85508 - History of Nomadism

Learning outcomes

Object of this course is the study of nomadic societies and their relations with the sedentary world. The student will be introduced to the main features of the nomadic societies in their historical development. The relations between nomadic and sedentary peoples will be examined in the Eurasian geopolitical space (from the I millennium BC until the Modern age) through some concrete cases: The Scythians and their relations with the Greeks and the Persians, the opposition of Iran and Turan, the Alans between the Caucasus and Europe, up to the Mongolian invasions of Central Asia and Europe in the XIII century. By the end of course unit, the student will be acquainted with the problems of incomprehension between two different models of society and different values, with the problems of communication and the mutual distorted perception between sedentary and nomadic world.

Course contents

Who are nomads? Are nomadic peoples really freer than sedentary societies? How have mobility, environment, economy, and political organization shaped nomadic ways of life across history?

This course offers a broad introduction to the history and theory of nomadism through fifteen two-hour classes. No prior knowledge of the subject is required. Students will explore the main theoretical approaches to nomadism, the features shared by nomadic societies, and the significant differences between them. Particular attention will be devoted to the relationship between mobility, pastoralism, social organization, political power, warfare, trade, and interaction with sedentary communities and states. The course adopts a historical and comparative perspective. It begins with the earliest representations of nomadic peoples in sources from the classical world, the Near East, and East Asia, all studied in English translation, and then follows the historical development of nomadic societies across different regions and periods. The final part of the course will examine the geographical distribution of nomadism, the transformations experienced by nomadic communities in the modern and contemporary world, and the future prospects of nomadic ways of life.

By the end of the course, students will be able to: explain the principal theories and definitions of nomadism; distinguish between different forms of nomadic and pastoral mobility; Identify the main social, economic, and political features of nomadic societies; understand the relationship between nomadic communities and sedentary states; analyse written sources concerning nomadic peoples in their historical and cultural contexts; compare nomadic societies from different geographical and chronological settings; critically assess traditional stereotypes concerning nomads; discuss the historical transformations and contemporary challenges of nomadic communities.

The course will address the following topics:

1. Definitions of nomadism: terminology, categories, and theoretical problems.
2. Nomadism, mobility, and pastoralism.
3. Environment, climate, and the use of space.
4. Social organization, kinship, tribes, and confederations.
5. Economy, animal husbandry, trade, and exchange.
6. Nomadic warfare and military organization.
7. Nomads and sedentary societies.
8. Nomads, frontiers, and empires.
9. Nomadic peoples in classical Greek and Roman sources.
10. Nomadic societies in Near Eastern sources.
11. Nomadic peoples in Chinese and East Asian sources.
12. Scythians, Sarmatians, Alans, Huns, Turks, Mongols, and other major nomadic groups.
13. Nomadism in Iran, Central Asia, and the Eurasian steppes.
14. Sedentarization, state policies, and the transformation of nomadic societies.
15. Nomadism in the contemporary world and its future prospects.

Readings/Bibliography

Khazanov, A. "Myths and Paradoxes of Nomadism", European Journal of Sociology, 22/1, 1981, pp. 141-153 (Read online free, jstor)

Khazanov, A. Nomads and the Outside World, Madison, 1983.

Di Cosmo, N. Ancient China and Its Enemies. The Rise of Nomadic Power in East Asian History. Cambridge- N.Y., 2002.

Ehlers, E. (2011), “Nomadism”. Encyclopaedia Iranica (Read online free, http://www.iranicaonline.org/articles/nomadism)

Kradin, N. (2002), “Nomadism, Evolution and World-System. Pastoral Societies in Theories of Historical Development”. Journal of World-System Research, 8: 368-388. (read online free, https://jwsr.pitt.edu/ojs/index.php/jwsr/article/view/266) 

Herodotus with an English Translation by A.D. Godley, Loeb, 118 (eBook, SBA)

Ammianus Marcellinus with an English Translation by J.C. Rolfe, Loeb, 331 (eBook, SBA)

The Secret History of the Mongols, Translated by F. Cleaves, Cambridge, 1982 (Palazzo Corradini, BIBLIO 950.2 CLEF)

 The bibliography for both attending and non-attending students must be agreed before the examination.

Teaching methods

Frontal lessons using textual material for students.

Be informed that the use of generative artificial intelligence is considered a form of plagiarism if the methodology and the limits of its use are not clarified.

Assessment methods

The examination consists of an oral discussion of the main topics covered during the course.

Students may choose to focus either on contemporary nomadism or on nomadism in the ancient world and its historical development. They may also select a nomadic population of their choice, including one not specifically discussed during the course, and present the relevant readings and research during the examination.

The assessment will take into account:

the student’s knowledge and understanding of the course topics; the ability to organize the material in a clear, coherent, and comprehensive manner; the ability to establish connections between different historical and theoretical issues; the capacity for critical analysis; the use of appropriate academic language and terminology.

A coherent and comprehensive understanding of the topics, combined with strong critical skills, clear argumentation, and appropriate use of academic language, will result in the highest grades (27–30, with honours where appropriate).

A mainly descriptive or mnemonic knowledge of the course content, together with some weaknesses in language, critical analysis, or logical organization, will result in grades ranging from good (24–26) to satisfactory (21–23).

A limited understanding of the course content, accompanied by significant gaps in knowledge and weaknesses in language, critical analysis, or logical reasoning, will result in a barely passing grade (18–20).

Serious deficiencies in knowledge, argumentation, or the ability to discuss the course topics will result in a failing grade.

Teaching tools

manuals, videos.

Students with a disability or specific learning disabilities (DSA) who are requesting academic adjustments or compensatory tools are invited to communicate their needs to the teaching staff in order to properly address them and agree on the appropriate measures with the competent bodies.

Office hours

See the website of Paolo Ognibene