MSt Global and Imperial History since 1400
The MSt in Global and Imperial History offers a nine month introduction to graduate research. It is open to all students who have the desire to explore the history of the Middle East, Africa, South Asia, East Asia, Australasia or the Americas (excluding the US) in a global perspective.
The course will encourage you to develop intellectual and practical familiarity with advanced research in the global history of the Middle East, Africa, South Asia, East Asia, Australasia and the Americas (excluding the US). Global and imperial history in this context implies transoceanic and transcontinental connections, comparisons, and exchanges between cultures, polities and societies. It also examines broad patterns and systems in history, whether religious, political, economic, cultural or ecological.
Global history, in other words, is history with a global scope (often including European dimensions) that emphasises comparative perspectives. You are not expected to master the histories of multiple regions, but to use a global approach to cast light on your own research area.
This programme consists of:
Historical methodology class
The ‘globalization’ of history has been the most visible and significant development in historical scholarship of the past decade or so. Historians are increasingly aware of the need to place their work in a context that spills over national, regional, or civilizational boundaries.
Some of the most exciting work in global history has revolved around the question as to whether we can speak of an ‘early modern period’ for societies outside of the West. Were whole stretches of the world already on the march towards ‘modernity’ before the rise of European world domination? This course will introduce the two principal methodologies involved in doing this new large-scale history: the connective and the comparative. It will be taught through a series of seminars which will be led by a different guest expert in a non-European region or global theme each week together with the regular course leaders.
Why was it Europeans who began to use the seas and oceans to extend the reach of their trade, religion and military force across the world? How far is it helpful to see other regions of the world such as India and China through the lens of modernity? What allowed the rise of vast new empires across Eurasia and the Americas – and what did such empires have in common? What happens to the Portuguese church when you try to build it in the tropics? And why was it so common for Christian, Muslim, Jewish and Buddhist communities to become gripped by the sense that the end of the world was coming?
This graduate course offers a broad introduction to the socio-cultural and intellectual history of nineteenth- and twentieth-century Japan in transnational and global perspective. The course introduces various methods, approaches, theories, and concepts that could be applied to re-examine the time and space of ‘modern Japan’, while also serving as an introduction to the transnational and intellectual history of Japan.
By the end of the course, you will have acquired foundational knowledge and skills to open up new directions in modern Japanese history writing. See the Nissan Institute website for more details.
This option offers a continent-wide survey of decolonization in the second half of the twentieth century. In the wake of the Second World War the European Empires came to an abrupt end. Colonized peoples took advantage of metropolitan weakness to throw off colonial oppression. When last-ditch attempts to fall back on military suppression and economic development became costly and embarrassing they were sooner or later eclipsed by a policy of scuttle and within a decade the sun had all but set on Europe’s long age of empire in Africa. But the rapid spectacle of formal ‘flag decolonization’ belay the complexities of political, social, economic and cultural disentanglement. While the legacy of the colonial past continued to shape the post-colonial era, newly-independent nations found that they were vulnerable to ongoing influence from colonial metropoles and the new Cold War superpowers. In areas of significant white settlement, particularly in southern Africa, meaningful decolonization remained a distant dream for many Africans. Across the continent politicians promised structural change but more commonly entrenched continuity.
This course considers the causes, process and impact of decolonization in Africa by considering a series of themes over the period 1956-1994: anti-colonial nationalist movements, late colonial wars and development, ethnicity and race, migration, the global Cold War, ‘neo-colonial’ economic and political influence, and culture and postcolonialism. Particular attention will be given to the interaction between local, regional and global dynamics.
This optional paper is designed to explore the global empires of Spain and Portugal in the early modern period as an entangled history that led to the emergence of the Iberian world. This approach allows for the study of interaction, emulation, and competition in the process of empire-building, as well as for a better understanding of the multiple reactions to the Iberian exploration, from coastal Africa to Central and South America, and South and East Asia. Special attention will be given to the many ways in which those living under the Spanish and Portuguese empires experienced, described, and opposed their rule, as well as to the external challenges that the Iberian powers faced in the age of Eurasian empires. The methods of comparative history and connected history will allow students to combine an appreciation of global trends across the Iberian world with a clear sense of the differences existing at local level.
This course will explore the role of warfare and the military in the course of Africa’s history, from the fourteenth to the early twentieth century. It aims to place the organisation of armed conflict and the evolution of military culture at the centre of the analysis, and posits the need for a long-term understanding of both. In approaching the topic from a longue durée perspective, the paper will explore the extent to which organised violence in Africa has deep historical roots. Students will therefore be encouraged to consider the key drivers of Africa’s developmental trajectory, and to think of warfare in constructive as well as destructive terms.
The course will combine broad themes as well as specific case studies from across the continent. It will explore the manner in which warfare has shaped Africa in socio-economic, political and cultural terms, and specifically the role which warfare has played in the emergence of a range of state and non-state systems, and in the development of military cultures, across the continent. Key topics for study will include changing social formations; the growth of identities based on violence and militarism; the relationship between military and political administration; the economics of African war; and the range of technologies developed and employed across the continent. Throughout, the course will consider the global context within which conflict in Africa occurs, exploring external factors whether in the form of commercial linkages or imperial intrusions.
This course is structured around two key questions: what can the study of global history bring to our understanding of the Middle Ages, and what can the study of medieval history bring to the evolving field of global history? Those taking the paper will be able to enhance their understanding of medieval history by thinking more about the history and culture of regions beyond Europe during medieval centuries, about parallels and contrasts between the approaches and evidence bases used by scholars of extra-European and European history in the centuries between 500 and 1500, and about the most productive ways to conceptualise that thousand-year period in global terms.
This course examines some of the major features of Empires in Global History, among them: the geopolitical context of empire-building; the emergence of imperial ideologies and the anti-imperial ideas, the economic development and/or exploitation of colonial regions and subjects; systems of colonial rule and collaboration; the role of migration and settlement; the importance of indigenous resistance and racial domination; the impact of world war and depression; the growth of anti-colonial nationalisms; the dynamics of decolonization and impact of postcolonial migrations; and “empire and empire” – namely, the many and varied legacies of empire as now manifested in our contemporary world.
The themes are studied in particular contexts. The course embraces both the ‘formal’ empire (coloured red or green on the map) and the informal zones where imperial influence predominated. It includes ‘settlement colonies’, colonies of rule in Asia, Africa the Pacific, and the Middle East, and empires ruled over by Asian and African peoples.
There is considerable freedom to select themes, topics and regions of particular interest. The main requirement is to gain a breadth of perspective by studying the experience of empire in particular contexts and the course of their change over time.
This course explores the role of disease and medicine in the development of empires, focused on the Americas. It begins with first contact between the Old World and the New and ends with American intervention in Latin America, allowing a long-term examination of early modern empires. It also delineates and probes the role of medicine and science in conceptual definitions of ‘the Americas’. The course provides a comparative overview of colonial experience and practice, examining the empires of Spain, France, and England/Britain. Medicine and other responses to disease are used to elucidate political and social structures of imperialism and examine the effect of the ‘New World’ on European thought and practice. Readings begin with the Columbian exchange, looking at the obstacles and opportunities that disease presented in the so-called New World. The readings also consider disease and medicine in the shaping of the Atlantic slave trade, as well as in the diversity of theories regarding race in Spanish America, the Caribbean, and the United States.
You are also allowed to take units from other courses, as long as your supervisor agrees and they are compatible with your own course. Here are some examples that may be relevant:
- Topics in Global Economic History (from Economic and Social History)
- Latin America since Independence (MSc Latin American Studies)
- Disease, Medicine and Colonialism in South Asia (from History of Science, Medicine and Technology)
- Options from the MSc in Modern South Asian Studies (Oriental Studies)
- Crises of the Indian Republic, 1977-2008 (South Asian Studies)
- Gender in Indian History and Society, c. 1800 to the Present (South Asian Studies)
- Societies and Economies in India, c. 1600-1800 (South Asian Studies)