Last modified: 02 Sep 2025 10:47
This course examines Chile’s political and cultural landscape from 1960 to the present. This period encompasses radical transformations, including agrarian reform and a democratically-elected socialist government, as well as the violent rupture of the 1973 coup installing a dictatorship that has influenced national discussions to this day. Linking politics, culture and history, this course discusses these events in Chile on their own terms and within a global perspective.
| Study Type | Undergraduate | Level | 3 |
|---|---|---|---|
| Term | First Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This course examines Chile’s political and cultural landscape from 1960 to the present. This period encompasses radical transformations, including agrarian reform programmes and a democratically-elected socialist government, as well as the violent rupture of the 1973 coup installing a dictatorship that lasted until 1989. The post-dictatorship period includes two truth commissions, the legalisation of divorce and adoption and Chile’s first female president. Yet Chileans continue to live with the dictatorship’s legacy, which was enshrined in the 1980 constitution, integral to the country’s economic model and woven into political institutions as part of the transition to democracy in the early 1990s. Politicians and protest movements, including students, indigenous people and pensioners, emerging in the 2010s have sought to address, challenge and subvert this legacy, radically transforming Chile again. Linking politics, culture and history, this course discusses these events in Chile, and others, from 1960 on their own terms and within a global perspective.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 30 | |
|---|---|---|---|---|
| Assessment Weeks | 10,11,12,13,14,15,16,17 | Feedback Weeks | 13,14,15,16,17,18,19,20 | |
| Feedback |
1,600-word Weekly Reading Log. Eight entries of 200 words each reflecting on the assigned reading, submitted to a weekly deadline. Feedback will be given in a written form. Additional informal feedback on performance is offered in tutorials. Tutors have office hours at which further feedback may be sought. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Students will consolidate their knowledge of Chile’s politics, culture and history from 1960 by means of independent research and synthesizing material from a range of sources. |
| Procedural | Apply | Using a range of critical skills, students will review and apply their knowledge and understanding of Chile’s history and politics in order to construct arguments. |
| Procedural | Evaluate | Students will evaluate ideas and arguments, from primary and secondary sources, about Chile post-1960, in written and oral forms, in a clear manner and using the conventions of academic presentation. |
| Reflection | Create | Students will create arguments on relevant events in Chile post-1960, based on an appropriate range of sources and presented in a suitable academic fashion, and reflect on their own learning process. |
| Assessment Type | Summative | Weighting | 30 | |
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 23 | |
| Feedback |
1-hour in-class paper. Students will be required to write 3 short answers (no more than 1000 words). Feedback will be provided a written form. In addition, cohort feedback will be provided orally. Further, individual, feedback, will be available via Tutors have office hours. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Using a range of critical skills, students will review and apply their knowledge and understanding of Chile’s history and politics in order to construct arguments. |
| Procedural | Evaluate | Students will evaluate ideas and arguments, from primary and secondary sources, about Chile post-1960, in written and oral forms, in a clear manner and using the conventions of academic presentation. |
| Reflection | Create | Students will create arguments on relevant events in Chile post-1960, based on an appropriate range of sources and presented in a suitable academic fashion, and reflect on their own learning process. |
| Assessment Type | Summative | Weighting | 40 | |
|---|---|---|---|---|
| Assessment Weeks | 19 | Feedback Weeks | 22 | |
| Feedback |
Student-directed group-work project. Students will be ale to choose whether to create a podcast, exhibition, or group video presentation. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Using a range of critical skills, students will review and apply their knowledge and understanding of Chile’s history and politics in order to construct arguments. |
| Procedural | Evaluate | Students will evaluate ideas and arguments, from primary and secondary sources, about Chile post-1960, in written and oral forms, in a clear manner and using the conventions of academic presentation. |
| Reflection | Create | Students will create arguments on relevant events in Chile post-1960, based on an appropriate range of sources and presented in a suitable academic fashion, and reflect on their own learning process. |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 50 | Feedback Weeks | 53 | |
| Feedback |
Resit take-home exam: 2,500 words + 500-word reflective discussion. Feedback will be given in a written form. Tutors have office hours at which further feedback may be sought. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Evaluate | Students will evaluate ideas and arguments, from primary and secondary sources, about Chile post-1960, in written and oral forms, in a clear manner and using the conventions of academic presentation. |
| Reflection | Create | Students will create arguments on relevant events in Chile post-1960, based on an appropriate range of sources and presented in a suitable academic fashion, and reflect on their own learning process. |
| Procedural | Apply | Using a range of critical skills, students will review and apply their knowledge and understanding of Chile’s history and politics in order to construct arguments. |
| Conceptual | Understand | Students will consolidate their knowledge of Chile’s politics, culture and history from 1960 by means of independent research and synthesizing material from a range of sources. |
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