Last modified: 28 Jun 2018 10:27
Questions of national identity have been thrown into high relief by devolution and potential independence, so how might we explain contemporary Scotland? Assessing what Scotland and Scottishness are today requires a thematic approach to historical understanding. This course provides a case study of how ideas about of the development of nations stand up against the evidence since the mid-eighteenth century. It addresses popular myths about difference from England, industrial development and decline, education and empire, immigration and emigration, sectarianism, political allegiance, tourism and heritage as well as the images and icons constituting ‘Scottishness’. Download course guide.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Session | First Sub Session | Credit Points | 30 credits (15 ECTS credits) |
| Campus | None. | Sustained Study | No |
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How might we explain the origins of our understanding of contemporary Scotland? This course provides a thematic interpretation of one country by relating relevant social theories to questions of nationhood, identity and culture and considering the cultural impact of economic and social change from the mid-eighteenth century to the present day. Pervasive myths surrounding community, egalitarianism and difference from England are explored in relation to a wide range of topics including: industrial development and decline, education and empire, immigration and emigration, sectarianism, political allegiance, tourism and heritage.
This module is available to students on all non-History degree programmes as a Discipline Breadth course for the enhanced study requirement. However, the admission of students with a non-History degree intention will be at the discretion of the School of Divinity, History, and Philosophy.
Information on contact teaching time is available from the course guide.
1st Attempt
Formative assessment includes feedback on seminar performance, presentation, and discussion on essay planning and readings.
Verbal feedback is given on all aspects of student performance in individual meetings. Specific written (via essay feedback forms) and verbal feedback is given on essays and class presentations.
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