This module focuses on some of the most important and influential political ideas of the twentieth century. It surveys key debates on ideologies such as Leninism, fascism, nazism, social democracy, feminism, elitism, African socialism and Islamic political thought. Some of these ideologies built on or emerged from political ideologies of the eighteenth and nineteenth centuries. The module examines ideas and concepts that contributed to the ideologies. Whilst some sections of the module focus on these ideas, concepts and ideologies, other sections examine the work of important thinkers such as Marcuse, Weber, Gandhi, Gramsci, Arendt, Freud, Rawls and Nozick

Library, where you will find relevant books, journals, newspapers and periodicals. Internet, where you will find relevant Web sites.

The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.

Essay 2,500 words (50%) [Learning Outcomes 1-4]
Second essay 2,500 words (50%) [Learning Outcomes 1-4]


Key Information Set:
100% coursework

Terence Ball and Richard Bellamy (eds), The Cambridge History of Twentieth-Century Political Thought (Cambridge University Press, 2003)
Robert Benewick and Philip Green (eds), The Routledge Dictionary of Twentieth-Century Political Thinkers, second edition (Routledge 1998)
Stephen Eric Bronner (ed), Twentieth-Century Political Theory; A Reader, second edition (Routledge, 2006)
Andrew Heywood, Political Ideologies: An Introduction, 5th edition (Palgrave Macmillan, 2012)

The module incorporates three inter-dependent learning strategies. The lecture programme introduces important and influential political ideas, concepts, ideologies and thinkers of the twentieth century. The seminars provide for follow up discussion and clarification of the ideas, concepts, ideologies and thinkers. Independent learning will be focused on directed reading and note-taking in preparation for lectures, seminars and the assessment.

Key Information Set:
13% scheduled learning and teaching activities
87% guided independent learning