Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COLONIALISM/POST-COLONIALISM | INT4115814 | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Halil Kürşad ASLAN |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | This course studies colonialism as a form of rule, not only as an ideology or a policy conducted abroad. It asks how political authority, territory, law, coercion, land, labour, property, extraction, circulation, infrastructure, knowledge, social difference, mobility, and institutions combined to produce durable and unequal political orders. The course also examines how anti-colonial actors challenged these arrangements and proposed different political futures. Decolonisation is studied as a transformation of sovereignty, territory, citizenship, institutions, and international status, not simply as the date on which a colony became independent. In the final part of the course, students evaluate colonial afterlives and postcolonial constraints by distinguishing inheritance, transformation, reconstruction, external pressure, and later causes. |
| Course Content | This course contains; . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| By the end of the course, a successful student will be able to: 1. CLO1 - Distinguish colonialism, empire, imperialism, decolonisation, and postcolonialism, and apply the course's provisional framework to differentiate current colonial rule, a colonial mechanism, a colonial afterlife, a postcolonial constraint, insufficient evidence, and a case better explained by serious rivals. 2. CLO2 - Explain and analyse how law, coercion, intermediaries, territorial governance, differentiated membership, and administrative institutions converted conquest into durable and spatially differentiated forms of rule. 3. CLO3 - Analyse and compare how land, labour, property, extraction, circulation, infrastructure, and transfers organised colonial political economies and produced uneven power and vulnerability. 4. CLO4 - Evaluate how representation, archives, censuses, classification, and other knowledge practices acquired institutional effects, using primary and scholarly sources to connect categories to unequal rights, burdens, mobility, or resources. 5. CLO5 - Compare and evaluate anti-colonial political projects and processes of decolonisation by identifying their political subjects, strategies, institutional changes, unresolved conflicts, and competing visions of sovereignty and world order. 6. CLO6 - Analyse postcolonial state projects, development as autonomy, debt and conditionality, and contemporary afterlives by distinguishing inheritance, transformation, reconstruction, external constraint, and later causes. 7. CLO7 - Construct a comparative, evidence-based argument that applies concepts to cases, interprets primary and scholarly sources, states the limits of the evidence, and evaluates at least one serious rival explanation. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| Resources |
| Allende, Salvador. Address to the United Nations General Assembly, 4 December 1972. Official Records of the General Assembly, A/PV.2096. https://digitallibrary.un.org/record/713297/files/A_PV-2096-EN.pdf. Barth, Jonathan. "Silver, Mercantilism, and the Impulse for Colonization." In The Currency of Empire: Money and Power in Seventeenth-Century English America, 12-40. Cornell University Press, 2021. https://library.oapen.org/handle/20.500.12657/62197. Benton, Lauren. "Colonial Law and Cultural Difference: Jurisdictional Politics and the Formation of the Colonial State." Comparative Studies in Society and History 41, no. 3 (1999): 563-588. https://doi.org/10.1017/S0010417599002303. Burnard, Trevor, and Giorgio Riello. "Slavery and the New History of Capitalism." Journal of Global History 15, no. 2 (2020): 225-244. https://doi.org/10.1017/S1740022820000029. Cabral, Amilcar. "Second Address before the United Nations, Fourth Committee, 1972." In Return to the Source: Selected Speeches, edited by Africa Information Service, 15-38. Monthly Review Press, 1973. https://www.jstor.org/stable/j.ctv12pnpsp.7. Cooper, Frederick. Citizenship between Empire and Nation: Remaking France and French Africa, 1945-1960. Introduction, 1-25. Princeton University Press, 2014. https://www.jstor.org/stable/j.ctt5vjv2x.6. Gerlofs, Ben A., and Kylie Yuet Ning Poon. "States of Compulsion: Reassessing 'State-Led' Neighborhood Change in Hong Kong." International Journal of Urban and Regional Research 49, no. 1 (2025): 163-181. https://doi.org/10.1111/1468-2427.13285. Government of India, Legislative Department. The Constitution of India. Part II, Articles 5-11, official English text, printed pp. 3-4. https://www.legislative.gov.in/static/uploads/2025/08/7af1daa22d65f9d04c00ae9b9aa5a799.pdf. Mkandawire, Thandika. "Thinking about Developmental States in Africa." Cambridge Journal of Economics 25, no. 3 (2001): 289-314. Assigned excerpt: 289-313. https://doi.org/10.1093/cje/25.3.289. Nyerere, Julius K. Independence address, 9 December 1961. https://www.cvce.eu/content/publication/2015/10/13/3de83411-7a28-4116-a719-6ec3f7c1ecf7/publishable_en.pdf. Nyerere, Julius K., for the Tanganyika African National Union. The Arusha Declaration and TANU's Policy on Socialism and Self-Reliance. 5 February 1967. https://www.marxists.org/subject/africa/nyerere/1967/arusha-declaration.htm. Prince, Mary. The History of Mary Prince, a West Indian Slave, Related by Herself. 1831. https://www.gutenberg.org/files/17851/17851-h/17851-h.htm. Said, Edward W. "Orientalism." The Georgia Review 31, no. 1 (1977): 162-206. Assigned excerpt: 162-173. https://www.jstor.org/stable/41397448. Solimano, Andrés, and Gabriela Zapata-Román. Chilean Economic Development under Neoliberalism: Structural Transformation, High Inequality and Environmental Fragility. Elements in Development Economics. Cambridge University Press, 2024. Assigned excerpt: printed pp. 14-20. https://doi.org/10.1017/9781009477352. Stoler, Ann Laura. "Colonial Archives and the Arts of Governance: On the Content in the Form." Archival Science 2, nos. 1-2 (2002): 87-109. Assigned excerpt: 87-98. https://doi.org/10.1007/BF02435632. The National Archives (UK). India 1857. Education resource. Selected PDF pages 25-27, 35, and 42-43. https://cdn.nationalarchives.gov.uk/documents/education/india1857.pdf. The National Archives (UK). Partition of British India. Education resource. Selected PDF pages 4-5, 16-19, and 28-29. https://cdn.nationalarchives.gov.uk/documents/education/partition-of-british-india.pdf. Thomas, Martin, and Andrew S. Thompson. "Rethinking Decolonization: A New Research Agenda for the Twenty-First Century." In The Oxford Handbook of the Ends of Empire. Oxford University Press, 2018. https://doi.org/10.1093/oxfordhb/9780198713197.013.1. United Kingdom. Tanganyika Independence Act 1961. 9 & 10 Eliz. 2 c. 1. https://www.legislation.gov.uk/ukpga/1961/1/pdfs/ukpga_19610001_en.pdf. United Nations General Assembly. Resolution 1514 (XV), "Declaration on the Granting of Independence to Colonial Countries and Peoples." 14 December 1960. https://digitallibrary.un.org/record/206145. Wolfe, Patrick. "Settler Colonialism and the Elimination of the Native." Journal of Genocide Research 8, no. 4 (2006): 387-409. https://doi.org/10.1080/14623520601056240. World Bank. "World Bank Approves $250 Million Structural Adjustment Loan and $150 Million Guarantee for Chile." Bank News Release No. 86/27, 24 October 1985. https://documents1.worldbank.org/curated/en/193031614089319315/pdf/Announcement-of-World-Bank-Approves-Two-Hundred-Fifty-Million-US-Dollars-Structural-Adjustment-Loan-and-One-Hundred-Fifty-Million-US-Dollars-Guarantee-for-Chile-on-October-24-1985.pdf. World Conference of Indigenous Peoples. Kari-Oca Declaration and Indigenous Peoples' Earth Charter. 1992. https://cendoc.docip.org/collect/cendocdo/index/assoc/HASH51e7/4adac409.dir/Kari-Oca_and_Earth_Charter_1992.pdf. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations. | ||||||
| 2 | PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions. | ||||||
| 3 | PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. | ||||||
| 4 | PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. | ||||||
| 5 | PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. | ||||||
| 6 | PC6. Students will be able to work as group leader in public and private institutions, plan and administer events and activities. | ||||||
| 7 | PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. | ||||||
| 8 | PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | ||||||
| 9 | PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders. | ||||||
| 10 | PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. | ||||||
| 11 | PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. | ||||||
| 12 | PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COLONIALISM/POST-COLONIALISM | INT4115814 | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Halil Kürşad ASLAN |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | This course studies colonialism as a form of rule, not only as an ideology or a policy conducted abroad. It asks how political authority, territory, law, coercion, land, labour, property, extraction, circulation, infrastructure, knowledge, social difference, mobility, and institutions combined to produce durable and unequal political orders. The course also examines how anti-colonial actors challenged these arrangements and proposed different political futures. Decolonisation is studied as a transformation of sovereignty, territory, citizenship, institutions, and international status, not simply as the date on which a colony became independent. In the final part of the course, students evaluate colonial afterlives and postcolonial constraints by distinguishing inheritance, transformation, reconstruction, external pressure, and later causes. |
| Course Content | This course contains; . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| By the end of the course, a successful student will be able to: 1. CLO1 - Distinguish colonialism, empire, imperialism, decolonisation, and postcolonialism, and apply the course's provisional framework to differentiate current colonial rule, a colonial mechanism, a colonial afterlife, a postcolonial constraint, insufficient evidence, and a case better explained by serious rivals. 2. CLO2 - Explain and analyse how law, coercion, intermediaries, territorial governance, differentiated membership, and administrative institutions converted conquest into durable and spatially differentiated forms of rule. 3. CLO3 - Analyse and compare how land, labour, property, extraction, circulation, infrastructure, and transfers organised colonial political economies and produced uneven power and vulnerability. 4. CLO4 - Evaluate how representation, archives, censuses, classification, and other knowledge practices acquired institutional effects, using primary and scholarly sources to connect categories to unequal rights, burdens, mobility, or resources. 5. CLO5 - Compare and evaluate anti-colonial political projects and processes of decolonisation by identifying their political subjects, strategies, institutional changes, unresolved conflicts, and competing visions of sovereignty and world order. 6. CLO6 - Analyse postcolonial state projects, development as autonomy, debt and conditionality, and contemporary afterlives by distinguishing inheritance, transformation, reconstruction, external constraint, and later causes. 7. CLO7 - Construct a comparative, evidence-based argument that applies concepts to cases, interprets primary and scholarly sources, states the limits of the evidence, and evaluates at least one serious rival explanation. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| Resources |
| Allende, Salvador. Address to the United Nations General Assembly, 4 December 1972. Official Records of the General Assembly, A/PV.2096. https://digitallibrary.un.org/record/713297/files/A_PV-2096-EN.pdf. Barth, Jonathan. "Silver, Mercantilism, and the Impulse for Colonization." In The Currency of Empire: Money and Power in Seventeenth-Century English America, 12-40. Cornell University Press, 2021. https://library.oapen.org/handle/20.500.12657/62197. Benton, Lauren. "Colonial Law and Cultural Difference: Jurisdictional Politics and the Formation of the Colonial State." Comparative Studies in Society and History 41, no. 3 (1999): 563-588. https://doi.org/10.1017/S0010417599002303. Burnard, Trevor, and Giorgio Riello. "Slavery and the New History of Capitalism." Journal of Global History 15, no. 2 (2020): 225-244. https://doi.org/10.1017/S1740022820000029. Cabral, Amilcar. "Second Address before the United Nations, Fourth Committee, 1972." In Return to the Source: Selected Speeches, edited by Africa Information Service, 15-38. Monthly Review Press, 1973. https://www.jstor.org/stable/j.ctv12pnpsp.7. Cooper, Frederick. Citizenship between Empire and Nation: Remaking France and French Africa, 1945-1960. Introduction, 1-25. Princeton University Press, 2014. https://www.jstor.org/stable/j.ctt5vjv2x.6. Gerlofs, Ben A., and Kylie Yuet Ning Poon. "States of Compulsion: Reassessing 'State-Led' Neighborhood Change in Hong Kong." International Journal of Urban and Regional Research 49, no. 1 (2025): 163-181. https://doi.org/10.1111/1468-2427.13285. Government of India, Legislative Department. The Constitution of India. Part II, Articles 5-11, official English text, printed pp. 3-4. https://www.legislative.gov.in/static/uploads/2025/08/7af1daa22d65f9d04c00ae9b9aa5a799.pdf. Mkandawire, Thandika. "Thinking about Developmental States in Africa." Cambridge Journal of Economics 25, no. 3 (2001): 289-314. Assigned excerpt: 289-313. https://doi.org/10.1093/cje/25.3.289. Nyerere, Julius K. Independence address, 9 December 1961. https://www.cvce.eu/content/publication/2015/10/13/3de83411-7a28-4116-a719-6ec3f7c1ecf7/publishable_en.pdf. Nyerere, Julius K., for the Tanganyika African National Union. The Arusha Declaration and TANU's Policy on Socialism and Self-Reliance. 5 February 1967. https://www.marxists.org/subject/africa/nyerere/1967/arusha-declaration.htm. Prince, Mary. The History of Mary Prince, a West Indian Slave, Related by Herself. 1831. https://www.gutenberg.org/files/17851/17851-h/17851-h.htm. Said, Edward W. "Orientalism." The Georgia Review 31, no. 1 (1977): 162-206. Assigned excerpt: 162-173. https://www.jstor.org/stable/41397448. Solimano, Andrés, and Gabriela Zapata-Román. Chilean Economic Development under Neoliberalism: Structural Transformation, High Inequality and Environmental Fragility. Elements in Development Economics. Cambridge University Press, 2024. Assigned excerpt: printed pp. 14-20. https://doi.org/10.1017/9781009477352. Stoler, Ann Laura. "Colonial Archives and the Arts of Governance: On the Content in the Form." Archival Science 2, nos. 1-2 (2002): 87-109. Assigned excerpt: 87-98. https://doi.org/10.1007/BF02435632. The National Archives (UK). India 1857. Education resource. Selected PDF pages 25-27, 35, and 42-43. https://cdn.nationalarchives.gov.uk/documents/education/india1857.pdf. The National Archives (UK). Partition of British India. Education resource. Selected PDF pages 4-5, 16-19, and 28-29. https://cdn.nationalarchives.gov.uk/documents/education/partition-of-british-india.pdf. Thomas, Martin, and Andrew S. Thompson. "Rethinking Decolonization: A New Research Agenda for the Twenty-First Century." In The Oxford Handbook of the Ends of Empire. Oxford University Press, 2018. https://doi.org/10.1093/oxfordhb/9780198713197.013.1. United Kingdom. Tanganyika Independence Act 1961. 9 & 10 Eliz. 2 c. 1. https://www.legislation.gov.uk/ukpga/1961/1/pdfs/ukpga_19610001_en.pdf. United Nations General Assembly. Resolution 1514 (XV), "Declaration on the Granting of Independence to Colonial Countries and Peoples." 14 December 1960. https://digitallibrary.un.org/record/206145. Wolfe, Patrick. "Settler Colonialism and the Elimination of the Native." Journal of Genocide Research 8, no. 4 (2006): 387-409. https://doi.org/10.1080/14623520601056240. World Bank. "World Bank Approves $250 Million Structural Adjustment Loan and $150 Million Guarantee for Chile." Bank News Release No. 86/27, 24 October 1985. https://documents1.worldbank.org/curated/en/193031614089319315/pdf/Announcement-of-World-Bank-Approves-Two-Hundred-Fifty-Million-US-Dollars-Structural-Adjustment-Loan-and-One-Hundred-Fifty-Million-US-Dollars-Guarantee-for-Chile-on-October-24-1985.pdf. World Conference of Indigenous Peoples. Kari-Oca Declaration and Indigenous Peoples' Earth Charter. 1992. https://cendoc.docip.org/collect/cendocdo/index/assoc/HASH51e7/4adac409.dir/Kari-Oca_and_Earth_Charter_1992.pdf. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations. | ||||||
| 2 | PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions. | ||||||
| 3 | PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. | ||||||
| 4 | PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. | ||||||
| 5 | PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. | ||||||
| 6 | PC6. Students will be able to work as group leader in public and private institutions, plan and administer events and activities. | ||||||
| 7 | PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. | ||||||
| 8 | PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | ||||||
| 9 | PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders. | ||||||
| 10 | PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. | ||||||
| 11 | PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. | ||||||
| 12 | PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |