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HIS21260

Academic Year 2026/2027

From the Goldmines to Trump: A global history of nativism and anti-immigration since the mid-19th c. (HIS21260)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Assoc Professor Irial Glynn
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Nativism and anti-immigration (both terms will be used interchangeably throughout the course) refer to people's opposition and/or hostility to immigration or minorities. These terms have appeared repeatedly in explanations put forward to explain Brexit and Trump’s victories. But they have a much longer history. This course will examine nativism since the mid-nineteenth century around the world, starting with hostility to Irish immigrants in Britain and the US in the mid-19th century and opposition to Chinese workers at goldmines in Australia and the US. We will also look at South African efforts to exclude Indian immigrants, moves towards restrictionism in the late nineteenth and early twentieth century United States, anti-Semitism in the inter-war period, and the varying treatment ‘postcolonial’ migrants, ‘guestworker’ immigrants and people in search of asylum in Europe received after 1945. The course will try to understand why anti-immigration rhetoric became prominent at certain times. Do people, political parties and certain media outlets communicate hostility towards immigrants and minorities more for economic or cultural (identity) reasons? Is anti-immigration inevitable when extensive immigration takes place? Is nativism bottom-up or top-down – that is, does it come from normal people reacting to economic and societal demands or is it due to the arrival of charismatic politicians saying things that established parties will not? Why do men tend to vote for anti-immigration parties more than women? Why do higher educated people vote less frequently for anti-immigration parties? What role has the media, including social media more recently, played in the rise of anti-immigration sentiments? Students have the option of reading a selected article each week or listening to a set podcast. Primary sources will also be provided to enable us to examine the rhetoric used by prominent anti-immigrant voices in the past.

About this Module

Learning Outcomes:

By the end of this course students will be able:
- apply social theories relating to anti-immigration to historic case studies
- engage with various disciplinary perspectives on nativism/anti-immigration
- compare the political and public reaction to immigration in different countries across time and space
- relate past political and public immigration debates with contemporary discussions
- examine primary sources relating to historic case studies

Indicative Module Content:

The module addresses such topics as:
- What role can history play in debates about anti-immigration?
- Demand-side factors: Cultural backlash or economic insecurity?
- Supply-side factors: What is the role of politicians in nativism?
- Anti-Irishness in Britain, 1840s-1880s
- Xenophobia in Australia: From the goldmines to federation
- The Anti-Chinese movement and restrictionism in the United States, 1880s-1920s
- Excluding Indians from white South Africa, 1890s-1910s
- Anti-Semitism in interwar Europe
- Opposition to post-colonial immigration in Britain
- The rise of the radical right since the 1980s
- The far right today in Ireland and beyond

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. Advanced Beginner

Critical Thinking

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

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. Novice

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

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. Novice

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. Advanced Beginner

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. Advanced Beginner

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. Novice

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

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.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

45

Autonomous Student Learning

45

Lectures

11

Seminar (or Webinar)

11

Total

112


Approaches to Teaching and Learning:
The module combines large-group and small-group teaching, through a weekly lecture and seminar. The lectures provide an introduction to the topic. Autonomous learning is fostered through assigned weekly readings and podcasts. The seminars encourage active learning and critical reflection through a combination of class discussion and group work.

According to UCD’s Student Plagiarism Policy, ‘Students, researchers and staff achieve academic integrity through sound academic writing, avoiding plagiarism, and use of appropriate referencing and citation’. Generative AI may not be used for assessments in this module apart from helping you to structure your assignments, if necessary. If you do draw on generative AI to assist you in structuring your assignments, this should be acknowledged in the text and in the bibliography for your document analyses. Using AI for structuring your assignments will not result in any grade alterations. Using Generative AI for the main body of your assignment may result in penalties.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

If you have any concerns about what is included in the remit of generative AI, please email irial.glynn@ucd.ie.

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 In Module Component Repeat Offered
Assignment(Including Essay): 1500-2000 word assignment Week 12 Graded No
40
No
Group Work Assignment: Group presentations assigned between week 4 and week 10 Week 10 Graded No
10
No
Participation in Learning Activities: Class participation in weekly seminars Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded No
20
No
Portfolio: 3 x 300-400 word contributions to discussion boards Week 7 Graded No
30
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?

Feedback is given individually and to the class and by appointment after submission and grading.

Name Role
Dr Jenna Byers Tutor
Lesley Cruce Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 15:00 - 15:50
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 16:00 - 16:50
Autumn Seminar Offering 2 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 17:00 - 17:50
Autumn Seminar Offering 3 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 10:00 - 10:50
Autumn Seminar Offering 4 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 11:00 - 11:50
Autumn Seminar Offering 5 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 10:00 - 10:50
Autumn Seminar Offering 6 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 11:00 - 11:50
Autumn Seminar Offering 7 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 12:00 - 12:50
Autumn Seminar Offering 8 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 12:00 - 12:50