MA / MPhil in History Education (Pending)

THIS PROGRAMME IS IN THE PROCESS OF CREDITATION.  WE HOPE TO START OFFERING SOON!

UNIVERSITY OF EDUCATION, WINNEBA

FACULTY OF SOCIAL SCIENCE EDUCATION

 

DEPARTMENT OF HISTORY EDUCATION

PROGRAMME: MASTERS IN HISTORY EDUCATION (Sandwich)

 

With the Possibility to Advance to a

MASTER OF PHILOSOPHY IN HISTORY EDUCATION

 

 

A Joint Programme with

NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY, TRONDHEIM (NTNU)

DEPARTMENT OF HISTORICAL STUDIES

 

 

 

 

 

SEPTEMBER

2016

Brief Historical Background

The Department of History Education at UEW originated in 2013 via a split of the Department of Social Sciences Education.  Currently, the Department only offers a BA programme in history.  In our short existence, the Department has taken great strides in becoming a leader in history education.  It is our hope that this programme will assist us in developing that role.

 

Norwegian University of Science and Technology (NTNU) has a long history of working with universities in Ghana.  In the past, NTNU collaborated with the University of Ghana, Legon and with the Historical Society of Ghana.  The esteemed journal Transactions of the Historical Society of Ghana was published by NTNU for several years.  This will be the first collaborative effort between the two universities.

 

Rationale

There is a need for the resurgence of the study of history, and it is our challenge to make the discipline meaningful, appealing, and engaging for teachers and students. The Department of History Education at UEW and the Department of Historical Studies at NTNU have taken the lead as innovators in the field. 

 

History has been seen as a study that focuses on the memorization of tedious facts, dates, and events.  There needs to be a change in how history is perceived.  It is an analytical subject that requires students to develop arguments from evidence of the past to be able to make insights for today. 

 

One of the greatest change agents is the teacher in the classroom.  Graduate history teachers do not have many viable opportunities to further their education in the field.  Other major national universities offer few graduate programmes in history, and none offer a sandwich programme.  With the assistance from NTNU, the programme will ensure world-class standards.

 

Aims

The programme aims towards providing professional history teachers an opportunity to delve deeper into the field.  The students will not only be supported and challenged to critically examine historical content of issues related to the current SHS curriculum, but they will also engage in doing history as well as thinking deeply about how history should be pursued and taught.  Our goal is to develop a cadre of history teachers who are prepared to reinvigorate how history is taught in the nation’s schools.   

 

Programme Objectives

Students graduating the Master in History Education Programme will be able to:

• Acquire the necessary knowledge to have breath and depth relating to the content in the SHS History syllabus.
• Engage in historical research practices.
• Engage in dialogue and think deeply about how history should be taught and develop effective strategies for teaching it.
• Critically analyze historical events in terms of their significance in the world today.
• Develop a praxis (a marriage of practice and theory) of teaching history

 

Duration

The master programme will run on sandwich basis of a minimum of two semesters during the long vacation.  Thus, students will complete the coursework in two years and be expected to complete their research study in the same period.  Each semester will expand over the eight-week period.

 

Students selected to continue to the MPhil level will be identified after their second sandwich session.  They will continue as a full-time student during a semester of taught courses at NTNU.  When they return, they will have two semesters to complete their research study. 

 

Mode of Delivery

All the courses shall be conducted in a face-to-face manner via lectures, discussions, seminars and field trips. 

 

Entry Requirements

CanidatesCandidates seeking admission to the MA programme needs to meet the following requirements.

• A good first degree in history or related discipline from a recognized university.
• Pass an interview.
• Teaching experience is desirable.

 

Target Population

Graduate teachers who teach history will be the primary target population for this programme. 

 

Opportunities

Graduates of the MA programme will be well positioned to take leadership roles in their schools and in their profession.  They will be well qualified for teaching positions in secondary and many tertiary educational institutions.  They will also have the skills to perform well with NGO and community based institutions that requiresinstitutions that require employees to have analytical, writing, and research skills.

 

For those who continue to the MPhil level, they will be well prepared to be leaders in the field of history education.  They will be able to seek employment in tertiary educational institutions and will be eligible to apply for doctoral level of study.

 

Course Structure

Students will be required to complete course work, seminar presentations, and a research project (maximum of 20,000 words for the Master level).

 

For MA (Sandwich)

Semester 1

 

Code

Course

T

P

C

 

EDI 502

Computer Applications in Education

pass

Core Courses

(students take all)Electives

- one of the following

HST 511

Historical Inquiry and Writing Survey of the History of Ghana

32

2

3

HST 512

History Education Pedagogy Survey of the History of Africa

3

 

3

HST 513

Survey of the History of Ghana History Education Pedagogy

3

 

3

HST 514

Survey of the History of Africa History Seminar I

03

2

13

HST 515

History Seminar I Sources and Methods in African History

2

2

31

 

HST 516

HST 517

Historical Inquiry and Writing

Theories, Concepts and Methods in History

2

2

2

2

 

Total

13

 

 

Semester 2

 

Code

Course

T

P

C

Core

HST 521

Sources and Methods in African History Research and Inquiry in History

3

 

3

HST 522

History Seminar II

 

2

1

Electives

- two of the following

HST 523

Themes in World History

3

0

6

HST 524

The African Diaspora

 

 

HST 525

Great Pan-African Thinkers

3

0

HST 526

Memory, Heritage and Representations of Ghana’s Past

3

0

HST 527

Political Economy of Ghana

3

0

HST 528

Gender History in Africa

3

9

HST 529a

Global Economic History

3

0

HST 529b

Ecology, Health and Disease in Ghana

3

0

HST 529c

Race and Ethnicity

3

0

Project

HST 631

Research Project*

0

12

6

Total

1916

* For students who will not continue to the MPhil. programme

 

 

For MPhil Students

 

Semester 3

 

NTNU Code

UEW Code

Course

T

P

C

Core

HIST3125

HST632

Project Design for Master's Thesis

3

0

3

 

KULMI3080

HST633

Work Practise

Pass

Electives

- One of the following

HIST3295

HST634

International Economic Contemporary History

3

0

3

EUR3418

HST635

EU as a global actor

3

0

EUR3405

HST636

The EU’s political economy

3

0

EUR3401

HST637

European cultural history

3

0

Or Semester 4 – Depending on when the students travel to NTNU

Core

HIST3125

HST632

Project Design for Master's Thesis

3

0

3

 

KULMI3080

HST633

Work Practise

Pass

Electives

- One of the following

HIST3205

HST641

Genocide, History and Memory

3

0

3

HIST3375

HST642

Global Connections, Interactions and Colonialism from the 15th Century

3

0

HIST3445

HST643

Guns, Butter and Forced Labour. The Economic Foundations of Nazi Dictatorship

3

0

ARK3003

HST644

Museology and Heritage Studies

3

0

AFR3485

HST645

Modern African history

3

0

Total

6

 

 

Semester 5

 

Code

Course

T

P

C

 

HST 631

Research Project

0

12

6

 

 

Total Credits

For MA

Semester 1

13

Semester 2

16

Total

29

 

For MPhil

Semester 1

13

Semester 2

10

Semester 3 or 4

6

Semester 5

6

Total

35

 

 

Course Descriptions

HST 511: Historical Inquiry and Writing

Course Description/Content: This course introduces students to the practical act of researching and writing history; it will enable students to utilize in week to week classwork and assignments the different theories and methods that students would have previously learnt in researching and writing history. Additionally, students will be exposed to the practical art of writing proposals, collecting historical evidence, organizing and analyzing data, using appropriate citation methods, and preparing a manuscript for publication.

Students will be encouraged to write their own proposals, conduct their own research and write up their findings utilizing the skills they would have acquired from course and in accordance with the conventions of historical writing.

 

Objectives: By the end of the course, students will be able to:

1. gain an understanding of the basic steps in historical research;
2. acquire skills necessary to construct a proposal for historical research;
3. develop skills to analyse primary and secondary sources;
4. critically evaluate historical literature and employ it to improve analytical skills in written and oral form; and
5. use the skill acquired to research and write essays in history using the appropriate scholarly language and critical tools.

 

Reading list

Banner, J. & Gillis, J. (2009).  Becoming historians. Chicago, IL: University of Chicago Press.

Bombaro, C. (2012). Finding history, research methods and resources for students and scholars. Lanham, Toronto & Plymouth: The Scarecrow Press.

Black, J. & MacRaild, D. M. (2000). Studying history, New York: Palgrave.

Gaddis, J. L. (2002). The landscape of history: How historians map the past. New York: Oxford University Press.

Gordon, R. L. (1992). Basic interviewing skills. Prospect Heights: Waveland Press.

Henige, D. (2005).   Historical evidence and argument. Madison, WI: University of Wisconsin Press.

Lyons, P. & Doueck. H. (2010). The dissertation: From beginning to end. New York: Oxford University Press.

Marwick, A. (2001).  The new nature of history, knowledge, evidence, language. Chicago: Lyceum Books.

Turabian, K. (2007).  A manual for writers of research papers, theses, and dissertations, 7th edition. Chicago & London: The University of Chicago Press.

Tosh, J. (2006). The pursuit of history. London: Longman.

University of Chicago Press. (2010). Chicago manual of style, 16th edition. Chicago, IL: University of Chicago Press.

 

HST 512: History Education Pedagogy

Course Description/Content: The course is designed to help develop teachers’ teaching practice in the secondary-level history classes. It will discuss theoretical and pedagogical issues in connection to practical instructional concerns. Specifically, the course is designed to assist students to understand the origins and rationale for the teaching of history in Ghanaian senior high schools; critique and develop applicable ideas about various strategies for teaching history; investigate how students learn history in the classroom; construct history lessons suitable for the senior high school level; investigate and use appropriate teaching technologies, particularly those involving learner-centered approaches; examine the importance of primary and secondary sources in teaching history and develop ideas about student assessment.

 

Objectives: By the end of this course, students will be able to:

1. discuss theoretical and pedagogical issues related to instruction in history;
2. develop lessons in history that integrate progressive teaching strategies and engage pupils in doing history; and
3. develop strategies of assessing pupils’ work as well as their own practice.

 

Reading List

Cantu, D. A & Warren, W. J. (2003). Teaching history in the digital classroom. New York: Armonk. chapters 14-15.

Curriculum Research and Development Division, [CRDD]. (2007). History syllabus for senior high schools. Accra: Ministry of Education.

Fischer, F. (2010). Uncovering history for future history teachers. The History Teacher 43: 3441-448.

Fischer, F. (2011). The historian as translator: Historical thinking. The Rosetta Stone of History Education, Historically Speaking. 15-17.

Gallavan, N. P. & Kottler, E. (2009). Constructing rubrics and assessing progress collaboratively with social studies students. The Social Studies, 100:4, 154-158.

Gunter, H. M. (2005). Leading teaching. London, Continuum,

Hynd-Shanahan, C., Holschuh, A.P. & Hubbard, B.P. (2004). Thinking like a historian: College students’ reading of multiple historical documents. Journal of Literacy Research. 36:2:141-176

Hicks, D., Doolittle P.E. & Ewing, E.T. (2004). The SCIM-C strategy: Expert historians, historical inquiry, and multimedia. Social Education. 3: 221-225.

Martin, D. & Brooke, B. (2002). Getting personal: Making effective use of historical fiction in the history classroom. Teaching History. 30-35.

Staley, D. J. (2007). Heuristic for visual thinking in history. International Journal of Social Education. 22:124-42.

Stoddard, J. D. & Marcus, A.S, (2010). More than ‘Showing What Happened’: Exploring the potential of teaching history with film. The High School Journal, 93:283-90.

Tamaklow, E.T., Atta, E. T. & Amedohe, E. K. (1996), Principles and methods of teaching. Accra: Black Mask Ltd.

Wesley, E.B. (1967). Let’s abolish history courses. Phi Delta Kappan, 49, 3-8.

 

HST 513: Survey History of Ghana

Course Description/Content: This course studies the history of Ghana from the earliest times to the present century. It explores the major themes in Ghanaian history, paying attention to the various external influences Ghana was exposed to before and after Independence; the integration of Ghana into the global system and economy; and Ghanaian response to colonial domination. The course will further explore debates with regard to Ghana’s efforts at political, economic and social development after independence as well as how these development efforts have been impinged upon by international political and economic orders.

 

Objectives: By the end of the course, students will be able to:

1. identify and explainthe major themes in Ghana’s history;
2. gain understanding of the impact of Ghana’s integration into the global system; and
3. develop skills in analysing and debating the various development paradigms Ghana has experimented with, both in colonial and post-colonial periods.

 

Reading List

Allman, J. M. (1993). The quills of the porcupine: asante nationalism in an emergent Ghana.  Madison, WI: The University of Wisconsin Press.

Austin D. (1964).  Politics in Ghana, 1946-1960. Oxford: Oxford University Press.

Awoonor, N. K. (1990). Ghana: A political history. Accra: Sedco & Woeli Publications.

Biney, A. (2011).The social and political thought of Kwame Nkrumah. Palgrave Macmillan.

Biney, A. (2008). The legacy of Kwame Nkrumah in retrospect. The Journal of Pan African Studies, vol. 2 no. 3 129-159.

Boahen A. A., (1975). Ghana, evolution and change in the Nineteenth and 20th Centuries. Essex: Longman.

Boahen, A. A. (1989). The Ghanaian sphinx: Reflections on the contemporary history of Ghana, 1972-1987. Accra: Ghana Academy of Arts and Sciences.

Danquah, J. B. (1955). The Akan claim to origin from Ghana. West African Review, 968-970.

Fage, J. D. (1957). Ancient Ghana: “A Review of the Evidence.” Transactions of the Historical Society of Ghana, (3) 77-98.

Fynn, J. K. (1971). Asante and its neighbours, 1700-1807. London: Northwestern University Press.

Gocking, R. S. (2005). The history of Ghana, Westport, Greenwood Press.

Kimble, D. (1963). A political history of Ghana, 1850-1928, Amen House: Oxford University Press.

 

HST 514: Survey of the History of Africa

Course Description/Content: This course takes a broad survey of Africa’s history from earliest times to the present, focusing on the diversity of African societies and their evolution over time. It will introduce students to some of the big themes that have dominated the study of Africa’s history within this period, paying attention to the debates, interpretations and methodologies that key scholars have deployed in their exploration of Africa’s past.  Students will be encouraged to conduct their own research which will involve gathering, reviewing, evaluating, and interpreting primary sources, critiquing other scholarly interpretations of Africa’s past and learning to formulate their own arguments in essays, assignments and oral presentations in accordance with the conventions of historical writing.

 

Objectives: By the end of the course, students will be able to:

1. be familiarize with some of the major themes in African history;
2. critique of some of the methodological and interpretive approaches deployed by scholars in the study of Africa’s past;
3. have understanding of the recent explosion of interest in social/cultural issues and the newer and exciting ways in which scholars think about historical agency and the African past; and
4. utilize primary sources and to explore new ways of generating, analyzing, and gleaning evidence from new interdisciplinary and theoretical insights.

 

Reading List

Birmingham, D. (2000). Trade and empire in the Atlantic, 1400–1600. London and New York: Routledge.

Coquery-Vidrovitch, C. (2009). Africa and the Africans in the Nineteenth Century: A turbulent history. New York, London, England: M. E. Sharpe.

Cordell, D.  D.  (2012). The human tradition in modern Africa.  New York: Rowman & Littlefield Publishers, Inc.

Gilbert, E. & Reynolds, J. T. (2012).  Africa in world history. New York: Pearson.

Hamdun, S. & King, N. (1994). Ibn Battuta in black Africa. Princeton: Markus       Wiener Publishers.

Niane, D.T.  (1965). Sundiata: An epic of Old Mali. London: Longmans.

Oliver, R. & Atmore, A. (2001). A Medieval Africa 1250–1800. Cambridge: Cambridge University Press.

Reid, R. J. (2012).   A history of modern Africa From 1800 to the present. West Sussex: Wiley-Blackwell.

Roberts, A.D.(ed), (1990). The colonial moment in Africa: Essays on the movement of minds and materials 1900 – 1940. Cambridge: Cambridge University Press.

Sparks, R. J. (2004). The two princes of Calabar: An Eighteenth-Century Atlantic odyssey. Cambridge, Massachusetts: Harvard    University Press.

Stahl, A. B. (2004).   Making history in Banda: Anthropological visions of Africa’s past. Cambridge: Cambridge University Press.

Thornton, J. (1993). Africa and Africans in the making of the Atlantic world, 1406-1680, Cambridge: Cambridge University Press.

Thornton, J. K. (2005). The Kongolese St. Anthony. Cambridge: Cambridge University Press.

Wehrs D. R. (2008).            Pre-colonial Africa in colonial African narratives: From Ethiopia unbound to Things Fall Apart, 1911–1958, Hampshire: Ashgate Publishing Limited.

Yerxa, D. A. (Ed.)  (2008).   Recent Themes in the History of Africa and the Atlantic World: Historians in Conversation, South Carolina: The University of South Carolina Press.

 

HST 515: History Seminar I

Course Description/Content: This seminar will focus on students presenting their research ideas and findings regarding to courses being taught as well as their own research interests.  Each week, students will share their work, questions will be posed to the whole group, and a dialogue will ensue.  If needed, lecturers will present on specific areas of where students have confusion or misunderstandings. The goal is to create a model of a professional, academic environment for students and lecturers to share ideas. 

Objectives: By the end of the course, students will be able to:

1. present their ideas and work in a professional academic manner; and
2. engage in a professional academic dialogue about historical topics and issues.

 

Second Semester

 

HST 521: SOURCES AND METHODS IN AFRICAN HISTORY

Course Description/Content: This course explores the sources and methods for reconstructing the African pasts; the development of African historiography; recent trends in African historiography and the place of African history in world history. In particular the course will focus on the main bodies of evidence utilized by historians of Africa, the great strides in the research, writing and teaching of Africa history since the attainment of independence and the new directions in which African history is heading.

 

Students will be encouraged to conduct their own research which will involve gathering, reviewing, evaluating, and interpreting primary sources, critiquing other scholarly interpretations of Africa’s pasts and learning to formulate their own arguments in essays, assignments and oral presentations in accordance with the conventions of historical writing.

 

Objectives: At the end of the course the student will be able to:

1. gain an understanding of the sources and methods for reconstructing the African pasts;
2. identify the theoretical frameworks within which histories of African have been written and to confront these approaches critically with specific regional contexts and case studies;
3. develop skills in analysing primary sources on African history;
4. critically evaluate historical literature and employ it to improve analytical skills in written and oral form; and
5. use the skill acquired to research and write essays using the appropriate scholarly language and critical tools.

 

Reading list

Allman, J & Parker, J. (2005). Tongnaab: The history of a West African God. Bloomington, IN: Indiana University Press.

Berry, S. S. (1985). Fathers work for their sons. Berkeley, Los Angeles and London: University of California Press.

Camaroff, J. & Camaroff, J. (1993). Modernity and its malcontents: Ritual and power in postcolonial Africa. Chicago: University of Chicago Press.

Cooper, F. (1994). Conflict and connection: Rethinking colonial African history. American Historical Review, Volume 99, no. 5: 1516 – 45.

Falola, T. & Jennings, C. (2004). Sources and methods in African history: Spoken, written, unearthed.  Rochester:  University of Rochester Press.

Gorden, R. L. (1998). Basic interviewing skills. Prospect Heights, Il: Waveland Press.

Gordon, D. (2005). Nachituti’s gift: Economy, society and environment in Central Africa. Madison: University of Wisconsin Press.

Henige, D. (1974).   The chronology of oral tradition and chimera: The quest of a chimera. Oxford: Oxford University Press.

Henige, D. (1982).   Oral historiography. London, Heinemann.

Ki-Zerbo, J. (1990). Methodology and African prehistory. London & Berkeley: James Currey and California University Press.

Mamdani, M. (1996). Citizen and subject, contemporary Africa and the legacy of late colonialism. Princeton: Princeton University Press.

Miller, J. C. (Ed.). (1980). Oral tradition and history, Folkstone: Dawson.

Plageman, N. (2013). Highlife saturday night, popular music and social change in urban Ghana. Bloomington & Indianapolis: Indiana University Press.

Soares, B. (2006). Islam and the prayer economy: History and authority in a Malian town. Ann Arbor, MI: University of Michigan Press.

Tokin, E. (1992). Narrating our pasts: The social construction of oral history. Cambridge: Cambridge University Press.

Vansina, J. (2006).  Oral tradition as history: A study in historical methodology. New Brunswick, NJ: Transaction Publishers.

White, L. (1990). The comforts of home: Prostitution in colonial Nairobi. Chicago: University of Chicago Press.

White, L., Miescher, S. F. & Cohen, D. W.  (Eds.). (2001). African words, African voices, critical practices in oral history. Bloomington & Indianapolis: Indiana University Press.

White, L. (2000). Speaking with vampires: Rumor and history in colonial Africa. Berkeley: University of California Press.

 

HST 522: History Seminar II

Course Description/Content: This seminar will continue to focus on students presenting their research ideas and findings regarding to courses being taught as well as their own research interests.  Each week, students will share their work, questions will be posed to the whole group, and a dialogue will ensue.  If needed, lecturers will present on specific areas of where students have confusion or misunderstandings. The goal is to create a model of a professional, academic environment for students and lecturers to share ideas. 

 

Objectives: By the end of the course, students will be able to:

1. present their ideas and work in a professional academic manner; and
2. engage in a professional academic dialogue about historical topics and issues.

 

HST 523: Themes in World History

Course Description/Content: The course will examine the major themes that shaped the evolution and development of the modern world before and after the establishment of European hegemony.  Some of the themes that the course will examine include the rise and impact of the dominant religions of the world; the development of the scientific worldview and the establishment of European hegemony; revolutions and wars, industrialization, imperialism and modern globalization. In so doing the course will pay attention to the historical processes that have contributed to and underline the unequal development of the world.

 

Objectives:  By the end of the course, students will be able to:

1. identify the complex and interrelated historical processes through which contemporary world came into being;
2. analyze historical underpinnings of the relative underdevelopment of the global south;
3. understand efforts of the Global South at development;
4. critically evaluate and synthesize relevant secondary material;
5. contribute effectively to debate and discussion about evolution and development of the contemporary world; and
6. write or present an historical essay (research findings and arguments) effectively in oral and written form.

 

Reading list

Palmer, R. R., Colton, J. & Kramer, L. (2002). A history of the modern world, Boston: McGrawHill.

Bentley, J. & Ziegler, F. Herbert. (2003).Traditions and encounters: A global perspective on the past. New York: McGraw-Hill Companies Inc.

Bulliet, R., Crossley, P., Headrick, D., Hirsch, L. & Northrup, D. (2011). The Earth and its peoples: A global history (5th ed.). Boston, MA: Wadsworth.

Darwin, J. (2008). After Tamerlane: The rise and fall of global empires, 1400 – 2000. New York. Berlin. London: Bloomsbury Press.

Duiker, W. J. & Spielvogel, J. J. (1994). World history. USA: West Publishing Company.

Hunt, L., Martin, T., Rosenwein, B. Hsia, R. P., & Smith B. (2003). The making of the West: Peoples and cultures – A concise history. Boston & New York: Bedford/St. Martins.

Palmer, R. R., Colton, J. & Kramer, L. (2002). A history of the modern world, Boston: McGrawHill.

Phukan, M. (2010). Rise of the modern West. India: Macmillan Publishers India Ltd.

Wallbank, T. W. & Alastair, M.T. (1996). Civilization: Past and present (8th ed.). USA: HarperCollins College Publishers.

 

HST 524: African Diasporan History

Course Description/Content: This course offers a critical examination of the historical dynamics of African disaporic communities, most notably in the Americas, but also in Europe and Asia. Special consideration will be given to the context of the interrelated processes of enslavement and colonialism and their role in shaping the social milieu of these communities, various initiatives targeting social exclusion or inclusion in different countries, struggles for social justice, and the context of globalization and its implications for exchange and interaction among diasporan communities.

 

Objectives: By the end of the course, students will be able to:

1. be familiar with major historical themes in African Diasporan history;
2. explore the role of slavery and colonialism in the formation of the African diaspora;
3. analyze struggles for social justice and to evaluate their impacts; and
4. explore the persistence of ties to Africa, be they cultural or political, in addition to interconnections between various African Diasporan communities.

 

Reading list

Bennett, H. L. (2010). Colonial blackness: A history of Afro-Mexico. Bloomington, IN: Indiana University Press.

Bennett, L. (2007).  Before the Mayflower: A history of Black America (8th ed.). Chicago, IL: Johnson Publishing Company.

Blackmon, D. A. (2009). Slavery by another name: The re-enslavement of Black Americans from the Civil War to World War II. New York, NY: Anchor Books.

Horne, G. (2015). Confronting black Jacobins: The U.S., the Haitian Revolution, and the origins of the Dominican Republic. New York, NY: Monthly Review Press.

Horne, G. (2014).  Race to revolution: The U.S. and Cuba during slavery and Jim Crow. New York: Monthly Review Press.

Jayasuriya, S. D. S., & Pankhurst, R. (Eds.). (2003). The African Diaspora in the Indian Ocean. Trenton, NJ: African World Press.

Keaton, T. D., Sharpley-Whiting, T. D., & Stovall, T. (Eds.). (2012).  Black France / France Noire: The history and politics of blackness. Durham, NC: Duke University Press.

Nascimento, A. D. (1989). Brazil: Mixture or massacre?: Essays in the genocide of a Black People. Dover, MA: Majority Press.

Painter, N. I. (1976). Exodusters: Black migration to Kansas after Reconstruction. New York: Norton and Company, Inc.

Perry, K. H. (2016). London is the Place for Me: Black Britons, Citizenship and the Politics of Race. New York, NY: Oxford University Press.

Williams, E. (1994).            Capitalism and slavery. Chapel Hill, NC: University of North Carolina Press.

Winks, R. W. (2000). The Blacks in Canada: A history. Montreal, Quebec: McGill-Queen's University Press.

 

HST 525: Great Pan-African Thinkers

Course Description/Content: This course examines key individuals who contributed to the formation of Pan-Africanism in the 20th Century. It explores the lives and ideas of major thinkers from the Carribbean, the United States, Europe, and Africa in an attempt to represent the global nature of this struggle and the synergy among its early thinkers. The broad themes within Pan-African struggles reflecting the significance of socialism, debates about the role of cultural revitalization and suppression, nationalism, and other historical and ideological forces will be considered.

 

Objectives: By the end of this course, students will be able to:

1. facilitate a critical analysis of three select Pan-African thinkers from disparate geographic, ideological, or temporal contexts;
2. emphasize the utility of primary source materials in the analysis of history and historical figures;
3. examine the varying stages of African movements for self-determination and the key social actors within them; and
4. identity points of convergence and divergence in the strategies, ideas, and impact of various Pan-African thinkers and the movements in which they participated.

 

Reading list

Arhin, K. (1993). The life and work of Kwame Nkrumah. Trenton, NJ: Africa World Press.

Biko, S. & Stubbs, A. (2002).  I write what I like: Selected writings. Chicago: University of Chicago Press.

Cabral, A. (1973). Return to the source: Selected speeches. New York: Monthly Review Press.

Carmichael, S. (2005). Ready for revolution: The life and struggles of Stokel Carmichael (Kwame Ture). New York, NY: Scribner.

Chabal, P. (2003).  Amilcar Cabral: Revolutionary leadership and people's war. Trenton, NJ: Africa World Press.

Conyers, J. L. & Thompson, J. E. (Eds.). (2004). The life and times of John Henrik Clarke. Baltimore: Africa World Press.

Conyers, J. L., & Smallwood, A. P. (Eds.). (2008). Malcolm X: An historical reader. Durham, NC: Carolina Academic Press.

Du Bois, W. E. B. (2007). The souls of Black Folk. Oxford, UK: Oxford University Press.

Fanon, F. (2005). The wretched of the earth. New York, NY: Grove Press.

James, L. (2014). George Padmore and decolonization from below: Pan-Africanism, the Cold War, and the end of empire. New York, NY: Palgrave Macmillan.

Kaunda, K. (1962). Zambia shall be free. London, UK: Heinemann.

Kenyatta, J. (1962).  Facing Mount Kenya: The tribal life of the Gikuyu. New York: Vintage Books.

Kimathi, D. (1986). Kimathis letters: A profile of patriotic courage. Nairobi, Kenya: Heinemann Kenya.

Lewis, D. L. (2009). W.E.B. Du Bois: A biography. New York: Holt.

Lumumba, P. (1972). Lumumba speaks: The speeches and writings of Patrice Lumumba, 1958-1961. Boston, MA: Little and Brown.

Machel, S., & Munslow, B. (Eds.). (1985). Samora Machel, an African revolutionary: Selected speeches and writings. London, UK: Zed Books.

Martin, T. (1976). Race first: The ideological and organization struggles of Marcus Garvey and the Universal Negro Improvement Association. Dover, MA: The Majority Press.

Nkrumah, K. (1963). Africa must unite. New York: Praeger.

Prarie, M. (Ed.). 2007. Thomas Sankara speaks: The Burkina Faso revolution 1983–87. New York, NY: Pathfinder Press.

Sherwood, M. (2010). Origins of Pan-Africanism: Henry Sylvester Williams, Africa, and the African diaspora. New York, NY: Routledge.

Toure, A. S. (2010). Africa on the move. London, UK: Panaf Books.

Wilder, G. (2015).  Freedom Time: Negritude, decolonization, and the future of the world. Durham, NC: Duke University Press Books.

Zeilig, L. (2016). Frantz Fanon: The militant philosopher of third world revolution. London, UK: International Library of Twentieth Century History.

 

HST 526: Memory, Heritage and Representation of Ghana’s Past

Course Description/Content: The course explores the historiography and cultural theory on memory, and its importance in studying and reconstructing Ghana’s past in regards to four main themes: origins, slavery and slave trade, culture, and formal memorialization. It will also explore Ghana’s rich cultural heritage enshrined in its historical monuments and the history behind edifices such as the forts and castles that litter Ghana’s Coast, slave markets centers, Ghanaian rich culture and current trend in formal memorization. It will also examine the prehistoric human settlements in Ghana and its impact on the cultures of its people.

 

Objectives: By the end of the course, students will be able to

1. describe the relationship between cultural memory and its role in reconstructing Ghana’s past;
2. explore the Ghanaian culture in their historical monuments and sites; and
3. examine the role of Ghana’s pre-history in shaping their present culture.

 

Reading List

Anquandah, J. (1982). Rediscovering Ghana’s past. Harlow: longman.

Anquandah, K.J., (1999). Castles and forts of Ghana. Accra: Ghana Museums and Monuments Board & Atalante.

Anquandah, J.K., Naana Jane Opoku-Agyemang & Doortmont, M. (Eds.). (2007). The Transatlantic slave trade, Landmarks, legacies, expectations. Accra: Sub-Saharan Press.

Doortmont, M.R. (Ed.). (2000). The castles of Ghana, Axim, Butre, Anomabu, Saonara: il prato.

Hosley, B. (2008), Routes of remembrance, refashioning the slave trade in Ghana. Chicago & London: University of Chicago Press.

Keren, E. (2009). The transatlantic slave trade in Ghanaian academic historiography: History, memory, and power. William and Mary Quarterly 3rd Series, Volume LXVI Number 4 October 2009, pp. 975 – 1000.

Kerwin L. K. (2000). On the emergence of memory in historical discourse. Representations 69, Special Issue: Grounds for Remembering, (Winter 2000), 127-150.

Nelson, R. S. & Olin, M. (Eds.). (2004). Monuments and memory, made and unmade. Chicago: University of Chicago Press.

Peterson, D.R., Gavua, K., & Rassool, C. (2015), The politics of heritage in Africa, economies, histories and infrastructures. London & Cambridge: Cambridge University Press.

Ricoeur, P. (2004). Memory, history, forgetting. Chicago: University of Chicago Press.

Van Dantzig, A. (1999). Forts and castles of Ghana, second edition. Accra: Sedco Publishing Limited.

Zerubavel, E. (2003). Time maps: Collective memory and the social shape of the past.  Chicago: University of Chicago Press.

HST 527: Political Economy of Ghana                                            

Course Description/Content: This course focuses on how Ghana’s economy has been managed/governed considering largely political and economic factors from the pre-colonial to the post-colonial periods.  The type of state organisations as well as the political institutions built shall be examined. The course shall use a historical perspective to examine the debates, ideologies, reforms, and policies that shaped Ghana’s political economy.  How the nation’s economic problems have been addressed and their consequences will be examined.  In addition, the course will attempt to answer the following questions: What explains the failure of Ghana’s economy to take off? and In terms of economic development, has independence been a blessing or a curse?

 

Objectives: By the end of the course, students will be able to

1. Explain how Ghana’s political economy has emerged and developed
2. Evaluate how external factors of colonialism, neo-colonialism, and globalization have influenced Ghana’s political economy
3. Examine the roles private and state enterprises have played in the political economy of Ghana.

 

Reading List

Boahen, Adu. (1975). Ghana: Evolution and change in the Nineteenth and Twentieth Centuries. Essex: Longman.

Agbodeka, Francis. (1992). An economic history of Ghana from the earliest times. Accra: Ghana Universities Press.

Agyeman-Duah, Ivor. (2008). An economic history of Ghana: Reflections on half a century of challenges and progress. Oxfordshire, UK: Ayebia Clark Pub.

Akonor, K. (2006). Africa and IMF conditionality: The unevenness of compliance, 1983-2000. London: Routledge.

Crisp, J. (1984). The story of an African working class: Ghanaian miners’ struggles 1870 – 1980. London: Zed Books.

Frimpong-Ansah, J. H. (1991).The vampire state in Africa: The political economy of decline in Ghana. London/Trenton, NJ: James Curry Publishers.

Gareth, A. (2005). Labour, land and capital in Ghana. Rochester, NY: University of Rochester Press.

Hopkins, A. G. (1973). An economic history of West Africa. Essex: Longman.

Hutchful, Eboe. (2002). Ghana’s adjustment experience: The paradox of reform. UNRISD.

Kanbur, R. & Aryeetey, E. (2007). The economy of Ghana: Analytical perspectives on stability, growth and poverty. Oxford: James Currey Publications.

Killick, Tony. (2010). Development economics in action: A study of economic policies in Ghana. London: Routledge.  

Pellow, D. & Chazan, N. (1986). Ghana: Coping with uncertainty. Boulder, CO: Westview Press.

Rimmer, D. (1992). Staying poor: Ghana’s political economy, 1950-1990. Oxford: Pergamon Press.

Tettey, J. Puplampu, W. Korbla, P. & Berman, J. B. (2003). Critical perspectives in politics and socio-economic change in Ghana, Boston: Brill Press.

 

HST 528: Gender History in Africa

Course Description/Content: This course focuses on understanding how gender differs across time and place in Africa. The experience of being feminine or masculine is quite varied for distinct groups of people. This course provides a historical perspective on gender in Africa from earliest times through to contemporary times. It examines the intersections of gender with the categories: class, sexuality, ethnicity, race and religion within the context of wider socio-political and economic changes.

 

Objectives: By the end of this course, students will be able to:

1. recognize the diversity of women and men’s experiences across the continent over time;
2. recognize that gender is socially and historically constructed;
3. critically evaluate an author’s argument based on sources and evidence;
4. develop stronger writing and oral presentation skills; and
5. expand their knowledge of gender studies and women’s history in Africa.

 

Reading List

Adomako Ampofo, A., Beoku-Betts, J. & Osirim, M. J. (2008). Researching African women and gender studies: New Social Science Perspectives. African and Asian Studies, 327-341.

Allman, J., Geiger, S., & Musisi, N. (Eds.). (2002). Women in African colonial histories. Bloomington: Indiana University Press.

Carina, R. (2014). Decrying white peril: Interracial sex and the rise of anticolonial nationalism in the Gold Coast. American Historical Review,  78-110.

Cole, J., & Thomas, L. (Eds.). (2009). Love in Africa. Chicago: University of Chicago Press.

Cole, M., Takyiwaa Manuh, C. & Miescherm, S (Eds.). (2007). Africa after Gender? Bloomington: Indiana University Press.

Greene, S. (2005). Gender, ethnicity and social change on the upper slave coast: A History of the Anlo-Ewe. Portsmouth HN: Heinemann.

Hodgson, D. & McCurdy, S. A. (Eds.). (2001). “Wicked” women and the reconfiguration of gender in Africa. Portsmouth HN: Heinemann.

Lerner, G. (1986). The creation of patriarchy. New York: Oxford University Press.

Lindsey, L. A. & Miescher, S. (Eds.). (2003). Men and masculinities in modern Africa. Portsmouth: HN. Heinemann.

Schler, L. (2004). Writing African women’s history with male sources: Possibilities and limitations. History in Africa, 319-333.

Smith G. B. (Ed.). (2000). Global feminisms since 1945. London: Routledge.

 

HST 529a: Global Economic History

Course Description/Content: This course offers a humanities-centred approach to understanding the economic past. It shall focus on exploring the reasons why some countries are rich and others poor; why and how economic growth began and the ways in which it has continued or faltered. The course shall begin with the mercantilist era, continue through the industrialization period and ending in the information age.  The course examines how the interplay between geography, globalisation, technological change, economic policy and institutions has determined the wealth and poverty of nations around the world.

 

Objectives: By the end of this course, students will be able to:

1. develop the conceptual language necessary for talking about economies over time and space;
2. gain an understanding of why some countries become wealthy and others not; and
3. acquire analytical, critical, writing and research skills necessary for explaining economic developments over time.

 

Reading List

Acemoglu, D., & Robinson, A. J. (2010). Why is Africa poor? Economic History of Developing Regions Vol. 25 (1).

Allen, R. C.  (2011). Global economic history: A very short introduction. Oxford, UK.: Oxford University Press.

Allen, R. C. (2009). The British industrial revolution in global perspective. Cambridge, UK: Cambridge University Press.

Austen, R. (1987). African economic history. London: James Curry Ltd.

Austen, R. (2010). Trans-Saharan Africa in world history. Oxford: Oxford University Press.

Cameron, R. & Neal, L. (2003). A concise economic history of the world from Paleolithic times to the present. Oxford, U.K: Oxford Univ. Press.

Clark, G. (2007). A farewell to alms: A brief economic history of the world. Princeton: Princeton University Press.

Clark, G. (1987). Why isn’t the whole world developed? Lessons from the cotton mills. Journal of Economic History 47, 141–173.

Diamond, J. & Robinson, J. A. (2011). Natural experiments of history. Cambridge: Harvard University Press.

Zeleza, T. P. (1993). A modern economic history of Africa. Vol. 1: The Nineteenth Century. Dakar: CODESRIA.

 

HST 529b: Ecology, Health and Disease in Ghana

Course Description/Content: This course explores the history of health and healthcare system in Ghana from the pre-colonial times. It pays attention to exploring the relationship between environment and health by investigating: 1) the role of illness in shaping changing perceptions of the environment and 2) the impact of environmental change in transforming medical, scientific, and lay understanding and experience of health and illness.  It also focuses on the prevalence of epidemics in Ghana; effectiveness of traditional medical practice; the introduction/practice of western medicine in Ghana as well as the establishment of structures and institutions to meet the health needs of Ghanaians. It also examines the changes in health policies and the impact of such changes on health care delivery.

 

Objectives: By the end of this course, students will be able to:

1. gain an understanding of the key issues in the history of health and diseases in Ghana;
2. develop skills in analysing the impact of environmental factors on health measures;
3. critically evaluate the impact of orthodox medicine on traditional medical practices; and
4. identify and evaluate key trends in health policies and their impact on health delivery in Ghana.

 

Reading List

Addae, K. S. 1997. The evolution of modern medicine in a developing country: 1880-1960. Bishop Auckland: Durham Academic Press.

Akyeampong, K. E. & Agyei-Mensah, S. (2006). Itinerant gold mines? Mobility, sexuality and the spread of gornorrhea and syphilis in Twentieth Century Ghana. In Christine Oppong, M. Yaa P.A. Oppong and Irene Odotei, Eds., Sex and gender in the era of AIDS: Ghana at the turn of the Millennium. Accra: Sub-Saharan Publishers, 41-58.

Beinart, W, and Lotte, H. (2009). Environment and empire. New York: Oxford University Press Inc.

Gale, T.S. (1995). The struggle against disease in the Gold Coast: Early attempts at urban sanitary reform. Transactions of the Historical Society of Ghana, New Series, No. 1, 16 (2): 185–203.

Grischow, J. (2006). Globalisation, development and disease in colonial northern Ghana, 1906-1960. Working Papers on Ghana : Historical and Contemporary Studies no. 9. Wilfrid Laurier University Waterloo, Canada.

Patterson, D. K. (1979). Health in urban Ghana: The case of Accra 1900-1940.” Social Science & Medicine, 13B: 251–68.

Patterson, D. K.  (1983). The Influenza Epidemic of 1918-19 in the Gold Coast. Journal of African History, 24 (4): 485–502.

Scott, D. (1965). Epidemic disease in Ghana, 1901-1960. London: Oxford University Press.

 

HST 529c: Race and Ethnicity

Course Description/Content: This course is intended to introduce students to some selected theoretical perspectives from a broad range of interdisciplinary sources that have dominated scholarly discourses on race and ethnicity. Students will be tasked to evaluate the usefulness of such theoretical approaches in historical analysis. We will utilize case studies to examine the social and historical processes that have shaped notions of race and ethnicity in various parts of the world. Focusing on a collection of key readings that highlight theories and historical contexts, students will be guided to analyze the socially-constructed and historically-specific understandings of race and ethnicity and the ideological forces that such realities have spawned. In so doing, attention will be paid to the extent to which themes of nationalism, identity, social justice, social exclusion/inclusion, migration, belonging, marginalization and transnational dynamics of conflict have intersected with issues of race and ethnicity in selected historical contexts to produce global forces of change.

 

Objectives: By the end of this course, students will be able to:

• To be acquainted with major theories and debates that have engaged historiographies of race and ethnicity studies;
• To evaluate definitions of race and ethnicity and the various ways in which they have been constructed from historical, geographical and ideological contexts; and
• To facilitate a critique of selected cases of racial and ethnic upheavals and their impact on constructions of identity, nationhood inter-group relations and state-building.

 

Reading list

Cohen, A. (1974). Introduction: The lesson of ethnicity. In Abner Cohen (Ed.) Urban ethnicity. London: Tavistock.                                                     

Comaroff, J. L. & Comaroff, J. (2009). Ethnicity, inc. Chicago & London: The University of Chicago Press.

Connor, W. (1994).  Ethnonationalism: The quest for understanding. Princeton, NJ: Princeton University Press.

Glazer, N. & Moynihan D. P. (1970). Beyond the melting pot: The Negroes, Puerto Ricans, Jews, Italians and Irish in New York City. Cambridge, MA: MIT Press.

Glazer, N. & Moynihan D. P. (1975). Ethnicity: Theory and experience. Cambridge, MA: Harvard University Press.

Hillman, B. (2003).  Paradise under construction: Minorities, myths and modernity in Northwest Yunnan. Asian Ethnicity, 4, no. 2:175– 188.

Hall, S. (1996). New ethnicities. In David Morley and Kuan- Hsing Chen (Eds.). Stuart Hall: Critical dialogues in cultural studies. Edited by. New York: Routledge.

Lentz, C. (2006). Ethnicity and the making of history in Northern Ghana, Edinburgh: Edinburgh University Press.

Sidbury, J. (2007).   Becoming African in America, Race and nation in the early black Atlantic, Oxford: Oxford University Press.

wa Thiong'o, N.  (1964). Weep not child. London: Heinemann.

 

MPhil Courses to be Offered at NTNU

 

HST632 / HIST3125: Project Design for Master's Thesis

Course Description/Content: The overall purpose of this course is to enable the students in creating a project plan for their final master's thesis in history. The course implies that the students have established contact with a supervisor, and that they have begun working independently with relevant literature in consultation with their supervisor. This will form the basis for developing the topic and the research questions they will examine through their thesis work. Students will also learn from experience how to present their research choices in relation to methods, sources and progress plans. The teaching will take into account the scholarly variety within history in terms of emphasizing the different elements in the project description. Further, to some extent teaching will be adjusted to individual requirements.

The course requires students to be active in seminars organized to facilitate learning of how to write a Master's degree level project plan. Students will be supervised in groups or individually in the different stages of designing their project. Students will also consult with their supervisor during the course. The seminars will take place at the beginning of the semester, followed by individual or groupwise supervision. Further information about the syllabus for this course will be given by the start of the semester. Please contact the responsible teacher for questions about the course.

 

Objectives: By the end of this course, students will be able to:

1. Demonstrate knowledge of an overview of the literature within the topic of the thesis.
2. Have good knowledge of what characterizes a realistic research project within history.
3. Delimit a feasible research project in history in terms of theme and period.
4. Have good skills in finding relevant literature.
5. Be skilled in planning an independent research project.
6. Experience with presenting her project plans orally as well as in written form.

 

Reading list

Will be decided together with supervisor

 

HST642 / KULMI3080: Work Practise

Course Description/Content: Trainee period at a relevant institution. A trainee period of two months. To finish this period the student has to deliver a report which includes a project description for the master thesis. The report is evaluated approved/not approved.

 

Objectives: By the end of this course, students will be able to:

1. Have first hand knowledge of the organization and work methods within the field of cultural heritage management which the practice period comprises.
2. Have been trained in cultural heritage work on an institutional level.
   Have some experience in applying theory on issues related to practical heritage work.
3. Have by writing the report been trained in formulating research oriented questions.

 

Reading list

Will be decided together with supervisor

 

 

HST634 / HIST3295: International Economic Contemporary History

Course Description/Content: Economic globalization processes cannot only be observed for the most recent decades; rather they occurred also in earlier periods. This course will provide an overview about globalization and de-globalization during the last hundred years, i.e. covering the period between the outbreak of World War I and today. It will especially try to answer the following questions: How did economic globalization develop and what different periods can be observed during the period examined? What are the specific characteristics of these periods? Which factors caused globalization and de-globalization? Which conditions favored or hampered its development? What effects did globalization and de-globalization have in different respects? And what repercussions, in turn, did these effects have on the further development of globalization? We will further discuss, based on country case studies, why the economic effects of globalization and the reactions to globalization differed among different countries.

 

Objectives: By the end of this course, students will be able to:

1. Have an overview about periods of economic globalization and of economic de-globalization during the last 150 years as well as about their characteristics.
2. Identify the factors causing these developments and to analyze and describe from different perspectives and based on different country case studies both the direct effects and repercussions of economic globalization and of economic de-globalization.
3. Interpret and to contextualize historical statistics.
4. Write and to structure a short essay in a proper way as well as to find sources and literature.
5. Have good knowledge about the history of globalization and about the basics of development theories and trade theory

 

Reading list

Will be announced at the beginning of the semester

 

HST635 / EUR3418: EU as a Global Actor

Course Description/Content: The unit focuses on European foreign policy and security after World War 2, in particular the period after the Cold War. This includes an examination of key European states, perceptions and strategies in regard to vital security issues, as well as international organizations (NATO, EU, OSCE, etc.) and key non-European players (primarily the USA) role in European security. Central events and actors, preferences and strategies will be discussed with the use of relevant International Relations theories.

 

Objectives: By the end of this course, students will be able to:

1. Demonstrate thorough knowledge about the Cold War, with particular focus on the causes of the war, the role of Europe, the position of individual states and the reasons why the conflict ended.
2. Have a thorough overview of the most important consequences of the end of the Cold War for Europe, both for states, organizations, security level etc.
3. Have a thorough understanding of key security conflicts which have affected Europe after the Cold War, including an understanding of the views of external players on these conflicts.
4. Have a thorough understanding of the background, the work and the significance today as well as the future plans/focus of the main European organizations discussed in this course.
5. Have a thorough understanding of how key European organizations overlap, and especially how they operate in cooperation with the EU.
   - a thorough overview of current European security, including an understanding of the strategies and prioritizing of important European states.
6. Have a thorough knowledge of fundamental theoretical perspectives on states and international organizations within the field of International Relations.
7. Use key theories within the field of International Relations to explain the actions and strategies of states and organizations in Europe from 1945 until today as well as further ahead.
8. Assess analytically how international organizations have contributed and continue to contribute to security in Europe.
9. Examine the main traits in European security policy according to both chronological, geopolitical and thematic perspectives.
10. Perform well during oral presentations in class, write good term papers and contribute considerably in debates concerning academic questions pertaining to the course.

 

Reading list

Will be announced at the beginning of the semester

 

 

HST636 / EUR3405: The EU’s Political Economy

Course Description/Content: The course provides an overview of the conditions necessary to maintain the EU as an economic union. The following regulations represent the focus of attention: the customs union, common commercial policy, competition policy within the internal market, and the monetary union.

The course addresses the economic purposes of the regulations and their underlying processes of policy making. The course also elaborates the economic and political challenges related to maintaining these policies. Previous education in economics is no prerequisite for attending the course.

 

Objectives: By the end of this course, students will be able to:

1. Demonstrate empirical knowledge about the emergence of the customs union, the common commercial policy, the competition policy in the internal market, and the monetary union.
2. Demonstrate theoretical and empirical knowledge about how the regulations work, and thereby knowledge about the inherent tensions within the EUs political economy
3. Use terminology and theories in an academic work based on empirical data
4. Communicate knowledge precisely both orally and written

 

Reading list

Announced at the beginning of the semester

 

 

 

HST637 / EUR3401: European Cultural History

Course Description/Content: This course focuses on Europe as a historical construction, and political and cultural entity. Thus, it addresses a European rather than a national level. By applying an interdisciplinary approach, it examines core events and periods in Europe’s history, which also has significant influence on today’s Europe. By drawing on historical, political and philosophical aspects, the idea of Europe is studied in different periods in the past. In this way, the course provides relevant knowledge about important challenges and problems in the process of European integration.

 

 

Objectives: By the end of this course, students will be able to:

1. Have knowledge of how the idea of Europe has been presented in central historical eras.
2. Be familiar with current public debates and political events in contemporary Europe that may be linked to ideas of Europe.
3. Have knowledge of central theoretical approaches to European civilization and culture.
4. Write independent interdisciplinary analyses in academic Norwegian or English.
5. Analyse European civilization and culture from historical and philosophical perspectives.
6. Reflect on current questions linked to Europe's geographical and cultural demarcation lines.

 

Reading list

Announced at the beginning of the semester

 

 

HST641 / HIST3205: Genocide, History and Memory

Course Description/Content: Based on a historical analysis of different genocides we will analyse the structures and preconditions that have led to these mass killings, the role of elites and ordinary people and the response of the international community. We will discuss whether and in what regard the Holocaust occupies a unique position among the genocides, and evaluate the limits and advantages of a comparative approach. An important part of the course is to discuss how perpetrator-societies deal and have dealt with genocide, legally as well as politically and socially, and the impact of genocide on victims and perpetrators. In addition, we will address the role of memory, the political use (and abuse) of genocide through denial or instrumentalisation and the crucial role of historians in establishing facts to counter such tendencies.

 

Objectives: By the end of this course, students will be able to:

1. Demonstrate knowledge of the historical context in which important genocides took place and the preconditions that facilitated the mass killing.
2. Have obtained detailed knowledge of the implementation of selected genocides and be able to identify the categories of "victim" and "perpetrator" within each of these genocides.
3. Attained an awareness of the use as well as instrumentalisation of history in connection with genocide.
4. Share insights into different methods perpetrators societies applied to reestablish social peace, and the important role of historical memory for victims and societies trying to come to terms with their past.
5. Demonstrate familiarity with legal terms (e.g. the United Nations Convention on Genocide) and key concepts in comparative genocide studies, and have gained awareness of the challenges associated with the legal prosecution of perpetrators and perpetrator states.
6. Carry out comparisons of genocides on a scientifically verifiable basis
7. Explain the major challenges with regard to genocide study, the fate of the victims, societies dealing with perpetrators, and memory culture.

 

Reading list

Jones, Adam. Genocide. A comprehensive introduction. NB! Second Edition, Routledge, 2011.

 

Additional literature announced at the beginning of the semester

 

 

HST642 / HIST3375: Global Connections, Interactions and Colonialism from the 15th Century

Course Description/Content: This course explores globalization from a historical perspective, with focus on European overseas expansion and colonization. It focuses on the trans-continental processes (connections, interactions and networks) that bound various parts of the globe together from the 19th Century to the present. The geographical focus is, though not exclusively, the Atlantic and Indian Ocean arenas: Africa, America, Asia, and Europe. Themes include dynamics of dominance and resistance; colonialism and decolonization; colonial decentralization (emergence of India as a peripheral metropole in the Indian Ocean Arena); processes of socio-cultural cross-fertilization; trans-national economic and social formations through oceanic trade and migration; and Colonialism and international law. Concepts like globalization, empire, imperialism, colonialism, decolonization, the Atlantic World; and Indian Ocean Arena will be interrogated.

 

Objectives: By the end of this course, students will be able to:

1. Acquire a broad knowledge base about European expansion and colonization from the 15th Century
2. Know the nature, impact and implications of this process in fomenting transformations on a global scale.
3. Understand of how colonized peoples engaged and managed their colonial situation.
4. Acquire an insight into the historiography of expansion, colonization, and globalization.
5. Apply theories and perspectives used in analyzing imperial expansions in general, and in the context of international developments and globalization.
6. Critically interrogate the ideas and theoretical assumptions and established perspectives of the field.
7. Write an extended independent, well-structured analytical essay/paper, using the relevant empirical and theoretical knowledge of the field
   - should be able to give an oral presentation on a chosen topic/theme during lecture/seminar sessions.
8. Locate the history of expansion and encounter within a context of broader global historical changes.

 

Reading list

Abernethy, D. B. (2000). The dynamics of global dominance: European overseas empires, 1415-1980, New Haven & London: Yale University Press.18 – 42; 81-132.

Antunes, C. (2008). Globalization in history and the history of globalization: The Application Of a global model to historical research. In George Modelski et al. (Ed.). Globalization as an evolutionary process: Modeling global change (Series: Rethinking Globalizations), London 2008: 242-263.

Conklin, A. A. (1997). A mission to civilize: The Republican idea of empire in France and West Africa, 1895-1930: 1-37.

Cooper, F. (2005). Colonialism in question: Theory, knowledge, history. Berkeley And London: University of California. 3-32; 91-112; 153-203.

Cooper, F. (2006). Modernizing colonialism and the limits of empire. In Craig Calhoun (Ed.). Lessons of Empire: Imperial Histories and American Power. New York & London, 2006: 3 – 72.

Cooper, F. (2005). A parting of ways: Colonial Africa and South Africa, 1946-1948, African Studies, 65: 1, 2005: 27-44.

Blue, G., Bunton, M. & and Croizier, R. (2002). Colonialism in the modern world, selected studies. New York and London 2002: 3-37.

Elkins, C. & Pedersen, S. (Eds.) (2005). Settler colonialism in the Twentieth Century, New York and London 2005: 1-20; 171-180; 203-219.

Hyam, R. (2002). Britain’s imperial century, 1815 – 1914: A study of empire and expansion (Third Edition). Houndmills, Basingstoke, Hampshire: Palgrave/Macmillan. 1 – 337 (selected pages)

Lindblad, T. J. (1989). Economic aspects of the Dutch expansion in Indonesia, 1870-1914. Modern Asian Studies, Vol. 23, No. 1, 1989: 1-24. J-STOR Link: http://links.jstor.org/sici?sici=0026749X%281989%2923%3A1%3C1%3AEAOTDE%3...

Roberts, A. D. (Ed.). (1990). The colonial moment in Africa: Essays on the movement of minds and materials, 1900-1940. Cambridge: Cambridge University Press. 24-76.

Thomas, M., Moore, B. & Butler, L. J. (2008). Crisis of empire: Decolonization and Europe’s imperial states, 1918-1975 London: Bloomsbury Publishing. 17-42, 127-147, 273-311.

 

 

HST643 / HIST3445: Guns, Butter and Forced Labour: The Economic Foundations of Nazi Dictatorship

Course Description/Content: In this course Nazi economic policy will be discussed in a historical perspective with a special emphasis on recent debates in the literature. Questions to be addressed are, for instance: Was the significant reduction of German unemployment during the first years of the Nazi rule, which heavily legitimized the Nazi regime in the eyes of the Germans, predominately caused by measures implemented by the new government or was this reduction merely a coincidence with the worldwide economic recovery? How did the Nazi regime transform the German economy from a peace to a war economy - by force, by incentives or by regulations? And how did the Nazis exploit occupied Europe and which impact had the foreign contribution to the German war effort?

 

Objectives: By the end of this course, students will be able to:

1. Acquire a broad knowledge about Nazi economic policy both in Germany and occupied.
2. Understand how the Nazis managed to transform the German economy and to exploit occupied countries.
3. Acquire an insight into the historiography of this period.
4. Apply theories, perspectives as well as tools common in economic history (such as interpreting historical statistics)
5. Critically interrogate the concepts, theoretical assumptions and established perspectives of the field.
6. Write an extended independent, well-structured analytical essay/paper, using the relevant empirical knowledge and theoretical perspectives of the field.

 

Reading list

Tooze, A. J. (2006). The wages of destruction. The making and breaking of the Nazi economy. London: Allen Lane.

Klemann, H. & Kudryashow, S. (Eds). (2012). Occupied Economies. An Economic History of Nazi Occupied Europe, 1939-1945, London: Bloomsbury.

Boldorf, M. & Scherner, J. (2012). France's occupation costs and the War in the East: The contribution to the German war economy, 1940–1944, Journal of Contemporary History, 47 (2), 291-316.

Buchheim, C & Scherner, J. (2006).The Role of private property in the Nazi economy: The case of industry. Journal of Economic History, Vol. 66, No. 2, pp. 390-416.

Espeli, H. (2016). Economic Effects of the German Occupation of Norway 1940-1945 In Jonas Scherner & Eugene White (Eds.). Paying for Hitler's War: The Consequences of Nazi Hegemony for Europe, Cambridge University Press (forthcoming). (25 pages)

Frøland, H. O. (2010). Nazi planning and the aluminum economy. In Alan S. Milward and a Century of European change, (Ed). Fernando Guirao, London: Routledge, 2010, pp. 168-188.

Overy, R. (1994). Guns or butter? Living standards, finance, and labour in Germany, 1939-1942. In Richard Overy (Ed.). War and economy in the Third Reich, London, pp. 259-314.

Scherner, J.  (2013). Armament in the depth or armament in the breadth? German Investments Pattern and Rearmament during the Nazi Period, Economic History Review, 66, 2, 497–517.

Scherner, J. (2016). The architecture of financing German exploitation: Principles, conflicts, and results. In Jonas Scherner & Eugene White (eds.), Paying for Hitler's War: The Consequences of Nazi Hegemony for Europe, Cambridge University Press (forthcoming).

Scherner, J. (2016).  Tin and the German war economy: Scrap drives, blockade running and war looting. In Mats Ingulstad, Andrew Perchard & Espen Storli (Eds.). The Devil’s metal: A history of the global tin industry, 1850-2000, Routledge (forthcoming).  

Scherner, J.  & Streb, J. (2015). The mirage of the German armament miracle in World War II. I Jari Eloranta, Nikolaus Wolf, Eric Golson, Andrei Markevich (eds.), Economic History of Warfare and State Formation, Springer (forthcoming).

Spoerer, M.  Did German Firms Profit from Concentration Camp Labour? A Decision-Theoretic Approach (unpublished manuscript) (20 pages)

Ziegler, D. (2013). “A regulated market economy”: New perspectives on the nature of the economic order of the Third Reich, 1933-1939. In Hartmut Berghoff, Jürgen Kocka & Dieter Ziegler (Eds.). Business in the age of extremes. Essays in modern German and Austrian economic history. Cambridge: Cambridge University Press, pp. 139-152.

 

 

HST644 / ARK3003: Museology and Heritage Studies

Course Description/Content: The course provides insight into the research and management of cultural heritage with particular emphasis on the role of University museums, their opportunities and challenges as research-, dissemination- and management institutions in the field of heritage. The course will focus on the role of the cultural heritage in a world where ethnic, cultural, religious and historical boundaries and identities are challenged at the intersection of local, regional and global levels. How can University museums position themselves in such a complex situation, and in witch way can the museums increase the understanding of and for the cultural heritage as a resource of knowledge? The course will provide a general introduction to the philosophy of conservation, and the role of the University museums as producers of knowledge, heritage and museums in conflict areas, heritage and history, and university museums collection management.

 

Objectives: By the end of this course, students will be able to:

1. Have a thorough knowledge of:museums in society; the philosophy of conservation and museological theory; the University Museum's role as producers of knowledge; heritage, conflict and democracy.
2. Use the knowledge to analyze aspects related to University museums role in the field of heritage studies
3. Actively participate in the cooperation between the museum sector, administration, research institutions and society in general.
4. Analyze the complex interactions between production of knowledge, the museum as a caretaker and an institution of dissemination and the society.

 

Reading list

Brattli, Terje & Steffensen, Morten. (2014). Expertise and the formation of university museum collections. The journal of Nordic Museology, 1. pp. 95-102.

Brattli, Terje & Brendalsmo, Jan. (2016). Democracy and cultural heritage as dense discourse – An issue of multiplicity, complexity and unpredictability. In  Guttormsen, Torgrim & Swensen, Grete (Eds.). Heritage, Democracy and the public: Nordic ApproachesForthcoming. London: Ashgate.

Barrett, Jennifer: Museum and the public sphere. Wiley-Blackwell. 2011.

Jasinski, Marek. (2014). Archaeology, Recall and RE-enacting the painful past of Europe. In Bassanelli, Michela, Gravano, Viviana, Grechi, Giulia and Postiglione, Gennaro (Eds.). Beyond memorialision. Design for conflict heritage recall-Euoropean conflict archaeological landscape reappropriation. Recall Book. p.p 13-47.

Knell, Simon. (2013). Altered values: searching for a new collecting. In Knell, Simon (Eds.). Museums and the future of collecting Ashgate  pp. 1-46.

Macdonald, Sharon. (2001). Expanding museum studies: An introduction. In Macdonald, Sharon (Ed.). Museum studies. A companion. Blackwell Publishing pp. 1-12.

Merriman, Nick (Ed.) (2003). Public archaeology. London: Routledge.

Meskell, Lynn. (2013). Human rights and heritage ethics. Anthropological Quarterly. Vol 83, No. 4. pp. 339-855.  

 

Okamura, Katsuyuki & Matsuda, Akira. (2011). Introduction: New perspectives in global public archaeology. In Okamura, Katsuyuki & Matsuda, Akira (Eds.). New perspectives in global public archaeology, Springer. pp. 1-14.

Owen, Janet. (2015). Who is steering the ship? Museums and archaeological fieldwork. In Knell, Simon (Eds.). Museums and the future of collecting Ashgate. pp.179-184.

Schadla-Hall, Tim. (1999). Editorial: Public archaeology. Euoropean Journal of Archaeology Vol. 2(2) pp. 147-158.

Silverman, Helanie & Ruggles, D. Fairchild. (2007).Cultural heritage and human rights. Introduction. In Silverman, Helanie & Ruggles, D. Fairchild (Eds.). Cultural heritage and human rights. Springer  pp 3-18.

Skeates, Robin. (2000). Debating the archaeological heritage. London: Duckworth.

Smith, Laurajane. (2006). Uses of heritage. Oxford: Routledge. Introduction and Part I. pp 1-84.

 

HST645 / AFR3485: Modern African History

Course Description/Content: This course provides an overview of the main issues in modern African history (Africa south of the Sahara) in the period from ca. 1700 to the present. The goal is to provide insights into the important processes that brought change to African communities, as seen from a long historical perspective. Important processes include the transatlantic slave trade, colonialism, post-colonialism and democratization. Africa will be examined in a global context, with contact and interaction with the rest of the world as a central theme. Both external and internal factors will be considered in discussions of Africa's development. The course will also contextualize and problematize perceptions of Africa that have been created since the 18th century and in many instances preserver, also in Norway.

 

Objectives: By the end of this course, students will be able to:

1. Demonstrate broad knowledge of the central political, economic and social themes in the history of Africa from the 18th century (1700s) to the present
2. Demonstrate knowledge of the different historical perspectives that are used in explaining developments in Africa from the 18th century (1700s) to the present
3. Demonstrate knowledge of continuities and breaks in perceptions of Africa.
4. Account for the central historical processes that trigger changes in African development from the 18th century (1700s) to the present.
5. Explain the function of different perceptions of Africa.
6. Explain continuities and breaks in perceptions of Africa
7. Demonstrate capability to focus, reason, and argue well when dealing with themes from African history.
8. Write an expository essay on central themes in African history from the period.

 

Reading list

Frederick, C. (2002). Africa since 1940: The past of the present. Cambridge: Cambridge University Press.

Reid, R. J. (2012). A history of modern Africa: 1800 to the present. Oxford: Willey-Blackwell.

Shillington, K. (2012). History of Africa. New York: Pagrave Macmillan.

Rønning Balsvik, R. (2004). Afrika i eit historiografisk perspektiv, Oslo: Samlaget.

Laumann, D. (2012). Colonial Africa: 1884-1994, Oxford: Oxford University Press.

Decker, A. & Arrington, A. (2014). Africanizing democracies: 1980-present. Oxford: Oxford University Press.

van Allen, J. (1972). “Sitting on a man”: Colonialism and the lost political institutions of Igbo women. Canadian Journal of African Studies, Vol. 6(2).

Eltis, D. & Richardson, D. (1997). The “numbers game” and routes to slavery. Slavery & Abolition, Vol. 18(1).

Roberts, C. (1987). Developing economic awareness: Changing perspectives in studies of African women, 1976-1985. Feminist Studies, Vol. 13(1),

Database: The Trans-Atlantic Slave Trade Database www.slavevoyages.org

 

Recommended additional literature:

Nugent, P. (2012). Africa since Independence: A comparative history. (2nd edition), New York: Palgrave Macmillan.

Simensen, J. (2009). Afrikas historie, Oslo: Cappelen Akademiske Forlag.

Iliffe, J. (2007). Africans: The history of a continent. Cambridge: Cambridge University Press

 

 

Staffing

Name

Qualification

Rank

Status

Specialization

Prof. Yaw Ofusu Kusi

PhD

Associate Professor

Full-time UEW

Ghana Political Economy

Dr. Jim Weiler

PhD

Senior Lecturer

Full-time UEW

Pedagogy, Curriculum, Education Reform

Dr. Kofi Baku

PhD

Senior Lecturer

Part-time UEW

History of Ghana, Slavery, Atlantic History

Dr. Per Hernæs

PhD

Professor

Emeritus NTNU

African history, Slave Trade

Dr. John Kwadwo Osei-Tutu

PhD

Associate Professor

Full-time NTNU

African history, Global history, Colonialism, Development Studies

Dr. Jon Olav Hove

PhD

Associate Professor

Full-time NTNU

African History, Public History, Cultural Heritage

Dr. Jan Frode Hatlen

PhD

Associate Professor

Full-time NTNU

Roman History, Classical Studies, Public History, Pedagogy, Education

Dr. Espen Storli

PhD

Associate Professor

Full-time NTNU

International economic history, European history

Dr. Ebenezer Ayesu

PhD

Senior Lecturer

Part-time UEW

Cultural History, Gender and Sexuality, Africa, African Diaspora, Biographies

Dr. Nana Yaw Boampong Sapong

PhD

Lecturer

Part-time UEW

Social History, Research Methods

Dr. Cyrelene Amoah-Boampong

PhD

Lecturer

Part-time UEW

Social History, Economic History

Fredrik Hyrum Svensli

MA

PhD-Candidate

Part-time NTNU

Slave Trade, European Expansion, Early Modern History

Magne Brekke Rabben

MA

PhD-Candidate

Full-time NTNU

Pedagogy, History of Psychology/Medicine