| Unit name | Border-Worlds |
|---|---|
| Unit code | ENGL20135 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Crowley |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
n/a |
| Units you must take alongside this one (co-requisite units) |
n/a |
| Units you may not take alongside this one |
n/a |
| School/department | Department of English |
| Faculty | Faculty of Arts |
Why is this unit important?
As a specialist subject option, this unit reflects the research expertise and enthusiasms of the convenor, and offers students the chance to work directly with a member of staff who has strong connections to the subject field. You will have the opportunity to engage in greater depth with a specialised theme or topic, pursue advanced discussions, and develop your own arguments and contributions. Your specialist subject may build directly on work introduced at an earlier stage of study, or branch out in a different direction. It may reflect some of your longstanding interests, or expose you to new and unexpected ideas. In all cases, specialist subject options encourage students to think reflectively, creatively, and with increased independence about their identities and interests as scholars.
How does this unit fit into your programme of study?
Specialist subject options are offered in the second and final years of the English programmes. It is standard practice for single honours students to take two specialist options in each of those years (one per TB), and for joint honours students to take one. Specialist subject options are available to students on Liberal Arts programmes, and may in some cases also be available to taught postgraduates (MA English, MA Medieval Studies, MA Black Humanities). The portfolio of units available will change from year to year based on staff availability, but it will consistently represent a full range of research strengths across the English department, as well as demonstrating our commitment to supporting choice and providing increased optionality as students progress through their programme.
An overview of content:
Border-Worlds explores imaginings of border-crossings in contemporary literature and culture, looking at the ‘border’ as a fortification of national politics and an analogy for transgression, intersectionality, and in-betweenness. As a legacy of colonialism and an obstacle against freedom of movement, the reinforcement of borders in our globalised world has become a touchstone for writers and artists grappling with the relationship between mobility and privilege, the climate crisis and global economic structures. But borders (or ‘borderlessness’) are also central to thinking through new imaginings of identity, queerness and liminality for artists exploring the symbolic and material boundaries of race, class, gender and sexuality. This unit explores how the border as a locus-point of both violence and emancipation has shaped some of the most politically provocative and formally innovative works of contemporary writing, touching on writing from Mexico, Northern Ireland, India, Palestine, Iraq, and Tanzania. We will work through a set of literary and theoretical texts to investigate the role of literature and literary criticism in reproducing, complicating, and transforming borderlands and we will explore of the idea of ‘border crossing’ as an alternative epistemological approach to dominant ideologies.
How will students, personally, be different as a result of the unit:
Upon completion of ‘Border-Worlds’ students will have had the opportunity to engage with theories and representations of borderlands in relation to colonial legacies, diasporic geographies, and the intersection of queer and migrant experience. Working from a global comparative perspective, students will engage with contemporary literature and culture that foreground experiences of border crossings, displacement, and partition. Students will gain an increased understanding of critical scholarship on migration and mobility, and refine their understandings of postcolonial and global literature in ways that not only connect to the content of this unit, but will be a valuable reference for progress into year 3.
Learning Outcomes:
On successful completion of this unit, students will be able to:
Teaching will involve asynchronous and synchronous elements, including group discussion, research and writing activities, and peer dialogue. Students are expected to engage with the reading and participate fully with the weekly tasks and topics. Learning will be further supported through the opportunity for individual consultation.
You will be given the opportunity to submit a draft or outline of your final, summative essay of up to 1,500 words and to receive feedback on this.
Tasks which count towards your unit mark (summative):
1 x 3000 word essay (100%) [ILOs 1-6]
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the format or number of reassessments required. Details of reassessments are confirmed by the School shortly after the notification of your results at the end of the year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ENGL20135).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
