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.
"The MA in Modern History has given me the opportunity to explore the subjects I am passionate about alongside inspiring, supportive, and engaging lecturers. The flexibility of the course has allowed me to mature as a historian and build an exciting and progressive future."
Olivia Andrew, MA Modern History student
The School of History offers a great environment in which to research and study. Situated in a beautiful cathedral city with its own dynamic history, the University is within easy reach of the main London archives and is convenient for travelling to mainland Europe.
We are lively, research-led department where postgraduate students are given the opportunity to work alongside academics recognised as experts in their respective fields. You'll be part of a lively postgraduate community which includes regular social meetings, seminars and a comprehensive training programme with the full involvement of academic staff.
Thanks to the wide range of teaching and research interests in the School, we offer equally wide scope for research supervision covering British, European, African and American history, and there are particularly strong groupings of research students in British and European medieval and early modern history; imperial and colonial history; the history of science, technology, medicine and the environment; American history; and military history, including the history of propaganda, war and the media, and social and cultural aspects of the subject.
The School of History has achieved outstanding results in the Research Excellence Framework 2021. The School is the only History department in the UK to achieve a perfect score of 100% ‘world leading’ for both the impact of its research and its research environment. This extraordinary achievement has resulted in the Times Higher Education ranking History at Kent 1st in the UK.
A first or second class honours degree in a relevant subject (or equivalent)
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 Student website for entry requirements by country and other relevant information. Due to visa restrictions, students who require a student visa to study cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.
This course requires a Good level of English language, equivalent to B2 on CEFR.
Details on how to meet this requirement can be found on our English Language requirements webpage.
Examples:
IELTS 6.0 with a minimum of 5.5 in each component
PTE Academic 63 with a minimum of 59 in each sub-test
A degree from a UK university
A degree from a Majority English Speaking Country
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.
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.
The intersection between knowledge and power has been one of most debated themes of imperial and colonial history since the publication of Edward Said's Orientalism. Focusing on 19th-century colonial South Asia (modern India, Pakistan, and Bangladesh), the proposed module aims to introduce students to the complexities that accompanied transmission of scientific knowledge and transfer of technology in colonial South Asia. Students will engage in an understanding of the circumstances that lead to the colonisation of South Asia and the debates surrounding introduction of western scientific knowledge and technologies (such as railways) in the region. Drawing upon methodologies of New Imperial History, the module will provide students with a critical grasp of the ways in which 'western knowledge’ was adopted and adapted in a colony, especially underlining the role of the colonised in mediating the process and therefore shaping its outcome.
Drawing out some of the key themes in American history, the module will challenge students to move beyond a chronological reading of history to consider cross-cutting themes which have influenced the development of the American republic, from within and without. The emphasis of the module will focus on building a historiographical understanding of American history: the key interpretations which have guided the field. Students will read both foundational texts and cutting-edge work, in order to better understand the central debates which have made U.S. history one of the most vital in the profession. Core themes will range from the study race and slavery, the development of capitalism, populism, ideas about American exceptionalism, the importance of gender analysis, and the environment. Students will be assessed on their understanding of this literature through a linked set of assignments (both written and oral).
The module will offer a comprehensive overview and examination of the propaganda used by the Soviet regime in its attempts to build communism and defend the interests of the Soviet regime. The seminar structure will be broadly chronological, but in such a way as also to allow for a thematic approach. The module will initially look at early Bolshevik propaganda, both in 1917 and during the Civil War. It will then go on to look at the promotion of Stalinism in relation to industrialisation, history, education, the personality cult and religion.
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.
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.
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.
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.
This is an independent study module with no specified curriculum. 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 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 History of War, Media and Society, which has a distinctive archive of written, audio and visual propaganda materials, particularly in film. 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.
The School of History is home to recognised experts on British and Irish, European, African, American and South Asian history, with particular strengths in military history, modern political history, the history of medicine & the environment, medieval and early modern history, cultural history and legal history. Our research is currently focused in the following areas:
Full details of staff research interests can be found on the School's website.
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 2024/25 annual tuition fees for this course 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 information@kent.ac.uk.
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
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.*
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
Find out more about general additional costs that you may pay when studying at Kent.
Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:
We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.
Next steps
Learn more about the application process or begin your application by clicking on a link below.
You will be able to choose your preferred year of entry once you have started your application. You can also save and return to your application at any time.
Supporting your success
Kent ranked top 50 in The Complete University Guide 2024.
Fees and funding
Kent has risen 11 places in THE’s REF 2021 ranking, confirming us as a leading research university.
Accommodation
