The MA in Modern History focuses on the period c1500-2000, and draws on the considerable range of expertise within the School to offer a broad selection of modules, allowing you to tailor your programme to your interests.
Minimum 2.1 or equivalent in history or a relevant subject (eg, politics, international relations, archaeology). In certain circumstances, the School will consider candidates who have not followed a conventional education path. These cases are assessed individually by the Director of Graduate Studies.
All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.
Please see our International website for entry requirements by country and other relevant information. Due to visa restrictions, international fee-paying students cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.
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.
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.
Duration: One year full-time, two years part-time
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.
This module investigates the nature of historical research at its highest level. While postgraduate students are expected to become highly specialised researchers in their own particular field or subfield, this module encourages them to consider history as a wider discipline and to broaden their approach to evidence and interpretation. Students will be expected to engage with a variety of intellectual viewpoints and methodological approaches to the discipline, and consider the impact that other disciplines have had on the study of History. A number of dissertation workshops will be arranged to help students with their dissertations.
This module will explore the physical things, from pencils and air pumps to buildings and particle accelerators, that are essential to making scientific knowledge and, therefore, to understanding and communicating its history and practice. It will explore the literature on using objects, images and buildings as historical sources and museological approaches to the collection and interpretation of scientific instruments and related objects. Students will visit museums and have the opportunity to talk to curators about their work, as well as reflecting on existing displays. The module will be assessed through a mixture of practical tasks, based on real objects and displays, and an essay, encouraging critical reflection on the scholarship and museum practice encountered over the term.
This module is organised around a work experience placement, undertaken in an institution relevant to the student's Masters' programme. This may be a museum, archive, school or other institution involved in engaging or communicating history and/or science to specific audiences or the general public.
The curriculum is flexible to allow students to work around other modules, to adapt to the requirements of different placements and to follow their interests. Placements should, with support from teaching staff, be researched and confirmed in the Autumn Term, with tasks/projects agreed.
Seminar sessions on campus will be organised to reflect the placements, offering appropriate reading, discussion and critical reflection. They are an opportunity for students to feedback on work they have achieved, giving presentations to share their experiences with other students. There will also be an opportunity for one-to-one feedback and discussion.
The period 1815-1848 is often seen as an age of stagnation, reaction and obscurantism when compared to the heroic revolutionary and Napoleonic maelstroms that had preceded it. There is a sense that, once the monarchs who attended the Congress of Vienna returned home, they turned the clocks back to 1789 and pretended that the previous decades had never happened. This is why the period is often given the label of the 'Restoration.' Nothing could be further from the truth. This was the age of Tocqueville, Turner, Balzac, Hugo, Schubert, Gogol, Hegel, Rossini, Bellini, Mazzini and Schinkel. Europe was awash in political, international and cultural ferment. States could not just sweep reality under a carpet of reaction, Europeans struggled to reconcile their heroic revolutionary past with the need for stability in the present. This age witnessed the first experiments with modern parliamentary government and democracy ceased being shorthand for demagogy. Key terms, like liberalism, conservatism, socialism, and egotism, that remain foundational to our contemporary political lexicon, were all coined at this time. Equally, these years witnessed the great revolt against the austere classicism of the eighteenth century. Artists, novelists, poets, playwrights, philosophers and architects all sought keenly their inner genius and struggled to give life to their demons and monstrous passions. The movement known today as Romanticism was the result of this far from innocent soul-searching. It had repercussions that went well beyond the cultural sphere, spilling over into the world of politics, government, war and peace.
This module will introduce students to the latest research, theories and controversies surrounding the history of the European Restorations. Each week a theme, event or controversy will be chosen. Students will be presented with a key historiographical text and a key primary source. Every week, they will try to gauge how well the interpretations and arguments of historians fit the period. The primary goal of this module is to demonstrate that, far from stagnant, the Post-Napoleonic age was a crucial étape in the transition to what we today understand as modernity.
Medicine has often been depicted as an objective science, a science that can accurately diagnose and effectively treat many illnesses and diseases. Yet, medicine is also big business, generating and/or costing economies and multinational companies billions of pounds each year. Drawing on a combination of medical, commercial and social history, this module will explore the multifaceted relationship between money and medicine in Britain and America since 1750. It will follow a broadly chronological structure charting the rise of the 'medical marketplace' in the eighteenth century to the current healthcare crisis in provision in Britain and America. Topics will include patent and proprietary medicines; quackery and unorthodox medical provision, such as homeopathy; the development of the pharmaceutical industry; the emergence of healthcare insurance and the NHS; and the 'golden age' of technological medicine since the 1950s. A central theme of the module will be the tension between the provision of healthcare as a universal right and as a commodity and the module will examine the ways in which this tension affects the quality and therapeutic effectiveness of the care and goods provided in the British and American contexts. The module will also make use of a wide range of source material. As well as newspapers, reports and textbooks, it will draw on advertising media, film, newspapers and patent records.
This module will explore the way in which different academic disciplines have dealt with the three main overarching experiences of the Great War – mobilisation, attrition and endurance and remobilisation. Each week students will be exposed to the differing interpretations and will explore the major differences between them. The agreed historical facts are therefore the starting point; the harnessing and meanings is the terminus. The module convenor will be present in all sessions chairing them and facilitating the dialogue with the contributing academics. Where possible it is expected that each seminar will have multiple academic contributors. Each section will consist of a tripartite format – week one sets up the following week in special collections with the final week being reflections on what was examined in special collections and interpreted according to the approaches of different academic disciplines.
This MA Module is a window onto the rich and diverse material culture of Early Modern Europe and the world. A primary objective of this module is to consider objects as sources, alongside more traditional textual sources, and to develop ways in which to use artefacts in historical research. The course starts with a critical overview of the way in which consumption has traditionally been treated by economic historians concerned with the quantity of objects produced and how they fitted into an economy of circulation and wealth. The main focus of the module is on a cultural history of things. Inspired by the 'material turn' and theoretical work by anthropologists such as Daniel Miller, material culture has more recently been used to answer research questions regarding the meanings things held for different people. Cultural historians, inspired by work in art history and museum studies, have begun to engage in analysing objects to evaluate the Early Modern world. We will explore how this has not only generated a diverse new set of sources to study, but also a new understanding of the agency of things in Early Modern society and a new way to access the everyday lives of people. Finally, as a group we will evaluate how things can make us question traditional historical narratives, which are often based on the texts elites produced. The main themes of the module allow students to explore objects in different contexts, from courtly collections to everyday domestic interiors, and to examine objects as carriers of meaning and agency. Furthermore, this module emphasises Europe’s place in a global world. We will see how the Early Modern period was a world of vibrant interconnections as a ‘New World of Goods’ flooded Europe. In working with extant objects, this module introduces interdisciplinary working with museum studies, art history and archaeology.
This module will explore how war and the threatened or actual use of armed force shaped the regional, national and transnational politics and societies of Modern Spain and Latin America. It will follow a broadly chronological theme embracing Spain's Peninsular War, Latin American Independence Wars, Spain's Carlist Wars, Latin American wars of borders and nation-building, Mexican Revolutionary and Cristero Wars, Spanish Civil War, and the revolutionary and counter-revolutionary wars of Cold War Latin America. Even though the world-wide Spanish empire collapsed in the early nineteenth century, the relationship thereafter between war and society followed remarkably similar patterns on both sides of the Spanish Atlantic.
Each week students will attend a two-hour seminar hosted by at least one of the two co-convenors of this module who will chair it and facilitate the dialogue. Each week students will be exposed to a new case-study, its agreed historical facts, and its differing interpretations, all of which will enable students to gain a comparative grasp of the similarities and differences between conflicts. Each seminar will include an assessed presentation by one or two students on a particular question or problem related to a respective case-study.
The aim of this module is to explore the concept of propaganda and roles of the mass communications media in times of conflict. This will involve an historical approach which takes into consideration the numerous theoretical problems associated with the study of propaganda as well as the different ways political propaganda has been interpreted and used internationally in time of war or peace. Using case studies ranging from the First World War to the present day, the aim of the module is to enable students to think critically about the manner in which propaganda is disseminated in wartime and the pressures governments, media organisations and journalists face in times of conflict. The module explores how different types of conflict and changing technology have elicited different relationships between the media, the military and government. The module also examines the impact of the media upon public opinion and the increasingly important part played by the home front in twentieth century warfare.
From those viewed as medical marvels in the nineteenth century to questions surrounding quality of life in the late twentieth century, the course explores the continuities and changes in the relationship between medical science and difference. Between the eighteenth and nineteenth century, and into the twentieth, the increasing influence of medical practitioners ensured that disability, deformity, disfigurement and mental illness were categorised through a medical perspective. Categories about the acceptability of physical and social norms were constructed from the eighteenth century, indeed, the term ‘normal’ was not commonly used in the English language until the 1840s. In the nineteenth century, the growth of capitalism and the concentration on industrialization, excluded those deemed different from the workplace and the community as they were not judged to be economically useful. In addition, philanthropic gestures which grew in the nineteenth century, saw people who were categorised as different, moved from mainstream society into institutions, which were often supported by the medical profession. Medical practitioners and the general public were fascinated by difference in body and mind, and often those considered different were observed, studied and experimented on. The influence of medical practice grew in the twentieth century and the course will explore this in relation to (amongst others) the two World Wars, the growth of special institutions and new types of therapy.
Overall, the course will investigate the ways that medicine has understood, categorised and treated those whose body or behaviour was considered different. It will also examine the body and mind as contested sites; spaces occupied by those considered different; the establishment of normality versus deviance; the changing conceptions of difference in this historical period and the shifting theories and methodologies of medical practice in relation to it.
The history of anatomy
Idiocy and feeblemindedness
The development of forensic science
Dying and the rituals of death
Agency, freakery and the politics of display
Homosexuality as deviance
Madness and mental health
This class aims to bring awareness to the possibilities of using oral history as a way of understanding the past, using the topic of twentieth-century war as a case study. It will examine the advantages and disadvantages, classic texts and theoretical and methodological insights. It also features a strong practical dimension and will provide experience in interviewing, transcription and analysis. Sessions will typically include What is Oral History?; Understanding Memory; Subjectivity and Intersubjectivity; Doing Oral History I: Plans and Preparation; Doing Oral History II: Recording, Summarising and Transcribing; Interpretation: Reconstructive Evidence and Narrative Analysis; Oral History and Public History; Fieldtrip to The Imperial War Museum; Reflecting on the Oral History interviews I and Reflecting on the Oral History interviews II.
This module will provide students with a detailed study of the evolution and work of the IWGC during the first period of its existence.
The module curriculum will consider the following issues:
• The way in which the mass casualties of the war caused people, as individuals, as families, and as groups across the Empire, as well as the imperial authorities, to consider the issue of suitable commemoration of those who had given their lives in the service of the Empire.
• The competing demands and visions of the various 'stakeholders' throughout the period 1914-1939 including the post-war resistance to the IWGC and the continuation of alternative solutions provided by independent pressure groups.
• The establishment and evolution of the authorities responsible for burial and graves registration in France and Belgium and the gradual expansion of powers and influence.
• The creation of the IWGC, its immediate tasks, the debates over its authority, reach and role, and its eventual triumph as the crucial agency.
• The issue of suitable commemoration of the missing.
• The role and visions of the architects both at the consulting level and on the ground.
• The process of constructing, making permanent and maintaining the cemeteries and memorials across the globe.
• The experiences of visitors to the sites and the role of the IWGC as a mediator of that experience and the Commission's interactions with other bodies.
• The IWGC as a simultaneous medium for the harnessing of a central imperial message and distinctive statements about the component parts of the Empire.
• As a conclusion to consider the importance of the IWGC in influence conceptions of the conflict into the present.
The overthrow of white settler minority rule and apartheid by the peoples of South Africa and Zimbabwe marked a key period in the history of the twentieth century. This module traces the trajectory of these linked struggles both by examining contemporary written and visual sources and by engaging with current debates. Themes to be discussed include the dynamics of anti-colonial nationalism, the tactic and strategy of armed insurrection, and the ambiguities of independence.
The convenor will be primarily responsible for the teaching of this module; specific seminars, however, will also be taught by one or more experts drawn from the members of staff of the School of History. The seminar leader will chair each session and facilitate dialogue between students. Each week students will be exposed to a new case-study, its agreed historical facts, and its differing interpretations, all of which will enable students to gain a comparative grasp of the similarities and differences between conflicts. Each seminar will include an assessed presentation by one or two students on a particular question or problem related to a respective case-study.
This is a core module for the MA in Imperial History. Its chief objective is to survey the field of imperial history and chart the momentous changes it has undergone since the heydays of Western imperialism. The module explores the principal controversies that have shaped this field of scholarship over the past century. By focusing on a series of past and ongoing scholarly debates, students will gain a thorough understanding of complex theoretical issues pertaining to the operations and consequences of Western empires. Themes to be explored successively include: the relationship between empire, slavery and the industrial revolution; 'peripheral' readings of late nineteenth-century imperialism and the Scramble for Africa; ‘gentlemanly capitalism’ and British imperialism; violence and settler colonialism; colonial knowledge production; popular imperialism; the imperialism of decolonization; empires as global networks.
This course will explore how contemporary medical ideas, technologies and health practices have been shaped by the past. It also examines how developments in these areas from the recent past will shape the medical ideas and technologies and health practices of the future. Central themes include the changing nature of medical care in a range of contexts, implications for health, and the patient experience. Topics may include: medicine, health and demography; medical technology; medical museums; medicine and the body; places and spaces for medicine; military medicine; human experimentation and medical ethics; and healthcare in the future. The module makes use of a wide range of primary source material, including textbooks, media, newspapers, objects, ephemera and patient records.
This module critically examines the surface and decay of Nuclear America in the twentieth century. Responsible for ushering in the modern atomic era, the USA is widely acknowledged as a pioneer in nuclear technology and weaponry. Receptivity towards the atom has nonetheless shifted over time: atomic materials once heralded the saviour of American society (through the promise of reactors delivering ‘electricity to cheap to meter’) have also been deemed responsible for long-term environmental problems and doomsday anxieties. Why the atom has received typically bi-polar and polemic responses is of great interest here. Along with events of global significance (such as the bombing of Hiroshima), the module also covers the more intimate views of American citizens living and working close to ground zero. Personal testimonies come from ‘atomic foot soldiers’ traversing blast sites in the 1950s and protesters trespassing across reactor sites in the 1970s. In particular, the module examines the role of media, propaganda and image in inventing popular understandings of the nuclear age, as well as the contribution of atomic scientists to national discourse.
Themes and Topics:
Popular and Scientific Ideas of Radioactivity
The Manhattan Project and the Decision to drop the Bomb
Cold War (1): The Rosenbergs
Atomic Veterans and explorations of Ground Zero
Civil Defence and Fallout Culture
Atomic Movies (1) Fantasy
Cold War (2): The Cuban Missile Crisis
Protesting the Peaceful Atom: Diablo Canyon and Three Mile Island
Atomic Movies (2) Realism and Survivalism
Cold War Memory, Legacy and Atomic Tourism
This module will examine a number of aspects concerning the British army during the Great War. The (in)effectiveness of British generalship will be examined, allowing students to explore the rich historiography of this topic which dates back to the so-called, ‘battle of the memoirs’ in the 1920s. Consideration will then be given to the structure and expansion of the ‘four armies’ (regular, territorial, Kitchener and conscript) examining how effectively the British army coped with this massive expansion and trained the newly formed units. Allied to this, there will be a consideration of manpower policy during the Great War, in particular there will be some discussion given to the propaganda elements involved in the voluntary recruiting campaigns of 1914-16 and the British experience of conscription in 1916-18. Attention will also be given to the discipline and morale of the British army, which was the only European army of the Great War not to suffer from major problems in this area. Students will be invited to explore the full aspects of discipline and morale and will consider why the wartime executions of 312 soldiers have come to dominate the historiography. In terms of the British army in action, this module will contain case-studies of the well known Gallipoli campaign and the Battles of the Somme along with the lesser known so-called 100 days battles at the end of the war to consider the important issue of whether the British army did indeed participate in what some historians have termed a ‘learning curve’ during the Great War. Other topics, such as the the experience of women in the British army, the British army on the home front, logistics and officer selection will also be discussed in detail.
There is no better way to understand how scientific knowledge is made and consumed today than to look at how this happened in the past. Our examples come from 400 years ago up to the present day, and highlight how changes in the media of knowledge have shaped our understanding of science – printing presses, public lectures, museums and TV. How have audience needs and interests changed during this time, and how has the medium affected the message?
Themes and Topics
• The printing press and the scientific revolution
• Cabinets of curiosity: the first museums?
• Science on display in the 18th century
• Science and the steam-driven press in the 19th century
• Science and film in the 20th century
• Science wars and the public understanding of science in the late 20th century
This module considers in depth the visual presentation of science in its many forms. It encompasses the artistic representation of, and engagement with, science; the: visual construction of knowledge through the museum (from cabinets of curiosity to contemporary exhibits); the visual construction of knowledge through graphs, diagrams and imaging; the creation and significance of 'scientific icons' such as famous portraits of scientists and the instantly recognisable double helix. To what end are these images produced? How are they consumed? How do they affect the nature of science, and how can they be used wisely by science communicators?
Religion has often been regarded as the motor for change and upheaval in 17th century England: it has been seen as the prime cause of civil war, the inspiration for the godly rule of Oliver Cromwell and ‘the Saints’, and central to the Glorious Revolution of 1688-9. Fears of popery, it has been suggested, helped forge English national identify. This module reflects critically on these claims. It explores tensions within English Protestantism, which led to an intense struggle for supremacy within the English Church in the early 17th century, to be followed in the 1640s and 1650s by the fragmentation of Puritanism into numerous competing sects which generated a remarkable proliferation of radical ideas on religion and society. The Restoration of Church and King in 1660 saw the gradual and contested emergence of a dissenting community and the partial triumph of religious tolerance, with profound implications for English society and culture. Another key theme is the changing fortunes of Anglicanism, with its erosion of its position from a national Church to the established Church over the century. The marginal position of English Catholics in 17th century England, albeit with a genuine possibility of significant recovery of rights and influence under James II, is also crucial. The module will address issues of theology, the close relationship between political power and religious change, and the nature of debates on religion at national and local level, and also track elements of continuity and change over a formative century in English religious experience.
All students on taught MA programmes in the School of History are required to complete a 15,000-18,000 word dissertation as part of their programme. The task of the dissertation is designed to provide students with the opportunity to articulate key concepts, ideas and theories underlying their creative work, as well as providing an in-depth contextual presentation of their work situating it within the current historiography. The dissertation involves student-directed learning and research with the aim of producing a structured and persuasive argument, demonstrating a command of the technical languages of a variety of historical approaches, and perhaps including the effective use of visual materials in support of their arguments.
All courses are assessed by coursework, and the dissertation counts for half the final grade (comprising one third assessed preparation, two thirds actual dissertation).
This programme aims to:
You will gain knowledge and understanding of:
You develop intellectual skills in:
You gain subject-specific skills in:
You will gain the following transferable skills:
The 2020/21 annual tuition fees for this programme are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
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 firstname.lastname@example.org
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In The Complete University Guide 2020, the University of Kent was ranked in the top 10 for research intensity. This is a measure of the proportion of staff involved in high-quality research in the university.
Please see the University League Tables 2020 for more information.
In the Research Excellence Framework (REF) 2014, research by the School of History was ranked 8th for research intensity and in the top 20 in the UK for research power.
An impressive 100% of our research-active staff submitted to the REF and 99% 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.
Covering c400–c1500, incorporating such themes as Anglo-Saxon England, early-modern France, palaeography, British and European politics and society, religion and papacy.
Covering c1500–present, incorporating such themes as modern British, European and American history, British military history, and 20th-century conflict and propaganda.
Incorporating such themes as colonial science and medicine, Nazi medicine, eugenics, science and technology in 19th-century Britain.
Full details of staff research interests can be found on the School's website.
The cultural and social history of 20th-century medicine in Britain and the Commonwealth, particularly with regard to war and medicine, surgery and disability.View Profile
U.S. national security policy in the Cold War, with a focus on the Vietnam War, civil-military relations and the interaction of defence policy with economics.View Profile
Ecclesiastical and religious history, 1200-1400; canon law and history of the medieval papacy; crusades and history of the military orders; Anglo-papal relations in the 14th century; Latin diplomatic and palaeography.View Profile
Russian and Soviet history, especially Russian religious and political philosophy.View Profile
British military history in the 19th and 20th centuries; Irish history c1775-1998.View Profile
European political, military and diplomatic history 1715-1848; The French Revolution; Napoleonic Europe; royal courts; constitutional monarchies’ Alexis de Tocqueville, French liberalism; political radicalism after the Congress of Vienna.View Profile
Late 19th- and 20th-century British Empire and the early decades of independence in sub-Saharan African countries; multinational business and the rapidly changing political landscape of late colonial/early post-colonial Africa.View Profile
British modern history; British military history; the British at war from 1800; the image of war in popular culture.View Profile
Early modern British politics and religion; the clergy of the Anglican Church; the era of the Civil Wars.View Profile
Modern British and German history; war and commemoration; the impact of war on cities; collective memory; 20th-century urban history.View Profile
History of science, especially physical sciences, in 17th to 19th-century Britain; relationship between science, government and the public; scientific institutions; popular science; biography.View Profile
The international history of the 20th century; the origins of the First and Second World Wars; international diplomacy; diplomats; the history of international peace organisations; the history of the Foreign Office.View Profile
The American West; environmental history; the wolf: science and symbolism; hunting, nature and American identity; human relationships with animals; nuclear culture; parks and other tourist/heritage landscapes.View Profile
The relationship between sport and war in the British popular imagination in the 19th and 20th centuries.View Profile
British, Irish and European military history in the 19th and 20th centuries; the links between armies and societies at all levels and especially with relation to national and regional identities.View Profile
The cultural, political and social histories of medieval western Europe, with particular expertise in early medieval Britain, its Latin literatures, manuscripts and documents.View Profile
Medieval visual culture, particularly how the veneration of relics influenced Christian iconographyView Profile
Military technology and the diplomatic, political, social and cultural contexts in which it exists; transnational movement of ideas and individuals; aftermath of conflict.View Profile
The history and memory of the First and Second World War in Britain and Europe; wartime entertainment and recreation in the British Armed Forces 1914-18; the work of organisations such as the YMCA, Salvation Army and Expeditionary Forces Canteens in the context of wartime recreation; formal and informal musical activities in the British Armed Forces 1914-18.View Profile
Religion, material and visual culture, and travel in Central Europe.View Profile
The politics of religion and diplomacy in 17th and early 18th century Britain.View Profile
The cultural, economic and social history of medicine and health in Britain post 1750, with particular emphases on the relationship between medicine and commerce, and the ways in which this relationship affects professional social structures, consumption and material culture.View Profile
Transnational histories of the modern Hispanic world, especially in Spain, Mexico and Europe; military history.
The intellectual, religious and cultural history of Europe and the Near East, with a special focus on Western knowledge of the Arab, Ottoman and Persian world 1450-1800.View Profile
Social and economic history of the Atlantic world c.1500-1820 and the settlement of early America, including gender and race history, the US South and slave societies, demography, the American Revolution, and textile history.View Profile
Nineteenth-century United States and the Atlantic World more broadly, with particular interests in the history of slavery and emancipation, the Civil War and the Reconstruction eras.View Profile
Imperial history and the history of the British Empire; the history of colonial South Asia; technology; the history of railways; the history of social space.View Profile
Socio-cultural history, particularly the Second World War, specifically gender and oral history.View Profile
Political, social and cultural change in Western Europe between c.850 and c.1050, especially the changing roles of writing in this period.View Profile
The role of books within the late medieval and early modern culture of western Europe, the movement of ideas within the shared civilization of Western Christendom, the power of ideas in politics in the period.View Profile
German and European modern history, especially the history of medicine, eugenics and medical films during the Weimar Republic and the Third Reich and the Cold War.View Profile
History and culture of the life sciences in the 19th and 20th centuries; history of natural history; literature; gender.View Profile
Modern US history; environmental, cultural and visual history; American nuclear landscapes; California protest culture; Disney; theme parks; tourism; 1950s America; cyber-society (including video games).View Profile
As the job market becomes increasingly competitive, postgraduate qualifications are becoming more attractive to employers seeking individuals who have finely tuned skills and abilities, which our programmes encourage you to hone. As a result of the valuable transferable skills developed during your course of study, career prospects for history graduates are wide ranging. Our graduates go on to a variety of careers, from research within the government to teaching, politics to records management and journalism, to working within museums and galleries – to name but a few.
The resources for historical research at Kent are led by the University’s Templeman Library: a designated European Documentation Centre which holds specialised collections on slavery and antislavery, and on medical science. The Library has a substantial collection of secondary materials to back-up an excellent collection of primary sources including the British Cartoon Archive, newspapers, a large audio-visual library, and a complete set of British Second World War Ministry of Information propaganda pamphlets.
The School has a dedicated Centre for the Study of Propaganda and War, which has a distinctive archive of written, audio and visual propaganda materials, particularly in film, video and DVD. Locally, you have access to: the Canterbury Cathedral Library and Archive (a major collection for the study of medieval and early modern religious and social history); the Centre for Kentish Studies at Maidstone; and the National Maritime Collection at Greenwich. Kent is also within easy reach of the country’s premier research collections in London and the national libraries in Paris and Brussels.
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Contemporary History; English Historical Review; British Journal for the History of Science; Technology and Culture; and War and Society.
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.
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