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ENG41570

Academic Year 2026/2027

World-Systems,World-Literature (ENG41570)

Subject:
English
College:
Arts & Humanities
School:
English, Drama & Film
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Assoc Professor Sharae Deckard
Trimester:
Autumn
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Throughout the last decade, materialist theories of literary criticism have adopted world-systems frameworks in order to generate new modes of comparative socio-historical analysis of world literature. These modes of critique might be collectively designated “world-literary criticism,” indicating methods of literary analysis that are comparative in their thrust and attuned to the ways in which literature mediates the structural and geographical divisions of the modern capitalist world-system and the intersections of hierarchies of race, class, gender, and sexuality. Using critical frameworks that draw on world-systems theory, world-ecological criticism, globalization, this module will explore “global” novels and literary forms (including speculative fiction and experimental poetry) that attempt to map the local experiences of globalization and combined and uneven development in relation to the larger world-system and world-ecology of capitalist modernity. In particular, we will attempt to define “world-literature” and ask what kinds of new forms and aesthetics are invented in the attempt to represent ecological and economic crises at planetary scales. We will read novels, short fiction, and poetry alongside extracts of theory from the fields of world-literary criticism, resource criticism and the energy humanities. Literature from countries including India, Australia, Africa and the Americas will be positioned alongside extracts of theory from Jason W. Moore, Immannuel Wallerstein, Giovanni Arrighi, Leerom Medovoi, Michael Niblett, Benita Parry, Imre Szeman and others.

About this Module

Learning Outcomes:

-Knowledge of key concepts in world-systems theory and critical approaches to world literature
-Ability to analyze ‘structural homologies’ between works of world literature
-Increased ability to critically evaluate differences in form and aesthetics
-Understanding of uneven development and familiarity with the impact of globalization on literary production

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Expert

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Expert

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 2

Ensure access to affordable, reliable, sustainable and modern energy for all 1

Reduce inequality within and among countries 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Take urgent action to combat climate change and its impacts 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

50
Autonomous Student Learning

130
Seminar (or Webinar)

20
Total

200

Approaches to Teaching and Learning:
Approaches to learning may include student presentations, group work and group-led discussions, and pre-prepared questions on texts.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): 5000-word essay comparing at least two texts due at end of term. Week 15 Graded No
70
 No
Assignment(Including Essay): Essay Plan for Final Essay. You will be asked to submit a 500 word essay plan and proposed essay title before the last week of term and attend a 1-to-1 essay consultation session for advice. Week 11, Week 12 Pass/Fail Grade Scale No
10
 No
Participation in Learning Activities: Short posts for discussion points, posted before each class, approx. 250 words a post. Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Pass/Fail Grade Scale No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Kelsey McFaul Lecturer / Co-Lecturer
Robin Steve Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - Autumn: All Weeks Wed 10:00 - 11:50
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