MSc in Revolution and Counter-Revolution

Department of History

University of Stirling

The aim of the programme is to offer students an opportunity to study revolution and counter-revolution in a variety of geographical areas and historical periods, in order for them to develop a deeper understanding of revolution and counter-revolution as transformative processes. This is a new programme, drawing on the research and teaching expertise of a number of history staff, and it will also include an important contribution from colleagues in the Department of Politics.

The students will gain a broad understanding of the processes of revolution and counter-revolution in history. The two modules will cover the nature, historiography and ideology of the revolutionary and counter-revolutionary processes as well as a comparative survey of individual revolutionary events over a wide geographical and chronological spectrum, from the early medieval period to the 21st century, covering major revolutionary events from the crusades to post-communist Europe. The optional modules will allow the students to study two areas in greater depth, and the dissertation will offer the opportunity for more independent research on a topic of their choice.

The programme will enable the students to develop their historiographical skills at an appropriate level for postgraduate study. They will be able to discuss the ideology and politics of the revolutionary and counter-revolutionary process in greater depth than at undergraduate level, and will be required to participate actively in seminars as well as writing essays, reflective reviews and dissertation proposals of an appropriate standard. They will be required to assess the revolutionary and counter-revolutionary processes in a number of time periods and geographical areas, and to account for change over time and for cultural and geographical differences. The course will develop the students' skills in comparative historical studies as well as thir ability to write at length on a specific topic and place it in the ideological and historiographical context. They should then be well equipped to progress to more independent, higher-level study.
In addition to the subject-specific skills outlined above, the students will develop communication skills in terms of seminar presentations, participation in discussions and presentation of written work. They will be required to think comparatively and analytically and to present reasoned, concise argument. All of these will enhance generic skills and assist the students to progress, either to higher academic study or into a variety of careers which require such skills.