also available in 2018
A Level Requirements
see all requirements
see all requirements
Full time 3 Year(s)
Lancaster’s History and International Relations degree is taught jointly between our Department of History and the Department of Politics, Philosophy and Religion. It gives you the opportunity to build an in-depth knowledge of both subjects, learning from scholars who are experts in their field.
Your degree scheme concentrates on the history of international politics since 1780 and introduces you to various theoretical understandings of the modern world. You’ll gain a stronger understanding of the influence of History and International Relations on each other, while engaging with topics such as diplomacy, terrorism, religious conflict and human rights.
Beginning with courses including From the Medieval to the Modern: History and Historians and Politics and Governance in the Contemporary World, you’ll move on to subjects such as Ethics: Theory and Practice; Modern Political Thought, and Introduction to Peace Studies in your second year. You’ll complete your degree following final-year modules that include the Politics of Global Danger; Britain in the World; US Foreign Policy since 1945; Africa and Global Politics, and Islamic Politics.
A Level AAB
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects.
BTEC Distinction, Distinction, Distinction
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via email@example.com
Many of Lancaster's degree programmes are flexible, offering students the opportunity to cover a wide selection of subject areas to complement their main specialism. You will be able to study a range of modules, some examples of which are listed below.
An introduction to the discipline, Lancaster’s first-year History core course offers a fascinating survey of the last fifteen-hundred years. The course focuses on pivotal trends and events in European history, but it encompasses regions of wider world as distant as California, India, Japan and the South Pacific.
You’ll become familiar with a wide range of primary sources used by historians in the writing of history. You’ll gain insights into how historians conduct research and interpret the past, and will therefore better understand the reasons for changing historical interpretations.
In the process, by undertaking directed reading, by independent research, by attending lectures, by participating in seminar discussions, by working sometimes in a team, and by writing and receiving constructive feedback on what you have written, you will develop your study techniques and other transferable skills.
The long chronological range and types of history covered by the course will extend your intellectual and historical interests and enable you subsequently to make informed choices from among the many historical options available to you in Part 2, either as a History Major student or as a Minor.
This module introduces students to some of the key areas of Politics and International Relations. It will provide a basic introduction and a foundation for future study, as well as expand and develop knowledge into new areas.
The module tells a story about the 20th century that enables students to make sense of the 21st century world. Beginning with the consequences of the First World War, the module introduces students to the events and ideas that have transformed societies in complex ways: the evolution of the welfare state; the problems of democracy; increasingly global formations of governance; the transformation from Cold War geopolitics to the 21st century’s War on Terror; and the emergence of new issues such as global warming, amongst a wide range of other issues.
Students are introduced to the research concerns of members of the department, as well as setting the scene for modules offered at advanced stages in the degree structure.
This module is an introduction to the systemic and episodic violence that characterised Imperial British authority during the eighteenth, nineteenth and twentieth centuries. We will begin by exploring recent debates about British imperial history and British identity. Has Britain ignored its imperial past? Should Britain apologise for its Empire and, if so, to whom? Subsequent seminars will look at the ways in which violence was normalised as inevitable and necessary during imperial endeavours. The specific topics for lectures and seminars include slavery, genocide, anthropology, photography, imperial sexualities, rebellions and counter-insurgency. The module will draw on examples and analysis from a range of geographic areas: the Translantic, South Asia, Australia, East Africa, North Africa and the Caribbean. The final week will return to Europe’s late-colonial twentieth century and discuss Aimé Césaire’s argument that European fascism represented the return of imperial violence to Europe.
Historians routinely distinguish between ancient, medieval, early modern and modern epochs without always giving too much thought to the question of exactly what it is that makes 'modernity' modern. But more is involved here than just an arbitrary chronological classification.
Though generations of social theorists and cultural critics have argued about causes and consequences, 'the modern world' has been regarded as radically new since its inception and welcomed or feared for its challenges to established regimes of power, habits of thought, and ways of life.
Embracing this novelty has in turn defined 'modernist' movements in literature, architecture, and the arts in the twentieth century, which have often linked their attempted cultural revolutions with revolutionary programs for social change.
This module in the cultural and intellectual history of modern Europe and/or the United States allows you to explore the relationship between modernity, as conceived by a range of 19th- and 20th-century thinkers, and modernism in both politics and the arts, paying particular attention to how a sense of its own modernity reflexively did much to make 'the modern world' what it is
This module combines social, political and military history, and will give you the opportunity to examine some of the current debates concerning the nature and evolution of the Great War, in particular the emergence of 'total war', using certain conceptions of mass industrialised warfare, especially after 1915.
You’ll focus on the Western Front and compare and contrast not only the nature of constantly evolving warfare on the battlefields but also include the so-called 'revisionist' arguments about the wider conflict, examining the unwelcome and unwanted national mobilisation forced upon Britain, France, and Germany and the many different consequences for these three war-fighting societies.
To conclude, you’ll examine the postwar building of memorials and the emergence of new socio-cultural dimensions for the three 'total war' societies.
Britain underwent radical change in the early modern period. In 1500 England and Wales, Scotland and Ireland were insignificant nations on the fringe of Europe. Out of the change came the 'United Kingdom of Great Britain and Ireland', now a world leader on many fronts: for example, democratic government, religious pluralism, a consumer society and cultural achievements that rivalled France in art, science and philosophy.
This module will enable you to explore how groups of people who were not part of the traditional ruling elite came to exercise more power and control over their lives, and thus played their part in shaping modern Britain.
You’ll also develop an understanding of the periodisation of, and differences between, the medieval, the early modern and the modern, and you’ll develop familiarity with recent historiographical approaches to the period, notably those that emphasise underlying commonalities.
Ever since the English historian Edward Gibbon wrote his ground-breaking work The Decline and Fall of the Roman Empire in the late eighteenth century, the question of caused the loss of the Empire’s western provinces and the transformation of its eastern half into Byzantium has preoccupied historians. They have identified much relevant data, but they continue to disagree as to what happened to the Empire between the third and the seventh centuries AD and why. For some historians the barbarian invasions of the late fourth and fifth centuries were crucial, but others have argued that they merely finished off a society that was already in deep moral, social and/or economic decline. For some historians the Empire’s ‘decline and fall’ was a disaster; but others have maintained that the Empire never regressed, that the foundations of medieval (and even modern) civilisation were forged in the cultural ferment of the later rather than the earlier Roman Empire, and that the barbarian takeovers in the West made little difference to the lives of those who lived there. An introduction to this exciting period of history, this course invites you to discover what really happened and to assess the theories and interpretations that currently command historians’ support.
This module aims to provide you with a solid introduction to the discipline of history at the beginning of your Part-II studies. The module, accordingly, explores the discipline at large, including: its characteristic practices, methods, and traditions; its use of different source materials; and its relation not just to the past, but also to the present and the future. The module includes three thematic blocks. The first section (Contexts of History) provides an overview of different types of historical scholarship, focussing on the methods, theories and intellectual tendencies that characterise them. The second section (Sources and Evidence) examines the use and application of different types of sources as evidence in historical research. The third section (History in Public) considers the public role and function of the discipline, as well as the challenges that historians have faced in the public spotlight, and, finally, the role that the study of history can play in your future.
The aim of this module is to offer students from a wide range of backgrounds the opportunity to engage with the most important debates and issues in the study of the politics of the Middle East and Asia, and to locate and contextualise them within wider debates and scholarship of global politics. The module aims to develop enhance critical understanding of a series of key issues in the politics of the contemporary Middle East and Asia, as well as familiarising students with a wide range of case studies.
The module will typically include the following topics:
By what means was Indian independence seized from the British Empire in 1947? This module explores opposition to British rule in India from the end of the nineteenth century until 1947 when colonial India was divided to create the nation states of India and Pakistan. In particular, we will explore the modes of resistance that emerged from the Indian freedom struggle and in particular, the role of Mohandas Karamchand Gandhi. Gandhi transformed the Indian National Congress, an organization that had been founded in 1885 as a loyal and moderate organization. Gandhi created a mass movement that challenged the colonial state in extraordinary ways. British rule in India gradually lost credibility and struggled to find the means of maintaining control in the face of massive resistance to its right to govern India.
You will explore Gandhi’s philosophies of personal restraint and political resistance to the injustices of the colonial state. You will also trace the emergence of religious politics in India during this period and the increasing pace of communal conflict, in particular Hindu-Muslim antagonism. What was the role of the colonial state in firing communal anxiety? Did Gandhi’s political ideas allay or encourage the conflation of political action and religious identity? The course ends with the partition of India, the largest migration in history and a process in which over one million people lost their lives, and the event that led, in 1948, to Gandhi’s assassination by a Hindu fundamentalist.
This module aims to introduce and familiarise students to the interplay between politics, society and religion in the world's largest democracy, India. At a time when India is emerging as a global power and economic powerhouse despite persistent poverty and various socio-political fissures, a critical balance must be struck in the understanding between its potential and its problems. India offers powerful lessons on the challenges and achievements of democracy in a deeply pluralistic and unequal society.
An examination of these issues opens up conceptual preconceptions about democracy, religion, secularism, discrimination, globalisation and political mobilisation, which tend to be structured by knowledge of Western polities. The particular issues concerning large populations of many different religions and huge social differences offer pathways of understanding to many pressing global issues.
Some of the main themes covered include democracy, religion and social change, as well as an exploration of the religious minorities and caste politics and Dalits in India.
The principal objective of this module is to provide a relatively comprehensive and integrated foundation to the study of international relations by introducing students to its basic conceptual vocabulary and theoretical concerns and by applying this conceptual knowledge to an understanding of changes and developments in the international system.
The module covers the historical development of the discipline in the 20th century into the 21st century, moving from the orthodoxy that has come to dominate mainstream Anglo-American international relations (Realism and Liberalism) through to the various challenges that have emerged from critical schools of thought. The module examines how different theories of international relations illuminate and interrogate some of the central ethico-political problems of the 'international' in modern history.
This module provides amongst a range of other issues: a study of war, its causes and consequences; violence at personal and structural levels within society (especially racism); positive definitions of peace; and misperceptions and enemy images through the media.
The module investigates and examines theoretical and practical issues surrounding peace and violence within modern society. It also examines the conditions of peace and war, assessing the scope for conflict resolution, non-violence and reconciliation. The first term introduces the main approaches within Peace Studies, exploring the development of ideas in the field as they bear on the roots of violence and understandings of peace and peace-making. The second term applies this thinking to contemporary conflicts, focusing on policies of conflict prevention and conflict resolution.
The module is taught in a non-dogmatic and interdisciplinary manner, encouraging students to develop their own perspectives and conclusions following discussions and debates throughout the year.
This module explores how globalization, shared cultures and new identities – key features of modern life – are not as new as we might think. Historians understand the repeated cycles of interaction and change over several centuries, but in this course you will examine just 20 years, focusing on ‘Eurasia’, that combination of Europe, Russia China and Japan. This process between 1919 and 1939 involved virtually every aspect of life, modern and traditional, with various influences flying in every direction; indeed, aviation played a significant role in the transformation. The module therefore uses diplomatic, political, military, social and cultural histories to examine the rich, and often surprising, interplay between states and societies in the Eurasian region that now dominates the international system.
What are the clichés we have about the Netherlands? That the British call it ‘Holland’ and it is decked out in garish tangerine orange during World Cup fever; that it’s a land of cheese, windmills and clogs; that it’s a densely populated, technologically-advanced, liberal and tolerant society and a major importer of foreign exotica.
All of these clichés were formed during the Netherlands’ ‘Golden Age’, when the United Provinces, led by Holland and the House of Orange, gained independence from Hapsburg Spain, built a republican, inclusive, merchant economy, and developed the technology and ideas to hold back the water, conquer the oceans and bring back luxury goods which everywhere represented the success of this revolutionary experiment in government. So the Netherlands became the envy of the world and the butt of its jokes: fat red-nosed shopkeepers, with their diet of beer and dairy-produce; sour, judgemental puritans in black coats, plant-pot hats and starched white collars; ruthless and greedy businessmen who would kill to garner the world’s riches for themselves.
This module combines local, national and global history, giving you the opportunity to study the Dutch Golden Age through the lens of the city of Delft. It also introduces you to ways of using primary sources in early-modern history and what is possible to learn from them without the ability to read text in Dutch. All the material will be in English, and while some background knowledge of the early-modern period might be an advantage, it is not a pre-requisite. You will gain practice in compiling bibliographies, citations and footnotes, and in essay writing, in a module which is assessed by coursework only.
The defeat of Athens in the Peloponnesian War changed the power relations in the Greek world significantly. In this module you will explore the major political, socio-economic and cultural developments in ancient Greece from the end of the Peloponnesian War through the age of Alexander the Great to the coming of the Rome (c. 403 to 31 B.C.).
You will focus in particular on Spartan imperialism, Athens in the fourth century, and Theban hegemony, as well as the rise of Macedon, the legacy of Alexander the Great, Hellenistic kingship and monarchies, and the emergence of Rome as an imperial power.
Using the main literary sources of Xenophon, Arrian and Polybius, together with iconographic and archaeological evidence, you’ll come into close contact with the most significant political, social and cultural developments in the late Classical and Hellenistic periods.
How did the ancient Greeks define themselves against the barbarians? How did the Athens and Sparta come into clashes with each other? To what extent was the ‘golden age’ of Athens an invention by the Athenians?
In this module you will study the major political, socio-economic and cultural developments in the Greek world from the emergence of the city-state to the end of the Peloponnesian War (c. 800 to 404 B.C.). In particular you will focus on the Persian Wars, Sparta as a hoplite state, Athenian democracy and culture, the heyday of the Athenian empire, and the conflicts between Athens and Sparta. While the focus is on Greece, you will also study the Greeks’ interactions with neighbouring cultures in the Mediterranean such as Persia and Asia Minor.
By using the main literary texts of Herodotus and Thucydides, together with Greek drama, visual and archaeological materials, you will have the opportunity to come vividly close into contact with the political and cultural life of the early Greeks. This module is open to all of you; those new to the topic are especially welcome: absolutely no prior knowledge of Ancient History is needed.
This module introduces students to the main approaches to development. It provides students with an overview of the main theoretical approaches, especially modernisation theory, world systems analysis, feminist theories, and post-colonialism. It relates these theories to issues and case studies including the debt question, the impact of globalisation, global governance, corporate social responsibility, poverty and inequality, social movements and the activities of NGOs.
The module comprises two interrelated parts. The first term deals with the main theoretical approaches to development. Topics here include global integration, disengagement, democracy-autocracy, aid-trade, the case of drugs, Islam, southern organisations, and theories of modernisation and dependency.
The second term pursues links between the conceptual issues raised in term one and connects them to global- and national-focused perspectives on the politics of development. The instability of third world states will be examined in terms of competing legacies from the pre-colonial and colonial periods and high social expectations of development. Perspectives and examples will be drawn from Africa and Latin America.
This module examines the origins, workings and policies of the European Union. It begins by considering the treaties that led to the contemporary union and focuses on the key strains of thought that have given rise to contemporary debates about the form the European Union ought to take.
At a time of unprecedented financial crisis and the prospect of a British exit from the EU itself, the module offers a comprehensive focus on all key issues from European politics, government, and economics, to public policy. It includes an analysis of the process and dynamics of European integration, especially since the collapse of the Soviet Union; an account of the various European institutions which have developed (including the work of the Commission in Brussels), a discussion of key public policy areas (with an emphasis on the European Social Model) and finally a focus on European party politics, covering influential European ideologies such as Social Democracy, Christian Democracy and also Euro-scepticism.
This module aims to deepen students' understanding of the major ideas, arrangements, policies and controversies which have characterised post-war British politics.
The module examines the evolution of the politics of the United Kingdom from an era broadly characterised by consensus and stability (1945-70) to one which has proved much more turbulent in a variety of ways (1970 onwards). This examination is set within the context of rival political traditions and of competing theories of representative government. Topics covered in the first term include changes in electoral behaviour and developments in the political parties, as well as consideration of the problems of governing the component parts of the United Kingdom (Scotland, Wales, and Northern Ireland). In the second term the focus is on the key institutions of central government (parliament and the executive) and on the UK's changing relationship with Europe. The last part of the course examines the development of public policy in the areas of welfare and the economy.
This module explores the relationship between imperialism, race and the making of modern French identities. France's overseas empire was a context in which coloniser and colonised interacted in complex and unexpected ways, forging new hybrid cultures and redefining the meaning of metropolitan centres and colonial peripheries. You will encounter a variety of case studies from the Haitian Revolution of 1791 to the end of the French empire in Algeria in 1962, from the Americas to Africa, Asia and the Pacific. Key themes and topics include race, class, citizenship, the civilising mission, knowledge and power, gender and sexuality, violence and decolonisation, and the role of literature and film in history.
This course explores the problems of founding a new society in the Americas during the earliest years of English adventurism. The course begins, chronologically, with the earliest voyages to the North American mainland, the adventurism of Sir Walter Raleigh and the settlements on Roanoke Island, the relationship with the Powhatan Confederacy, and the Lost Colony. It then moves its attention to the Virginia Company and the settlement of Jamestown, and explores the different experiments by successive governors - John Smith and Sir Thomas Dale in particular - to build an stable and workable community. It looks at the introduction of tobacco and the state of trade and the switch towards a plantation economy and society using slave labour with the concomitant fall of the Company. Finally it explores the problems of proprietary government, and ends with the governorship of Sir William Berkeley and the rebellion by small-scale planters under Nathaniel Bacon.
African states are among the poorest, most artificial in the world. This means their relations with the global system have a critical impact on African politics from the global to the local level.
This module aims to:
This module provides a historical and thematic introduction to the issues facing Africa in the international system today. The module is divided into four sections. The first focuses on the impact of colonialism on shaping the economy, the state and perceptions of race. The second section examines the first four decades of independence. The third and fourth look at key contemporary issues such as HIV/AIDS and actors such as China and South Africa.
This module presents a detailed analysis of the major developments in British foreign policy since 1945. It explains these developments within a global context, offering rival interpretations of Britain's changing role and status. The major themes include: the consequences of Britain's participation in the Second World War; the retreat from Empire after 1945; the 'special relationship' with the United States; and the prolonged attempt to redefine Britain's global role in the context of perceived economic and geopolitical decline. Understand the major developments in Britain's role in the world since the Second World War.
The syllabus will include the following topics:
China's rise is commonly understood as a key factor that will shape future world order. In this seminar-based module students will become familiar with different approaches to understanding China's rise, and critically evaluate the opportunities and challenges this poses to both China and the surrounding world. In each seminar, students will consider a key issue in China's relation to the world from different perspectives.
Issues that will be explored include: the possibility of an alternative modernity; sources of party-state legitimacy; Chinese nationalism; the limits of Chinese identity; new tools of China's soft power; the Chinese school of International Relations theory; questions of territorial integrity; and Chinese ideas of world order and the China model. This module will thus offer students an opportunity to discuss familiar concepts like nationalism, democracy and modernity in the context of post-Mao era China. Students enhance their understanding of the complexity of issues in contemporary China, and critically examine conceptual tools of political analysis in the Chinese context.
This module introduces students to human rights as a political and legal concept. It provides a critical overview of contemporary debates in the field, without losing sight of key theoretical questions. What are human rights? What is their source? In what sense are they universal and inalienable? Following a discussion of philosophical and historical foundations the module will examine the post-World War II international legal regime for the protection of human rights. It will explore the political implications of enshrining human rights at the international level, and engage with questions of culture and diversity, development and globalization, poverty and health.
Students will have the opportunity to research and discuss such issues as gender-based violence, torture in the ‘war on terror’, treatment of refugees and asylum seekers and HIV/AIDS in Sub-Saharan Africa. These empirical case studies of recent human rights struggles and controversies will shed light on the complexity of global human rights politics in the early 21st century.
This module introduces students to key issues in Middle East politics today. It explores the people, society and politics of the region and the role that religion, ethnicity, gender and class have played in shaping contemporary issues. It examines the major internal and external actors in the region; conflict and peace; the geo-strategic importance of the region; issues of political economy; political change and reform; the issue of identities in the Middle East and ideologies around this; the emergence of political Islam; rising anti-Americanism; 9/11 and the fall-out in the region from the 'war on terror', the 'Arab Spring' and the unfolding revolutions.
Through class discussions, completion of coursework and the exam, students should be able to understand the complexities of society in the Middle East, and show an in-depth understanding of key themes and issues in the contemporary Middle East.
This module provides an opportunity for students to choose a topic related to some aspect of Politics and International Relations, Philosophy and Religious Studies which particularly interests them, and to pursue it in depth. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work. The intention is that students will develop their research skills and their ability to work at length under their own direction.
Students are expected to start thinking seriously about the 9,000-10,000 word dissertation towards the end of the Lent term of their second year, and to submit a provisional topic by the end of that term. Work should be well advanced by Christmas in the third year. The completed dissertation must be submitted by the end of the Lent term in the third year.
This module aims to allow students to pursue independent in-depth studies of a topic of their choice, within the scope of their scheme of study. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work.
Students will develop their employability and research skills, and their ability to work independently at length under their own direction with input from an academic supervisor.
The external collaboration will enhance students’ ability to reflect on the impact of academic work. One option is to incorporate work done through the Richardson Institute Internship Programme, but students may also discuss other forms of collaboration with their supervisor.
This module aims to allow students to pursue independent in-depth studies of a topic of their choice, within the scope of their scheme of study. The topic may be related to work that is being done on a formally taught course, or it may be less directly linked to course work. Students will develop their employability and research skills, and their ability to work independently at length under their own direction with input from an academic supervisor.
The field work element will enhance students’ ability to reflect on the impact of academic work. One option is to incorporate a study trip organised by the University, such as the LUSU Involve Overseas Programme, but students may also discuss other forms of field studies with their supervisor.
This module investigates Europe’s Age of Extremes (1918-45) and its memorialisation up to the twenty-first century. The primary materials used are fiction films and documentaries, which we study alongside photographs, posters and political documents. Departing from the Soviet Revolution and the rise of Nazism, the module first explores the development of historical films as propaganda. We then trace the use of films to mobilise support for the war effort during World War II, concentrating especially on Great Britain and the USA. The second section of the module deals with the memorialization of World War II in the War’s aftermath and up to the 1980s. Italian neo-realism of the 1940s provides the starting point, while the main segment of this section deals with Soviet cinema of the ‘The Thaw’ and the cinematic construction of France as a ‘nation of resisters’ up to the 1970s. The third segment of the module showcases the challenges to the post-war resistentialist mythology and the increasing centrality of the Holocaust, paying attention to the role of Testimony. The module concludes with twenty-first century films from Holland, Denmark and Norway, which either recast or question the early resistentialist mythology. Throughout this module, we engage with practices of Memory Studies and Film History.
The module aims to help students to gain an in-depth understanding of the main historical events, processes and actors that have shaped and continue to shape political dynamics in the Persian Gulf.
Specific focus will be upon the key challenges to peace and security within the region, but the module will also cover a range of other topics including:
Students on this module will form an academically informed, independent and critical knowledge of the Persian Gulf and the relations that states within the region have with ‘the West’.
Globalization remains a buzzword in academic and policy discourses. It is often related to the acceleration of global communication as well as internationalization of the economic, political and social processes. This module addresses some of these changes especially those related to trade, production and investment in the international political economy. There are many approaches in understanding these changes, this module introduces students to both liberal and critical ones (e.g., neo-Gramscianism). Drawing from their insights, it investigates and analyzes the roles of state and non-state actors (e.g., transnational corporations and NGOs) in rebuilding the governance of global production and finance. Finally, it examines the rise of transnational justice movements in offering alternatives to globalization and its uneven development, before and after the financial crisis of 2007.
The aim of this module is to introduce students to the inner dynamics of political Islam and the attendant challenges that comes with it, particularly in contemporary international society.
The module will cover the working of Islam in the governing process; its position in contemporary international order; practical contemporary topics such as governance, violence, terrorism and such; and will deliver an understanding of key concepts and intellectual debates.
The module is designed as much for students with little or no background in Islamic Politics, as it is for students who already have some grounding. It is built around an examination of the principal debates, features, and manifestations of Islamic politics in the twentieth and twenty first centuries.
This module will introduce students to a series of understandings of culture. Culture is first outlined with regard to its shape, scope and purpose, before being examined in relation to debates regarding homogeneity, change and conflict. This problematizes popular understandings of culture as fixed and unchanging, enabling students to grapple with two contrasting accounts of the source of conflict: Samuel Huntington’s The Clash between Civilizations and Dieter Senghaas’ The Clash within Civilizations.
The module then examines normative approaches to culture, beginning with the debate between relativism and universalism, which leads into an approach – value pluralism – which appears, at first sight, to offer a middle ground between the positions. This involves introducing and examining the validity of a range of conceptions of wellbeing. The module then examines toleration and recognition as approaches to diversity, comparing and contrasting them and identifying internal contradictions through engagement with real world cases. The political implications of the module are then consolidated and drawn out in full.
What makes the world dangerous? Is global politics the extension of war by other means? Do security policies inscribe peace with the logic of war? How has the RMA, and the digital and molecular revolutions changed the ways in which we think about security and war? In what ways have these revolutions made the world more rather than less dangerous? What happens to security and war when these take the life of the human species rather than sovereign territoriality as their referent object? How and why does securing life pose a wholly different security problem from that of securing states? Why does securing life appear to increase rather than decrease global danger? In the process of exploring these and related questions this course will introduce students to the ways in which biopolitical dismodules of security and war differ from geostrategic dismodules of security and war. The world is said to be dangerous in many changing and conflicting ways. Dismodules of security and war teach us what to fear and prioritise danger differently. They challenge how we think. Part One introduces students to ways of thinking about the problematisation of security and war, including new approaches to understanding power. Part Two applies these new perspectives to interrogate changes in the practices of security and war; especially those introduced by the informationalisation of weapons and the weaponisation of information.
This module is designed to allow students to gain experience of educational environments, to develop transferable skills, and to reflect on the role and communication of their own discipline. The module is organised and delivered collaboratively between Lancaster University Students’ Union LUSU Involve, the school/college where the placement is based, and the department.
The module will give students experience of classroom observation and experience, teacher assistance, as well as teaching small groups (under supervision). In particular, the module will not only give students the opportunity to observe and experience teaching and learners for themselves, it will also require them to reflect on how their own subject area (Religion, Politics and International Relations, or Philosophy) is experienced by learners, delivered in other parts of the educational sector, and applied in a classroom setting. Students will also be asked to reflect on how teaching and learning at this earlier level combines with what is taught and promoted at the level of Higher education (as experienced in the University).
This module is taught intensively at our partner institution in Bangalore, India for four weeks during August. The programme includes daily lectures, seminars, excursions, and cultural activities.
On their return to Lancaster, students will write a supervised dissertation on an aspect of contemporary Indian life. Topics covered could include Bhakti traditions in India, the philosophy and spirituality of Yoga, Vedanta today, Islam in India, the Sikh way of life, Buddhism in India, the inculturation process in Christianity, inter-religious dialogue and pluralism in India today, the role of women in Indian religious traditions and religious festivals in India, debates about secularism and religion in the political sphere.
The module is also open to Politics and Philosophy students, who can write about political or philosophical issues in contemporary India.
There are claims that religion is little more than a perverse and irrational scar on the modern world, one that invariably causes violence, while others claim that religion is good and that violence only occurs when religion has been hijacked by other forces. Others still claim that religious violence is a myth constructed for political purposes, and that one should not therefore speak of religion in such terms.
In disentangling such claims, the relationship between religion and violence is examined, asking whether one can draw such associations between the two and whether one can develop broader theoretical understandings about their relationship that enhances our understanding of religion in the modern world. The module continually refers to empirical data and case studies in which religious movements and individuals have been involved in violent activities, as well as examining cases where acts of immense violence have occurred in what appear to be political contexts, but where religious rhetoric may have been used by the perpetrators of violence.
This module focuses on the phenomenon of 'Stalinism' in the USSR, but seeks to understand it by cutting across the usual chronological boundaries, in order to understand both its origins and its lasting consequences. The first set of seminars examine the origins of Stalinism by exploring the vexed question of whether earlier patterns of hierarchical authority and a poorly developed civil society in Tsarist Russia can in any useful sense be seen as factors in shaping post-revolutionary developments (in effect interrogating the old cliché that Stalin was a ‘Red Tsar’). The next set of seminars then examine the 1920s, not so much in terms of ‘Stalin's rise to power’, but rather in terms of seeing if that process was merely one outcome of a range of possible outcomes following the death of Lenin. The third set of seminars - the largest part of the module - examine the nature of Soviet politics and society during the time of Stalin's rule. Extensive use is made of diaries and memoir accounts to investigate the texture of ordinary life under Stalin (including the experiences of those in the gulag). This material is used to break down conventional assumptions about the nature of Stalinism by showing the extent to which everyday life continued even in a society marked by high levels of violence and terror. The final set of seminars then examine the 'shadows' of Stalinism in the USSR and Russia, by seeking to understand why both Stalin himself and the mythologised 'Stalin era' continue to exercise a degree of popular appeal on contemporary Russia. Students will engage throughout the module with a range of primary sources (memoirs, diaries, posters, propaganda films, etc). Each seminar will revolve around a defined set of secondary and primary sources.
Information for this module is currently unavailable.
This module will examine the politics of external intervention in violent political conflicts and the attempts made to manage, prevent and transform these wars into more peaceful situations.
The module aims to develop student understanding of how international organisations have attempted to intervene within conflict zones to prevent an escalation in conflict, to enforce UN resolutions or to assist externally mediated peace 'settlements'.
The module also aims to provide students with an in-depth knowledge of how violent conflict has changed since the end of the Cold War and how transnational organisations such as the EU, UN and NATO have attempted to deal with the new challenges and opportunities presented since the beginning of the 1990s until the present day.
Conceptually, the course will examine the principles of the liberal peace; state failure; international conflict prevention; peace keeping; and global governance. Empirically, the course will focus on post-Cold War conflicts such as Afghanistan, Pakistan, India and China.
This module examines theories of US foreign policy, the structure of the policy making process in the US, and the major themes in the development of American foreign policy since 1945.
The module starts with an overview of the main competing theoretical conceptions of US foreign policy, and an exploration of the foreign policy making process, looking in particular at the Presidency and Congress, and the way in which relationships between these two bodies have developed over the past fifty years. It then goes on to look at the conduct of foreign policy since 1945, focusing on: the origins and early development of the Cold War; US engagement in the Vietnam war; détente and the eventual ending of the Cold War; the first Gulf war and 'the new world order'; 9/11 and the war on terror; and, finally, new directions in US foreign policy being pursued by the current administration.
Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster visit our Teaching and Learning section.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
The strong research, analysis and writing skills you develop during your studies will create pathways to a wide range of careers in many different sectors.
Our graduates often enter into careers within education, business management, the Civil Service, politics, publishing, tourism, heritage and the media.
Many also progress to postgraduate study with Lancaster, continuing into research and teaching.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, but that you also graduate with relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
We set our fees on an annual basis and the 2019/20 entry fees have not yet been set.
As a guide, our fees in 2018 were:
Some science and medicine courses have higher fees for students from
the Channel Islands and the Isle of Man. You can find more details here:
For full details of the University's financial support packages including eligibility criteria, please visit our fees and funding page
Optional field trips may be offered on this course for which students will be required to pay their travel costs
Students also need to consider further costs which may include books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation it may be necessary to take out subscriptions to professional bodies and to buy business attire for job interviews.
Typical time in lectures, seminars and similar per week during term time
Average assessment by coursework