Course Catalogue

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In the wake of the European Enlightenment, the developing discipline of science became both an important way of classifying and understanding the natural world, and a powerful instrument for justifying empire. This course explores how French, British and American imperialism shaped ideas about mankind's history from the nineteenth century through to the period of decolonisation. Students will become familiar with key ethnographers and anthropologists from these countries and the museums whose collections they built. They will learn about the relationship between these researchers and colonial administration, and engage with relevant anti-colonial and anti-racist critiques of ethnographic practices and their legacies.

10 x 1 hour lectures and 5 x 2 hour fortnightly seminars as scheduled in MyCampus. This is one of the MSc options in History and may not run every year. The options that are running this session are available on MyCampus.

Standard entry to Masters at College level.

None

N/A

Research Essay (3,000 words) 60%

Report: Exhibition Catalogue Review (2,000 words) 40%

This course aims to:

■ Develop an understanding of the relationship between French, British and American imperialism and scientific practice, particularly in relation to museum practices of collection and exhibition; 

■ Evaluate how changing understandings of race, class, gender and empire shaped scientific enquiry from the nineteenth century to the period of decolonisation;

■ Critically engage with relevant historiographical debates; 

■ Analyse a wide range of primary sources from personal correspondence and published scientific articles to museum exhibition catalogues and artefacts;

■  Develop confidence and skills in writing convincing arguments for historical research and future employment.

By the end of this course students will be able to:

■ Explain key developments in French, British and American ethnographic and museum practices between 1850-1970; 

■ Explain the relationship between French, British and American ethnographic and museum practice between 1850-1970;

■ Evaluate relevant historiographical approaches and debate and develop relevant research questions in relation to the course content;

■ Critically analyse primary sources and relate them to key historiographical readings to formulate convincing historical arguments in written work.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.