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Session: 2022/23
Last modified: 05/04/2022 16:17:35
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Title of Module: Nationalism |
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Code: PLTC10002 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A
McKeever |
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| Summary of Module |
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This module focuses on nationalism as a political phenomenon and examines its impact on contemporary politics and society. It will address the historical origins of nationalist movements and assess the component parts of contemporary national identity. Particular emphasis will be placed on the dominance of nationalism as a political and social form and the consequences of this for existing states and politics, with an emphasis on the UK and Europe.
The module will focus on the theoretical debates surrounding the nature of nationalism, assessing their validity and application. These theories will be applied to Scotland as a primary case study as well as other case studies, to test against the historical and political evidence. A key aim of the module is to introduce students to the study of Nationalism in a comparative context, so a segment of the module will be devoted towards the consideration of nationalism in Spain and Wales. The purpose of this approach is to provide as thorough an insight into the diverseness and complexity of the phenomenon as possible. The differences between nationalisms will be explored, and the demand for secession in the contemporary world will be discussed, together with the ethical and political claims for self-determination
- The successful completion of this module will enable students to develop several core skills; demonstrate a broad knowledge and understanding of key aspects of nationhood and nationalism; deploy a variety of theoretical approaches and concepts to engage in critical analysis of nationalism; research contested issues; make effective use of a variety of printed and electronic sources and present the results of self-directed study and reflection clearly and concisely.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an ability to critically evaluate the scope and defining features of nationalism.
L2.
Employ a variety of theoretical approaches and concepts within the study of nationalism as a political movement.
L3.
Employ a variety of theoretical approaches and concepts from politics, sociology, political economy and political psychology to allow for critical analysis of specific nationalist situations.
L4.
Demonstrate appropriate communicative and transferable skills including making effective use of library and electronic resources to acquire relevant information, engaging in seminar discussion, and provision of written and reasoned arguments. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate knowledge that covers the principal features and terminology of nationalism as a political force;
Demonstrate a critical understanding of the principal theories and concepts of nationalism;
Demonstrate an understanding of specific forms of nationalism within their individual political and social context.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Demonstrate a level of originality and creativity when engaging with academic materials and arguments;
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic sources. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, analyse and explain complex concepts;
Provide reasoning on the effectiveness and validity of information and arguments available. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Interpreting complex primary materials;
Making effective use of information retrieval systems and use information technology applications to present documents in an appropriate form;
Provide a formal presentation on a specialised topic within the field of nationalism. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Systematically identifying and addressing their own learning needs both in current and new areas, making use of research materials as appropriate;
Work effectively in a peer relationship, team or group, under guidance;
Exercise autonomy when undertaking academic research and analysis. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will support the acquisition and development of graduate attributes and employability, lifelong learning and citizenship competencies by:
• Providing opportunities for students to engage in open inquiry-based learning
• Developing teamwork and presentation skills in an academic setting and for future employment
• Providing learners with the opportunity to develop capabilities in the areas of knowledge synthesis and critique |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 8 |
| Asynchronous Class Activity | 24 |
| Independent Study | 144 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bryant, C. G. A. (2006) The nations of Britain. Oxford: University Press
Hobsbawm, E. J. (2012) Nations and nationalism since 1780. Cambridge
Kumar, K. (2003) The Making of English National Identity. Cambridge
Leith, M. (2012) Political Discourse and National Identity in Scotland. EUP
Özkirimli, U. (2017) Theories of Nationalism: A critical introduction, 3rd ed. Palgrave
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Social Sciences |
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| Moderator | M Leith |
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| External Examiner | J Derounian |
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| Accreditation Details | |
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| Version Number | 3.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written Assignment (30%) |
| Written Assignment (70%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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