Course coordinator
Associate Professor Sarah Percy
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
This course examines the main developments in the evolution of the international system from renaissance Europe to the Second World War. The modern international system will be studied through a focus on Europe's encounter with the non-European world, the Peace of Westphalia, the French Revolution, the emergence of nationalism and the rise of liberalism to explore the continuities and changes evident in the sovereign state and international system.
This course examines how the modern international system emerged from a series of regional systems by exploring changing relationships of power and authority. It uses the concepts of empire, hegemony, and hierarchy to explore the changing nature of the international system, and the relationships of power and authority that constitute the system at different points in time. It also explores the forces and dynamics of change that alter the configuration of the system. This allows us to view international relations as a thick set of social, political, cultural and military relations, offering a range of perspectives that are often obscured by focusing on the international system as simply an anarchical society of sovereign states. Instead, it explores the evolution of the international states system as embedded in different configurations of political order.
The expansion of European empires in the modern period has been a significant force in the shaping of the contemporary international system, a process discussed in the international relations literature as the ‘expansion of international society’. The course will address this issue and the significance of these processes, however it seeks to go beyond thinking about the creation of the contemporary international system as simply a process by which the European society of states expanded to become a global international society. It seeks instead to contextualise the evolution of the sovereign state system in broader patterns of power and interaction to better understand the forces that have generated our modern system.
The course commences with a consideration of the concept of empire, examining different ways in which it has been defined and how the concept can be used to probe structures and configurations of power and the construction of world orders. It then considers how the concept of empire allows us to think about political systems which preceded the formation of the modern system of sovereign states. The course proceeds to interrogate the idea of the expansion of European international society and reflect on how European expansion impacted upon diverse societies. The course next examines patterns of empire and imperialism in the nineteenth century, focusing in particular on the role that Britain and the British empire played in providing a framework of global hegemony. The course reflects on how the dynamics of imperialism intersected with other forces in the nineteenth century such as capitalism and industrialisation, with these contributing to rivalries and tensions that led to the First World War. We discuss the impact of the First World War on the international system and critically reflect on the way in which the Versailles settlement contributed to reshaping the international system from one of empires to one increasingly comprised of nation states. We go on to discuss the ideational and political developments that underpinned resistance to empire and the processes of decolonization.
We then draw upon our accumulated understanding of empire as a form of power relationship to consider contemporary debates about power, hierarchy and hegemony in the contemporary international system. In the wake of the Cold War and early twenty first century, the international system was often cast as a unipolar system with the United States at its pinnacle. The United States was characterised by many as constructing a new form of modern empire. However the authority of the United States has been challenged by rising powers, new actors and forces. Are we seeing the emergence of alternative forms of world order and if so what are their implications for the shape of the international system? How useful are concepts such as empire, hegemony and hierarchy in helping us understand these dynamics?
The course has several objectives, which will allow it to explore a range of different themes. These include:
- To explore how political order is constituted; focusing in particular on the interplay between normative complexes, fundamental institutions and material conditions.
- To examine different ‘repertoires of power’ that operate within different configurations of political order.
- To examine various forms of authority relationships that characterise different configurations of the international system. These include hierarchy, hegemony, and anarchy.
- To understand the emergence of the sovereign state as part of a broader process in the evolution of the international system .
- To consider the impact of the expansion of this system on non-Western societies.
- To consider interplay of political economic, social and cultural factors in this process.
- To consider the resurgence of interest in empire in the early 21st century and ask what light concepts of empire, hegemony and hierarchy cast on configurations of power and authority in the contemporary international system.
Course requirements
Assumed background
The course does not assume prior knowledge of international history or international relations theory.
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course consists of 12 two-hour seminars.
Aims and outcomes
This course aims to develop a historical perspective on the processes surrounding the evolution of the contemporary international political system. It will allow students to develop diverse and informed opinions on the role of various forms of power and authority in influencing the configuration and dynamics of the current international system. It will introduce students to both Western and non-Western experiences of these processes. It will enhance knowledge of how states, other actors, and institutions have participated in the creation and maintenance of the international system. It will provide an awareness of the role of hierarchical structures expressed in forms of empires and hegemony in shaping the structures and processes of international politics.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate, through research and written communication, your knowledge of the evolution of the modern international system.
LO2.
Understand the emergence of the modern international system and identify its distinguishing characteristics.
LO3.
Reflect on the continuities and changes that mark the evolution of the international system
LO4.
Understand the changing character of political, legal and moral norms across time.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Critical Reading Reflections - IN CLASS
|
15% |
1/08/2024 2:00 pm 8/08/2024 2:00 pm 15/08/2024 2:00 pm 22/08/2024 2:00 pm 29/08/2024 2:00 pm 5/09/2024 2:00 pm 12/09/2024 2:00 pm 19/09/2024 2:00 pm 3/10/2024 2:00 pm 10/10/2024 2:00 pm 17/10/2024 2:00 pm |
| Paper/ Report/ Annotation | Introductory paragraph and annotated bibliography | 25% |
19/08/2024 1:00 pm |
| Essay/ Critique | Research Essay (3000 words) | 30% |
30/09/2024 1:30 pm |
| Examination |
Final exam
|
30% |
End of Semester Exam Period 2/11/2024 - 16/11/2024 |
Assessment details
Critical Reading Reflections - IN CLASS
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Reflection
- Weight
- 15%
- Due date
1/08/2024 2:00 pm
8/08/2024 2:00 pm
15/08/2024 2:00 pm
22/08/2024 2:00 pm
29/08/2024 2:00 pm
5/09/2024 2:00 pm
12/09/2024 2:00 pm
19/09/2024 2:00 pm
3/10/2024 2:00 pm
10/10/2024 2:00 pm
17/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Commencing from seminar 2, students are required each week to perform a critical reading reflection in class, with a partner or in a trio. Each week from Seminar 2 students will be assigned 1 core reading on which to become an expert. At the start of each class, students will work together for 15 minutes to do two tasks:
- Identify the main argument of the reading
- Answer the questions provided in class in your pair/small group
- Come up with one question each to ask during the seminar regarding that reading.
The purpose of the critical reading task is to prompt students to deeply reflect on one of the required readings in advance of the seminar. If you do not read your reading before class, you will not be able to participate effectively.
The in-class critical reading reflection will be due commencing seminar 2 and concluding in seminar 12. You will receive 1.5 points per task (for 15 points total). This means that there are 12 opportunities to do the task, but that you only need to do 10 to achieve full marks. In other words, you can miss two reflection tasks without penalty.
You will receive the following points per reading reflection:
- 0.75 for identifying the main argument of the reading and preparing your questions
- 0.75 for answering questions
This assessment will occur orally in class by teaching staff, either in small groups or in the main seminar group. Note that you will receive these points by completing the task alone; there are no 'wrong answers' but you will not receive the points if you do not or cannot provide any answers in class, or if your preparation is insufficient to provide detailed answers.
This task requires in person attendance and engagement with the material.
There are no extensions for this task. If you have genuine, documented reasons that cause you to miss more than two classes, contact Associate Professor Percy and she will provide you with an alternate assessment for that week. However, as this is a postgraduate seminar that relies on participation and is offered in internal mode the expectation is that you will attend class regularly and that two classes of flexibility in attendance is ample.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
This task will be conducted in class each week.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Introductory paragraph and annotated bibliography
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 25%
- Due date
19/08/2024 1:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
This assessment has two goals:
- To ensure you have a chance to get feedback on the argument and structure of your research essay (the introduction component). Research essay questions will be provided on Blackboard in the first two weeks of semester.
- to help you identify effective source material for your research essay and receive feedback on the suitability of that material. Good source material leads to effective writing.
All students must submit a 1500 word INTRODUCTORY PARAGRAPH and ANNOTATED BIBLIOGRAPHY. You have 1500 words total for this task and can roughly divide that between your introduction and the annotated bibliography. I would suggest 250 words for the introduction and the remainder for the annotated bibliography. We will discuss how to write a short and efficient introduction in class.
The task has two components:
- Introductory paragraph (250 words - MAXIMUM Of 350 words).
This is a draft of the introduction you will write for your research essay. It should contain a clearly stated argument and a road map that indicates the steps that argument will take. The Introductory Paragraph will be evaluated on: the quality of the proposed argument; the suitability of the proposed sections of the essay; the clarity of the overall writing and expression. Points will be deducted if the introduction is longer than 350 words.
- Annotated bibliography
You will begin researching your essay and identify 5 sources that will hep you in writing your essay. You will have approximately 250 words to analyze each source. The annotated bibliography SHOULD NOT be a summary of the source you have identified. Rather, it should consider the following:
- It should assess the quality of the source: is it reputable? How can you tell it is reputable? Why is it effective?
- Why is this source useful for your argument in your essay? (Note that this requires you to have an argument, presented in the introduction!)
- What are the source's strengths and weaknesses?
- Consider each source in relation to each other: how do they complement each other?
- Do your sources form two (or more) sides of a debate? If so, both sides of the debate should be included and you should indicate which you find most persuasive.
- Your sources should cover the range of literature you will need to write an effective essay: ie, theoretical literature where appropriate; empirical literature relating to the question. (We will discuss this component in class and more information will be provided on blackboard).
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submission:
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Research Essay (3000 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
30/09/2024 1:30 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Each student will be required to write an essay of 3000 words in length. A list of essay questions will be made available on the course's Blackboard site. Students should carefully examine the marking criteria available on Blackboard. As a general guide, students should write an essay with a clear argument in response to the question. This argument should be supported by significant engagement with the academic literature on the topic (literature beyond required course materials). The essay should engage with international relations theory, and students should acknowledge and engage with counter arguments and different perspectives to strengthen their conclusions.
Assignments should be fully referenced and include a reference list. The reference list is not included in the word count. Students are expected to use one of two approved referencing styles outlined in the School of Political Science and International Studies Essay Guide. In-text citations will count towards the word limit; footnote references will not.
All assignments submitted are to be the original and individual work of the student submitting them. The assignment must be submitted electronically through Turnitin in Word.doc format (not PDF).
Penalties will apply for late submission (10% per day) and excessive variation from the word limit. More than 10% variation from the word limit will result in a 10% penalty.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submission:
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Final exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 30%
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
- Learning outcomes
- L01, L02, L03, L04
Task description
This final exam will require you towrite 1 essay from a choice of topics that cover the course's central themes. ALL ESSAY TOPICS WILL REQUIRE YOU TO COMPARE AT LEAST TWO TIME PERIODS. We will discuss the style and nature of exam questions extensively in class. The exams will be marked according to criteria provided on Blackboard.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 60 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student does not address the question, shows no evidence of reading and minimal comprehension of the issues at hand. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student addresses the question poorly and shows very little evidence of reading. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student makes an effort to establish a single major argument for the essay and employs some research which is correlated with the argument. Makes a visible effort to achieve adequate grammar, spelling and punctuation. Evidence of attempting to achieve a recognisable narrative flow appears throughout the assignment. The student addresses the question and shows evidence of required research and a basic grasp of the issues at hand. However, falls short of satisfying all basic requirements for a Pass. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student makes a reasonable effort to provide evidence to support a visible argument and employs an adequate research base to support the argument. Achieves a reasonable, if not completely coherent standard of grammar, spelling, and punctuation. A recognisable narrative flow is sustained throughout the essay. The student answers the question and shows evidence of adequate research and a degree of understanding of the issues at hand. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student provides suitable evidence to support an argument and employs a comprehensive research base that directly relates to the topic, though it may not completely support the argument. Achieves decent levels of competence in grammar, spelling, punctuation and narrative flow. The student answers the question in a direct, well supported fashion and shows evidence of some wide reading and a reasonable understanding of the issues at hand. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student demonstrates a very good grasp of the chosen topic and provides a considerable amount of evidence to support a clearly stated argument. The student employs a reasonably extensive and well-organised research base to structure evidence in support of the argument and achieves a high level of competence in grammar, spelling, punctuation and narrative flow. The student answers the question in a direct, reasonably sophisticated fashion, employs wide research and shows a sound understanding of the issues at hand. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student demonstrates a highly sophisticated grasp of the topic and succeeds in addressing the question by providing a high level of evidence to support a clearly stated argument. The student employs an extensive and well organised research base to structure evidence in support of the argument and achieves impeccable levels of grammar, spelling, punctuation and narrative flow. The student answers the question in a direct and elegant fashion, employs significant research and shows a deep understanding of the issues at hand. |
Additional course grading information
Grades will be awarded on the following basis:
1.ﾠFailﾠ 1 - 19%
2. Failﾠ 20 - 44%
3. Failﾠ 45 ﾖ 49%
4. Passﾠ 50 - 64 %
5. Creditﾠ 65 - 74 %
6. Distinctionﾠ 75 - 84 %
7. High Distinctionﾠ 85 - 100 %
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Assignments MUST be submittedﾠas word documents, not PDF files. A penalty for submitting the wrong file type may be applied.ﾠ
Assignments more than 10% over the word limit will receive a penalty of -10%.ﾠ
NB: If you need extra help in preparing for your assignments,ﾠyour first point ofﾠcontact is your tutor, not the course coordinator.
Word Length Penalty
Unless otherwise indicated, in the case of written submissions with a specified word count, you are given a +10% leeway on the upper word limit. If your written submission is over this leeway limit, it will attract a 10 percentage point penalty. For example, if your essay is 1,500 words, you may write up to 1,650 before attracting a word count penalty. If your essay exceeds the upper word limit, it will attract a 10% word count penalty. Therefore, if your essay is worth 40 marks, you will lose 4 marks from your allotted grade. Unless specified, penalties only apply to exceeding the word length, not for failure to write a sufficient amount.
Students should note:
• The Author-date in-text referencing system will count toward the word length;
• References in the Footnote referencing system will not count toward the word length. If you are using footnotes, any content included in footnotes beyond the specific text reference will count towards the word length.
Marking Criteria/Rubric
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Essay Guide
The School of Political Science and International Studies Essay Guide can be downloaded from the School’s Student Support webpage.
The Guide sets out guidelines you should follow in preparing written assignments.
Essay Writing Assistance
The School of Political Science and International Studies schedules regular “drop-in” sessions designed to provide one-on-one advice and assistance in essay planning and writing.
There is no need to make an appointment and you are encouraged to bring your essay with you.
The day and time of these sessions will be finalized at the beginning of each semester and published on the Student Support webpage.
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills and thus your academic performance in this course.
Library Resources
UQ Library offers training in software, assignment writing, research skills, and publishing and research management.
The University’s library holdings for Political Science and International Studies are primarily located in the Central Library.
There is a help desk in the Library. Students are also welcome to contact the BEL/HASS Librarians for assistance.
Email: librarians@library.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Seminar |
Seminar 1: Empire, hegemony and hierarchy This seminar introduces the concepts of empire, hegemony and hierarchy with a focus on how they can be used to compare and contrast different configurations of political authority. How were power and authority configured at different points in the evolution of the international system? What were the structures through which they were projected? And how did this influence the interactions between units of political authority? To what extent do historical examples provide us with useful conceptual models for thinking about contemporary configurations of power and authority? Learning outcomes: L02, L03, L04 |
Week 2 (29 Jul - 04 Aug) |
Seminar |
Seminar 2: International Orders Before the West Throughout most of world history, neither the West nor the sovereign state have been dominant. In this seminar, we consider two non-Western international orders: the imperial orders that dominated Eurasia in the centuries after the Mongol expansion, and the indigenous Australian international system that existed prior to European settler colonialism. These systems form instructive contrasts with the sovereign state system through which contemporary international relations are now mediated. Learning outcomes: L02, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
Seminar |
Seminar 3: Europe from Christendom to Westphalia Through most of world history, political life has been organized around empires, city-states, feudal forms of rule, or some combination of all of these. In Europe, however, between the fourteenth and sixteenth centuries we see a shift from the feudal political system of Latin Christendom to the early form of the sovereign territorial state system that now dominates world politics. In this seminar we will discuss what were the principal features of Latin Christendom as a form of political order and how it came to be reconfigured into the sovereign state order. Why did the feudal system begin to breakdown? How do the structures and dynamics of Latin Christendom compare to the sovereign states order? And why was it this order rather than others that came to replace Christendom? Learning outcomes: L02, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
Seminar |
Seminar 4: Islamicate International Orders This is the first of two seminars that considers non-Western forms of international order that preceded the modern sovereign state order. In this seminar we discuss the ways in which Islamicate empires evolved and were structured. These empires expanded rapidly from the eighth century onwards and formed a significant component of the international system as a whole. While these empires were diverse and complex, we will look at whether we can identify points of commonality in the way they were structured in terms of their normative and institutional elements. What was the impact of these hierarchical structures on the evolution of the international system? And how do these influence the shape and dynamics of the international system today? What has been the impact of interaction between these empires and the European states system on the contemporary international system? Learning outcomes: L02, L03, L04 |
Week 5 (19 Aug - 25 Aug) |
Seminar |
Seminar 5: East Asian International Orders In this seminar we continue our discussion of non-European systems of empire and international order by discussing configurations of empire in East Asia. As with Islamicate empires, the Sinic order that was manifest in these empires had a profound influence on international order in what we now describe as the Asia-Pacific region. China of course remains one of the most powerful forces in the international system today. We will look at debates about what the principal features of Sinic systems of empire were, looking particularly at debates about the significance of the tribute system. We will discuss the impact of these hierarchical structures in the evolution of the international system: how do these influence the shape and dynamics of the international system today? How significant was interaction between the European states system and China in the dissolution of imperial structures of China, and what has been the impact of this on the evolution of the international system? Learning outcomes: L02, L03, L04 |
Week 6 (26 Aug - 01 Sep) |
Seminar |
Seminar 6: Early Modern Empires and Entanglements In this seminar, we consider the growing entanglement between actors from diverse international orders throughout the early modern period. The relationship between slavery, state formation and capitalism, and the contested significance of military power in enabling European overseas expansion, will form focal points of discussion. Learning outcomes: L02, L03, L04 |
Week 7 (02 Sep - 08 Sep) |
Seminar |
Seminar 7: The 19th Century Global Transformation In this seminar, we consider the West's rise to global dominance after c.1800CE, and the subsequent advent of a genuinely global international system. We will focus particular attention on the increasingly hierarchical institutions and ideas that constituted and legitimated Western dominance, and their implication in both Western imperialism and Great Power rivalry. Learning outcomes: L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
Seminar |
Seminar 8: WWI and the Crisis of European Empires The First World War (1914-1918) represented a crisis of international order, profoundly destabilising Europe's dominance over the rest of the world. In this seminar, we consider the post-WWI effort to reconstitute international order, and the sharpening tensions that developed between the international order's increasingly liberal aspirations, and the reconstitution of imperial domination in new forms that followed the League of Nations' establishment. Learning outcomes: L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
Seminar |
Seminar 9: WWII and American Hegemony After 1945 the United States emerged as perhaps the best example we have of a hegemon in world politics. In the aftermath of the Second World War Washington exerted a profound influence on the nature and development of the modern liberal international order. We examine the sources of US power and authority and consider the tensions between its liberal identity and its hegemonic status. We also consider the often under-appreciated role that non-Western powers played in contesting and amending this order even in its earliest incarnation. Learning outcomes: L02, L03, L04 |
Week 10 (30 Sep - 06 Oct) |
Seminar |
Seminar 10: Decolonisation and the End of Empires In this seminar we turn to the dismantling of European empires in the mid-twentieth century. Our key goal is to better understand the forces and processes that led to this seismic shift in the twentieth century international system. How do we explain the rapid collapse of empires that had been so dominant? Was it due to the decline in the material power of European states or to changes in ideas, either in the colonies or in the metropoles? And why was it that territorial sovereign states became the preferred model to replace empires? Finally, to what extent did decolonization signal a major shift in the configuration of power relationships in the international system? Learning outcomes: L02, L03, L04 |
Week 11 (07 Oct - 13 Oct) |
Seminar |
Seminar 11: Unipolarity, Empire and Liberal Order In this seminar, we consider the complex and contested relationship between the Liberal International Order (LIO), US hegemony and empire in the post-Cold War period. Following the Soviet Union's collapse, the US and its Western allies sought to re-make the world along liberal lines - a project that three decades later has yielded at best mixed results. In this seminar, we consider the extent (if at all) to which concepts of empire and imperialism help us to understand the tensions and limits of the post-Cold War LIO project. Learning outcomes: L02, L03, L04 |
Week 12 (14 Oct - 20 Oct) |
Seminar |
Seminar 12: Alternative World Orders? In our concluding seminar, we ask, is the concept of empire still relevant or useful, and what role do hegemony and hierarchy play in the contemporary international system? Here, we consider a variety of potential challengers to the LIO (notably but not exclusively the rise of China), and consider the plethora of challenges that are threatening its longevity as we return to a multipolar and increasingly post-Western world. Learning outcomes: L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.