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HIS33320

Academic Year 2026/2027

Centering the Peripheries: A History of the Borderlands of the Russian Empire, 1861-1922 (HIS33320)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Assoc Professor Mark Jones
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

How was the Russian Empire experienced from its peripheries? In this advanced undergraduate module, students will depart from the familiar terrain of Moscow and St. Petersburg to consider the full geographic scope of the Russian Empire. As the largest contiguous land empire in the nineteenth century, the Russian Empire was characterised by a large diversity in peoples, geographies, and experiences, from Eastern and Central Europe, the Baltics, Ukraine, the Caucasus, Central Asia, and the Far East. Despite their geographical distance from the imperial centres, the borderlands of the Russian Empire were far from inconsequential. Students will reflect on key themes of modernisation, industrialisation, popular movements, war, and revolution from an alternative perspective, one that centres the peripheries.

The module focuses on the time period from 1861, when Alexander II brought on the so-called Great Reforms, to 1922, which saw the establishment of the Union of the Soviet Socialist Republics and consolidation of new nation-states in Eastern Europe. The module takes a thematic approach, with each theme spanning the second half of the long nineteenth century. The themes covered include rural life and politics from the emancipation to peasant republics; religious revival and the politicisation of religions such as Islam, Judaism, Buddhism, and the Uniate Church; the increasing relevance of nationalism and imperial nation-building; industrialisation and urbanisation, and workers’ movements; colonisation and the movement of people; as well as the revolutions of 1905, 1917, and the Russian Civil War. The final theme, environment, invites students to reflect on how attention to nonhuman actors and the environment illuminates, complements and challenges our understanding of the long nineteenth century in Eastern Europe and Eurasia.

The course utilises a wide range of primary and secondary sources that prioritise the non-Russian experience. In addition to the chosen key texts and sources, students will be invited to conduct their own investigations on one or two regions that interest them.

Previous knowledge of Russian history nor knowledge of Russian or regional languages is not necessary for the course.

About this Module

Learning Outcomes:

On completion of this module, students should be able to

1. Show a broad understanding of how Russian rule operated and was experienced in its various peripheries and an in-depth understanding of one or two regions of their choice
2. Critically engage with how imperialism and nationalism appeared on the ground
3. Demonstrate how a decentralized and bottom-up perspective complements the historical narrative in the core regions of Russia
4. Engage with and analyze a wide range of primary and secondary sources
5. Write scholarly essays and contribute to class discussion to the standard of a level 3 history student

Indicative Module Content:

Indicative Weekly Topics

1. From Kalisz to Kharbin: A broad sketch of Russia and its borderlands
2. Imperialism and colonization in an overland empire
3. Serfdom and peasants I: Great Reforms and their aftermath
4. A multi-confessionate empire?
5. The roots of national consciousness
6. Industrialization and Urbanization
7. Serfdom and peasants II: 1905, Stolypin reform, and peasant republics
8. Violence and Revolution(s)
9. Civil war and the establishment of new nation states
10. Land limits: environment, population increase, conflict
11. Thinking from the margins, redux

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. Competent

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. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

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. Advanced Beginner

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. Competent

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. Competent

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. Advanced Beginner

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. Competent

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. Competent

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. Competent

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 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

11
Seminar (or Webinar)

22
Specified Learning Activities

95
Autonomous Student Learning

95
Total

223

Approaches to Teaching and Learning:
This is a small-group, seminar-based module. It is taught through a one-hour weekly lecture and a two-hour seminar. The weekly lecture provides an overview of the week’s topic, focusing upon key historical trends, debates and events. The weekly seminar is focused upon individual active / task-based learning by means of class debates, discussion and student presentations.

The module will be co-taught by Antoni Porayski-Pomsta and Sohee Ryuk. Although the instructors will alternate in taking a leading role in teaching the weekly lectures, both instructors will attend all lectures to ensure a cohesive experience for the students. Both will be actively engaged in the planning of the course and the delivery of each seminar. The co-taught format of the module is especially opportune to demonstrate research-led teaching, as the two instructors will share insights and novel interventions based on their regional and thematic expertise. During seminars, students will receive individualized attention, feedback, and support from the two instructors. They will be assisted in researching case studies of their choice by leading researchers in the field.

Advanced research, writing and citation skills are developed through a combined individual student presentation on primary sources and written essay, and a semester-long 3-4,000 word research project. Autonomous learning is advanced through student-led debate and discussion of set primary sources and / or student presentations each week.

Generative AI may not be permitted to be used for assessments in this module.

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.

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
Participation in Learning Activities: Students will be graded on their participation in seminars. This is not based on attendance but rather active discussion and participation. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 Graded No
20
 No
Assignment(Including Essay): Students complete a research essay paper of c. 4,000 words, based on work undertaken over the semester. Week 14 Graded No
50
 No
Participation in Learning Activities: In-class presentation based on primary sources. This takes place in one of the weekly seminars. Week 12 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
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Written and oral feedback will be provided on an ongoing basis on the presentations and the preparatory plans for end-of-semester research project assignments. Feedback on the end-of-semester research project will be given via Brightspace. Students are welcome to meet with the lecturers to discuss their assignments and progress in more detail by availing of office hours or by appointment in one-to-one meetings.

Name Role
Dr Antoni Porayski-Pomsta Lecturer / Co-Lecturer
Dr Sohee Ryuk Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Thurs 09:00 - 10:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 12:00 - 12:50
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