Politics and International Relations with a Year in the Asia-Pacific - BA (Hons)

This module is addressed to students who have hitherto had no training in the academic field of International Relations. It aims to establish a good basis from which to appreciate at a higher level the theoretical schools of thought in the study of international relations, and to provide a strong grounding in the study of international politics as the basis for the further study in Stage 2 on the subject matter of the discipline of international relations. The course proceeds by examining a number of theoretical perspectives on International Relations and offers examples from history and current affairs to demonstrate the extent to which theories can be used to make sense of major issues in areas such as international security and international political economy.

This module introduces students to the study of political concepts that are central to thinking about political life. Through the study of these concepts students will be introduced to the principal ideas of many of the major figures in the history of Western political thought (for example, Plato, Hobbes, Rousseau and Marx) and to the work of many contemporary political theorists as well (John Rawls, Michael Sandel, Richard Rorty, Susan Okin and others). In addition, lectures and tutorials will familiarise students with a variety of different debates about how best to understand any given concept (such as, debates about what constitutes 'human nature') as well as how to understand the relationship between different concepts (such as, whether a just society must be an equal one or not). Moreover, the module is designed to allow students to develop a set of ‘conceptual tools’ with which to interrogate and shape the political world in which they find themselves; a world which is saturated everyday with competing articulations of the political concepts that we will study in this module. As such, students should come to develop a subtle appreciation of how the concepts examined on this module are, to greater or lesser degrees, intrinsic to all of their studies in politics and international relations (and related subjects).

This core module introduces students to the wide range of different methodologies commonly employed in political science. This includes the scientific method and both traditional and newer forms of research. Students will also be introduced to some of the fields of inquiry that dominate the study of politics, including public choice, social movements, political behaviour, economic development and democracy. The module integrates these two main components to create both an awareness of the breadth of political science and its approaches, ultimately providing students with the foundation for further study in political science. Substantive topics include: the nature of inquiry (questioning and determining what constitutes evidence), methods of comparison, theory and hypotheses. They will also be introduced to and explore quantitative methods, formal methods, experimental methods and empirical quantitative methods. Students will implement basic quantitative research techniques for themselves. Finally, they will be introduced to concepts such as equivalence, selection bias, spuriousness, value bias and ecological and individualist fallacy in order to illuminate the difficulties faced when making comparisons.

The module introduces students to the empirical study of the key structures, institutions and processes in political life. It does so through the lens of the comparative method, in which political systems are compared and contrasted to test hypotheses about the factors producing similarities and differences across countries and over time. The module first introduces the comparative method, and then discusses the different ways in which political systems can be organized and classified. It focuses on the three key powers in all political systems – executive, legislative and judicial – the ‘intermediate’ actors that link people to their governments, namely political parties, interest groups and the media, and how citizens behave politically in relations to such institutions and actors. Throughout the module, students are encouraged to identify the factors and the processes leading to different political outcomes across states and over time and to use both qualitative and quantitative data to support their arguments.

One of the impediments to communication between different academic disciplines is their use of different ways of making, and validating, arguments and proofs. A key element of the programme in Liberal Arts is to develop a genuine inter-disciplinary approach so that students can understand, appreciate and assimilate the findings from diverse academic approaches. This module examines the varying modes of developing scientific, social scientific and humanities discourses to facilitate cross-disciplinary understanding of qualitative and quantitative reasoning. Following an introduction to Modes of Thought, engaging students with concepts of rationality as elaborated in logic and analytical reasoning, it will familiarise students in lectures and readings with quantitative and qualitative methodologies as well as with associated processes of data presentation, validation and conclusion reaching. Seminars will serve both to discuss and assess approaches and to familiarise students with working with techniques of data analysis and representation (quantitatively through statistical methods and software packages such as Excel and SPSS and qualitatively through sessions engaging grounded theory, narratology, actor network theory and image studies). Insofar as an element at the core of reasoning is representation per se, the issue of cognition and its unconscious shaping by both social and psychological forces will be addressed.

Themes introduced here not only intertwine with teaching and practical exercises in the two concurrent first year core modules (for instance the training in research design, statistical methods, and data analysis carried out here will be drawn upon in Understanding the Contemporaries' study of social and historical changes in local communities) but also recur throughout the rest of the programme. The cross-disciplinary debates – and communications – opened in this module will be revisited, and nuanced, over the following three years.

The module Modes of Reasoning is rich in transferable skills training, helping students to develop numeric and analytical skills, engaging them in the formulation and design of research questions and hypotheses, and familiarising them with select software packages.

'Understanding the Contemporary' will enable students to think critically about their own period, and analyse the forces and events shaping contemporary culture and society. Students will consider texts from a range of disciplines and will be selectively introduced to key ideas in contemporary theory and philosophy. They will furthermore apply insights drawn from their readings and discussions to practical analysis of contemporary situations, not only through developing awareness of current events but also through designing and carrying out field analysis of social and historical changes in local communities (linked both to the research plan designed in Modes of Reasoning and to SSPSSR’s quantitative teaching methods programme). The focus of the module will be on the period since 2000, though clearly it will be necessary to reach back before that date to contextualise current issues. Students will be required to think critically about the ways different disciplines are formulating representations of the contemporary period, and to discuss themes and ideas that cross disciplines. Week by week, seminars and lectures will address topics that define the present period, for instance, migration, environmental change, financial crisis, democratic agency, and new media. The module will consider how different disciplines and intellectual traditions are responding to and framing such issues and developments so developing skills of comparative and cross-disciplinary reading. It is in the nature of the module that its study topics will vary from year to year. Overall, the module will develop multi-disciplinary understandings of the contemporary world and will encourage students to consider their role in shaping it.

The module will prepare students to think critically about the forces shaping ways of being in the contemporary world, with attention to how ‘the modern’ has emerged from innovations and continuities in modes of production, reproduction and communication in the past two centuries.

This module examines the technological and economic revolutions that shape human cultures, with a particular focus on the 19th and early 20th century roots of modernity and the impacts of recent and developing technological innovations. Students will be introduced to basic issues in scientific and technological developments impacting upon the contemporary world and will, building on their understanding of these, investigate their ramifications in social practices and ideations, in philosophical discourse and in the fields of aesthetic and literary production.

Students will be required to think critically about the ways different disciplines respond to and are shaped by technological and social developments, and will be encouraged to engage these from a cross-disciplinary perspective.

Overall, the module will develop multi-disciplinary understandings of the history of the contemporary world and will encourage students to become aware of, and to understand, the ‘unseen’ influences which enable and constrain our ways of being so as to both work with them and, where appropriate, seek to shape them.

Globalisation is a contentious phenomenon with opinions divided as to whether it has (mostly) positive or negative consequences. This module assesses the complex process of globalisation by exploring the economic and political dimensions of globalisation, what drives the process, how it affects states and domestic constituencies and to what degree it can be managed. The module explores the role of individuals, states, international economic organisations, and non-state actors in processes and governance of globalisation as well as the growing resistance movements against globalisation. It also examines the relationship between globalisation and (in)equality, economic development, personal rights, environment and armed conflict.

The module is designed to introduce students to the principle approaches to conflict and conflict resolution. Starting with a discussion of the pervasiveness of conflict in human existence, the module will engage with the key question of “what is conflict?” Students will be introduced to conflict management and conflict resolution approaches before engaging with conflict resolution processes such as negotiation and mediation. The module will rely on case studies and simulations to help students engage directly and better grasp the different theoretical approaches. Case studies will include an in-depth analysis of the Oslo process and a discussion of the specific difficulties linked to negotiations with “terrorists.” The students will emerge from the module with knowledge of the central paradigms and concepts of conflict analysis and resolution, and with an initial set of skills (negotiation and mediation) which can be used to further understand international politics but also in their personal engagement with others.

Democracy in Britain does not appear to be in a healthy state. Citizens are less engaged with political institutions, and less trusting in politicians, than they used to be. Critical questions are being asked about the role and effectiveness of such key institutions as the electoral system and parliament. Meanwhile, the nature of political authority in Britain is changing rapidly. Power has been transferred upwards to the European Union, and downwards to devolved bodies in Scotland, Wales, Northern Ireland and London. Non-electoral actors such as the media also play an important role in shaping political decisions. Where does this leave the political system at the start of the 21st century? Is government in Britain effective and democratic? Or are Britain’s political institutions failing?

This module provides students with an introduction to some of the key issues facing the political system in Britain today. The module examines the challenges facing the political system, the effectiveness of existing political arrangements and the merits of institutional reform. While the focus is domestic, many of the same challenges are also faced by political systems in other west European countries, to which the course will make reference. The module thus aims to go beyond a simple focus on British politics, by introducing students to some of the key contemporary issues facing many western democracies.

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This module introduces first year undergraduate students to some of the key historical events of modern history, and related debates and questions that have occupied the discipline of International Relations (IR). The focus is on communicating a few key themes, ideas, issues and principles that recur throughout the history of the last hundred years, and that cut across various theoretical approaches and different schools of thought. These key ideas include: war, conflict, violence and terror; international reformism; the nature of international order under conditions of anarchy; the balance of power; the influence of ideology on international affairs and on theorising; the tension between order and justice in the international sphere; and the nature of imperialism and its effects. Exploration of these themes, ideas, and issues emerges through analysis of the World Wars, the Cold War, decolonisation and the emergence of the US as the world's sole superpower in the post-Cold War era. The course places an emphasis on historical events between the global North and South, as these events often led to dramatic shifts and changes in international relations and foreign policy. Students will be encouraged to identify significant continuities and changes in international politics across the period studied.

This module is aims to give students who have never studied Mandarin Chinese before some familiarity, at an introductory level, with everyday life, activities and the culture in China. It is designed to build a solid foundation for students in order to further develop their Mandarin Chinese skills in an easy and systematic approach. Any students who are absolute beginners or have very little knowledge of Mandarin Chinese are welcome to take LA302.

Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic knowledge of some major cities in China and an introductory level of Chinese culture will be covered in seminars.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the friendly and stimulating seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games to assist your self-study.

The module is designed for students who have successfully completed the module LA302, or for students who can use approximately 150 basic Mandarin Chinese Characters in 4 skills (listening, reading, speaking and writing) to further develop their language skills.

The curriculum content of LA303 is to build from the beginners' module of LA302. This is intended to give students some familiarity, at an elementary level, with everyday life, activities and the culture in China.

Topics for listening, speaking, reading and writing will focus on everyday communication skills, including greetings and introductions, asking and giving simple opinions on familiar topics, such as hobbies, weather, etc.

If you are going to visit China, basic language is useful for ordering food, making very simple enquiries about times, locations and transportations. These topics will be covered in this module.

Vocabulary and grammatical structures will be explained, practiced through communicative activities in the stimulating and engaging seminars.

In addition to the textbook, there will be plenty of specially designed video and audio materials, flashcards and web based games for self-study.

The module is for students who have never studied Japanese before or have very little knowledge of Japanese. The curriculum content is intended to give students some familiarity, at an introductory level, with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an introductory level of communication skills used in everyday life. Basic skills useful to people visiting Japan will be taught including describing locations and shopping. An introductory level of Japanese culture will be covered in seminars.

The module is for students who can read and write Japanese letters, Hiragana and Katakana, and have very basic knowledge and skills of Japanese. The curriculum content is intended to give students some familiarity with everyday life, activities and the culture in Japan. Topics for listening, speaking, reading and writing will focus on an elementary level of communication skills to explain very simple factual information on personal and very familiar topics. Basic skills useful to people visiting Japan will be taught including ordering food, making very simple enquiries and asking for locations. An introductory level of Japanese culture will be covered in seminars.

This module explores the origins, evolution and role of international organisations in world politics. The aim is to understand how these institutions have developed, why states choose, refuse and fail to use these institutions as a means to achieve their objectives, and to what extent international organisations can promote international cooperation. The module takes the United Nations system as its central focus, but will also consider historical forms of international organisation as well as the processes of global governance. International organisations are involved in a wide variety of issues in contemporary international politics. This module will survey a selection of them, exploring the political differences and questions that arise in international responses to these issues.

The study of social and political phenomena is a vast endeavour and this class will serve as an introduction to methods for social science research. This 15 credit intermediate-level module is normally taken in Stage II. It provides a basic, non-technical introduction to the use of quantitative methods in the political sciences for students from a variety of educational backgrounds (including those with very limited knowledge of mathematical terminology and notation). The progression of this course will address scientific research design and methodology and consider many examples of such research In short, it seeks to enable students to read, interpret, and critically assess arguments drawing on quantitative methods in Politics and International Relations. Students with some prior exposure to quantitative methods will have the opportunity to improve their command of statistical software as well as apply their general statistical skills to data sets commonly found in policy and academic work.

The module is divided into two main components: In the first part, students will be introduced to both the logic of empirical research in the social sciences and to basic concepts and techniques of descriptive uni-, bi-, and multi-variate data analysis. The second part will focus on uni-, bi-, and multi-variate inferential statistics. ICT skills will be acquired/enhanced of students by the introduction to and use of statistical software (SPSS). The focus will be on student-centred learning and critical reflection of selected examples of quantitative work in seminars and group work.

This course builds on students' knowledge of the approaches and methods used in the study of politics and international relations introduced in the first year of the degree program and the foundation in the analysis of quantitative data established in the second year. Students will be asked to consider the nature and purposes of descriptive and causal analysis in politics and international relations. Students will develop skills in choosing, using and evaluating the research designs, and techniques for the collection and analyses of data used by researchers in these fields. Emphasis in the course will be placed on a mixed methods approach to political analysis that enables student to integrate, analyse and evaluate both qualitative and quantitative data. In addition to developing a conceptual and theoretical understanding of different approaches to evidence gathering and analyses and how they can be combined, students will also have the opportunity to extend their skills in practical data analyses.

This module will address the major milestones in the politics and international relations of East Asia since 1945.The significance for East Asian countries of events such as the Korean War, the Cultural Revolution, the economic take-off of both Japan and South Korea, China's economic reforms, the end of the Cold War, and US changing policies towards East Asia will be analysed.

A central theme of the module will be the nexus between domestic factors and international behaviour – hence the internal political cultures and national identities of China, South Korea and Japan will be studied in relation to their particular world-views and their foreign policy initiatives. Each of these countries’ domestic political systems will also be analysed to enhance understanding of the impetus for policy making decisions both domestically and internationally. Analysis will also be made of how the imperative to achieve economic development influences political decision making. Finally, an assessment will be made as to the future of East Asia.

This module introduces students into the study of terrorism and political violence, and thereafter deepens their knowledge of the controversial aspects of this subject. The initial lectures will deal with definitional problems involved in the concept of "terrorism" and various theories about the causes of political violence in its different forms. With a point of departure in a chronological review tracing the origins of the phenomenon long back in history, the module will later study the emergence of political terrorism during the second half of the 19th century. This will be followed by a study of state and dissident terrorism in different parts of the world. The module will also address the relationship between religious radicalism and different forms of political violence, including "new terrorism" and possible use of weapons of mass destruction. Then, the focus of attention will be shifted to implications of various counter-terrorism strategies and "The War on Terrorism" for democracy and human rights. These issues will be addressed with a special focus on methodological problems involved in the study of terrorism and political violence.

This module provides an introduction to some of the major developments in Western political thought by discussing the work and impact of key figures such as Machiavelli, Hobbes, Spinoza, Rousseau, Kant, Wollstonecraft, Mill, Marx, and Nietzsche. Focusing on reading the primary works of these thinkers, putting them in their historical context, and understanding their reception in contemporary scholarship, this module addresses the overall problems which ‘modernity’ poses for political theory in Western societies.

The module examines the politics of transition and change in post-communist countries in their effort to establish new democratic regimes and find their place in the world. The module consists of three main parts.

Part I focuses on the experience and nature of communist rule, to develop basic understanding of communism as an ideal, political system, and a life style. Part II looks at transitions, examining regional patterns of change and relating them to the 3rd and 4th waves (coloured revolutions) of democratisation globally. Part III discusses the issues of post-communist politics in Europe, by way of exploring the forms and quality of democracy in the new states, considering the effect of EU enlargements on the new Member States and the EU neighbours; and discussing the future of communism in the world.

Since 2009, the European Union (EU) has been grappling with a crisis in the Eurozone, a refugee crisis, terrorist attacks in France and Belgium, the rise of challenger parties and heightened tension with Putin's Russia. This has led to increased questioning of the purpose and trajectory of European integration and policy-making. The Brexit decision by the UK electorate in June 2016 plunged the EU further into crisis, sending shockwaves throughout the world as for the very first time an EU member state chose exit over voice or loyalty. Membership of the EU is now clearly contingent and the reverberations of this decision will affect both the EU and the UK for many years to come. The focus of this module is on assessing the capacity of the EU as a system of public policy-making as it faces these myriad challenges. In so doing we endeavour to understand how the EU’s system of governance works and how it is driven by both the politics and economics of its member states and the global system. This module focuses on the EU’s 'outputs’ in terms of public policy in this context, with particular attention paid to the fields of market regulation, monetary union, environmental policy, agriculture policy, regional policy, justice and home affairs, foreign policy and trade policy. As well as analysing the effectiveness of EU policy-making in these policy areas, we also evaluate the impact of Brexit on their operation, as well as the process of Brexit itself, how it is being managed by the UK and the EU27 and its implications for the future of the EU.

The decision by a majority of the British electorate who voted on Thursday 23rd June 2016 to leave the EU sent shockwaves throughout Europe and the world and created a political earthquake within the UK's political system. Focusing on the European level, as this module does, the result of the referendum plunged the EU into its most serious existential crisis as, for the first time, a member state has signalled its desire to exit. According to Marine Le Pen, leader of France's Front National, the Brexit vote was 'by far the most important political event taking place in our continent since the fall of the Berlin Wall'. The reverberations of this decision will be felt for many years to come and affect an EU experiencing what some commentators have termed a 'polycrisis’ since the Euro-crisis erupted in Greece six years ago. As well as bailing out Greece, Ireland, Portugal and Cyprus and the economic fall-out from the global financial crisis of 2008-9, the EU has also witnessed the worst refugee crisis since the end of the Second World War, terrorist attacks in Paris and Brussels and heightened tension with Putin’s Russia over the ongoing conflicts in Ukraine and Syria. The EU has never been under such pressure and its resilience so tested. The purpose of this module in this context is thus two-fold. First, we learn and understand how the EU has reached where it is today, how its political system works, its strengths and weaknesses and how it is driven both the politics and economics of its member states and the global system. At the same time, we analyse the process of Brexit, how it will be managed by the UK and the EU27 and its implications for the future of the EU. There has certainly never been a more challenging or interesting time to learn about the EU!

This module places the contemporary developments in European security integration within a historical context while focusing on institutional formation and the role of nation-states with the view to highlight continuities and changes constituted in the new Security Architecture. The module locates (Western) Europe’s place in international security vis-à-vis other actors including the United States and emerging powers in order to determine what type of security identity Europe has carved for itself in the post-War period. The module further considers the implications of cooperation for Europe’s ability to respond to external New Security Challenges.

This module aims to provide students with a critical review of China's political development in the 20th and early 21st centuries. After a brief overview of China's political history since 1949, it is designed around two core blocks of study.

The first block looks at the principal political institutions that include the Communist Party, the government (the State Council), the legislature (the National People's Congress) and the military (the People's Liberation Army).

The second block examines the socio-political issues and challenges facing the country in its ongoing development. They range from the prospects of democratisation and the growth of civil society, the issue of quality of life in the areas of the environment and public health, corruption, nationalism and ethnic minorities, national reunification, territorial disputes with neighbouring countries to China's engagement with global governance.

A major theme of the module is to address why the Chinese communist regime is more durable and resilient than other non-democratic countries in achieving both economic growth and political stability and acquiring international influence, despite the fact that it faces numerous mounting development and governance challenges.

In western countries feminism has had a considerable impact on the conduct of practical politics. The purpose of this module is to consider the ways in which feminist thought has influenced political theory. Returning to some of the earliest feminist critiques of modern politics by Mary Wollstonecraft and John Stuart Mill, we examine a range of feminist approaches to politics, asking what unifies them and where and why they diverge from one another. Throughout, we ask how meaningful it is to speak of feminism in the singular: given the immense variety displayed by feminist thinking, should we talk about feminisms? Another guiding question will be the extent to which these approaches pose a fundamental challenge to traditional political theory. Can feminist theories of politics just 'add women and stir'? Or do feminist approaches compel us to new or different methodologies, conceptual tools and even definitions of politics?

We examine the main challenges facing post-communist Russia and in particular assess the development of democracy. We discuss the main institutions and political processes: the presidency, parliament, federalism, elections, party development and foreign policy, as well as discuss Yeltin’s, Putin’s and Medvedev's leadership. We end with a broader evaluation of issues like the relationship of markets to democracy, civil society and its discontents, nationalism, political culture and democracy and Russia's place in the world.

This module examines the complex relationship between foreign policy analysis and foreign policy practice. It does so by exploring shifting approaches to making and examing foreign policy, including the contributions of IR theory to Foreign Policy Analysis. Historical antecedents of foreign policy as a practice are examined via observations of traditional bilateral and multilateral diplomacy, followed by traditional state-based actors, non-state actors, and the nature of the structure they inhabit. FP decision-making is then examined, followed by the process of foreign policy implementation. The issue of motivation is tackled through analyses of the largely domestic impact of culture, interests and identity and broader effect of intra-state norms, ethics, the issue of human rights. Case studies of key countries reinforce the practical implications of above-mentioned issues throughout the module.

This module explores the linkages between mediation theory and the practice of conflict resolution in deeply divided societies. Topics include the theory and practice of negotiations, conflict escalation and peace mediations while specific emphasis will be given to the role of regional or international institutions in early conflict prevention. The module applies negotiation theory in the study of state disintegration, demographic and environmental conflict, property rights, federal management and transitional justice. The course engages with the core literature in negotiation theory and exposes students to a number of simulations aiming to improve negotiation skills (identifying best alternatives, revealing or not preferences, identifying win-win arrangements, defeating spoilers and exercising veto rights). Because of the practical skills taught in the module and the interactive nature of in-class simulations, students are expected to attend lectures and tutorials. Finally, the course examines the role of citizens and community organizations in peace mediations focusing on a number of selected case studies from deeply divided societies specifically Israel/Palestine, the former Yugoslavia, South Africa, Greece/Turkey (including Cyprus & the Kurdish issue), Rwanda and Northern Ireland.

This module introduces students to central debates about the influence of different executive formats on democratic government. The course examines the differences between and within presidential, parliamentary and semi-presidential constitutions and examines their consequences for the quality of democracy and for policy outcomes. The course initially focuses on identifying the key institutions and processes that shape the behaviour and strategies of politicians in the executive, before moving on to consider the consequences of these for governance, policy-making and democratic stability. Throughout the central focus is on understanding the extent and the ways that formal political institutions may shape how politicians respond to citizen preferences, bargain with each other to resolve political conflict and choose policies. Students will be exposed to different ways of thinking about the impact of political institutions on politics, different ways of conceptualizing and measuring democratic performance and encouraged to think about how a broad range of other factors may interact with constitutional formats to shape outcomes. The approach used will be broadly comparative and will use case-specific and cross-national evidence from both developed and less developed democracies in all regions of the world.

This module introduces students into the study of the Middle East as a region and an arena of international conflict. Against the background of a historical review of the developments in the 20th century, the module will focus on the colonial past of the region, the imperial legacy, the emergence of the Arab-Israeli conflict, the origins of the Palestinian-Israeli conflict and the impact of sub-state loyalties – i.e. factors which have shaped the Middle East as a region and as a security complex. In this context, the students will explore the ideological developments in the region, most important among them, the rise and fall of Arab nationalism, the emergence of Islamic radicalism and the consolidation of the Israeli right. Adopting an international relations perspective, the module will also cover the impact of outside state actors, such as USA, Russia and the EU on the Middle East as a whole and on the relationships among those states that compose this region. Finally, the students will study the debate about "Orientalism" and the problematic aspects of the Western academic study of the Middle East and the Islamic world. These issues will be addressed with a special focus on the problem of bias involved in the academic study of the Middle East.

The module will begin with an introduction to biographical narrative as a method in political science and to 'leadership' as a concept. Following this introduction, the module will present three ‘icons’ of 20th/21st Century world politics in three blocks of three weeks each, leaving one week for a concluding and comparative discussion (and one reading week). Throughout the module, the three themes of the title – resistance, suffering (sacrifice) and leadership – will be highlighted and will serve as a focus as the module considers the lives of Gandhi, Mandela and Aung San Suu Kyi and their impact on world politics. Considering the lives of these iconic figures will allow us to discuss a number of important question, e.g. how they, as individuals, made choices that led them to occupy such prominent roles, how they understood themselves and how that self-understanding evolved over time, how the historical context provided them with opportunities to exercise influence and mobilise mass movements, how resistance and suffering enhanced their leadership roles, and how they used the influence they gained. While political science often studies political reality from an aggregate point of view, incorporating large numbers of observations through quantitative analyses, PO659 endeavours to explore general patterns in political reality through the unique experiences of three individuals and their journey to political stardom. We will also be able to take a critical look at how Western culture and politics often appropriate prominent individuals as representatives of liberal values without paying attention to the complexities of the relevant local contexts, customs and traditions.

This module aims to provide students with a critical review of China’s hegemonic role in pre-modern East Asia and its political development since the 1840s when it was forced to open up to the outside world and to lay a solid foundation for even more detailed study of present-day China.

It deals with a recurrent theme in the study of Chinese politics, that is, how successive Chinese leaderships since the 1840s have reconciled Chinese indigenous political culture with models of modernisations that originated in the West. Focus is on how indigenous and foreign models for state-building and political development have guided Chinese thinking about national rejuvenation and modernisation.

This module assumes no prior knowledge of Chinese history or politics, and introduces students to the defining features of the Chinese traditional political system, including: Confucianism and Legalism, the causes of the demise of imperial China in 1911, the abortive attempts of republicanism and constitutionalism between 1912 and 1949, the rise of communism, and major political events since 1949 as well as its recent ascendancy.

Questions to be explored in this module include: Why did the Chinese imperial system fail to meet the challenges and encroachment from the West and Japan? How did Chinese leaders understand ‘modernisation’? Why did Chinese political elites embrace communism? What have been the impacts of revolutions on China’s external behaviour and relations, post-1949? How has China’s worldview been ‘socially constructed’ in its interactions with Western powers? What is China’s grand strategy for development in the early 21st century?

The course provides an overview of the broad field of international conflict analysis and resolution. Students have the opportunity to explore the motivations driving different forms of conflict, including interpersonal, group and civil violence. Students will also be exposed to a range of theories and approaches used to understand violent conflict, and a number of different methods of conflict resolution (e.g. negotiation, mediation, peacekeeping operations, and transitional justice.) The approach is interdisciplinary and juxtaposes traditional approaches used to study conflict management with new scientific studies of conflict and cooperation.

This course will provide students with an in-depth knowledge of the recent political history of Northern Ireland. The course will be accessible to all students, whether they are new to the topic or not. The main objective of the course is to provide students with a greater understanding of one of the most complex regions within the United Kingdom. Students who take the course will learn about the central issues that underpinned community conflict, why sectarian conflict broke out in the region in the late 1960s, why it continued for so long, and what political dynamics led to the ‘peace process’ of the 1990s. In addition to looking at the conventional historical and political development of Northern Ireland, the course will also focus on wider aspects of the society such as representations in Irish poetry, music and sport, and the way in which these have mirrored political and cultural relationships within the region.

This module provides an introduction to the various approaches to security studies by way of introducing key thinkers, the key literature. Its core aim is to provide a solid theoretical and conceptual grounding for students interested in the diversity of issues, institutions and actors engaged in the practice of international security.

This course is intended to familiarise students with the conservative tradition in modern politics. This is achieved by reference to a range of key conservative thinkers selected to help students understand the diversity of the conservative tradition and consider what factors help to cohere it. Comparison within the tradition and across a variety of thinkers is achieved by examining these thinkers' views on four basic categories of modern politics, namely the state, the market, society and international relations. In order to meet these broad learning outcomes, essay questions will be designed in order to ensure that students have to compare different thinkers.

The purpose of the module is to enable students to critically engage with the International Society (or “English School”) approach to International Relations. Combining political theory, IR theory, philosophy, sociology, and history this approach seeks to understand the theory and practice of international politics by reference to the historical development of relations between large scale political entities (from empires, hordes, kingdoms, to the modern nation-state and beyond) and the discourses that have emerged (Machiavellian, Grotian, Kantian) in response to the development of first European international society and eventually world society. The course focuses on the central features of international society - war and peace - as they have been conceived by the three traditions and members of the English School from Martin Wight to more contemporary figures.

This module introduces students to the complex set of questions surrounding religion in international politics. The module begins by exploring contending political and sociological understandings of religion at the turn of the 20th century. It looks, in particular, at the constructed nature of the categories of the ‘religious’ and the ‘secular’, and at the limits of the secularization thesis, which anticipated the privatization, decline and ultimately disappearance of religion in modernity. The discussion then turns to the relation between religion and secularism in Europe – with a focus on the question of European identity, multiculturalism, the relation between Europe and Islam and the numerous controversies surrounding Islam in Europe – and in the United States – with a focus on the concept of civil religion and the role of religious rhetoric and thinking in US foreign policy, particularly in the so-called ‘war on terror’. The module then explores the relation between religion and violence by looking at the role of the 16th and 17th wars of religion in the process of modern state formation and by asking whether there is a genuine connection between religion and violence. The concluding part of the module focuses on the emerging concept of the ‘postsecular’, its contending meanings, understandings and possible applications by focusing on the case of the 2011 Egyptian revolution.

Students take modules equivalent to 120 Kent credits. At least 75% of the credits must be in the discipline of Politics and International Relations, while up to 25% may be in other disciplines. For students on the BA with a Language, at least 75% of the credits must be in Politics and International Relations and in the target language, while up to 25% may be in other disciplines and/or taught in English. The curriculum will vary depending on the partner institution and the modules chosen.

In this course, we shall examine the primary development and security issues that affect the major states and their populations in the Asia-Pacific.

It will start with an overview of International Relations theories and their applications to the study of a non-Western region, and an exploration of whether non-Western International Relations theories will be a better alternative to Western theories in understanding the development and security challenges in the Asia-Pacific.

Following on that, key development and security issues and key actors and their mutual interactions will be discussed in detail. The main development and security issues include: national identity, national sovereignty, nationalism, irredentism, territorial disputes, arms proliferation, regionalism, regional security architecture, and economic interdependence and trade. The main actors are: the Association of Southeast Asian Nations (ASEAN), Australia, China, Japan, two Koreas, Russia, Taiwan, and the US.

Finally, it will engage with the debate as to whether the influence and authority of the US, the incumbent hegemon in the Asia-Pacific region, are in decline and its preeminent role will soon be replaced by a rising China, and whether great-power confrontation is inevitable. It will also explore what the resultant regional order would likely be.

This module will address the major milestones in the politics and international relations of East Asia since 1945.The significance for East Asian countries of events such as the Korean War, the Cultural Revolution, the economic take-off of both Japan and South Korea, China's economic reforms, the end of the Cold War, and US changing policies towards East Asia will be analysed.

A central theme of the module will be the nexus between domestic factors and international behaviour – hence the internal political cultures and national identities of China, South Korea and Japan will be studied in relation to their particular world-views and their foreign policy initiatives. Each of these countries’ domestic political systems will also be analysed to enhance understanding of the impetus for policy making decisions both domestically and internationally. Analysis will also be made of how the imperative to achieve economic development influences political decision making. Finally, an assessment will be made as to the future of East Asia.

This module blends practical workplace experience, in the form of an internship in the area of politics and international relations, with taught workshops and private study. The internship will allow students to experience first-hand the practical application of their degree subject in the wider world of work, and will provide the opportunity to develop transferable skills such as teamwork, communication and self-organisation. The taught workshops will provide an opportunity to reflect upon, and develop, knowledge of the sector and its relationship with the academic field of study, using the student's internship experiences and a range of other resources. Students will also examine learning theory and consider the value of experiential learning experiences within Higher Education.

It will be the student's responsibility to source and apply for internship opportunities, but assistance will be provided both by the School's Employability, Alumni Manager, and the University's Careers and Employability Service. These opportunities should be in an organisation whose aims and activities are broadly related to politics and international relations, and the internship should reflect these activities and give the student the opportunity to work in a way which allows the module learning objectives to be achieved. Students on pre-approved School-administered internships will also be eligible to take this module.

The internship must consist of at least 60 hours of work, but this may be spread across a number of days / weeks and need not be a full-time position. The module convenor will approve of all internship opportunities prior to their commencement and students are advised to liaise closely with the module convenor and other appropriate staff in good time. Internships must finish by the date of the final seminar, and the School will provide all documentation and relevant insurance / health and safety checks to ensure that the placement meets both University and sector requirements and guidance on work-related learning opportunities. Students who fail to complete necessary paperwork relating to their internship and the module will be unable to proceed.

One of the most striking developments in established Western democracies has been the electoral growth of extreme right and radical right-wing political parties. In this module students will investigate the nature and rise of extreme and radical right-wing parties, while also exploring other related issues such as right-wing extremist and racially-motivated violence and/or terrorism. This module will introduce students to the academic literature that has followed a resurgence of support for the extreme right. The module will familiarise students with conceptual and theoretical debates within this literature, and introduce students to some of the associated methodological debates. Students will be encouraged to think critically about concepts, classifications, ideologies, electoral behaviour and the broader implications of the rise of these parties and social movements in areas such as public policy and social cohesion.

PO679 allows students to do independent, original research under supervision on a political science topic close to their specialist interests. The dissertation module gives them the opportunity to further these interests and acquire a wide range of study and research skills in the process. All dissertation topics have to be approved by the module convenor as well as by an academic supervisor. The module takes students through the entire process of writing a dissertation (8,000 words long): from the original 'problem' to a suitable research 'question', to choosing a method, to designing the research, to conducting the research; from taking notes to drafting the dissertation, to revising and writing the dissertation, and finally to submitting the dissertation. Lectures, supervision and a conference help students along the way. The curriculum includes structured opportunities for students to discuss their research ideas with each other as well as mock panel presentations in preparation for the student conference.

PLEASE NOTE: PO679 is worth 45 credits. If you wish to take PO679, please keep this in mind when choosing your other modules. PO679 is worth 15 credits in autumn term, and 30 in spring. The module is weighted more to the Spring term to enable you to dedicate the time needed to produce your dissertation.

As you can chose the equivalent of 4 x 15 credits in the autumn and 4 x 15 in the Spring, picking PO679 would look like this:

Autumn:

PO679

XX

XX

XX

Spring:

PO679

PO679

XX

XX

This module prepares students both to think about the ways in which the landscapes are evolving and being shaped by contemporary developments in technical, scientific, and theoretical fields; and to think about how they want to take part in these developments in their own lives, through professional activity or further study. It will prepare students to think critically about the opportunities and dangers that come with the future, notably through the changes taking place in production techniques (through three-dimensional printing), ecological change and planning, scientific advancements and their impact on the humanities and social sciences (such as quantum theory's challenge to historical studies). By building on bodies of work that have already discussed the potential impact of new technologies and scientific innovations on our understanding of the human, this module will demand intellectual reflection on the potential for change and transformation, with reference to past events and how transformation has occurred to this day. In additional, the module will provide practical guidance on how to think about the student’s own future, whether professionally or for further studies. It will guide students through the possibilities open to them, and give them practical skills to secure an interview and present themselves successfully.

The module provides an overview of some of the core arguments and issues that arise within the context of debates on political resistance: moral justifications of resistance to political authority, the techniques of resistance employed in historical examples, the presuppositions underpinning these techniques, the tensions and difficulties that typically arise in any act of resistance. Starting with Socrates, sent to the Athenians to act as a 'gadfly', the module will look at selected historical examples of resistance, identify and analyse aims and methods, and review and discuss outcomes and consequences.

This module introduces students to the complex set of questions surrounding religion in international politics. The module begins by exploring contending political and sociological understandings of religion at the turn of the 20th century. It looks, in particular, at the constructed nature of the categories of the ‘religious’ and the ‘secular’, and at the limits of the secularization thesis, which anticipated the privatization, decline and ultimately disappearance of religion in modernity. The discussion then turns to the relation between religion and secularism in Europe – with a focus on the question of European identity, multiculturalism, the relation between Europe and Islam and the numerous controversies surrounding Islam in Europe – and in the United States – with a focus on the concept of civil religion and the role of religious rhetoric and thinking in US foreign policy, particularly in the so-called ‘war on terror’. The module then explores the relation between religion and violence by looking at the role of the 16th and 17th wars of religion in the process of modern state formation and by asking whether there is a genuine connection between religion and violence. The concluding part of the module focuses on the emerging concept of the ‘postsecular’, its contending meanings, understandings and possible applications by focusing on the case of the 2011 Egyptian revolution.

The purpose of the module is to enable students to critically engage with the International Society (or “English School”) approach to International Relations. Combining political theory, IR theory, philosophy, sociology, and history this approach seeks to understand the theory and practice of international politics by reference to the historical development of relations between large scale political entities (from empires, hordes, kingdoms, to the modern nation-state and beyond) and the discourses that have emerged (Machiavellian, Grotian, Kantian) in response to the development of first European international society and eventually world society. The course focuses on the central features of international society - war and peace - as they have been conceived by the three traditions and members of the English School from Martin Wight to more contemporary figures.

This course is intended to familiarise students with the conservative tradition in modern politics. This is achieved by reference to a range of key conservative thinkers selected to help students understand the diversity of the conservative tradition and consider what factors help to cohere it. Comparison within the tradition and across a variety of thinkers is achieved by examining these thinkers' views on four basic categories of modern politics, namely the state, the market, society and international relations. In order to meet these broad learning outcomes, essay questions will be designed in order to ensure that students have to compare different thinkers.

This module provides an introduction to the various approaches to security studies by way of introducing key thinkers, the key literature. Its core aim is to provide a solid theoretical and conceptual grounding for students interested in the diversity of issues, institutions and actors engaged in the practice of international security.

This course will provide students with an in-depth knowledge of the recent political history of Northern Ireland. The course will be accessible to all students, whether they are new to the topic or not. The main objective of the course is to provide students with a greater understanding of one of the most complex regions within the United Kingdom. Students who take the course will learn about the central issues that underpinned community conflict, why sectarian conflict broke out in the region in the late 1960s, why it continued for so long, and what political dynamics led to the ‘peace process’ of the 1990s. In addition to looking at the conventional historical and political development of Northern Ireland, the course will also focus on wider aspects of the society such as representations in Irish poetry, music and sport, and the way in which these have mirrored political and cultural relationships within the region.

The course provides an overview of the broad field of international conflict analysis and resolution. Students have the opportunity to explore the motivations driving different forms of conflict, including interpersonal, group and civil violence. Students will also be exposed to a range of theories and approaches used to understand violent conflict, and a number of different methods of conflict resolution (e.g. negotiation, mediation, peacekeeping operations, and transitional justice.) The approach is interdisciplinary and juxtaposes traditional approaches used to study conflict management with new scientific studies of conflict and cooperation.

This module aims to provide students with a critical review of China’s hegemonic role in pre-modern East Asia and its political development since the 1840s when it was forced to open up to the outside world and to lay a solid foundation for even more detailed study of present-day China.

It deals with a recurrent theme in the study of Chinese politics, that is, how successive Chinese leaderships since the 1840s have reconciled Chinese indigenous political culture with models of modernisations that originated in the West. Focus is on how indigenous and foreign models for state-building and political development have guided Chinese thinking about national rejuvenation and modernisation.

This module assumes no prior knowledge of Chinese history or politics, and introduces students to the defining features of the Chinese traditional political system, including: Confucianism and Legalism, the causes of the demise of imperial China in 1911, the abortive attempts of republicanism and constitutionalism between 1912 and 1949, the rise of communism, and major political events since 1949 as well as its recent ascendancy.

Questions to be explored in this module include: Why did the Chinese imperial system fail to meet the challenges and encroachment from the West and Japan? How did Chinese leaders understand ‘modernisation’? Why did Chinese political elites embrace communism? What have been the impacts of revolutions on China’s external behaviour and relations, post-1949? How has China’s worldview been ‘socially constructed’ in its interactions with Western powers? What is China’s grand strategy for development in the early 21st century?

The module will begin with an introduction to biographical narrative as a method in political science and to 'leadership' as a concept. Following this introduction, the module will present three ‘icons’ of 20th/21st Century world politics in three blocks of three weeks each, leaving one week for a concluding and comparative discussion (and one reading week). Throughout the module, the three themes of the title – resistance, suffering (sacrifice) and leadership – will be highlighted and will serve as a focus as the module considers the lives of Gandhi, Mandela and Aung San Suu Kyi and their impact on world politics. Considering the lives of these iconic figures will allow us to discuss a number of important question, e.g. how they, as individuals, made choices that led them to occupy such prominent roles, how they understood themselves and how that self-understanding evolved over time, how the historical context provided them with opportunities to exercise influence and mobilise mass movements, how resistance and suffering enhanced their leadership roles, and how they used the influence they gained. While political science often studies political reality from an aggregate point of view, incorporating large numbers of observations through quantitative analyses, PO659 endeavours to explore general patterns in political reality through the unique experiences of three individuals and their journey to political stardom. We will also be able to take a critical look at how Western culture and politics often appropriate prominent individuals as representatives of liberal values without paying attention to the complexities of the relevant local contexts, customs and traditions.

This module introduces students into the study of the Middle East as a region and an arena of international conflict. Against the background of a historical review of the developments in the 20th century, the module will focus on the colonial past of the region, the imperial legacy, the emergence of the Arab-Israeli conflict, the origins of the Palestinian-Israeli conflict and the impact of sub-state loyalties – i.e. factors which have shaped the Middle East as a region and as a security complex. In this context, the students will explore the ideological developments in the region, most important among them, the rise and fall of Arab nationalism, the emergence of Islamic radicalism and the consolidation of the Israeli right. Adopting an international relations perspective, the module will also cover the impact of outside state actors, such as USA, Russia and the EU on the Middle East as a whole and on the relationships among those states that compose this region. Finally, the students will study the debate about "Orientalism" and the problematic aspects of the Western academic study of the Middle East and the Islamic world. These issues will be addressed with a special focus on the problem of bias involved in the academic study of the Middle East.

This module offers a comprehensive study of US foreign policy since 1945. Ranging from ‘containment’, ‘democratic enlargement’, and ‘the war on terror’ the module introduces students to the concept of ‘grand strategy’ and the need to understand the broader intellectual platform and foundations of the way in which the United States engages with the world. A number of case studies are used to explore this such as the work of George Kennan, the Vietnam War, and the move towards ‘smart power’ under presidents Bush and Obama. In addition to this the course also explores questions on the social construction of state identity in the American national consciousness and how both the media and political elites help to shape public opinion and attitudes that relate to America’s ‘friends’, ‘allies’, and ‘enemies’. The course also explores the concept of ‘soft power’ as a method of extending American influence and power in the world and questions the idea of American decline.

This module introduces students to central debates about the influence of different executive formats on democratic government. The course examines the differences between and within presidential, parliamentary and semi-presidential constitutions and examines their consequences for the quality of democracy and for policy outcomes. The course initially focuses on identifying the key institutions and processes that shape the behaviour and strategies of politicians in the executive, before moving on to consider the consequences of these for governance, policy-making and democratic stability. Throughout the central focus is on understanding the extent and the ways that formal political institutions may shape how politicians respond to citizen preferences, bargain with each other to resolve political conflict and choose policies. Students will be exposed to different ways of thinking about the impact of political institutions on politics, different ways of conceptualizing and measuring democratic performance and encouraged to think about how a broad range of other factors may interact with constitutional formats to shape outcomes. The approach used will be broadly comparative and will use case-specific and cross-national evidence from both developed and less developed democracies in all regions of the world.

The module is aimed to introduce students to Marxist theory and to enable them to assess both the contemporary and historical significance of Marxism in world politics. Students are expected to read some of the key texts of Karl Marx and Fredrick Engels and to consider varied interpretations and critiques of Marxist methods, writings and theories. Students are also expected to consider the political contexts in which these theories and debates emerged and their implications for political practice. Students are not expected to demonstrate any detailed knowledge of the history of Marxist-inspired governments, regimes or political movements.

This module explores the linkages between mediation theory and the practice of conflict resolution in deeply divided societies. Topics include the theory and practice of negotiations, conflict escalation and peace mediations while specific emphasis will be given to the role of regional or international institutions in early conflict prevention. The module applies negotiation theory in the study of state disintegration, demographic and environmental conflict, property rights, federal management and transitional justice. The course engages with the core literature in negotiation theory and exposes students to a number of simulations aiming to improve negotiation skills (identifying best alternatives, revealing or not preferences, identifying win-win arrangements, defeating spoilers and exercising veto rights). Because of the practical skills taught in the module and the interactive nature of in-class simulations, students are expected to attend lectures and tutorials. Finally, the course examines the role of citizens and community organizations in peace mediations focusing on a number of selected case studies from deeply divided societies specifically Israel/Palestine, the former Yugoslavia, South Africa, Greece/Turkey (including Cyprus & the Kurdish issue), Rwanda and Northern Ireland.

Democracy rests on the will of citizens. But how can we identify this ‘will’? Elections are one method; but more regular expressions of citizen views are possible via opinion polls. Indeed, a range of public and private bodies routinely use polls to identify popular attitudes. But what are the ‘opinions’ supposedly revealed by these polls, how do surveys go about identifying opinions and how valid are their results?

This module introduces students to the theory and practice of public opinion and its measurement. The module focuses on two main questions. First, what is public opinion? How far do people’s attitudes pre-exist and how far are they instead ‘shaped’ by the way questions are asked? Are attitudes informed and considered, or are they largely knee-jerk responses based on little information? If, in fact, citizens know little about politics, are there ways in which they can, nonetheless, form meaningful views on important public issues? The answers to these questions are central to the task of assessing the proper role of public opinion in modern democracies. The second question asks how public opinion is measured. What are the main features of social surveys, and how well do they measure public attitudes? This section of the module pays particular attention to the ways that different types of survey can affect the responses that people give, and to the principles and practices of effective survey design.

This module aims to investigate the different roles and experiences of human beings at and in war. Following an introduction to issues regarding agency (How do people act in the social world? How much freedom do they have? What impact can their actions have?), the course will examine the roles of combatants (both state and non-state), civilians (men, women and children), and third parties (peacekeepers, humanitarian workers, journalists, and academics). The module will draw on academic literature, but also written, oral and video testimony and artwork to examine these categories first as a social group (examining questions such as age brackets, income brackets, education, life expectancy), then in terms of their political functions and roles, and finally in an attempt to access some degree of experiential knowledge of war and peace. Due to the sensitive nature of the material examined, the module will not be using lecture capture.

This module examines the complex relationship between foreign policy analysis and foreign policy practice. It does so by exploring shifting approaches to making and examing foreign policy, including the contributions of IR theory to Foreign Policy Analysis. Historical antecedents of foreign policy as a practice are examined via observations of traditional bilateral and multilateral diplomacy, followed by traditional state-based actors, non-state actors, and the nature of the structure they inhabit. FP decision-making is then examined, followed by the process of foreign policy implementation. The issue of motivation is tackled through analyses of the largely domestic impact of culture, interests and identity and broader effect of intra-state norms, ethics, the issue of human rights. Case studies of key countries reinforce the practical implications of above-mentioned issues throughout the module.

We examine the main challenges facing post-communist Russia and in particular assess the development of democracy. We discuss the main institutions and political processes: the presidency, parliament, federalism, elections, party development and foreign policy, as well as discuss Yeltin’s, Putin’s and Medvedev's leadership. We end with a broader evaluation of issues like the relationship of markets to democracy, civil society and its discontents, nationalism, political culture and democracy and Russia's place in the world.

In western countries feminism has had a considerable impact on the conduct of practical politics. The purpose of this module is to consider the ways in which feminist thought has influenced political theory. Returning to some of the earliest feminist critiques of modern politics by Mary Wollstonecraft and John Stuart Mill, we examine a range of feminist approaches to politics, asking what unifies them and where and why they diverge from one another. Throughout, we ask how meaningful it is to speak of feminism in the singular: given the immense variety displayed by feminist thinking, should we talk about feminisms? Another guiding question will be the extent to which these approaches pose a fundamental challenge to traditional political theory. Can feminist theories of politics just 'add women and stir'? Or do feminist approaches compel us to new or different methodologies, conceptual tools and even definitions of politics?

This module aims to provide students with a critical review of China's political development in the 20th and early 21st centuries. After a brief overview of China's political history since 1949, it is designed around two core blocks of study.

The first block looks at the principal political institutions that include the Communist Party, the government (the State Council), the legislature (the National People's Congress) and the military (the People's Liberation Army).

The second block examines the socio-political issues and challenges facing the country in its ongoing development. They range from the prospects of democratisation and the growth of civil society, the issue of quality of life in the areas of the environment and public health, corruption, nationalism and ethnic minorities, national reunification, territorial disputes with neighbouring countries to China's engagement with global governance.

A major theme of the module is to address why the Chinese communist regime is more durable and resilient than other non-democratic countries in achieving both economic growth and political stability and acquiring international influence, despite the fact that it faces numerous mounting development and governance challenges.

This module places the contemporary developments in European security integration within a historical context while focusing on institutional formation and the role of nation-states with the view to highlight continuities and changes constituted in the new Security Architecture. The module locates (Western) Europe’s place in international security vis-à-vis other actors including the United States and emerging powers in order to determine what type of security identity Europe has carved for itself in the post-War period. The module further considers the implications of cooperation for Europe’s ability to respond to external New Security Challenges.

The decision by a majority of the British electorate who voted on Thursday 23rd June 2016 to leave the EU sent shockwaves throughout Europe and the world and created a political earthquake within the UK's political system. Focusing on the European level, as this module does, the result of the referendum plunged the EU into its most serious existential crisis as, for the first time, a member state has signalled its desire to exit. According to Marine Le Pen, leader of France's Front National, the Brexit vote was 'by far the most important political event taking place in our continent since the fall of the Berlin Wall'. The reverberations of this decision will be felt for many years to come and affect an EU experiencing what some commentators have termed a 'polycrisis’ since the Euro-crisis erupted in Greece six years ago. As well as bailing out Greece, Ireland, Portugal and Cyprus and the economic fall-out from the global financial crisis of 2008-9, the EU has also witnessed the worst refugee crisis since the end of the Second World War, terrorist attacks in Paris and Brussels and heightened tension with Putin’s Russia over the ongoing conflicts in Ukraine and Syria. The EU has never been under such pressure and its resilience so tested. The purpose of this module in this context is thus two-fold. First, we learn and understand how the EU has reached where it is today, how its political system works, its strengths and weaknesses and how it is driven both the politics and economics of its member states and the global system. At the same time, we analyse the process of Brexit, how it will be managed by the UK and the EU27 and its implications for the future of the EU. There has certainly never been a more challenging or interesting time to learn about the EU!

Since 2009, the European Union (EU) has been grappling with a crisis in the Eurozone, a refugee crisis, terrorist attacks in France and Belgium, the rise of challenger parties and heightened tension with Putin's Russia. This has led to increased questioning of the purpose and trajectory of European integration and policy-making. The Brexit decision by the UK electorate in June 2016 plunged the EU further into crisis, sending shockwaves throughout the world as for the very first time an EU member state chose exit over voice or loyalty. Membership of the EU is now clearly contingent and the reverberations of this decision will affect both the EU and the UK for many years to come. The focus of this module is on assessing the capacity of the EU as a system of public policy-making as it faces these myriad challenges. In so doing we endeavour to understand how the EU’s system of governance works and how it is driven by both the politics and economics of its member states and the global system. This module focuses on the EU’s 'outputs’ in terms of public policy in this context, with particular attention paid to the fields of market regulation, monetary union, environmental policy, agriculture policy, regional policy, justice and home affairs, foreign policy and trade policy. As well as analysing the effectiveness of EU policy-making in these policy areas, we also evaluate the impact of Brexit on their operation, as well as the process of Brexit itself, how it is being managed by the UK and the EU27 and its implications for the future of the EU.

Much recent academic and popular commentary has focused on citizens’ supposed mistrust of government, especially in the United States of America. The central aim of the Politics of Trust is to uncover the reasons for Americans’ malaise. However, students will also examine other western democracies where trust has fallen to see if these countries’ experiences can inform our understanding of the US case specifically and the politics of trust more generally. The course begins with a history of trust in America, with an overview of the putative reasons for declining trust in the post-World War II period, with an examination of the experiences of other western democracies. The second part turns to the specific explanations for declining trust as posited by academics and political commentators. Explanations include the crisis of government performance, spin, the internecine warfare between Republicans and Democrats, the changing nature of the modern labour market, declining social capital, and the media.

The module examines the politics of transition and change in post-communist countries in their effort to establish new democratic regimes and find their place in the world. The module consists of three main parts.

Part I focuses on the experience and nature of communist rule, to develop basic understanding of communism as an ideal, political system, and a life style. Part II looks at transitions, examining regional patterns of change and relating them to the 3rd and 4th waves (coloured revolutions) of democratisation globally. Part III discusses the issues of post-communist politics in Europe, by way of exploring the forms and quality of democracy in the new states, considering the effect of EU enlargements on the new Member States and the EU neighbours; and discussing the future of communism in the world.

This module provides an introduction to some of the major developments in Western political thought by discussing the work and impact of key figures such as Machiavelli, Hobbes, Spinoza, Rousseau, Kant, Wollstonecraft, Mill, Marx, and Nietzsche. Focusing on reading the primary works of these thinkers, putting them in their historical context, and understanding their reception in contemporary scholarship, this module addresses the overall problems which ‘modernity’ poses for political theory in Western societies.

This module introduces students into the study of terrorism and political violence, and thereafter deepens their knowledge of the controversial aspects of this subject. The initial lectures will deal with definitional problems involved in the concept of "terrorism" and various theories about the causes of political violence in its different forms. With a point of departure in a chronological review tracing the origins of the phenomenon long back in history, the module will later study the emergence of political terrorism during the second half of the 19th century. This will be followed by a study of state and dissident terrorism in different parts of the world. The module will also address the relationship between religious radicalism and different forms of political violence, including "new terrorism" and possible use of weapons of mass destruction. Then, the focus of attention will be shifted to implications of various counter-terrorism strategies and "The War on Terrorism" for democracy and human rights. These issues will be addressed with a special focus on methodological problems involved in the study of terrorism and political violence.

Connections is an innovative module that aims to provide a 'diagnosis of the present' informed by an interdisciplinary variety of approaches such as historical narratives, life writings (auto-biography), literature, photography and data analysis. A key question to be discussed is: what are the themes and issues that define our contemporary era, and how are they connected and impact on each other? In previous years, the module explored issues of class, peace(-keeping) and violence, borders and imagination, exile, media and democracy, and others. The module further aims to make connections with current events as they are unfolding, and depending on circumstances may include sessions on topics of particular relevance at the time that the module is being taught.