Ä°KA620 - COLONIAL BRITISH CULTURE and LITERATURE
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| COLONIAL BRITISH CULTURE and LITERATURE | Ä°KA620 | Any Semester/Year | 4 | 0 | 4 | 7.5 |
| Prequisites | None | |||||
| Course language | English | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work Brain Storming Other: term paper, response paper, oral presentation | |||||
| Instructor (s) | Department members | |||||
| Course objective | The aim of the course is to develop student skills in recognising British colonies from the 16th to the 20th century; analysing the social and cultural effects of colonisation on indigeneous cultures; interpreting the ideological and literary dimensions of British imperialism, defining and interpreting them in selected literary texts; and explaining key concepts related to the process of colonial expansion of Britain. | |||||
| Learning outcomes |
| |||||
| Course Content | In this course, British imperialism and the history of British colonialism; education, language, social and cultural problems in British colonies; the impact of colonialism on indigenous environments; representations of colonialism in British literature; and the key colonialist concepts are introduced by lecture and oral presentations and they are discussed in class. | |||||
| References | Nicholas B. Dirks, ed. Colonialism and Culture. Albert Memmi. The Colonizer and the Colonized. Edward Said. Culture and Imperialism. Other relevant books and/or articles. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | General introduction, colonial/post-colonial period, key concepts and main issues of colonialism and imperialist ideology |
| Week 2 | The origins of the British Empire, England?s maritime expansion |
| Week 3 | Analysis of representative works reflecting English colonialism and written between the 16th and 19th centuries and oral presentations |
| Week 4 | Analysis of a representative work reflecting English colonialism and written in the late 19th century and the early 20th century, for example by Rider Haggard or Rudyard Kipling and oral presentations |
| Week 5 | Analysis of a representative work reflecting English colonialism and written in the 20th century, for example by Joseph Conrad; oral presentations |
| Week 6 | Analysis of a representative work reflecting English colonialism and written in the 20th century, for example by E. M. Forster and/or George Orwell and oral presentations |
| Week 7 | Mid-Term Exam |
| Week 8 | Analysis of a representative work reflecting English colonialism and written in the 20th century, for example by Doris Lessing and/or Lawrence Durrell and oral presentations |
| Week 9 | Analysis of a representative work or play in English by an Irish author, such as Brian Frieland oral presentations |
| Week 10 | Analysis of a representative work or play in English by an African author, such as Chinua Achebe or Wole Soyinka and oral presentations |
| Week 11 | Analysis of a representative work or play in English by a Caribbean author V. S. Naipaul, Derek Walcott or Jamaica Kincaid and oral presentations |
| Week 12 | Analysis of a representative work in English by a South African, such as J. M. Coetzee and oral presentations |
| Week 13 | Mid-Term Exam |
| Week 14 | Overall evaluation |
| Week 15 | Final Exam |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 5 |
| Presentation | 1 | 5 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 2 | 40 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 4 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 3 | 42 |
| Presentation / Seminar Preparation | 1 | 14 | 14 |
| Project | 0 | 0 | 0 |
| Homework assignment | 1 | 30 | 30 |
| Midterms (Study duration) | 2 | 24 | 48 |
| Final Exam (Study duration) | 1 | 35 | 35 |
| Total Workload | 33 | 110 | 225 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. 1. Has expert knowledge in English language and literature, and culture. | X | ||||
| 2. Has expert knowledge in British cultural studies. | X | ||||
| 3. Has the necessary theoretical interdisciplinary knowledge to research and interpret texts of various genres in English literature and culture in historical, social, cultural, economic, political, philosophical, and ecological contexts. | X | ||||
| 4. Develops advanced critical, creative and analytical thinking skills. | X | ||||
| 5. Collects knowledge about English language, literature, and culture by utilizing information technologies and research methods, in both individual and collective work, and shares it in professional national and international educational environments. | X | ||||
| 6. Analyses literary and cultural texts using related theories and an interdisciplinary approach. | X | ||||
| 7. Has the necessary knowledge and skills for teaching English language, literature and culture in national and international environments. | X | ||||
| 8. Conducts interdisciplinary research with critical and creative thinking skills, solves problems, and expresses the results in national and international professional and social contexts. | X | ||||
| 9. Examines English literature, culture, history, and society through both curriculum-based and extracurricular activities, develops an unbiased and open-minded attitude towards their own culture and other cultures. | X | ||||
| 10. Adopts an unbiased, respectful and open-minded attitude concerning different religions, languages, races, sexes and social classes. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest