Brayford Pool
3 years
QV31
The BA (Hons) English and History programme invites students to study history, combined with literature in English from the medieval period to the 21st Century.
The study of these closely related fields encourages students to analyse a range of literary approaches while exploring questions about the past, enabling you to better understand and interpret the world around you.
Students are able to study a broad range of writers, taking a global approach to the study of literature. They can choose to study periods ranging from the Roman to the modern day, and explore world histories.
The BA (Hons) English and History course lets students combine their passion for history with their love of English literature. At Lincoln you'll join others who want to explore these subjects together.
The English and History programme covers a range of topics from the medieval period to the 21st century. Studying these closely related fields alongside one another allows students to encounter a lively and varied collection of literary texts while exploring key questions about the past. As a joint-honours student, you will emerge with a keen ability to better understand and interpret the world around you.
Students are able to study a broad range of writers, taking a global approach to the study of literature. They can choose to study periods ranging from the Roman to the modern day, with particular emphasis on contemporary global histories.
Beyond subject expertise, the varied English and History curriculum will develop your skills in research and data analysis; critical thinking; digital software use; project management; publishing, writing and editing; media and communication; information literacy and organisational management; teaching and learning; and leadership, governance, and public service.
Subject area is ranked top twenty for student satisfaction in the UK*
Optional field trips to places of interest in the UK
Option to study abroad at a partner university
Active research community of staff and students
Hear from guest speakers including published authors
Study in a city filled with history
*Complete University Guide 2025 (out of 90 ranking institutions)
This joint honours degree enables students to take an interdisciplinary approach to their studies. Students will benefit from research-led teaching in all modules across the degree.
Students will divide their time, and spread of modules taken, equally between the two subjects. Alongside core modules such as Texts in Time and The Historian's Craft, optional modules could include The Medieval World; Classic and Contemporary Fantasy; Ancient Graffiti; Renaissance Literature, and Twenty-First Century Literature.
Modules are taught through a selection of methods from whole-cohort lectures through small-group seminar teaching and workshops to individual tutorials and supervision. Each of these modes is designed to facilitate your learning by developing a range of different approaches to engaging with texts, other types of material, and a variety of methodologies.
In order to study English and History at university, students will be expected to read widely in their subjects. This will mean self-guided study and reading in preparation for taught sessions, as will be indicated in the reading lists for each module.
Lincoln's English and history academics are international research leaders in their fields. This work directly informs your learning, and all of your modules are guided by the research expertise of your teachers. Areas of particular strength include medieval and 19th century studies, gothic studies, American literature, heritage and conservation practice, histories of gender, sexuality, race and citizenship, and modern British and American history.
Each year of your course evenly combines the study of English and history. In your first year you will be introduced to themes in narrative, poetry, drama, popular culture, and literary criticism. You will develop the fundamental skills that historians apply in their research while growing essential knowledge of British and global histories.
In the second year, you can choose from a range of optional modules which may include the Arthurian myth, romanticism, modern American literature, peace and conflict studies, histories of the 20th century, and the latest in digital history research methods. Your second semester allows you to begin work on your final year independent study. You may also have the opportunity to study abroad for one term during the second year, at universities in the North America, Europe, and Australia.
In your final year, you explore exciting and timely subjects such as the literature of childhood, literature and the environment, detective fiction, or specialist author-focused modules such as Chaucer, Shakespeare, Bronte, or Dickens. You also select from a range of modules based on our historians' latest research, with options including the American civil rights movement, air war and society, chivalry in medieval Europe, the history of Hong Kong, and many more. You will also complete a year-long independent research project on a topic of your choice.
Modules are taught through a variety of methods from year group lectures and small group seminar teaching to individual tutorials and one-to-one supervision. Each of these modes is designed to facilitate your learning by developing a range of different approaches to engaging with texts. In order to study English and history, you will be expected to read widely in the subject. This will mean undertaking self-guided study and research in preparation for taught sessions. You will be provided with detailed reading lists for each module.
In this module, you will learn essential skills that bridge academic study and professional practice in today's interconnected world. Through hands-on workshops and engaging activities, you'll develop crucial abilities in research, critical thinking, and effective communication that will serve you throughout your university journey and beyond. You'll discover how to make the most of university resources, both online and on campus, while building confidence in academic writing, presentation skills, and collaborative work. The module helps you navigate the transition to university-level study while preparing you for the evolving demands of the workplace. Whether you're analysing academic sources, crafting professional communications, or working on team projects, you'll gain practical experience that will help set you up for success in both your degree program and future career.
Texts in Time: Medieval to Romantic introduces students to a variety of materials from a range of cultural and historical contexts from the 12th century to 1830, and to methods of reading historically. Students will thus build a foundation on writers and historical periods which they can choose to pursue in greater detail at levels 2 and 3. Students will examine literature in English in a range of forms, such as poetry, drama, fiction, and essays, and the conditions under which these materials were created. There will be a particular emphasis throughout the module on questions concerning the self in society and the cultural tensions that arise when different understandings or definitions of identity clash. The chosen texts will demonstrate and explore understandings of the self in relation to matters such as sex, gender, race, nationality, class, religion, and age.
This module is designed to enable students’ to develop their research skills in history and their understanding of research as a process of inquiry. Students have the opportunity to deepen skills developed in the first term, such as essay writing in history and information literacy, by working alongside staff from the School in analysing primary and secondary sources relating to specific approaches to History.
This module offers an introduction to the sources, approaches and methods necessary for the study of the medieval world. Lectures provide a survey of key moments in medieval history from 300-1500, structured around the research specialisms of the module teaching team. The module focuses on issues of religion and power in the Middle Ages, while there is a strong methodological focus on the materiality of the medieval period.
This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.
This module looks at what makes poetic language different from 'normal' language, at how poets use the sounds and meanings of words, and at how poetry can be used to refresh, change or question our understanding of the world. We look at a range of poetry in English from nursery rhymes to rap and from the 14th century to the 21st. Our aim is to enable students to discuss poetry with confidence, accuracy and clarity, and, we hope, to enjoy more fully “the only art form that you can carry around in your head in its original form”.
This module engages students in a process of identifying and addressing inequities and inequalities within university life. Students will explore current debates in Equity, Diversity and Inclusion (EDI), sustainability and decolonisation, and propose actionable solutions to create a more just, sustainable and equitable higher education environment(s). In doing so they will gain a range of degree-relevant and employment-focused skills.
‘Texts in Time: Victorian to Contemporary’ introduces students to a variety of materials from a range of cultural and historical contexts from 1830 to the present, and to methods of reading historically. Students will thus build a foundation on writers and historical periods which they can choose to pursue in greater detail at levels 2 and 3. Students will examine literature in English in a range of forms, such as poetry, drama, fiction, and essays, and the conditions under which these materials were created. There will be a particular emphasis throughout the module on questions concerning the self in society and the cultural tensions that arise when different understandings or definitions of identity clash. The chosen texts will demonstrate and explore understandings of the self in relation to matters such as sex, gender, race, nationality, class, religion, and age.
Fragmentation, uncertainty and conflict characterise a world in aftermath of war, at end of empire, and at the beginning of a period of radical social and cultural change. This module aims to chart the emergence of the contemporary world from these fractured beginnings through an introduction to British literature of the period 1950–2000. From the post-war Windrush migration to the rise of the historical novel at the turn of the millennium, the Angry Young Men to new feminist perspectives and postcolonialism, this module explores relevant theoretical perspectives on the late 20th Century and encourages an appreciation of the relationship between texts and their social, political and cultural contexts.
This module aims to introduce students to the different approaches to the study of history which have developed, with a particular focus on twentieth-century ideas and innovations, such as ‘history from below’, women’s and gender history, history of sexuality, cultural history, post-colonial approaches, and recent developments in the field. Students will be encouraged to think critically and creatively about how history has developed within the academy, as a particular branch of knowledge and as a discipline with its own rules and procedures.
This module considers the range of theories that we can use when we read and think about literature. Students will have the opportunity to study psychoanalysis, feminism, Marxism and postmodernism, among others, to think about why and how we structure meaning and interpretation in certain ways. We consider questions such as ‘what is an author?’, ‘what is gender?’ and ‘why do certain things frighten us?’ through theorists such as Roland Barthes, Judith Butler and Sigmund Freud.
This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.
This module introduces students to philosophical questions about the nature of art and beauty. For example: What is art? Can anything be a work of art? Can a pile of elephant dung be art? Is beauty objectively real or only ‘in the eye of the beholder’? Can aesthetic judgements be right or wrong? Is Beethoven better than Beyoncé? Is Shakespeare better than Eastenders? Or are aesthetic disputes like deciding between the merits of different flavours of ice cream?
Students can also consider questions that arise in relation to specific artforms: How is it possible to respond emotionally towards the plight of fictional characters that are known not to exist? Do rock/pop music and classical music require different aesthetic criteria for their appreciation and evaluation? Why do we take pleasure in the aesthetic representation of tragic events? Students will be guided through their reading of various classical and contemporary works on such issues, and encouraged to think for themselves about the problems addressed.
This module provides a survey of the history and archaeology of the eastern Mediterranean and the Middle East between the reign of Alexander the Great and the death of Cleopatra VII after the Roman victory at the Battle of Actium in 30 BC. Students will have the opportunity to explore the political histories, power structures, cultural developments, economic processes and shifting ideologies associated with the major Hellenistic kingdoms and ending with the Roman conquest of the eastern Mediterranean region. Teaching also considers how the Hellenistic period was a time of innovation, cultural connectivity, even globalisation, laying the foundations of a Hellenized world of city-states which endured into and defined the Roman construction of a world empire in its aftermath.
This module explores the nineteenth-century literature of the USA, chiefly focusing on fiction and poetry. Authors covered include Herman Melville, Emily Dickinson, Charlotte Perkins Gilman, Walt Whitman and Willa Cather, among others.
This module covers a broad range of twentieth-century American fiction and poetry. Beginning with Fitzgerald, other authors studied include Ernest Hemingway, Jack Kerouac, Toni Morrison, Thomas Pynchon and David Foster Wallace.
Renaissance monarchs often employed artistic display to project royal authority. Ruling elites commissioned pieces of art not only for the embellishment of their residences, but also as a suitable vehicle to display authority. Kings and Queens commissioned tapestries, sculptures, royal palaces, or lavishly decorated printed books that narrated their achievements and omitted their failures. This module examines the diverse ways rulers and their entourage imagined and created an image of kingship through the visual arts.
This module examines key British medieval texts, primarily in Middle English, from the High and Late Middle Ages (that is, from approximately the twelfth century to fifteenth century). It explores the breadth of literary activity in the period through a variety of genres--such as debate poetry, ethnographies, beast fables, romance, dream visions, satire, devotional and mystical writings, and mystery plays--and the evolution of a new form of English (the precursor of modern English), revealing that the medieval period is, in truth, a far cry from the misnomer by which it is often identified, the ‘dark ages’.
This module examines how and why the culture of Britain changed in the period of increasing contact with, and eventual incorporation into, the Roman Empire. Examining the key material, behavioural, ideological and structural changes to society in the period c. 100 BC to AD 450, it will question to what degree each aspect was a wholesale incorporation of ‘foreign’ ideas, technologies and goods, a local interpretation and adoption of these importations into an existing social system, or a local creation that was distinctly Romano-British, if often termed ‘Roman’.
This module examines one of the most varied literary genres extant, one that, at times, is often relegated to the margins because of its slippery nature. Students will examine early examples of fantasy and trace the genre’s development across a number of key historical epochs, from the classical and medieval periods to the twenty-first century. They will consider especially Tolkien as a pivotal force in the growth of fantasy literature and theory, as well as The Inklings, a group whose works had a profound influence on the evolution of the genre in the twentieth century. A range of subgenres of the fantastic will be explored, which may include high and low fantasy, ironic fantasy, historical fantasy, or magic realism, and, alongside primary texts, they will read selections from modern theoretical and critical texts that articulate different interpretations and approaches to the fantastic.
Students can gain an introduction to the historical and archaeological sources, approaches and methods necessary for the study of the ancient world. Lectures provide a survey of key moments in history, 1000 BC-AD 400, structured around the research specialisms of the module teaching team.
The cultural heritage sector increasingly offers opportunities for the application of digital technologies as communication, research and recording tools. This module enables students to become familiar with some of these advanced recording techniques for the study and recording of objects.
This module aims to prepare students for designing their dissertation (independent study) proposals and for applying to jobs and postgraduate programmes. Students will explore how to prepare for and ensure success in their dissertations, employment, and study/research by identifying and articulating their transferable skills, breadth of knowledge, expertise, and interests. The module will provide information on how to become aware of opportunities, to plan and prepare for the future, and to build on their undergraduate careers.
The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.
The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students can consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics.
Explore a wide range of cutting-edge digital approaches to studying the past through a significant and growing area of research, the digital humanities. By studying this module, you can focus on developing the practical skills, techniques, and methodologies that can play a vital role in your future studies and career.
The module provides opportunities to enhance, analyse, and interpret humanistic endeavours through approaches such as social network analysis, digital mapping, data visualisation, and textual analysis. You can also explore the impact and potential of artificial intelligence on the study of humanities in the digital worlds.
The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.
This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.
The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.
Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.
Works of fiction are not just a source of entertainment. They are a crucial and exciting route into understanding the past. Novels, short stories and poems allow us to understand how debates and ideas about society and identity circulated and how writers attempted to reinforce or change the way that readers looked at the world. This module will examine how a wide range of fiction produced in Britain in the nineteenth and twentieth centuries addressed the key themes of Class, Politics, Gender, Sexuality, Race and Conflict. Students will have the opportunity to examine the treatment of these concepts in genres as varied as crime fiction, popular romance, children’s literature, science fiction, war writing and feminist fiction.
This module examines some of the preoccupations of the fin de siècle through a series of texts and authors who helped to shape the cultural climate of the 1880s-1900s. These decades gave rise to a pervasive feeling of vital urgency and exhilaration in Britain, as well as a conflicted sense that society was teetering on a cliff edge of irredeemable degeneration. Texts will be read alongside and in light of social and political developments, such as anxieties about Britain’s empire and position on the global stage, evolution and degeneration, sexual identity, women’s rights, the rise of occultism and spiritualism, Decadence, and radical politics. The study of fin de siècle writing will be set against the backdrop of the infamous Oscar Wilde trial, and the sensationalised Jack the Ripper murders, contemporary anxieties about criminality, the empire, and eugenics.
How did people live and die in the middle ages? Drawing on the research expertise of the medievalists in the School, the module seeks to answer this question by addressing key themes relating to the life cycles of medieval people, from their childhood and education, via the roles that they took on in life (within families and in public; peaceful and violent), to their deaths. We will address primary sources that provide intimate insights into the everyday lives of medieval people: letters and autobiographies. Such sources will be contrasted with those that offer a more 'top-down' vision of how medieval society should function, such as rulebooks and conduct manuals. Finally, we will explore how people in the medieval period managed their material and spiritual interests through transactions recorded in documents such as charters and wills. A key aim of the module is to develop your research and writing skills by providing you with an opportunity to produce an extended piece of research. This, coupled with the intensive work with primary sources, will equip you to tackle a final year independent study in a wide range of medieval topics.
This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.
This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It is designed to introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. Students will be expected to engage with a range of films, television programmes and primary source material.
This module aims to introduce students to some of the central concepts, issues, theories, and debates in an area of moral philosophy called "normative ethics", thereby providing them with a framework for thinking seriously about moral matters, and to assist them in developing their philosophical and analytical skills. We will distinguish and evaluate the leading positions on these issues through a range of more specific topics in normative ethics.
People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.
This module looks to provide an introduction to the preventive conservation skills needed to set out as a practicing conservator. Students have the chance to develop an understanding of practical preventive conservation and collections management procedures, and can gain experience in environmental monitoring and surveying. Topics such as integrated pest management and emergency planning are also discussed.
This module enables you to explore how works examine, contest, and imagine multiple forms of living ‘otherwise’ in a globally interconnected, but unequal, world through reading a variety of 20th and 21st Century Anglophone Literature. You can engage in lively, interlinked thematic debates, that might include Indigeneity and settler colonialism; nationhood and anticolonial resistance; diaspora; globalization and neocolonialism; world literatures and the neoliberal world-system; cosmopolitanism; the trans-Indigenous; environment and climate; and speculative futures. Primary works could include African, Caribbean, Indigenous, Irish, South Asian, MENA, Pacific Rim, and diasporic literary and cinematographic texts such as film and television.
Students studying Renaissance Literature have the opportunity to look in detail at a range of texts from the late Elizabethan period to the mid-1630s, including work by Shakespeare, John Donne, Ben Jonson and Mary Wroth. They also have the chance to explore the historical and cultural contexts in which these texts were produced, and the effects that they had on the politics and culture of the British Isles in the period. Lectures aim to examine post-Reformation England and late humanism, patronage, gender relations, early modern literary theory, education and philosophy.
Students taking Restoration Literature, the companion module to Renaissance Literature, can study in detail a range of texts written between the era of the English Civil War and the first decade of the eighteenth Century, including work by John Milton; Andrew Marvell; Aphra Behn; and John Wilmot, the 2nd Earl of Rochester. Students have the opportunity to also study the historical and cultural contexts in which these texts were produced. Lectures aim to examine the origins and effects of the civil war, the ethics of rebellion and reform, the Restoration theatre, religious controversies, gender relations, developing philosophical thought and Restoration manners.
Students will study English literature of the Romantic period (1780-1830), including poetry, fiction, autobiography, and political polemic. The module will address revolutions in politics and literary form and ideas of nature, the sublime, sensibility and feeling, abolition and slavery, Enlightenment feminism, the Gothic, Orientalism, and childhood. Students will have the opportunity to study works by writers including William Wordsworth, William Blake, Mary Shelley, Jane Austen, and Olaudah Equiano, placing them in their cultural context.
East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.
This module provides an opportunity for English students to spend a semester at second level studying at one of the University’s partner institutions, developing academically and personally. During the semester abroad students undertake a course load at the partner institution of equivalent standard to that of one semester of the programme at Lincoln. Participation in study abroad also offers unique opportunities for personal student development in the wider sense, taking in cultural, sporting and social opportunities.
In order to participate, students are usually expected to obtain a 2:1 or higher at Level 1, have a good record of attendance and participation, and must complete an application process. A limited number of places will be available each year, and participation is at the discretion of the Module Co-ordinator and the Programme Leader.
This module provides an opportunity for History students to spend a term studying at one of the University’s partner institutions in North America or Europe. Students will be expected to cover their own transport, accommodation and living costs.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module examines Arthurian narratives, myths, and traditions within a variety of contexts and media, and traces a variety of themes associated with Arthur and his court, including history and national identity; violence; kingship and rule; loyalty and betrayal; and love, sex, and gender roles.
Students will be expected to assess the importance of a myth that spans more than a millennium and address how medieval texts made meaning within their specific socio-cultural situations, as well as how later periods make meaning through their deployment of the medieval in new contexts.
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.
This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.
This module introduces students to the lives and experiences of women in the ancient world. By engaging with a wide range of material, visual and written evidence, students can investigate both the real historical circumstances of women’s lives and the ways in which they were constructed, represented and perceived.
The focus of this module is on the Roman world, and the material considered ranges in date from the Republican period to the end of the second Century AD. Material from Greece, especially where it affects Roman art, literature and ideas, will also be considered.
In the Twentieth Century new aviation technologies transformed understandings of war, peace, civilian and military. The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century.
This module explores a key resource for understanding the thoughts, feelings and conversations of ancient people. Graffiti in Greek and Latin (and other languages) were marked onto fixed and portable surfaces throughout the ancient Mediterranean world, and their informal and non-official nature offers a unique window into the lives and worldviews of people often invisible or marginal in standard documentary, literary and material sources
This module will give students an opportunity to engage in close philosophical study of texts by the most influential ancient philosophers. Texts will be studied in English translation. They will include works by Plato and Aristotle, as well as by less familiar philosophers of the ancient world (c. 500 BC-500 AD Greece and Rome). The focus of the module will be philosophical, not interpretive or historical: students will be expected assess the credibility of the positions and arguments advanced by Plato, Aristotle and others and to develop their own views in dialogue with these thinkers.
The victories of Arab armies over the forces of the Byzantine and Persian Empires in the seventh century were of monumental importance. Not only did they signal the decline of the two great superpowers of the late ancient world but they were accompanied, some scholars would argue caused, by the rise of a new monotheistic world religion: Islam. The first half of the module seeks to understand the conquests of the Arab armies and the emergence of Islam historically and culturally, in two specific contexts: (1) political conflict between the Persian and Byzantine Empires, during which Arabia often acted as a military frontier and different Arab groups as allies to one side or another; (2) contact and competition between Christianity, Judaism and other religious traditions in Arabia. The second half of the module explores how, after the initial victories over the Byzantine and Persian Empires, the new Islamic polity renewed itself, rolled forward further conquests, and focuses in particular on how an ‘Islamic’ culture was formed.
This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist movement. Anarchism is a political doctrine based on freedom, egalitarianism and social justice and that developed in Europe as a political movement in the mid-XIX century. Anarchism never reached the ascendancy achieved by liberalism or communism; however, it had a significant influence on the political ideas, social movements, culture, and education of the international labour movement.
This module examines both the birth and development of the concept of chivalry in the Middle Ages. Students can use a wide range of primary sources, as well as medieval and contemporary historiography, to explore how the role, image and function of medieval knights evolved over time.
The module will examine consumption in many of its forms in early modern Western Europe. Focusing on a number of areas, such as food, clothing, furnishings, houses and other goods increasingly accessible to people at all levels of society, the module will encourage students to consider how and why these were available.
This module offers an opportunity to engage with American literature (in a variety of forms) and some of its socio-historical, political and ideological contexts from the late 1990s to the present day. We will explore aspects of canon-formation in American fiction, and study a selection of texts by both new and established writers, in some cases at the point where they are first published in paperback. We will take a thematic approach, locating American cultural production in regional, national and global contexts, with a particular emphasis on writing in the 21st century. There are no pre-requisites for this module.
This module will enable students to engage in the research and development of displays through the process of curating an exhibition for the museum or heritage sector. Students will select objects and structure this selection through an appropriate narrative. They will propose modes and examples of interpretation such as gallery text, audio or visual aids. The emphasis will be on developing knowledge and understanding of the role and responsibilities of the curator, and the project will enable students to evidence a focused and critically rigorous curatorial rationale.
This module explores the history of science, sexuality and politics in the UK, Continental Europe, the US and Latin America from 1850 to 2000. It will give students an excellent grounding in modern and contemporary history that will complement further modules at level 3 that deal with sexuality, gender, race, science and medicine. It module examines the controversial rise of eugenics movements as a global phenomenon. The purpose of this module is to sustain a balanced and informed discussion about how race, reproduction, and the improvement of human heredity have acquired great political relevance in the modern period. It explores how scientists and different governments became preoccupied with hereditary theories, race, reproduction and sexual behaviour. It examines how societies across the Atlantic developed government policies around areas such as family planning, pronatalism, sterilisation, and race, which culminated in the implementation of euthanasia programmes in Nazi Germany. This module looks at eugenics programmes and politics in a transnational context, exploring how, for example, Nazi Germany’s sterilisation programmes were inspired by those already implemented in the US and how a number of Latin American countries adapted and transformed eugenics policies from Southern Europe and developed whitening policies.
This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.
Monsters and attics, desolate landscapes, imprisonment and pursuit: the gothic genre emerged in the late eighteenth century to depict our darkest fears and desires. Termed 'the literature of nightmare', gothic departs from a realistic mode of representation and employs a powerful means of symbolic expression. Students are given the opportunity to investigate ways in which the genre has explored psychological and political anxieties, and themes of sexual and social transgression. We consider literary texts from the eighteenth to the twenty-first centuries, including literature and film, and we give attention to sub-genres such as ‘female gothic’, ‘imperial gothic’ and ‘children’s gothic’.
This module will explore the development, decline and revival of stained glass from the early middle ages to the mid twentieth century. The focus will be on British stained glass with particular reference to windows that students can visit in person, particularly in Lincoln Cathedral and the parish churches of the region. Students will learn to analyse windows through a number of methodological frameworks in particular: production (design and manufacture), consumption (patronage, iconography and meaning) and aesthetics (style, drawing, manipulation of light).
This module explores what it meant to grow up and to grow old in the nineteenth century, through often contradictory accounts of experiencing age categories from childhood to old age.
Students will have the opportunity to examine various constructions of ageing, to reflect on age as a crucial facet of identity. This module considers age as a lens to explore the nineteenth century as a transitional period of growth and expansion as well as decay and decline, through a range of Romantic and Victorian texts.
Students at level three have to undertake an Independent Study project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake historical inquiry and analysis.
In their final year, every student on the BA (Hons) History degree programme at the University of Lincoln must produce an independent study. This is an extended piece of work which gives them the opportunity to demonstrate they have acquired the skills to undertake detailed and substantial subject-specific research and writing founded on critical inquiry and analysis.
The module will give students practical experience of the workplace. Students will normally define, plan and undertake a specific project. In addition students will gain experience of a range of tasks appropriate to sector-specific professional skills.
Hong Kong’s history lies at the intersection of Chinese, British imperial, and transnational histories. This module explores the history of Hong Kong from its colonisation by Britain in 1841 up to the present day.
The module seeks to introduce the city’s history to students, explore the ways historians have engaged with and approached this history, and to help students develop skills of historical analysis and debate. Through engaging with the rich historical debates and with English-language and translated primary materials, students on this module may study issues and themes including, but not limited to: imperialism; colonialism; transnational networks; international and diplomatic history; economic and business history; social history; urban history; migration and diaspora history.
One of the ways in which early modern monarchs and rulers legitimised their authority and projected their power was through architecture and urban design. In this period capital cities across Europe, America and Asia were embellished with architecture and urban design inspired by Renaissance ideals of social order. This module examines the ways rulers imagined and built a number of imperial capital cities across Europe, America and Asia.
In this module students have the opportunity to research in depth an author or topic of their choosing. Students are expected to commence research over the summer between Levels 2 and 3 and, on their return, have regular, one-to-one meetings with a tutor who is a research specialist in that field. The supervisor offers advice and direction, but primarily this module encourages independent research leading to the production of a 10,000 word dissertation.
Making Militants explores the role of violent teaching practices of various sorts in the making of men and women in Late Antiquity. Focusing on the fourth, fifth and sixth centuries, it addresses a pivotal period in the transition from the ancient to the medieval world, surveying the multiple small-scale arenas that made up the Late Antiquity – the household, the schoolroom, the barracks and the monastery. By close reading of letters, biographical accounts, rulebooks, speeches and a wide range of other sources, we consider how violent educative practices made people who were capable of operating in a changing, unpredictable and often dangerous world. The men and women who were made in such spaces were the products of a society that was fundamentally violent, their own violence a product of long-established socialisation practices rather than acts of anti-social deviance.
This module will analyse how the medicalised body has been represented, exploited, challenged and reclaimed in art and visual culture. The themes, ideas, priorities and objects of medicine – such as death, health, sexuality, taboo, trauma, bodily functions, and viscera – have taken centre stage in art and visual culture since the end of the nineteenth century. This module will explore the manifold ways in which artists have engaged with subjects including medical technologies, disease, disability, blood, and pain, and we will do so in relation to constructions of gender, sexuality, race, class and ability. What significance do pathology, disease, and patient experience take on in art and visual culture? To what effects have artists portrayed and perhaps questioned modern therapies and medical technologies, and their subjects, practices and theories? We will focus on a range of media including painting, sculpture, performance art, conceptual art, film, and photography.
The 20th century saw unprecedented social, economic, political and cultural change in Britain. However, the equally dramatic shifts in how sexuality and masculinity were experienced and represented are often ignored. This module aims to enable students to study the history of 20th Century Britain while using the lens of gender and sexuality to understand how ordinary men lived their lives. Students will get the opportunity to work with a wide variety of primary sources such as: court records, newspapers, film, photographs, music, autobiographies, oral history and literature.
This module explores literature by nineteenth-century women writers through the Romantic and Victorian eras up to the suffrage campaigns. We explore how women negotiated cultural ideals of femininity and the challenges of authorship to produce writings across forms including novel, short story, poetry, play, and in a range of genres such as social realism, gothic, fairy tale and life writing. We consider how these works engage with contemporaneous social debates, especially about women’s social position. Authors addressed include Jane Austen, Anne Bronte, Dorothy Wordsworth, Christina Rossetti, Mary Molesworth, Amy Levy and Elizabeth Robins. These works are interpreted in relation to their cultural context and in light of recent critical debates.
This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia, to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights that objects offer to major themes in imperial history such as gender, race and class. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of the British Empire. Tracing the long history of such objects can enable us to explore how objects change meanings as they move through various colonial and post-colonial contexts.
This module examines the emergence, development and legacy of Pre-Raphaelitism and Aestheticism and how these movements influenced British culture. The module will explore how Pre-Raphaelite painters attempted to redefine the natural role of art and how ‘Aesthetic’ artists went on to question their approach. The module will explore the work of the key protagonists of each movement and how their work crossed over into other media such as stained glass, painted furniture and book illustration.
Portrayals of lesbian, gay, bisexual and transgender lives on screen are under increasing scrutiny from audiences, activists and media scholars. But, for much of the history of film and television, non-normative sexual and gender identities have been marginalised or hidden. This module examines the history of queer representations in screen culture from the era of silent films to the present day. Students will have the opportunity to work with examples from a range of national contexts, including (but not limited to) Britain and America, as well as engaging with influential scholarship in queer theory and the history of gender and sexuality.
How can history and heritage be more inclusive of LGBTIQ+ lives and experiences? And how can queer perspectives help us to better understand the complexities of the past? This module responds to these questions by examining queer histories from the Ancient World to the present day. Taking a global view, the module investigates how concepts such as sex, sexuality, gender, the body, friendship, and family have been organised in diverse ways across different times and places. In addition to considering how particular sexual and gender identities have emerged, the module also engages with ideas of queer history as a method for historical enquiry: one that is sceptical about binary analyses and linear narratives of progress.
Although early modern England was a kingdom, governed by a monarch, many historians have claimed that there was a strong ‘republican’ undercurrent to Tudor and Stuart political thought. This module introduces students to the key approaches and methodologies of the history of ideas by focusing upon the various ways in which scholars have studied and conceptualised republicanism in early modern England and the ongoing debate surrounding the origin, content and influence of republican ideas in the period 1500-1700.
This module concentrates on the works of Geoffrey Chaucer, with a particular emphasis on The Canterbury Tales, perhaps Chaucer’s most famous work. Students will have the opportunity to examine the General Prologue and a variety of tales in relation to their historical context and literary antecedents, and, throughout, specific attention will be given to questions of genre (ranging from fable and epic to satire and romance), literary authority, narrative construction, and medieval aesthetics.
This module provides an opportunity for students to study the works of Shakespeare in detail. The dissemination, influence, and adaptation of Shakespeare is unrivalled, and without an understanding of the conventions that the works dissolved and those that they initiated, a full appreciation of the canon of English literature is inevitably lessened.
This modules challenges Shakespeare’s status as an icon of tradition and elitism by reading the texts in the light of recent developments in critical theory, and by locating them in the culture of their age. Students will be invited to examine the ways in which different theoretical approaches might have a bearing upon the interpretation of Shakespeare, they will also be conversant with the religious climate of the late sixteenth and early seventeenth centuries, the conditions of performance and play-going in Shakespeare’s theatre, and the significant cultural and historical events of the period.
This module allows students to study the works of the Bard in detail, and to read them in the light of critical theory and literary history. Shakespeare’s plays are a cornerstone of the canon of English literature, but in wider culture they are often treated as inflexible repositories of ‘truth’ and ‘human nature’.
This module will resist such approaches, and concentrate instead upon the ways in which the plays address the concerns of their day, as well as how they have been made to signify in other eras. Students can develop an understanding of how Shakespeare’s work dealt with early modern dramatic conventions, politics, and thought; how it addressed questions of history, religion, and race; and how it shaped the culture within which it was written. This module considers Shakespeare’s mature comedies, histories, and tragedies.
This module allows students to pursue an in-depth study of one author’s literary or dramatic works. The author of choice varies from year to year according to academics’ current research interests, but potential authors may include writers of fiction and/or poetry such as Angela Carter, Charlotte Bronte, Iain Banks, Thomas Pynchon, M.R.James, Jane Austen and Sylvia Plath; and dramatists such as Caryl Churchill, Thomas Middleton, Aphra Behn, Ben Johnson and debbie tucker green. Students will explore the writer’s oeuvre in terms of themes, style, and engagement with form and genre traditions, and with contemporary cultural debates. We also address practicalities of authorship such as the role of editors, publishing/performance formats, and different readerships/audiences. Students will also consider the writer’s legacies including the ‘afterlife’ of their works in adaptation. As well as studying texts, students will engage with conceptual debates about the role of the author : is attention to the author’s life an outmoded and over-deterministic approach to the study of a text? or a necessary part of contextualisation? As we scrutinise the figure of the author in biography, literary societies, literary tourism and popular culture, we ask : what purposes does the ‘author’ as a cultural construction serve ? and does this have anything to do with reading?
This module allows students to pursue an in-depth study of one author’s literary or dramatic works. The author of choice varies from year to year according to academics’ current research interests, but potential authors may include writers of fiction and/or poetry such as Angela Carter, Charlotte Bronte, Iain Banks, Thomas Pynchon, M.R.James, Jane Austen and Sylvia Plath; and dramatists such as Caryl Churchill, Thomas Middleton, Aphra Behn, Ben Johnson and debbie tucker green. Students will explore the writer’s oeuvre in terms of themes, style, and engagement with form and genre traditions, and with contemporary cultural debates. We also address practicalities of authorship such as the role of editors, publishing/performance formats, and different readerships/audiences. Students will also consider the writer’s legacies including the ‘afterlife’ of their works in adaptation. As well as studying texts, students will engage with conceptual debates about the role of the author : is attention to the author’s life an outmoded and over-deterministic approach to the study of a text? or a necessary part of contextualisation? As we scrutinise the figure of the author in biography, literary societies, literary tourism and popular culture, we ask : what purposes does the ‘author’ as a cultural construction serve ? and does this have anything to do with reading?
Slavery was fundamental to the society and economy of Late Antiquity, as it was throughout much of the ancient world. This module explores the different ways in which slavery and dependency structured how the people of the late ancient world lived, as far as possible focusing on the experiences of the enslaved themselves. Drawing on laws, literary texts, religious writings and material and visual culture, students will gain a deep understanding of the complexities of slavery, will develop their vocabulary for talking about enslavement as social and cultural praxes, and will learn how to use a range of research resources for examining the social worlds of Late Antiquity. The module will be assessed through the production of a series of blog posts, so that students will also learn the valuable skills of writing for the web and creating interesting and engaging digital content.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice in History. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.
This module explores how childhood is constructed in a wide range of literary texts – texts by adults for adults, by adults for children, and by children themselves. Underpinning the module is the notion of ‘childhood’ as a cultural construct into which writers invest various, even contradictory, meanings. Students have the opportunity to explore texts by adults who idealise or demonise the child to suit their personal and philosophical agendas. Students may then analyse the mixture of didactic and therapeutic agendas in enduring genres of children’s literature such as the fairytale, adventure story and cautionary tale. Finally, we turn to children as authors in a study of juvenilia.
This module examines how African Americans tried to cast off the economic, political, cultural and social ties that bound them to second-class citizenship within the United States. We primarily focus on the Southern version of the black freedom struggle before casting our attention to a wider American political, social, and racial context — particularly as we challenge “the master narrative” of the civil rights movement that was once presented and represented as the singular history of the movement for African American freedom.
In charting the course of the civil rights movement in the twentieth century and beyond, we analyse the most venerated events and personalities of the era and aim to understand the movement on its own terms. We will explore its richness and its internal complexities, especially when reviewing the varying tactics and ideological differences of the movement’s leaders. The module asks us to question the presumed victories of the civil rights movement, to stretch our chronological understanding beyond traditional beginnings and endings, to acknowledge the complexity of American racial identity, and reveal what it tells us about the wider political and social dimensions of modern US history.
This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.
This module aims to explore new thematic trends, stylistic innovations and cultural developments in post-millennial British fiction, including a focus on globalising processes, transnational migration and digital technology.
The module also addresses the development (and rethinking of the concepts) of gender and class in literature of the period and account for the continuing importance of the literary form in an age of digital publishing.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
This module aims to equip students with the skills necessary to communicate their learning in an academic environment, and also supports students in adjusting to the demands of higher education. The core objective of the module is to develop students’ critical thinking and writing skills.
This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.
Texts in Time: Medieval to Romantic introduces students to a variety of materials from a range of cultural and historical contexts from the 12th century to 1830, and to methods of reading historically. Students will thus build a foundation on writers and historical periods which they can choose to pursue in greater detail at levels 2 and 3. Students will examine literature in English in a range of forms, such as poetry, drama, fiction, and essays, and the conditions under which these materials were created. There will be a particular emphasis throughout the module on questions concerning the self in society and the cultural tensions that arise when different understandings or definitions of identity clash. The chosen texts will demonstrate and explore understandings of the self in relation to matters such as sex, gender, race, nationality, class, religion, and age.
‘Texts in Time: Victorian to Contemporary’ introduces students to a variety of materials from a range of cultural and historical contexts from 1830 to the present, and to methods of reading historically. Students will thus build a foundation on writers and historical periods which they can choose to pursue in greater detail at levels 2 and 3. Students will examine literature in English in a range of forms, such as poetry, drama, fiction, and essays, and the conditions under which these materials were created. There will be a particular emphasis throughout the module on questions concerning the self in society and the cultural tensions that arise when different understandings or definitions of identity clash. The chosen texts will demonstrate and explore understandings of the self in relation to matters such as sex, gender, race, nationality, class, religion, and age.
This module is designed to enable students’ to develop their research skills in history and their understanding of research as a process of inquiry. Students have the opportunity to deepen skills developed in the first term, such as essay writing in history and information literacy, by working alongside staff from the School in analysing primary and secondary sources relating to specific approaches to History.
This module offers an introduction to the sources, approaches and methods necessary for the study of the medieval world. Lectures provide a survey of key moments in medieval history from 300-1500, structured around the research specialisms of the module teaching team. The module focuses on issues of religion and power in the Middle Ages, while there is a strong methodological focus on the materiality of the medieval period.
Fragmentation, uncertainty and conflict characterise a world in aftermath of war, at end of empire, and at the beginning of a period of radical social and cultural change. This module aims to chart the emergence of the contemporary world from these fractured beginnings through an introduction to British literature of the period 1950–2000. From the post-war Windrush migration to the rise of the historical novel at the turn of the millennium, the Angry Young Men to new feminist perspectives and postcolonialism, this module explores relevant theoretical perspectives on the late 20th Century and encourages an appreciation of the relationship between texts and their social, political and cultural contexts.
This module aims to introduce students to the different approaches to the study of history which have developed, with a particular focus on twentieth-century ideas and innovations, such as ‘history from below’, women’s and gender history, history of sexuality, cultural history, post-colonial approaches, and recent developments in the field. Students will be encouraged to think critically and creatively about how history has developed within the academy, as a particular branch of knowledge and as a discipline with its own rules and procedures.
This module considers the range of theories that we can use when we read and think about literature. Students will have the opportunity to study psychoanalysis, feminism, Marxism and postmodernism, among others, to think about why and how we structure meaning and interpretation in certain ways. We consider questions such as ‘what is an author?’, ‘what is gender?’ and ‘why do certain things frighten us?’ through theorists such as Roland Barthes, Judith Butler and Sigmund Freud.
This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.
This module introduces students to philosophical questions about the nature of art and beauty. For example: What is art? Can anything be a work of art? Can a pile of elephant dung be art? Is beauty objectively real or only ‘in the eye of the beholder’? Can aesthetic judgements be right or wrong? Is Beethoven better than Beyoncé? Is Shakespeare better than Eastenders? Or are aesthetic disputes like deciding between the merits of different flavours of ice cream?
Students can also consider questions that arise in relation to specific artforms: How is it possible to respond emotionally towards the plight of fictional characters that are known not to exist? Do rock/pop music and classical music require different aesthetic criteria for their appreciation and evaluation? Why do we take pleasure in the aesthetic representation of tragic events? Students will be guided through their reading of various classical and contemporary works on such issues, and encouraged to think for themselves about the problems addressed.
This module explores apocalyptic and post-apocalyptic texts using a range of novels, short stories, poems and films. Lectures will establish cultural and historical contexts and address issues such as form and genre. The module will explore a range of significant periods from early Judeo-Christian fears regarding the purging moral apocalypse, through Romantic preoccupations with nature and industrialisation, postmodernism and more contemporary concerns about viral or cybernetic apocalypse. We will draw from a range of disciplines including literary theory, psychoanalysis, cultural theory, philosophy and trauma theory.
This module provides a survey of the history and archaeology of the eastern Mediterranean and the Middle East between the reign of Alexander the Great and the death of Cleopatra VII after the Roman victory at the Battle of Actium in 30 BC. Students will have the opportunity to explore the political histories, power structures, cultural developments, economic processes and shifting ideologies associated with the major Hellenistic kingdoms and ending with the Roman conquest of the eastern Mediterranean region. Teaching also considers how the Hellenistic period was a time of innovation, cultural connectivity, even globalisation, laying the foundations of a Hellenized world of city-states which endured into and defined the Roman construction of a world empire in its aftermath.
This module explores the nineteenth-century literature of the USA, chiefly focusing on fiction and poetry. Authors covered include Herman Melville, Emily Dickinson, Charlotte Perkins Gilman, Walt Whitman and Willa Cather, among others.
This module covers a broad range of twentieth-century American fiction and poetry. Beginning with Fitzgerald, other authors studied include Ernest Hemingway, Jack Kerouac, Toni Morrison, Thomas Pynchon and David Foster Wallace.
Renaissance monarchs often employed artistic display to project royal authority. Ruling elites commissioned pieces of art not only for the embellishment of their residences, but also as a suitable vehicle to display authority. Kings and Queens commissioned tapestries, sculptures, royal palaces, or lavishly decorated printed books that narrated their achievements and omitted their failures. This module examines the diverse ways rulers and their entourage imagined and created an image of kingship through the visual arts.
This module examines key British medieval texts, primarily in Middle English, from the High and Late Middle Ages (that is, from approximately the twelfth century to fifteenth century). It explores the breadth of literary activity in the period through a variety of genres--such as debate poetry, ethnographies, beast fables, romance, dream visions, satire, devotional and mystical writings, and mystery plays--and the evolution of a new form of English (the precursor of modern English), revealing that the medieval period is, in truth, a far cry from the misnomer by which it is often identified, the ‘dark ages’.
This module examines how and why the culture of Britain changed in the period of increasing contact with, and eventual incorporation into, the Roman Empire. Examining the key material, behavioural, ideological and structural changes to society in the period c. 100 BC to AD 450, it will question to what degree each aspect was a wholesale incorporation of ‘foreign’ ideas, technologies and goods, a local interpretation and adoption of these importations into an existing social system, or a local creation that was distinctly Romano-British, if often termed ‘Roman’.
This module examines one of the most varied literary genres extant, one that, at times, is often relegated to the margins because of its slippery nature. Students will examine early examples of fantasy and trace the genre’s development across a number of key historical epochs, from the classical and medieval periods to the twenty-first century. They will consider especially Tolkien as a pivotal force in the growth of fantasy literature and theory, as well as The Inklings, a group whose works had a profound influence on the evolution of the genre in the twentieth century. A range of subgenres of the fantastic will be explored, which may include high and low fantasy, ironic fantasy, historical fantasy, or magic realism, and, alongside primary texts, they will read selections from modern theoretical and critical texts that articulate different interpretations and approaches to the fantastic.
Students can gain an introduction to the historical and archaeological sources, approaches and methods necessary for the study of the ancient world. Lectures provide a survey of key moments in history, 1000 BC-AD 400, structured around the research specialisms of the module teaching team.
The cultural heritage sector increasingly offers opportunities for the application of digital technologies as communication, research and recording tools. This module enables students to become familiar with some of these advanced recording techniques for the study and recording of objects.
This module aims to prepare students for designing their dissertation (independent study) proposals and for applying to jobs and postgraduate programmes. Students will explore how to prepare for and ensure success in their dissertations, employment, and study/research by identifying and articulating their transferable skills, breadth of knowledge, expertise, and interests. The module will provide information on how to become aware of opportunities, to plan and prepare for the future, and to build on their undergraduate careers.
The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.
The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students can consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics.
This module, conceptually, textually, formally, and intellectually challenging, is designed to introduce students to a range of innovative literatures, in a variety of forms, in order both to interrogate the idea of experimental writing, and its own often aggressive interrogation of the expressive potential of literature.
Explore a wide range of cutting-edge digital approaches to studying the past through a significant and growing area of research, the digital humanities. By studying this module, you can focus on developing the practical skills, techniques, and methodologies that can play a vital role in your future studies and career.
The module provides opportunities to enhance, analyse, and interpret humanistic endeavours through approaches such as social network analysis, digital mapping, data visualisation, and textual analysis. You can also explore the impact and potential of artificial intelligence on the study of humanities in the digital worlds.
The modern period has often been understood as a time when peace was considered the natural state of societies, where states and non-governmental groups have been concerned with achieving a lasting peace and avoiding repetitions of bloody conflict. Wars, however, have not become a thing of the past, and today we live in a condition of seemingly permanent war where civilians are often the primary targets. This module will look at how ideas and practices of war have altered in the last few hundred years, and how these notions have been contested and challenged. The module asks where these ideas came from, and how concepts of war and peace, and violence and non-violence have been reframed in various ways. The course is focussed on the nineteenth and twentieth centuries and moves chronologically from the Napoleonic wars, to contemporary conflicts through a series of case studies that cover wars, diplomacy, the aftermath of wars, and peace movements. Each case study will draw on key themes which run throughout the module, including pacifism, militarism, imperialism, culture, race, gender and nationalism.
This module will interrogate aspects of the history of gender and sexuality in Britain over a 250-year span, coinciding with the arrival of ‘modernity’. It will introduce students to debates over the relationship between gender, sexuality, and structural changes in society, economy and politics, as well as thinking about gender and sexuality as discourse and subjectivity. Further, it will introduce students to a wide range of source material for the social and cultural history of early modern and modern Britain and seek to develop their confidence in using such diverse sources skillfully.
The module takes a thematic approach, although within each theme, specific chronological examples will be examined. Thus continuity and change can be highlighted, and it is intended to resist a narrative of progress towards ‘modern’ liberal views of gender and sexuality. However, a clear chronological framework will also be developed through examples which will help students gain a clear understanding of context.
The United States emerged from the Second World War a superpower, with, to an extent, a belief that it could remake the world. The challenges of the Cold War years were to demonstrate how limited was that power. This module explores the key social, political, economic and cultural developments in the United States between 1945 and 1990.
Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.
Works of fiction are not just a source of entertainment. They are a crucial and exciting route into understanding the past. Novels, short stories and poems allow us to understand how debates and ideas about society and identity circulated and how writers attempted to reinforce or change the way that readers looked at the world. This module will examine how a wide range of fiction produced in Britain in the nineteenth and twentieth centuries addressed the key themes of Class, Politics, Gender, Sexuality, Race and Conflict. Students will have the opportunity to examine the treatment of these concepts in genres as varied as crime fiction, popular romance, children’s literature, science fiction, war writing and feminist fiction.
This module examines some of the preoccupations of the fin de siècle through a series of texts and authors who helped to shape the cultural climate of the 1880s-1900s. These decades gave rise to a pervasive feeling of vital urgency and exhilaration in Britain, as well as a conflicted sense that society was teetering on a cliff edge of irredeemable degeneration. Texts will be read alongside and in light of social and political developments, such as anxieties about Britain’s empire and position on the global stage, evolution and degeneration, sexual identity, women’s rights, the rise of occultism and spiritualism, Decadence, and radical politics. The study of fin de siècle writing will be set against the backdrop of the infamous Oscar Wilde trial, and the sensationalised Jack the Ripper murders, contemporary anxieties about criminality, the empire, and eugenics.
How did people live and die in the middle ages? Drawing on the research expertise of the medievalists in the School, the module seeks to answer this question by addressing key themes relating to the life cycles of medieval people, from their childhood and education, via the roles that they took on in life (within families and in public; peaceful and violent), to their deaths. We will address primary sources that provide intimate insights into the everyday lives of medieval people: letters and autobiographies. Such sources will be contrasted with those that offer a more 'top-down' vision of how medieval society should function, such as rulebooks and conduct manuals. Finally, we will explore how people in the medieval period managed their material and spiritual interests through transactions recorded in documents such as charters and wills. A key aim of the module is to develop your research and writing skills by providing you with an opportunity to produce an extended piece of research. This, coupled with the intensive work with primary sources, will equip you to tackle a final year independent study in a wide range of medieval topics.
This module explores the relationship between madness and British society from the late eighteenth century to the present day. Students can examine how institutional approaches to the treatment of insanity have changed, from the eighteenth-century madhouse, to the Victorian asylum, to care in the community in the twentieth century. They will assess changing medical, legal and lay responses to insanity, including the role that class, gender, family and community played in defining insanity and its treatment.
In this module students will have the opportunity to explore the early twentieth century, one of the most creative periods in English literature, when writers like James Joyce, T.S. Eliot, Virginia Woolf and D.H. Lawrence were challenging conventional ways of writing and reading, and rewriting how we experience and understand the world and ourselves. Required reading will include some of the most powerful works from the modern movement between 1910 and 1940 including James Joyce’s Ulysses and T.S. Eliot’s The Waste Land.
This module will give students a unique opportunity to develop their practical skills for studying objects while developing their understanding of the relationship between history and material culture. Students can explore how object-based study can enhance their practice as conservators and historians and how material culture studies can lead to insights that cannot be reached through other approaches.
This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It is designed to introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. Students will be expected to engage with a range of films, television programmes and primary source material.
This module aims to introduce students to some of the central concepts, issues, theories, and debates in an area of moral philosophy called "normative ethics", thereby providing them with a framework for thinking seriously about moral matters, and to assist them in developing their philosophical and analytical skills. We will distinguish and evaluate the leading positions on these issues through a range of more specific topics in normative ethics.
People have migrated as long as the human race has existed and this module places this fundamental aspect of human experience at its heart. Issues surrounding migration and the movement of peoples are central to contemporary politics and society, as the management of people seeking refuge and better prospects preoccupies governments around the world. This situation makes ever more urgent our need to understand the history of migration and how it has shaped cultures across time and space. People on the move focuses upon the movement of people at particular points in modern history, considering the forces that propel people to risk their own lives and possibly those of their families, uproot from home and enter the potentially perilous and peripatetic life of a migrant. We will discuss the prospects and challenges of migration, and subsequently how diasporic cultures develop and the benefits and tensions surrounding integration. We will consider what happens when communities come into contact due to migration and the subsequent influences upon culture, religion, politics and identity. Through a series of in-depth case studies from the modern period, from the forced movement of the colonial era to twentieth century migration across the Atlantic, we will encounter a variety of geographical regions and processes of migration. A variety of historical sources will be interrogated to access the stories of migrants and about migrants, including texts (such legal and government documents, letters, memoirs and oral histories), images, objects and architecture. Addressing themes such as empire, economics, identity and religion in different contexts allows us to make meaningful comparisons between migrations across time and space.
This module examines literary representations of the world that emerge from the history of European exploration and expansion, and considers literary responses from groups that were marginalized through imperialism. Students will be encouraged to look at the treatment by white writers of issues of race and empire in the early twentieth century. They will also have the opportunity to explore ways in which postcolonial literatures develop strategies of 'writing back' to the imperial centre and re-thinking identity in terms of race, gender and nation. The final section offers a study of postcolonial Britain and some global implications of postcolonial writing.
This module looks to provide an introduction to the preventive conservation skills needed to set out as a practicing conservator. Students have the chance to develop an understanding of practical preventive conservation and collections management procedures, and can gain experience in environmental monitoring and surveying. Topics such as integrated pest management and emergency planning are also discussed.
Students studying Renaissance Literature have the opportunity to look in detail at a range of texts from the late Elizabethan period to the mid-1630s, including work by Shakespeare, John Donne, Ben Jonson and Mary Wroth. They also have the chance to explore the historical and cultural contexts in which these texts were produced, and the effects that they had on the politics and culture of the British Isles in the period. Lectures aim to examine post-Reformation England and late humanism, patronage, gender relations, early modern literary theory, education and philosophy.
Students taking Restoration Literature, the companion module to Renaissance Literature, can study in detail a range of texts written between the era of the English Civil War and the first decade of the eighteenth Century, including work by John Milton; Andrew Marvell; Aphra Behn; and John Wilmot, the 2nd Earl of Rochester. Students have the opportunity to also study the historical and cultural contexts in which these texts were produced. Lectures aim to examine the origins and effects of the civil war, the ethics of rebellion and reform, the Restoration theatre, religious controversies, gender relations, developing philosophical thought and Restoration manners.
Students will study English literature of the Romantic period (1780-1830), including poetry, fiction, autobiography, and political polemic. The module will address revolutions in politics and literary form and ideas of nature, the sublime, sensibility and feeling, abolition and slavery, Enlightenment feminism, the Gothic, Orientalism, and childhood. Students will have the opportunity to study works by writers including William Wordsworth, William Blake, Mary Shelley, Jane Austen, and Olaudah Equiano, placing them in their cultural context.
East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.
This module provides an opportunity for English students to spend a semester at second level studying at one of the University’s partner institutions, developing academically and personally. During the semester abroad students undertake a course load at the partner institution of equivalent standard to that of one semester of the programme at Lincoln. Participation in study abroad also offers unique opportunities for personal student development in the wider sense, taking in cultural, sporting and social opportunities.
In order to participate, students are usually expected to obtain a 2:1 or higher at Level 1, have a good record of attendance and participation, and must complete an application process. A limited number of places will be available each year, and participation is at the discretion of the Module Co-ordinator and the Programme Leader.
This module provides an opportunity for History students to spend a term studying at one of the University’s partner institutions in North America or Europe. Students will be expected to cover their own transport, accommodation and living costs.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
The period from 1700 to 1850 was one of transition and change in the British Isles and North America, marking an ideological and material shift away from the legacy of medieval Europe and the period of initial colonial contact. This module challenges students to engage with historical, cartographical, and material evidence. Students are introduced to the landscapes, streetscapes, and social make-up of the long eighteenth century, and can discuss in seminars how broad events impacted everyday lives, the urban, and rural landscape.
This module examines Arthurian narratives, myths, and traditions within a variety of contexts and media, and traces a variety of themes associated with Arthur and his court, including history and national identity; violence; kingship and rule; loyalty and betrayal; and love, sex, and gender roles.
Students will be expected to assess the importance of a myth that spans more than a millennium and address how medieval texts made meaning within their specific socio-cultural situations, as well as how later periods make meaning through their deployment of the medieval in new contexts.
This module tests the claim that the period from the 1880s to the First World War was an ‘Age of Transition’, which witnessed the birth of modern British politics. Through an analysis of this argument, students are introduced to some of the major developments in British political history in the period 1885-1914, including the birth of the welfare state, the creation of the Labour Party, the conflict over ‘Votes for Women’ and British foreign policy before World War One.
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.
Almost all historians share the view that the social, economic and political structures of Europe in 1000 A.D. were significantly different to those that characterised the western superpower of Late Antiquity, the Roman Empire. In this challenging module, students will be encouraged to engage with a range of source material that will allow them to come to their own conclusions. Given this wide focus, students will have the opportunity to immerse themselves in the fascinating story of post-Carolingian Europe in such a way that they enhance their abilities to think comparatively, a crucial weapon in the historian’s armoury.
This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.
This module aims to introduce students to some of the key interdisciplinary themes in American cultural history in the first half of the twentieth century as well as to theoretical works that have shaped American cultural studies since the 1950s. The module will investigate and evaluate academic argument relating to the study of American cultural history from a variety of theoretical, philosophical and methodological perspectives including feminism, social theory, post-structuralism, and postmodernism.
The typical image of a rural village, whether a chocolate box idyll prettily nestled around its church or a commuter dormitory boringly empty of anything fun to do, rarely shows much evidence for anything dramatic. However, these places were created by people who lived through events which are almost unimaginable to us today including the Norman Conquest and the Black Death, and for whom a perpetual challenge was simply surviving in a period where barely half of those born lived to adulthood. In this module students will have the opportunity to learn how to critically analyse and interpret historical and archaeological evidence and to use their knowledge and skills to write a new history of any rural settlement of their choice.
This module introduces students to the lives and experiences of women in the ancient world. By engaging with a wide range of material, visual and written evidence, students can investigate both the real historical circumstances of women’s lives and the ways in which they were constructed, represented and perceived.
The focus of this module is on the Roman world, and the material considered ranges in date from the Republican period to the end of the second Century AD. Material from Greece, especially where it affects Roman art, literature and ideas, will also be considered.
In this module, students will have the opportunity to take a vivid and intellectually exciting journey through primary and secondary sources in order to understand the historical trajectory of the Iberian Peninsula from the end of the sixth century to the collapse of the Caliphate of Córdoba in 1031. The aim of the module is to provide an introduction to two major medieval cities, Toledo and Córdoba, via acquaintance with and discussion of material that allows us to reflect upon a fascinating complex of problems.
In the Twentieth Century new aviation technologies transformed understandings of war, peace, civilian and military. The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century.
Why have detective narratives proved so enduringly popular? This module will interrogate the iconic figure of the private eye in American popular culture, through the fiction and film of the twentieth and twenty-first century.
This module explores a key resource for understanding the thoughts, feelings and conversations of ancient people. Graffiti in Greek and Latin (and other languages) were marked onto fixed and portable surfaces throughout the ancient Mediterranean world, and their informal and non-official nature offers a unique window into the lives and worldviews of people often invisible or marginal in standard documentary, literary and material sources
This module will give students an opportunity to engage in close philosophical study of texts by the most influential ancient philosophers. Texts will be studied in English translation. They will include works by Plato and Aristotle, as well as by less familiar philosophers of the ancient world (c. 500 BC-500 AD Greece and Rome). The focus of the module will be philosophical, not interpretive or historical: students will be expected assess the credibility of the positions and arguments advanced by Plato, Aristotle and others and to develop their own views in dialogue with these thinkers.
The victories of Arab armies over the forces of the Byzantine and Persian Empires in the seventh century were of monumental importance. Not only did they signal the decline of the two great superpowers of the late ancient world but they were accompanied, some scholars would argue caused, by the rise of a new monotheistic world religion: Islam. The first half of the module seeks to understand the conquests of the Arab armies and the emergence of Islam historically and culturally, in two specific contexts: (1) political conflict between the Persian and Byzantine Empires, during which Arabia often acted as a military frontier and different Arab groups as allies to one side or another; (2) contact and competition between Christianity, Judaism and other religious traditions in Arabia. The second half of the module explores how, after the initial victories over the Byzantine and Persian Empires, the new Islamic polity renewed itself, rolled forward further conquests, and focuses in particular on how an ‘Islamic’ culture was formed.
This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist movement. Anarchism is a political doctrine based on freedom, egalitarianism and social justice and that developed in Europe as a political movement in the mid-XIX century. Anarchism never reached the ascendancy achieved by liberalism or communism; however, it had a significant influence on the political ideas, social movements, culture, and education of the international labour movement.
This module examines both the birth and development of the concept of chivalry in the Middle Ages. Students can use a wide range of primary sources, as well as medieval and contemporary historiography, to explore how the role, image and function of medieval knights evolved over time.
The module will examine consumption in many of its forms in early modern Western Europe. Focusing on a number of areas, such as food, clothing, furnishings, houses and other goods increasingly accessible to people at all levels of society, the module will encourage students to consider how and why these were available.
This module offers an opportunity to engage with American literature (in a variety of forms) and some of its socio-historical, political and ideological contexts from the late 1990s to the present day. We will explore aspects of canon-formation in American fiction, and study a selection of texts by both new and established writers, in some cases at the point where they are first published in paperback. We will take a thematic approach, locating American cultural production in regional, national and global contexts, with a particular emphasis on writing in the 21st century. There are no pre-requisites for this module.
This module will enable students to engage in the research and development of displays through the process of curating an exhibition for the museum or heritage sector. Students will select objects and structure this selection through an appropriate narrative. They will propose modes and examples of interpretation such as gallery text, audio or visual aids. The emphasis will be on developing knowledge and understanding of the role and responsibilities of the curator, and the project will enable students to evidence a focused and critically rigorous curatorial rationale.
This module explores the history of science, sexuality and politics in the UK, Continental Europe, the US and Latin America from 1850 to 2000. It will give students an excellent grounding in modern and contemporary history that will complement further modules at level 3 that deal with sexuality, gender, race, science and medicine. It module examines the controversial rise of eugenics movements as a global phenomenon. The purpose of this module is to sustain a balanced and informed discussion about how race, reproduction, and the improvement of human heredity have acquired great political relevance in the modern period. It explores how scientists and different governments became preoccupied with hereditary theories, race, reproduction and sexual behaviour. It examines how societies across the Atlantic developed government policies around areas such as family planning, pronatalism, sterilisation, and race, which culminated in the implementation of euthanasia programmes in Nazi Germany. This module looks at eugenics programmes and politics in a transnational context, exploring how, for example, Nazi Germany’s sterilisation programmes were inspired by those already implemented in the US and how a number of Latin American countries adapted and transformed eugenics policies from Southern Europe and developed whitening policies.
This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.
Monsters and attics, desolate landscapes, imprisonment and pursuit: the gothic genre emerged in the late eighteenth century to depict our darkest fears and desires. Termed 'the literature of nightmare', gothic departs from a realistic mode of representation and employs a powerful means of symbolic expression. Students are given the opportunity to investigate ways in which the genre has explored psychological and political anxieties, and themes of sexual and social transgression. We consider literary texts from the eighteenth to the twenty-first centuries, including literature and film, and we give attention to sub-genres such as ‘female gothic’, ‘imperial gothic’ and ‘children’s gothic’.
This module will explore the development, decline and revival of stained glass from the early middle ages to the mid twentieth century. The focus will be on British stained glass with particular reference to windows that students can visit in person, particularly in Lincoln Cathedral and the parish churches of the region. Students will learn to analyse windows through a number of methodological frameworks in particular: production (design and manufacture), consumption (patronage, iconography and meaning) and aesthetics (style, drawing, manipulation of light).
This module explores what it meant to grow up and to grow old in the nineteenth century, through often contradictory accounts of experiencing age categories from childhood to old age.
Students will have the opportunity to examine various constructions of ageing, to reflect on age as a crucial facet of identity. This module considers age as a lens to explore the nineteenth century as a transitional period of growth and expansion as well as decay and decline, through a range of Romantic and Victorian texts.
Historian, journalist, political commentator and gossip columnist Matthew Paris, monk of St Albans, wrote what is still one of our main sources for British history of the thirteenth century. This module looks at Matthew Paris’s Great Chronicle, considering both Matthew himself and what he tells us about thirteenth-century English society. Students have the opportunity to think about what history was in the thirteenth-century and about attitudes to foreigners and national identity; power and poverty; propaganda and fiction; and time, space and the apocalypse.
Students at level three have to undertake an Independent Study project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake historical inquiry and analysis.
In their final year, every student on the BA (Hons) History degree programme at the University of Lincoln must produce an independent study. This is an extended piece of work which gives them the opportunity to demonstrate they have acquired the skills to undertake detailed and substantial subject-specific research and writing founded on critical inquiry and analysis.
This module covers the history and historiography of one of the most popular and sophisticated systems of medicine in the world: Chinese medicine. Starting from a comparison of the conceptualisation and representation of the body in early China versus ancient Greece, the module introduces students to key ideas in Chinese medicine such as “Yin Yang”, “Five Processes”, “Qi”, “Meridians” and “Five Organs and Six Bowels”. Diagnosis (including pulse-taking and tongue examination) and therapy (including moxibustion and acupuncture) are explored, alongside the Chinese tradition of “self-cultivation” and the various techniques that promote health –– and even immortality. Theories concerning food and drugs are dissected, and the tremendous plurality of practitioners throughout the history of Chinese medicine are analysed in detail. No prior knowledge on the history of medicine, Chinese history, or Chinese language is required.
The module will give students practical experience of the workplace. Students will normally define, plan and undertake a specific project. In addition students will gain experience of a range of tasks appropriate to sector-specific professional skills.
Hong Kong’s history lies at the intersection of Chinese, British imperial, and transnational histories. This module explores the history of Hong Kong from its colonisation by Britain in 1841 up to the present day.
The module seeks to introduce the city’s history to students, explore the ways historians have engaged with and approached this history, and to help students develop skills of historical analysis and debate. Through engaging with the rich historical debates and with English-language and translated primary materials, students on this module may study issues and themes including, but not limited to: imperialism; colonialism; transnational networks; international and diplomatic history; economic and business history; social history; urban history; migration and diaspora history.
One of the ways in which early modern monarchs and rulers legitimised their authority and projected their power was through architecture and urban design. In this period capital cities across Europe, America and Asia were embellished with architecture and urban design inspired by Renaissance ideals of social order. This module examines the ways rulers imagined and built a number of imperial capital cities across Europe, America and Asia.
In this module students have the opportunity to research in depth an author or topic of their choosing. Students are expected to commence research over the summer between Levels 2 and 3 and, on their return, have regular, one-to-one meetings with a tutor who is a research specialist in that field. The supervisor offers advice and direction, but primarily this module encourages independent research leading to the production of a 10,000 word dissertation.
What was the workhouse? What was life like within its doors? Into the workhouse explores this infamous institution in England and Wales, from its beginnings as just one of a variety of methods of relieving poverty, through to its zenith in the Victorian era with the implementation of a harsh regime. We will trace this transition, from fairly ad hoc cottage through to purpose-built institution, throughout this module. We start the course by asking: who were ‘the poor’? And what help was available to them? We will learn what poor relief was, and how it was an important part of a broader economy of makeshifts - offering everything from money to bread, from shoes to tools, and from a bed to medical help. How poor relief operated varied from place to place until the passage of the Poor Law Amendment Act in 1834. This ‘New’ poor law placed a Commission in charge of a compulsory workhouse system with which we are familiar from novels and films. Why and how this new system was created will be our next focus, before we embark on a field trip to a workhouse and museum to understand what life was like within its walls.
While the Victorian workhouse is often portrayed as a static and dreary Dickensian place, full of helpless individuals, this module will uncover a fresh, dynamic perspective. We will find out how individuals navigated and used workhouses, and how they asserted their agency. We will understand how workhouses were protested against, and pulled into disrepute in a series of national scandals. Workhouses were also a site of immense social innovation, especially in medical care. The institution saw renewed attention in the late nineteenth-century but came to an end in 1929. What led to its demise and the lasting legacy will be studied in the final week. In this module you will critically analyse a wide range of sources, including official reports, parish registers, plans and maps and workhouse artefacts, as well as first-hand accounts of workhouse life in legal depositions, pauper letters, poems and diaries.
This module is designed to examine how terms such as Ireland and Irishness have been constructed and questioned across the last century, a period of immense and often turbulent historical and social change. It aims to explore the representation of place, the nature of nationalism, the changing family unit, gender roles and Ireland's relationship to globalization in Irish poetry, drama and fiction.
This module responds to the recent interest in the representation of lives within literary studies. It discusses a range of life representations (including biography, autobiography, letters, confessions, memoirs, and poems) from the Romantic period to the contemporary moment. Students may consider the origins of autobiography, address Modernist experiments with life representations, and discuss twentieth-century and contemporary innovations, including disability narratives and cross-cultural autobiographies. Themes such as the construction of selfhood, conceptions of memory, the relational self, and the ethics of life writing are addressed.
The first principle of ecological thinking is that it is not only human beings that are meaningful, and that we are neither so separate from, nor so dominant over, the non-human as we tend to think. In this module students can explore what difference it makes to read literature from this perspective. We study literature as part of our complex interaction with our environment, and, perhaps sometimes, as a uniquely valuable one. Students can read texts from ancient Greek pastoral to contemporary dystopias, and from the poet John Clare to the woodland historian Oliver Rackham.
This module explores how criminal lunatics - criminals who developed insanity in prison and individuals who committed a crime whilst insane - were represented and treated in nineteenth century Britain. Students can examine why some criminals were deemed insane and others were not; how criminal lunacy was defined in medicine and in law; how and why the institutions, people and practices for treating the criminal and criminal lunatic changed over the period; the role gender and class played in crimes, trials, diagnoses and treatment; and how criminality and criminal insanity were represented by laymen.
Making Militants explores the role of violent teaching practices of various sorts in the making of men and women in Late Antiquity. Focusing on the fourth, fifth and sixth centuries, it addresses a pivotal period in the transition from the ancient to the medieval world, surveying the multiple small-scale arenas that made up the Late Antiquity – the household, the schoolroom, the barracks and the monastery. By close reading of letters, biographical accounts, rulebooks, speeches and a wide range of other sources, we consider how violent educative practices made people who were capable of operating in a changing, unpredictable and often dangerous world. The men and women who were made in such spaces were the products of a society that was fundamentally violent, their own violence a product of long-established socialisation practices rather than acts of anti-social deviance.
This module will analyse how the medicalised body has been represented, exploited, challenged and reclaimed in art and visual culture. The themes, ideas, priorities and objects of medicine – such as death, health, sexuality, taboo, trauma, bodily functions, and viscera – have taken centre stage in art and visual culture since the end of the nineteenth century. This module will explore the manifold ways in which artists have engaged with subjects including medical technologies, disease, disability, blood, and pain, and we will do so in relation to constructions of gender, sexuality, race, class and ability. What significance do pathology, disease, and patient experience take on in art and visual culture? To what effects have artists portrayed and perhaps questioned modern therapies and medical technologies, and their subjects, practices and theories? We will focus on a range of media including painting, sculpture, performance art, conceptual art, film, and photography.
The 20th century saw unprecedented social, economic, political and cultural change in Britain. However, the equally dramatic shifts in how sexuality and masculinity were experienced and represented are often ignored. This module aims to enable students to study the history of 20th Century Britain while using the lens of gender and sexuality to understand how ordinary men lived their lives. Students will get the opportunity to work with a wide variety of primary sources such as: court records, newspapers, film, photographs, music, autobiographies, oral history and literature.
This module explores the representation of East-West contact in Middle English romances, with a particular emphasis on the interlacement of racial and ethnic otherness and on different types of violence, from martial exploits and religious coercion to rape and cannibalism.
Students will have the chance to experience the breadth of the romance genre—its many thematic and topical branches, and its many sub-genres and their respective conventions—as well as insight to the actual act of crusading, and the cultural and social crises that arose from this act.
This module explores literature by nineteenth-century women writers through the Romantic and Victorian eras up to the suffrage campaigns. We explore how women negotiated cultural ideals of femininity and the challenges of authorship to produce writings across forms including novel, short story, poetry, play, and in a range of genres such as social realism, gothic, fairy tale and life writing. We consider how these works engage with contemporaneous social debates, especially about women’s social position. Authors addressed include Jane Austen, Anne Bronte, Dorothy Wordsworth, Christina Rossetti, Mary Molesworth, Amy Levy and Elizabeth Robins. These works are interpreted in relation to their cultural context and in light of recent critical debates.
This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia, to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights that objects offer to major themes in imperial history such as gender, race and class. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of the British Empire. Tracing the long history of such objects can enable us to explore how objects change meanings as they move through various colonial and post-colonial contexts.
This module examines the emergence, development and legacy of Pre-Raphaelitism and Aestheticism and how these movements influenced British culture. The module will explore how Pre-Raphaelite painters attempted to redefine the natural role of art and how ‘Aesthetic’ artists went on to question their approach. The module will explore the work of the key protagonists of each movement and how their work crossed over into other media such as stained glass, painted furniture and book illustration.
Portrayals of lesbian, gay, bisexual and transgender lives on screen are under increasing scrutiny from audiences, activists and media scholars. But, for much of the history of film and television, non-normative sexual and gender identities have been marginalised or hidden. This module examines the history of queer representations in screen culture from the era of silent films to the present day. Students will have the opportunity to work with examples from a range of national contexts, including (but not limited to) Britain and America, as well as engaging with influential scholarship in queer theory and the history of gender and sexuality.
How can history and heritage be more inclusive of LGBTIQ+ lives and experiences? And how can queer perspectives help us to better understand the complexities of the past? This module responds to these questions by examining queer histories from the Ancient World to the present day. Taking a global view, the module investigates how concepts such as sex, sexuality, gender, the body, friendship, and family have been organised in diverse ways across different times and places. In addition to considering how particular sexual and gender identities have emerged, the module also engages with ideas of queer history as a method for historical enquiry: one that is sceptical about binary analyses and linear narratives of progress.
Although early modern England was a kingdom, governed by a monarch, many historians have claimed that there was a strong ‘republican’ undercurrent to Tudor and Stuart political thought. This module introduces students to the key approaches and methodologies of the history of ideas by focusing upon the various ways in which scholars have studied and conceptualised republicanism in early modern England and the ongoing debate surrounding the origin, content and influence of republican ideas in the period 1500-1700.
This module considers the genre of modern science fiction and its evolution into one of today’s most popular narrative genres. Analysing a variety of forms – novel, short story, drama, graphic novel and film – students will have the opportunity to examine the socio-historical contexts of some of the most influential narratives of this period.
This ranges from the emergence of “scientific romance” in the late nineteenth century, to late twentieth-century forms like cyberpunk and radical fantasy; from the problems of defining “genre fictions” and privileging science fiction over fantasy, to our enduring fascination with alternate histories, non-human agents (robots, animals, genetic hybrids, the environment), ecocatastrophe and post-apocalypse.
This module concentrates on the works of Geoffrey Chaucer, with a particular emphasis on The Canterbury Tales, perhaps Chaucer’s most famous work. Students will have the opportunity to examine the General Prologue and a variety of tales in relation to their historical context and literary antecedents, and, throughout, specific attention will be given to questions of genre (ranging from fable and epic to satire and romance), literary authority, narrative construction, and medieval aesthetics.
This module provides an opportunity for students to study the works of Shakespeare in detail. The dissemination, influence, and adaptation of Shakespeare is unrivalled, and without an understanding of the conventions that the works dissolved and those that they initiated, a full appreciation of the canon of English literature is inevitably lessened.
This modules challenges Shakespeare’s status as an icon of tradition and elitism by reading the texts in the light of recent developments in critical theory, and by locating them in the culture of their age. Students will be invited to examine the ways in which different theoretical approaches might have a bearing upon the interpretation of Shakespeare, they will also be conversant with the religious climate of the late sixteenth and early seventeenth centuries, the conditions of performance and play-going in Shakespeare’s theatre, and the significant cultural and historical events of the period.
This module allows students to study the works of the Bard in detail, and to read them in the light of critical theory and literary history. Shakespeare’s plays are a cornerstone of the canon of English literature, but in wider culture they are often treated as inflexible repositories of ‘truth’ and ‘human nature’.
This module will resist such approaches, and concentrate instead upon the ways in which the plays address the concerns of their day, as well as how they have been made to signify in other eras. Students can develop an understanding of how Shakespeare’s work dealt with early modern dramatic conventions, politics, and thought; how it addressed questions of history, religion, and race; and how it shaped the culture within which it was written. This module considers Shakespeare’s mature comedies, histories, and tragedies.
This module allows students to pursue an in-depth study of one author’s literary or dramatic works. The author of choice varies from year to year according to academics’ current research interests, but potential authors may include writers of fiction and/or poetry such as Angela Carter, Charlotte Bronte, Iain Banks, Thomas Pynchon, M.R.James, Jane Austen and Sylvia Plath; and dramatists such as Caryl Churchill, Thomas Middleton, Aphra Behn, Ben Johnson and debbie tucker green. Students will explore the writer’s oeuvre in terms of themes, style, and engagement with form and genre traditions, and with contemporary cultural debates. We also address practicalities of authorship such as the role of editors, publishing/performance formats, and different readerships/audiences. Students will also consider the writer’s legacies including the ‘afterlife’ of their works in adaptation. As well as studying texts, students will engage with conceptual debates about the role of the author : is attention to the author’s life an outmoded and over-deterministic approach to the study of a text? or a necessary part of contextualisation? As we scrutinise the figure of the author in biography, literary societies, literary tourism and popular culture, we ask : what purposes does the ‘author’ as a cultural construction serve ? and does this have anything to do with reading?
This module allows students to pursue an in-depth study of one author’s literary or dramatic works. The author of choice varies from year to year according to academics’ current research interests, but potential authors may include writers of fiction and/or poetry such as Angela Carter, Charlotte Bronte, Iain Banks, Thomas Pynchon, M.R.James, Jane Austen and Sylvia Plath; and dramatists such as Caryl Churchill, Thomas Middleton, Aphra Behn, Ben Johnson and debbie tucker green. Students will explore the writer’s oeuvre in terms of themes, style, and engagement with form and genre traditions, and with contemporary cultural debates. We also address practicalities of authorship such as the role of editors, publishing/performance formats, and different readerships/audiences. Students will also consider the writer’s legacies including the ‘afterlife’ of their works in adaptation. As well as studying texts, students will engage with conceptual debates about the role of the author : is attention to the author’s life an outmoded and over-deterministic approach to the study of a text? or a necessary part of contextualisation? As we scrutinise the figure of the author in biography, literary societies, literary tourism and popular culture, we ask : what purposes does the ‘author’ as a cultural construction serve ? and does this have anything to do with reading?
Slavery was fundamental to the society and economy of Late Antiquity, as it was throughout much of the ancient world. This module explores the different ways in which slavery and dependency structured how the people of the late ancient world lived, as far as possible focusing on the experiences of the enslaved themselves. Drawing on laws, literary texts, religious writings and material and visual culture, students will gain a deep understanding of the complexities of slavery, will develop their vocabulary for talking about enslavement as social and cultural praxes, and will learn how to use a range of research resources for examining the social worlds of Late Antiquity. The module will be assessed through the production of a series of blog posts, so that students will also learn the valuable skills of writing for the web and creating interesting and engaging digital content.
Teaching History deepens students' understanding of the practice of teaching history in the classroom. The module encourages students, especially but not exclusively those who may be considering a career in education (or related industries), to think more deeply about pedagogic theory and teaching practice in History. Students will be given the opportunity to gain some practical experience in instructing their peers and online audiences. There will be a strong focus on reflecting on prior learning experiences and the module will begin by providing students with an overview of the history of history teaching. History teaching will be examined at primary and secondary level, and in other educational contexts.
This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, students can explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.
This module will focus on the process of economic and political integration, which has taken place in Western Europe since 1945. The emphasis will be placed on the global forces which have shaped, and are still shaping, this process of integration. The module will also investigate the impact of the Cold and Korean Wars, the European Recovery Programme and other factors from outside Europe.
This module explores how childhood is constructed in a wide range of literary texts – texts by adults for adults, by adults for children, and by children themselves. Underpinning the module is the notion of ‘childhood’ as a cultural construct into which writers invest various, even contradictory, meanings. Students have the opportunity to explore texts by adults who idealise or demonise the child to suit their personal and philosophical agendas. Students may then analyse the mixture of didactic and therapeutic agendas in enduring genres of children’s literature such as the fairytale, adventure story and cautionary tale. Finally, we turn to children as authors in a study of juvenilia.
This module examines how African Americans tried to cast off the economic, political, cultural and social ties that bound them to second-class citizenship within the United States. We primarily focus on the Southern version of the black freedom struggle before casting our attention to a wider American political, social, and racial context — particularly as we challenge “the master narrative” of the civil rights movement that was once presented and represented as the singular history of the movement for African American freedom.
In charting the course of the civil rights movement in the twentieth century and beyond, we analyse the most venerated events and personalities of the era and aim to understand the movement on its own terms. We will explore its richness and its internal complexities, especially when reviewing the varying tactics and ideological differences of the movement’s leaders. The module asks us to question the presumed victories of the civil rights movement, to stretch our chronological understanding beyond traditional beginnings and endings, to acknowledge the complexity of American racial identity, and reveal what it tells us about the wider political and social dimensions of modern US history.
The image of Vikings from the north plundering their way across Europe is firmly fixed in popular imagination. Few people stop to think that the same people were also farmers, the heads of families and had home lives. The historical sources for the Vikings in the North Atlantic are pitifully few – a small number of sagas and a few other records. We often know more about the Vikings from those with whom they came into contact than from their own accounts.
This module integrates the different lines of evidence – historical, archaeological and environmental – and evaluates whether the idea of a ‘Viking world’ is a useful approach. Students can gain an introduction to texts in translation and archaeological reports, and explore the main limitations of our understanding of the North Atlantic regions in this period.
This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be wide and include western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube.
This module aims to explore new thematic trends, stylistic innovations and cultural developments in post-millennial British fiction, including a focus on globalising processes, transnational migration and digital technology.
The module also addresses the development (and rethinking of the concepts) of gender and class in literature of the period and account for the continuing importance of the literary form in an age of digital publishing.
Students can study a diverse range of prose, poetry, and drama written by women from the eighteenth century to the present is considered alongside key concepts in feminist theory and the history of the women’s movement. Writers range from Mary Wollstonecraft to Zora Neale Hurston to Jeanette Winterson. Topics range from the feminine aesthetic and French feminism to feminist utopianism and cyberfeminism.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We work alongside the Royal Literary Fund to give you one-to-one writing support from professional writers should you want it. Whether it's structuring an essay, writing more clearly, or improving your style, Royal Literary Fund Fellows are on hand.
The way in which you will be assessed may vary from module to module. It may include written coursework such as essays, as well as written exams, group work, or presentations.
The University of Lincoln's policy is to ensure that staff return assessments to students promptly, typically within 15 working days.
English and history at Lincoln equips you with a wide range of skills and competencies. We offer numerous ways for you to demonstrate your abilities, including through research essays and analytical reports; presentations and performances; curated exhibitions, teaching curricula, and archival collections; and scripted podcasts or digital productions.
In your final year, you will manage an independent research project (a dissertation) on a topic of your choice with the support of our researchers.
Assessment feedback is tailored to each individual's learning progress, ensuring that our guidance remains relevant beyond the end of a specific module and informs your ongoing development as a historian. Personalising feedback in this way enables us to account for your individual interests, skills, and strengths, helping you to craft your own learning journey with an eye to your future career plans.
Our medieval modules typically include sessions working with manuscripts in the archives at Lincoln Cathedral or optional workshops with local artisans on medieval arts and culture.
Students on this course are also able to attend organised activities such as play readings, film showings, and performances.
Students undertaking this degree have the option to study abroad at one of the University’s partner institutions for one term during their second year. This can provide an insight into alternative approaches to the study of the subject and gives students the opportunity to experience another culture. Those who choose to study abroad are responsible for any associated travel, accommodation, and general living costs.
Field trips organised by the School include visits to Newstead Abbey, former home of the poet Lord Byron, and Shakespeare's Globe Theatre in London. These are optional and participation on trips will not impact upon grades awarded on this programme. The costs of transport and entry fees, where applicable, are covered by the School. Students are, however, expected to cover their own subsistence costs while attending field trips.
Studying English and History at Lincoln has been a highly enjoyable experience and I believe the University has helped me to achieve my full potential.
Joanne Tingle
BA (Hons) English and History
Our research-active staff are engaged in work which directly informs their teaching. There are particular strengths in 21st Century literature, 19th Century literature, Gothic studies, American literature and the medieval. Current research projects include studies on Shakespeare, women’s life writing, the literature of homelessness, ecogothic, the literature of Brexit, detective fiction, ageing in Victorian fiction, werewolves in medieval texts, the reception of William Blake, nineteenth-century religious writing, literature and the visual, and women’s writing in the time of Covid.
Students studying English are welcome to attend research events hosted by the School, which provide opportunities to learn more about the work in which members of staff are engaged, and to hear more about specialist research by visiting speakers.
Tour the magnificent city of Lincoln with two of our students as they talk you through some of the historic highlights Lincoln has to offer.
English and History graduates may go on to careers in education, the civil service, media, journalism, heritage, publishing, communications, and the arts. They may choose to continue their studies at postgraduate level or take qualifications in teaching.
104 UCAS Tariff points from a minimum of 2 A Levels or equivalent qualifications.
BTEC Extended Diploma: Distinction, Merit, Merit.
T Level: Merit
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English. Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, EPQ etc.
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 7.0 overall, with a minimum of 6.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/
For further advice on IELTS and the support available, please contact the International College by email at internationalcollege@lincoln.ac.uk.
For applicants who do not meet our standard entry requirements, our Arts Foundation Year can provide an alternative route of entry onto our full degree programmes:
https://www.lincoln.ac.uk/course/afyafyub/
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
96 to 112 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications. For example:
A Level: CCC to BBC
BTEC Extended Diploma: Distinction Merit Merit
T Level: Merit Overall
Access to Higher Education Diploma: 96 to 112 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
Students should expect to obtain copies of the primary texts for all modules, and occasionally anthologies and/or critical texts as specified in module reading lists before the start of each year. Occasionally materials used in addition to these texts will be provided. Further materials for study are available in the University's library and online.
If students choose to undertake an optional placement in the UK or overseas or study abroad, they will be required to cover their own travel, accommodation, and general living costs.
Field trips are optional and participation on trips will not impact upon grades awarded on this programme. The costs of transport and entry fees, where applicable, are covered by the School. Students are, however, expected to cover their own subsistence costs whilst attending field trips.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
Students should expect to obtain copies of the primary texts for all modules, and occasionally anthologies and/or critical texts as specified in module reading lists before the start of each year. Occasionally materials used in addition to these texts will be provided. Further materials for study are available in the University's library and online.
If students choose to undertake an optional placement in the UK or overseas or study abroad, they will be required to cover their own travel, accommodation, and general living costs.
Field trips are optional and participation on trips will not impact upon grades awarded on this programme. The costs of transport and entry fees, where applicable, are covered by the School. Students are, however, expected to cover their own subsistence costs whilst attending field trips.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
