Year of entry: 2022
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Course unit details:
Social Thought from the Global South
|Unit level||Level 3|
|Teaching period(s)||Semester 1|
|Offered by||School of Social Sciences|
|Available as a free choice unit?||Yes|
This course introduces students to some of the key social theories and thinkers from the global South. The course’s starting point is that classical and mainstream social theory has emerged and evolved in a particular context, and as a result of colonial and imperial power relations. As a result, it is crucial for contemporary social scientists to engage with projects of Southern theory (Connell 2007) or Theory from the South (Comaroff & Comaroff 2012), and provincialize European understanding of society and modernity (Chakrabarty 2009). The course will be divided to two main sections as well as an introduction and a conclusion.
The first section will focus on four theories which originated as a collective endeavour of a number of scholars in the South: postcolonialism, subaltern studies, dependency theory and decolonial theory. In the second section, our focus will be on a number of individual social thinkers from different parts of the global South, their stories and social thoughts: Ibn Khaldun (Tunisia), Paulin Hountondji (Benin), Ali Shariati (Iran) and Veena Das (India).
Questions surrounding biases of Eurocentrism, notions of power, indigenous knowledge, dependency and Islam among others will help students grapple with complex ideas, the historical and socio-cultural circumstances surrounding these ideas, their connections and their significance in sociological analysis and political practice
The course unit aims to:
· Illustrate how and why classical and mainstream social theory is Eurocentric and constructed from the point of view of the global North.
· Demonstrate how a systematic engagement with the global South contributes to a more global and inclusive social science.
· Introduce students to the most important theories and social thinkers from the global South.
· Encourage students to critically reflect on the debates and issues raised by social thinkers from the global South.
Student should be able to
Knowledge and Understanding:
- Understand and engage critically with a number of respected and key theorists/issues from the Global South.
- Assess the relevance of Southern experience for understanding the contemporary world.
- Explore the distinctive contribution of social thoughts from the Global South for the generation of sociological knowledge.
- Develop a critical approach to social theory and recognise that it is possible to view the social world through different theoretical lenses.
- Develop the ability to compare sociological perspectives across the North-South divide.
- Asses the social and historical context within which theories and
Teaching and learning methods
Each week contains a two-hour interactive lecture followed by a workshop/tutorial. The course will utilise Blackboard to deliver the modules core readings, lecture slides, any supplementary materials, and communication.
Knowledge and understanding
Student should be able to
· Understand and engage critically with a number of respected and key theorists/issues from the Global South.
· Assess the relevance of Southern experience for understanding the contemporary world.
· Explore the distinctive contribution of social thoughts from the Global South for the generation of sociological knowledge.
Student should be able to
· Develop a critical approach to social theory and recognise that it is possible to view the social world through different theoretical lenses.
· Develop the ability to compare sociological perspectives across the North-South divide.
· Asses the social and historical context within which theories and concepts develop
· Reading skills.
· Using library and electronic resources.
· Presentation and speaking skills.
Transferable skills and personal qualities
· Engage critically with concepts, theories and practices.
· Articulate ideas and present/discuss them in groups.
|Written assignment (inc essay)||50%|
All sociology courses include both formative feedback - which lets you know how you’re getting on and what you could do to improve - and summative feedback - which gives you a mark for your assessed work.
· Bhambra, Gurminder K. (2014) Connected Sociologies. London: Bloomsbury.
· Connell, Raewyn (2007) Southern Theory: The Global Dynamics of Knowledge in Social Science. Cambridge: Polity.
· Dabashi, Hamid (2015) Can Non-Europeans Think? London and New York: Zed Books.
· De Sousa Santos, B. (2007) (ed) Another Knowledge is Possible: Beyond Northern Epistemologies. London: Verso.
· Alatas, Syed Farid and Vineeta Sinha (2017) Sociological Theory Beyond the Canon. London: Palgrave.
· Comaroff, Jean and John L Comaroff (2011) Theory from the South: Or, How Euro-America is Evolving toward Africa. Boulder, CO: Paradigm Publishers.
|Scheduled activity hours|
|Assessment written exam||2|
|Independent study hours|
|Simin Fadaee||Unit coordinator|