Admission requirements
BSA norm and a pass for both first year Themacolleges
Description
The history of homosexuality in Europe in intimately intertwined with economic, social, and political histories. Sexuality is often considered a private matter, but state regulations, church teachings, psychiatry, mass media, and popular culture regulate and shape our sexuality in various ways. Historically, homosexuality has been defined in terms of desires, behaviors, and identities. This course takes us from eighteenth-century sodomitical subcultures, through the long sexual revolution(s) of the 1920s‐30s and 1960s‐70s, to today’s heated debates about LGBTQ rights in a multicultural Europe. The course centers on cases and readings from the Netherlands, and contextualizes them with related histories from England, France, Germany and Scandinavia. The Netherlands has been on the forefront of transnational discussions of homosexuality, most notably since 2001 when the country became the first in the world to legalize marriage and adoption for same-sex couples. In many ways, this spirit of activism extends back to the Nederlandsch Wetenschappelijk Humanitair Komitee, founded in 1912 by (Leiden graduate) Jacob Schorer. Yet Dutch attitudes toward homosexuality have not always been so liberal; thus, we explore anxieties about homosexual sex in the Dutch colonies, or the widespread fear (in the early twentieth century) that teenagers were “seduced” into homosexuality. Today, attitudes toward LGBTQ rights structure Dutch and wider European public discussions about asylum rights, naturalization exams, and EU membership. In addition to tying historical discussions of homosexuality to current events, we will explore how our own sexualities are shaped by history.
Course objectives
General learning objectives
- carry out a common assignment
- devise and conduct research of limited scope, including
a. searching, selecting and ordering relevant literature:
b. organising and using relatively large amounts of information:
c. an analysis of a scholarly debate:
d. placing the research within the context of a scholarly debate.
3) reflect on the primary sources on which the scholarly literature is based; - write a problem solving essay and give an oral presentation after the format defined in the first year Themacolleges, including
a. using a realistic schedule of work;
b. formulating a research question and subquestions;
c. formulating a well-argued conclusion;
d. giving and receiving feedback;
e. responding to instructions of the lecturer. - participate in discussions during class.
Learning objectives, pertaining to the specialization
- The student has knowledge of a specialisation, more specifically in the specialisation Economic History, on the global interaction between trade networks in the early-modern period, the nineteenth-century industrialisation of the Netherlands in a world history perspective, and the political economy of the globalising economy in the twentieth century;
-in the specialisation Social History, on explaining differences between groups from a comparative perspective (local, regional or international, class, gender, ethnicity and religion) and the role of individuals, groups, businesses and (international) organisations (including churches) in processes of inclusion and exclusion from round 1500 to the present. - The student has broad knowledge and understanding of the key terms, the apparatus and the research methods and techniques of the chosen specialisation: in the specialisation Economic History, on the application of economic concepts in historiography and on an understanding of the interaction between policy and economy; and on the use of qualitative and quantitative sources; in the specialisation Social History, on the application of concepts from the social sciences and the acquisition of an understanding of the interaction between social processes through research into both qualitative and quantitative primary sources.
Learning objectives, pertaining to this specific seminar
- Place current debates in a historical perspective
- Aquire awareness for diversity
- Link historical research to policy
Timetable
The timetables are available through MyTimetable.
Mode of instruction
- Seminar (attendance required)
This means that students have to attend every session of the course. If you are not able to attend, you are required to notify the teacher beforehand. The teacher will determine if and how the missed session can be compensated by an additional assignment. If specific restrictions apply to a particular course, the teacher will notify the students at the beginning of the semester. If you do not comply with the aforementioned requirements, you will be excluded from the seminar.
Assessment method
Assessment
Written paper (5000-6000 words, based on historiography, excluding title page, table of contents, footnotes and bibliography)
measured learning objectives: 2-4, 8-10Oral presentation
measured learning objectives: 3-4Participation
measured learning objectives: 5Assignment 1 (review literature)
measured learning objectives: 1, 2, 4Assignment 2 (draf paper)
measured learning objectives: 1, 2Assignment 3 (section on current debates)
measured learning objectives: 8-10
Weighing
Written paper: 60%
Oral presentation: 5%
Participation: 20%
Assignment 1: 5%
Assignment 2: 5%
Assignment 3: 5%
The final grade for the course is established by determining the weighted average with the additional requirement that the written paper must always be sufficient.
Resit
The written paper can be revised, when marked insufficient. Revision should be carried out within the given deadline, as published in the corresponding Brightspace course.
Inspection and feedback
How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organised.
Reading list
Required reading will be published through Brightspace.
Registration
Enrolment through My StudyMap is mandatory.
General information about course and exam enrolment is available on the website.
Contact
For substantive questions, contact the lecturer listed in the right information bar.
For questions about enrolment, admission, etc, contact the Education Administration Office: Huizinga.
Remarks
Language: English, but papers and presentation can be done in Dutch