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Key facts about this module

This module will cover a great deal of territory over the course of the year. So I wanted to give you a bit of extra information and some tips on how to navigate your way through it. I also need to let you know a few things about the teaching that may be different from your other modules.

Drinking from the firehose:

First of all, don't worry if you can't assimilate every scrap of information with which you are presented for this module. You don't have to! And don't worry if you can't see how all the strands of the module fit together in the first few weeks of the year -- or even by the end of term one. You will by the end of the year.

Second, think about what YOU want to learn about migration in the long twentieth century, and in the twenty-first. Following your own interests and questions is the best way to navigate this subject. This doesn't mean you can completely ignore the topics that don't interest you (sorry!), since you may need them to respond to questions on the final exam. But you can prioritise certain broad themes over others, and certain case studies or geographies as your principal objects of study.

So what about that exam? This is still a new module, so while I will share last year's paper, do keep in mind that I have made some changes to the module content in response to last year's feedback. In general, it is ESSENTIAL that you keep one thing in mind: all or almost all exam questions will require you to use content covered in more than one week. Many are likely to cover more than one unit, probably by asking you to compare or contrast different migrant groups, different terrains of migration, or different causes and contexts of human movement. 'Yikes!', you say: 'How can I hold all this stuff in my head?' Well, again, this is where your own interests come into play. Let them lead you in choosing a handful of case studies to know WELL, and that you are able to deploy to address more than one of our module themes. And what about those themes? Well, you should pick a selection of these as areas in which you will become expert (that is, aware of key events, geographies and actors AND alert to the historiography).

Assessment and Feedback

PLEASE NOTE THAT ASSESSMENT IN 2019-2020 WILL BE SIGNIFICANTLY DIFFERENT from previous years.

KEY POINTS TO NOTE:

1. There will be no final examination.

2. There will be an assessed 'applied' history assignment (40%), in which students will communicate their own research to wider audiences -- via a blog, podcast, videocast, or other means -- and will reflect critically on that process, output and the idea of publicly engaged historical research.

3. Students will receive a formal participation mark (10%) for their weekly work on the module archive task.

4. Students will also complete a short 1500 word essay (10%)

5. The final component of your mark for 2019-2020 will be a 3000 word essay (40%)

In this module, you will need to hand in your work in hard copy as well as electronically. This is because I have a visual impairment that limits my screen time. Please also hand in your work printed in a 12 pt font, and double spaced. Thank you!

You will also receive feedback on the hard copies, rather than electronically -- so do remember to come to your feedback sessions for each piece of work.

For the same reason, I can only read email and respond to it during the working day: my 'screen time;' is strictly limited. If you need an urgent reply, do please come see me in office hours (or by appointment at a time that works for us both), or send your email before 4:00 pm Monday to Friday in term. If you have a complicated question about an essay, dissertation or personal matter, it is always best to come see me in person - we will be able to sort it out much more quickly that way. Note that during term, I will almost always be in my office all day on MONDAY, so you can just pop in, even if you can't make it to office hours. Outside of term, when we may all be away from campus, we can arrange a phone call if necessary.

A key aspect of any first class work in history is clear, engaging and well-supported argument. As finalists, you will all be very skilled at this already, but you can find a bit of extra guidance on what I am looking for in essays here. Some of this information is basic -- but it should also give you a sense of what I am looking for in particular.