009 and Laurent Milesi's English translation came out in 2010. It concerns telepathy, and we will be looking at texts on telepathy by Freud, Derrida and Nicholas Royle, as well as George Du Maurier's very popular novel Peter Ibbetson (1891), and the film version of Peter Ibbetson from 1935 starring Gary Cooper and mentioned in Cixous' book. We will also think about love, dreaming, literature and childhood as they emerge out of these texts.

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This module explores representations of illness and disability in American literature and culture from the nineteenth century to the present, with a particular focus on the cultural and political work of contemporary illness narratives.

The course follows a thematic rather than chronological framework and is divided into three sections. The first section has a more historical flavour and is concerned with the disabled and modified body in American culture. It starts with the history of the nineteenth-century freak show, and its consideration by disability scholars in week 1, turns to prosthetics in post-war and contemporary American culture in week 2, and concludes with a memoir focusing on disability activism during the American counterculture of the 60s and 70s in week 3. The second section, "Illness as many narratives", explores a range of illness narratives and representations of disabled bodies across media. It begins with a theoretical work, Sontag's study on illness as metaphor (week 3), and proceeds to investigate illness as metaphor and the politics of illness using as case studies cancer and AIDS narratives from the twentieth century, including a consideration of drama, photography and multimedia narrative experiments. In week 7, we turn to fiction and read DeLillo's novel White Noise alongside questions of statistical panic and fears of illness and death in postmodern American culture. Weeks 8 and 9 continue the exploration of illness in life writing (especially within the memoir as a genre) looking at the medicalisation of emotions (in particular during adolescence) and the emergence of "new" diseases such as Alzheimer's. These two weeks raise questions about the relationship of mental and cognitive illness to age. The final section of the module entitled "The Art of Medicine" turns to the depiction of doctors and their patients’ conditions in American fiction, memoir and poetry written by doctors, as well as in popular culture. Particular attention is given here, through the autobiographical accounts of a Cuban American doctor and a Navajo female surgeon, to the importance of adopting cross-cultural perspectives on health/illness, and within medical practice, and to the rise of medical humanities as an academic field. A brief lecture will introduce each of the sections to provide theoretical underpinning

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This module will chart the emergence of ideas associated with sustainability, ecology and conservation in the Victorian period through examining prose writings on the relationship between culture and environment. While earlier work in ecocriticism tended to focus on poetry (especially of the Romantic period), scholars have more recently begun to argue that the novel may be the literary form best suited to explore environmental and ecological issues due to its emphasis on character, place, and narrative duration.

This module will therefore examine Victorian novels in which human interaction with – and connection to – the environment is a central concern and will then contrast these novelistic depictions with essays which advocated a diverse range of environmental or ecological causes in the nineteenth century (urban regeneration and cultural heritage, nature conservation and animal rights, self-sufficiency and alternative communities).

Informed by current scholarship in ecocriticism and sustainability studies, this module will consider how class, gender and sexuality influenced the articulation of critical responses to Victorian modernity and generated new ideas concerning culture and nature, human and animal, environment and economy, urban and rural, community and technology.

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This module will look at eighteenth-century British representations of North American Indigenous people and consider the cultural functions of these representations, their origins, and their effects on British identity.

Students will be asked to look at British texts beginning with samples of early voyage narratives up to the Romantic period and consider the changing purpose of the figure known as the "Indian." In addition to conventional literary texts, this module will also incorporate museum catalogues, collected objects, and philosophical writing from the period.

The module will look at the interest in primitivism alongside narratives of progress and Enlightenment, as well as the new anxieties surrounding developments such as consumerism and empire, and assess the unique role played by Indians.

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This course investigates what has come to be known as the affective turn in literary criticism. This turn, acting as a response to linguistic criticisms popularized during the moment of high postmodernism in the 1970s-1980s, seeks non-linguistic, or pre-linguistic ways of understanding the world. Under this new critical regime, feelings, mood, forces, and emotions become ways of tracking, describing, and engaging with the contemporary. In both the literature and the theory, students will be tasked with investigating representations of subjectivity in the present. The contemporary sees an enmeshing of theoretical and literary texts where both become crucial tools of critical inquiry. Thus, the literary texts in the module will reflect the theoretical concerns of the theoretical texts, and vice versa.

Students will examine a range of contemporary American fiction and poetry that investigate representations of feelings, emotions, and mood. In this way the module will focus on the place of humans within a larger ecological structure, and through working with the literary and theoretical texts students will ex-amine the construction of boundaries between humans and their surroundings. Some broad questions the module seeks to explore: What is the relationship between the individual, the public, and literature? What can the study of affect add to literary criticism? Finally, are there particular aesthetic techniques that capture something as ephemeral as a mood, or a feeling?

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This course investigates the development of American modernism in art and literature in the fifty year period between 1890 and 1940; a time bookended by official closing of the American frontier (which effectively concluded the period of the nineteenth century associated with "manifest destiny") and the outbreak of World War Two. The course will explore key texts of the period within their artistic and social contexts, including the development of new scientific and social-scientific modes of inquiry, the growth of the city and the increasing importance of the USA on the world stage.

The course is organized into blocks comprised of texts associated with various cities and movements within American modernism. We will begin by looking at the importance of New York and the American expatriate scene, before considering modernism in the mid-West and US South. A reading pack will be provided in the first week as an aid to student research.

Students will be expected to develop their own research interests within the topic and will be assessed by a 5,000 word essay. Essays that investigate topics not directly covered by the set reading are encouraged and can be developed in consultation with the tutor.

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This module explores the construction and contestation of authorship between the publication of Alexander Pope's brilliant Grub Street satire, The Dunciad (1728) and of James Boswell’s Life of Johnson (1791). In this period, notions of authorship underwent significant change as the image of the author as craftsman (or less flatteringly as tradesman) gave way to the image of the author as original creator or genius – an image that still informs our understanding of authorship to this day. Through an exploration of a wide variety of novels, satires, periodicals, and biographies, as well as visual images we will explore how the modern author’s fortunes were shaped by such factors as the decline of the patronage system, the growth and democratisation of the literary marketplace, the emergence of the woman writer and the labouring-class or unlettered genius.

Topics for discussion will include the myth and reality of Grub-Street; the gendering of authorship; the relationship between authorship and nation; the economics of authorship; the birth of the literary critic; canon-formation; literary celebrity and scandal.

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This module explores the Victorians' fascination with the body and its metaphors. Using the works of Dickens as its principal lens, the module will explore notions of disease, infection, health and illness in the national body, the social body and the biological body. Engaging with debates on laissez-faire economics, prostitution, nationalism, and anxieties concerning sexual and fiscal production, this module will explore how authors, thinkers and artists of the nineteenth century worked through ideas about the body in Victorian culture.

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'Reading the Contemporary' is a cross-disciplinary module the aim of which is to find out what it means to read the contemporary period through its aesthetic practices. The module will be co-taught by staff from the School of English, the School of Arts and the Institute of Contemporary Arts, with seminars alternating between the Canterbury campus and the ICA (London).

The module has three main objectives. First, it will consider what it means, in a theoretical sense, to think about our contemporary moment. Second, it will address key themes and issues in contemporary culture and will consider how they bear on and are shaped by recent aesthetic forms. Third, through the seminars delivered at the ICA, which will arise directly out of the ICA's programme, students will be introduced to examples of current aesthetic practice.

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Challenging the common centre-margin paradigm at the heart of postcolonial discourse, this broad-ranging and comparative module traces interconnections between modernist and postcolonial ‘literature of the quest’ from different cultural locations and conjunctions. Just as the knights of the Fisher King legend set out to find the Holy Grail, both the modern and postcolonial self embark on individual odysseys in quest for origin, identity and language. Whilst the modernists’ experimentation with form evidences the ‘sickness’ of modernity, postcolonial quest literature offers a reaction to a national schizophrenia: quest for self echoes a quest for a country, a language and a history. Conrad’s Heart of Darkness (1902), an early example of how the imperialist divide and centre-margin dialectic are handled, will mark the beginning of our exploration of modernist grail quests for an effective medium of communication, existentialist quests in a modern world in crisis, experimental quests into the unknown and poetic quests crossing thresholds of meaning. Primary texts will be read alongside recent critical work from a variety of mythological, philosophical, anthropological and theoretical perspectives.

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Writing a Masters dissertation provides the opportunity for you to explore a topic of interest at greater length and in more depth than any academic assignment you will have undertaken to date. As such, it can be both an exciting and daunting experience. This module addresses what is involved in writing a dissertation and helps you to plan your research and prepare your dissertation proposal. It also provides a forum to share ideas with other students and to discuss any questions you might have about the process of researching and writing an extended piece of work.

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Teaching and Assessment

Assessment is by a 5,000 word essay for each module and a 12,000 word dissertation.

Programme aims

This programme aims to:

  • explore a wide range of writing resulting from the encounter between imperialist and colonised countries and cultures
  • examine this writing in the wider context of colonial and postcolonial history
  • study how this writing and its history have been theorised
  • develop your research skills to the point where you are ready to undertake a research degree
  • develop your oral skills to the point where you are able to present a conference-type paper to your peers.

Learning outcomes

Knowledge and understanding

You will gain knowledge and understanding of:

  • a wide range of colonial and postcolonial texts, primarily but not exclusively in English
  • the interaction between colonial and postcolonial texts, in terms of the imperialist world’s rendering of the colonial and postcolonial assertions of autonomy
  • the relation between critical theory in general, and various kinds of postcolonial theory
  • the concepts, terminology and modes of thought specific to postcolonial theory and criticism
  • the cultural conditions of production of contemporary postcolonial literatures
  • the wider intellectual and academic context from which postcolonial studies has developed.

Intellectual skills

You develop intellectual skills in:

  • the application of the skills needed for academic study and enquiry at graduate level.
  • the evaluation of research findings
  • the ability to synthesise information from a range of primary and secondary sources in order to gain a coherent understanding of theory and practice
  • the ability to make discriminations and selections of relevant information from a wide source and large body of knowledge
  • the ability to think conceptually and to criticise analytically.

Subject-specific skills

You gain subject-specific skills in:

  • advanced skills in the close critical analysis of colonial and postcolonial writing
  • developed and critical understanding of the variety of critical and theoretical approaches to the study of postcolonial literatures
  • developed scholarly practice in the presentation of formal written work, of bibliographic and annotation practices, and of structuring and developing an argument over an extended piece of written work
  • a nuanced understanding of how cultural norms and assumptions influence questions of judgement.

Transferable skills

You will gain the following transferable skills:

  • developed powers of communication and the capacity to argue a point of view, in extended oral and written form, with clarity, organisation, cogency and sophistication
  • the ability to think independently, analytically, critically and self-critically
  • the ability to assimilate and  organise  substantial quantities of complex information of diverse kinds
  • an advanced level of competence in the formulation, planning and execution of extended written projects
  • an advanced level of competence in the formulation, planning and formal oral presentation of research papers
  • the experience of collaborative intellectual work
  • the ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives
  • trained research skills, including scholarly information retrieval skills
  • IT skills: word-processing, email communication, the ability to access electronic data.

Careers

Many career paths can benefit from the writing and analytical skills that you develop as a postgraduate student in the School of English. Our students have gone on to work in academia, journalism, broadcasting and media, publishing, writing and teaching; as well as more general areas such as banking, marketing analysis and project management.

Study support

Postgraduate resources

The Templeman Library is well stocked with excellent research resources, as are Canterbury Cathedral Archives and Library. There are a number of special collections: the John Crow Collection of Elizabethan and other early printed texts; the Reading/Raynor Collection of theatre history (over 7,000 texts or manuscripts); ECCO (Eighteenth-Century Collections Online); the Melville manuscripts relating to popular culture in the 19th and early 20th centuries; the Pettingell Collection (over 7,500 items) of 19th-century drama; the Eliot Collection; children’s literature; and popular literature. A gift from Mrs Valerie Eliot has increased the Library’s already extensive holdings in modern poetry. The British Library in London is also within easy reach.

Besides the Templeman Library, School resources include photocopying, fax and telephone access, support for attending and organising conferences, and a dedicated postgraduate study space equipped with computer terminals and a printer.

Conferences and seminars

Our research centres organise many international conferences, symposia and workshops. The School also plays a pivotal role in the Kent Institute for Advanced Studies in the Humanities, of which all graduates are associate members. The Institute hosts interdisciplinary conferences, colloquia, and other events, and establishes international links for all Kent graduates through its network with other advanced institutes worldwide.

School of English postgraduate students are encouraged to organise and participate in a conference which takes place in the summer term. This provides students with the invaluable experience of presenting their work to their peers.

The School runs several series of seminars, lectures and readings throughout the academic year. Our weekly research seminars are organised collaboratively by staff and graduates in the School. Speakers range from our own postgraduate students, to members of staff, to distinguished lecturers who are at the forefront of contemporary research nationally and internationally.

The Centre for Creative Writing hosts a very popular and successful weekly reading series; guests have included poets Katherine Pierpoint, Tony Lopez, Christopher Reid and George Szirtes, and novelists Abdulrazak Gurnah, Ali Smith, Marina Warner and Will Self.

The University of Kent is now in partnership with the Institute of Contemporary Arts (ICA). Benefits from this affiliation include free membership for incoming students; embedded seminar opportunities at the ICA and a small number of internships for our students. The School of English also runs an interdisciplinary MA programme in the Contemporary which offers students an internship at the Institute of Contemporary Arts.

Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. They also edit several periodicals including: Angelaki: Journal of the Theoretical Humanities; The Cambridge Bibliography of English Literature: 600-1500; The Dickensian; Literature Compass; Oxford Literary Review; Theatre Notebook and Wasafiri.

Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.  

Entry requirements

A first or upper-second class honours degree in a relevant subject (or equivalent).

All applicants are considered on an individual basis and additional qualifications, and professional qualifications and experience will also be taken into account when considering applications. 

International students

Please see our International Student website for entry requirements by country and other relevant information for your country. 

English language entry requirements

The University requires all non-native speakers of English to reach a minimum standard of proficiency in written and spoken English before beginning a postgraduate degree. Certain subjects require a higher level.

For detailed information see our English language requirements web pages. 

Need help with English?

Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.

Research areas

Research in the School of English comes roughly under the following areas. However, there is often a degree of overlap between groups, and individual staff have interests that range more widely.

Eighteenth Century

The particular interests of the Centre for Studies in the Long Eighteenth Century converge around gender, class, nation, travel and empire, and the relationship between print and material culture. Staff in the Centre pursue cutting-edge approaches to the field and share a commitment to interdisciplinary methodologies.

The Centre regularly hosts visiting speakers as part of the School of English research seminar programme, and hosts day symposia, workshops and international conferences.

Nineteenth Century

The 19th-century research group is organised around the successful MA in Dickens and Victorian Culture and the editorship of The Dickensian, the official publication outlet for new Dickens letters. Other staff research interests include literature and gender, journalism, representations of time and history, sublimity and Victorian Poetry.

American Literature

Research in North American literature is conducted partly through the Faculty-based Centre for American Studies, which also facilitates co-operation with modern US historians. Staff research interests include 20th-century American literature, especially poetry, Native American writing, modernism, and cultural history.

Creative Writing

The Centre for Creative Writing is the focus for most practice-based research in the School. Staff organise a thriving events series and run a research seminar for postgraduate students and staff to share ideas about fiction-writing. Established writers regularly come to read and discuss their work.

Medieval and Early Modern

The Faculty-based Canterbury Centre for Medieval and Early Modern Studies has a distinctive brand of interdisciplinarity, strong links with local archives and archaeological trusts, and provides a vibrant forum for investigating the relationships between literary and non-literary modes of writing in its weekly research seminar.

Modern Poetry

The Centre for Modern Poetry is a leading centre for research and publication in its field, and participates in both critical and creative research. Staff regularly host visiting speakers and writers, participate in national and international research networks, and organise graduate research seminars and public poetry readings.

Postcolonial

Established in 1994, the Centre for Colonial and Postcolonial Research has acquired an international reputation for excellence in research. It has an outstanding track record in publication, organises frequent international conferences, and regularly hosts leading postcolonial writers and critics. It also hosts a visiting writer from India every year in association with the Charles Wallace Trust.

Staff research interests

Full details of staff research interests can be found on the School's website.

Dr Stella Bolaki: Senior Lecturer in American Literature

Multi-ethnic American literature (especially with a focus on migration/diaspora and transnational approaches); the Bildungsroman; gender theory; life writing and illness/disability; medical humanities. 

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Professor Bernhard Klein: Professor of English Literature

Early modern literature and culture; Irish studies; travel writing and cartography; maritime history and culture. 

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Professor Donna Landry: Professor of English and American Literature

Eighteenth-century literature, culture, and empire; colonial discourse and postcolonial theory; Middle Eastern, especially Turkish, literature; Ottomanism and Enlightenment; travel writing; queer theory; animal studies; sea and desert studies; historical re-enactment. 

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Dr Ariane Mildenberg: Senior Lecturer in Modernism

Modernist poetry; Wallace Stevens; Gertrude Stein; Virginia Woolf; the kinship of method and concern between phenomenology and modernist literature and art; the interaction of contemporary philosophy with theology; the relationship between modernism and postcolonial writing; translation of Scandinavian poetry.

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Dr Alex Padamsee: Lecturer in English and American Literature

Postcolonial literature and theory; South Asian literatures; British writing on India; race, empire and colonisation in 19th and 20th-century British literature; partition and trauma studies.

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Professor Caroline Rooney: Professor of African and Middle Eastern Studies

African and Middle Eastern literature, especially Zimbabwean and Egyptian; colonial discourse and postcolonial theory; the Arab Spring; liberation literature and theory; terror and the postcolonial; global youth cultures, especially hip-hop and spoken word; contemporary visual arts; sea and desert studies; queer theory; psychoanalysis.

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Professor David Stirrup: Professor of American Literature and Indigenous Studies

First nations and Native American literature; 20th-century North American literature; the American and Canadian Midwest; border studies.

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Dr Bashir Abu-Manneh: Reader in Postcolonial Literature

Global English and literatures of the Middle East, literary realism and modernism, literary and cultural theory (Marxist and postcolonial)

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Fees

The 2018/19 annual tuition fees for this programme are:

Postcolonial Studies - Taught MA at Canterbury:
UK/EU Overseas
Full-time £7300 £15200
Part-time £3650 £7600

For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact information@kent.ac.uk

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both: