War, Violence and Revolution in the Modern Middle East
Module title | War, Violence and Revolution in the Modern Middle East |
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Module code | ARA3045 |
Academic year | 2024/5 |
Credits | 30 |
Module staff | Dr Ross Porter (Convenor) |
Duration: Term | 1 | 2 | 3 |
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Duration: Weeks | 11 |
Number students taking module (anticipated) | 30 |
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Module description
This module aims to equip you with a detailed understanding of the ways in which war, violence and revolution have been formative of modern polities and societies in the modern Middle East. Throughout the course, different theories of violence will be examined in relation to diverse contexts of conflict and struggle. Subjects range from colonial psychiatry to the violence of liberation struggle, from the eliminationist logics of settler colonialism to the ambiguities of humanitarian intervention, and from structural and cultural genocide to the symbolic dimensions of martyrdom.
Module aims - intentions of the module
This module aims to give you a good grounding in theories of violence and revolution from across the social and political sciences, as well as a broad knowledge of key events in the history of the modern Middle East. It aims to ensure that you are able to directly connect theoretical literatures to specific case studies, and to develop strong capabilities in comparative analysis and persuasive argumentation.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate both a detailed understanding of the modern Middle East and an ability to connect and compare seemingly discrete national and local histories from across the region and the time period studied;
- 2. demonstrate familiarity with the major scholars working in the theoretical fields of war, revolution and violence, and on the region;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. critically engage with theoretical debates on war, revolution and violence and an ability to apply such theories to the Middle East;
- 4. analyse case studies looking at key examples of wars, revolutions and genocide;
- 5. demonstrate a systematic understanding of the interdisciplinary methods which Area Studies and Middle East Studies are based upon;
- 6. engage with, research and complete one essay which displays an ability to analyse one single country or to compare two or more states;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. critically engage with theoretical literature and apply it to the context under discussion; and
- 8. contextualise sources, rank them according to relevance, write coherent and structured arguments.
Syllabus plan
Although the module's precise coverage may vary each year, it is anticipated that the following topics will be covered (some for a period of more than one week)
- Theories of violence
- Colonial violence
- Genocide
- The Armenian Genocide
- Gender and conflict
- Revolutionary violence
- Martyrdom
- Non-violence
- Settler-colonialism
- Humanitarian violence
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
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44 | 256 | 0 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
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Scheduled learning and teaching activities | 44 | 22 x 2 hour classes. You will need to complete all readings prior to class and be ready to participate. On some occasions you will be asked to make presentations |
Guided independent study | 130 | Reading and research |
Guided independent study | 63 | Completing assignments |
Guided independent study | 63 | Preparing for assessments |
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Submission of essay plans | 500 words | 1, 5, 6, 8 | Tutorials in and outside class. |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
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60 | 0 | 40 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Essay | 60 | 3000 words | 1-8 | Written and oral |
Group presentation 1 | 20 | 15 minutes | 1-4, 7-8 | Oral, in class |
Group presentation 2 | 20 | 15 minutes | 1-4, 7-8 | Oral, in class |
0 | ||||
0 | ||||
0 |
Details of re-assessment (where required by referral or deferral)
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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Essay | Essay (3,000 words) | 1-8 | August/September reassessment period |
Group presentation 1 | Written summary of presentation (2000 words) | 1-4, 7, 8 | August/September reassessment period |
Group presentation 2 | Written summary of presentation (2000 words) | 1-4, 7, 8 | August/September reassessment period |
Indicative learning resources - Basic reading
Agamben, G. 1998. Homo Sacer: Sovereign Power and Bare Life. Stanford: Stanford University Press.
Akçam, T. 2012. The Young Turks' crime against humanity: the Armenian Genocide and ethnic cleansing in the Ottoman Empire. Princeton University Press.
Allen, L. 2009. “Martyr bodes in the media: Human rights, aesthetics, and the politics of immediation in the Palestinian Intifada.” American ethnologist 36(1): 161-180.
Arendt, H. 1963. On Revolution. Penguin Books.
Balakian, P. 2013. “Raphael Lemkin, cultural destruction, and the Armenian genocide.” Holocaust and Genocide Studies 27(1).
Bellamy, A.J. 2011. Libya and the Responsibility to Protect: The Exception and the Norm. Ethics and International Affairs 25(3): 263-269.
Fanon, F. 1961. The Wretched of the Earth. Penguin.
Finlay, C.J. 2006. “Violence and Revolutionary Subjectivity Marx to Zizek.” European Journal of Political Theory 5(4):373 - 397.
Galtung, J. 1969. “Violence, Peace, and Peace Research.” Journal of Peace Research 6(3): 167-191.
Klose, F. 2013. Human Rights in the Shadow of Colonial Violence: The Wars of Independence in Kenya and Algeria. University of Pennsylvania Press.
Lemkin, R. 1947. “Genocide as a crime under international law.” American Journal of International Law 41(1): 145-151.
Lloyd, D. 2012. “Settler Colonialism and the State of Exception: The Example of Palestine/Israel.” Settler Colonial Studies, 2:1, 59-80.
Mamdani, M. (2010) “Responsibility to Protect or Right to Punish?” Journal of Intervention and Statebuilding, 4(1): 53-67
Mittermair, A. 2015. “Death and martyrdom in the Arab uprisings: an introduction.” Ethnos: journal of anthropology 80(5): 583-604.
Peteet. J. 1994. “Male gender and rituals of resistance in the Palestinian intifada: A cultural politics of violence’.” American Ethnologist 21(1): 31-49.
Scheper-Hughes, N. and P. Bourgois. 2004. “Introduction: Making Sense of Violence.” In N. Scheper-Hughes and P. Bourgois (eds.), Violence in War and Peace: An Anthology. Malden: Blackwell. pp. 1-31.
Srivastava, N. 2010. “Towards a critique of colonial violence: Fanon, Gandhi and the restoration of agency.” Journal of postcolonial writing 46(3-4): 303-319.
Wolfe, P. 2006. “Settler colonialism and the elimination of the native.” Journal of Genocide Research, 8(4): 387-409.â?¨
Young, R.J.C. 2005. “Fanon and the turn to armed struggle in Africa.” Wasafiri 20(44): 33-41.
Credit value | 30 |
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Module ECTS | 15 |
Module pre-requisites | None |
Module co-requisites | None |
NQF level (module) | 6 |
Available as distance learning? | No |
Origin date | 08/03/2020 |
Last revision date | 29/09/2020 |