Ireland

The dominant theory of conflict that underpins Western approaches to conflict resolution is that conflict is produced by differences in identity: variously defined as cultural, religious, racial, ethnic, and national. The British/Irish "peace process" culminating in the Good Friday Agreement is the strategic example of such an approach. This course looks at some of the shortcomings of this approach. Firstly, that it obscures alternative theories that root conflict not in difference/identity but in the inequality and structural violence generated by capitalism in its colonial and postcolonial phases, and in the political institutions such as the nation state that act as a container for these inequalities. Secondly, that it doesn’t resolve conflict so much as freeze it, and consequently cannot deal with the traumatic legacy of violence. Given the limitations of conflict resolution we will conclude by considering some of the existential and political dilemmas posed by violent conflict and what if any role, social science might play.

This course explores the growth and development of popular literature from the Victorian era up to the present day. Students are introduced to key themes and theories of the popular as well as texts and contexts from a wide range of popular genres: crime fiction, fantasy, horror, science fiction, romance, and the newly emerged category of "Domestic Noir" amongst them. Each text is situated within the context of its genre as well as the historical/social context of the time at which it was written. Students are encouraged to think about ideas of “popularity” and “canonicity” and to interrogate the reasons why certain texts and genres dominate the bestseller lists and the popular imagination at different times.

Global integration is not only a fact of modern life, but of modern history writing. The interconnectedness of distant societies and states, and powerful forces making for social, cultural, and economic interaction have prompted significant scholarly assessment. This course investigates some of the events and processes which have led to a more integrated world order between the mid-19th century and the later 20th century. For most of that period much of the world was carved up between a number of inter-continental empires centered in Europe. How those empires grew, exerted control, and in due course retreated is the particular focus of the course. But other processes, too, are considered, not least the integrating force of economic changes and the spreading power of capitalism across the globe. Attention is given to the evolution of ideologies of imperialism and social Darwinism and to whether or not such ideologies impacted upon changing global power relationships. The course is designed on a comparative model, though course reading is provided in English, and while broadly chronological in approach focuses on a wide range of themes in cultural, economic, and political history.

The “environment” emerged as a new object of concern in the 1960s. Since then, and largely through the work of citizens, scientists, environmental justice movements, and NGOs, many different environmental problems have been raised - from chemical contamination to climate change, from oil spills to plastic-filled oceans. Despite growing awareness of these many forms of environmental degradation, the political and societal response has been far from adequate. How can we explain this? One starting point is to interrogate the contested history and development of environmental politics since the 1960s. This course introduces students to the emergence of environmental politics as a unique field of policy-making, scientific production, and conflict since the 1960s. It discusses key texts, writers and thinkers, whose work has been instrumental in shaping how we think about the environment, as well as how private, public, and civil society actors have responded to environmental problems in recent times.  

The course introduces fundamental concepts of Earth systems science with reference to its major subsystems: geosphere, biosphere, atmosphere, hydrosphere, and anthroposphere. It illustrates how material and energy are cycled through the Earth system; describe the links between biotic and abiotic systems and their role in maintaining a habitable planet; applies an Earth systems approach to describe the phenomena of environmental and climate change; discriminates between ‘weather’ and ‘climate’ and situates concerns about current climate change in a longer-term (geological) context; identifies how human activities modify Earth system function; and applies core concepts in geography and geoscience to real-world examples.