Master’s: History (Sixteenth Century to Nineteenth Century)
The Master’s programme in History includes theory-based, methodology-based and applied course units, which examine the history of the sixteenth century to the nineteenth century. It includes a diverse range of research activities and seeks to develop links with the public and private professional contexts.
There is a choice between four subject pathways, which maintain close links with one another thanks to a common core curriculum and a unit block based on cross-disciplinary skills.
• A subject pathway in ‘Power and Political Space: Sixteenth Century to Nineteenth Century (PEP)’.
• A subject pathway in ‘Urban Societies and Cultures: Sixteenth Century to Nineteenth Century (SECU)’.
• A subject pathway in ‘Development, Innovation and Environment: Sixteenth Century to Nineteenth Century (DIE)’.
• A subject pathway in ‘Geopolitics and International Relations: Sixteenth Century to Nineteenth Century (GRI)’.
These four research pathways are based on the scientific output of the team of university lecturer-researchers who teach on this programme.
Within each of the four subject pathways within the overall Master’s in History, students gain an introduction to research in Early Modern and Contemporary history. This is through a general training in research tools and materials, and a high-level, specialised training specific to the chosen subject pathway and developed over time by historians here in Bordeaux.
This first, real insight into research constitutes an essential phase in the continuation towards further study via a doctorate (in accordance with the conventional progression within the French higher education system: undergraduate Licence degree, Master’s degree, doctorate).
This Master’s programme also constitutes a necessary milestone for those students hoping to prepare for the competitive university examination for the recruitment of teachers (‘Agrégation’) and the ensuing quest for academic excellence. This programme concentrates particularly on enabling students to target the competitive recruitment examinations for entry into teaching, by consolidating their previously assimilated historical knowledge and methodologies in the discipline. This has noticeably improved students’ success rate, particularly for the competitive entry examination for the secondary school recruitment competition (‘CAPES’).