Criminology & Sociology - University of Surrey

Undergraduate Programmes in the Department of Sociology: BSc Criminology & Sociology

Handbook 2011 - 2012

Faculty of Arts & Human Sciences Department of Sociology

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DEPARTMENT OF SOCIOLOGY: BSc CRIMINOLOGY & SOCIOLOGY 2011 - 2012

CONTENTS

Page

Introduction from the programme director Programme objectives, learning outcomes and structure Programme specification Career opportunities

3 4 11 12

Level One Level 1 Course outline Level 1 Assessment dates Level 1 Module outlines

13 14 15 16-31

Level Two Level 2 Course outline Level 2 Assessment dates Level 2 Module outlines

33 34 35-36 37-76

Professional training year

77-83

Level Three Level 3 Course outline Level 3 Assessment dates The Dissertation Level 3 Module outlines

84 85 86-87 88-94 95-126

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INTRODUCTION FROM PROGRAMME DIRECTOR If you are in your first year, welcome to your degree programme in Criminology and Sociology. If you are in the second or final year, welcome back! Criminology and sociology are mutually complementary subjects which together provide innovative accounts of a range of crime-related matters, such as the cause and effect of criminal actions, the form and outcome of social disorders, the policing and regulation of public order, the procedures and techniques of the criminal justice system and the relationship between behaviours and punishments. Located in the Department of Sociology in the Faculty of Arts and Human Sciences, the BSc in Criminology and Sociology provides an opportunity for students to combine an interest crime and criminal justice alongside the detailed study of established sociological themes. The degree builds on the expertise and research strengths of the department, and provides a sound training in general sociological theory and method in addition to its specialist examination of crime and criminal justice. The Criminology and Sociology degree alongside other degrees in the Department of Sociology, for its coverage of a wide range of research methods enabling you to develop skills in designing research, conducting fieldwork and producing data, analysing data, and disseminating research findings. You’ll also study a range of different sociological theories, which can then be applied to a range of topics, including those related to crime and justice. Finally, you’ll have the chance to study a range of different areas of sociology – and of crime and justice specifically – generating in-depth knowledge of these areas, not just in theory but also in respect of their policy significance. A further feature of the programme is that, at various points, you will spend time on project work, both as an individual and in groups. Students can take our degrees as a four year degree with the option of spending the third year in a supervised placement in which students apply their knowledge and skills in a work environment, while also receiving training and practical experience. This programme handbook provides specific information on the structure of the Criminology and Sociology degree. It should be used in conjunction with the General Information and Regulations handbook, which contains a variety of important information on procedures and rules affecting your degree. I hope you all have an excellent year. Karen Bullock Programme Director

 Department of Sociology, University of Surrey Every effort has been made to ensure that the information concerning the programme(s) of study and contained in this Handbook is correct at the time of going to press (September 2011). The University reserves the right to introduce changes to the information given, including the addition, withdrawal or restructuring of programmes of study. In addition it may be necessary to make changes to or not to run an option or module if an insufficient number of students wish to take it.

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BSc CRIMINOLOGY AND SOCIOLOGY PROGRAMME OBJECTIVES, LEARNING OUTCOMES AND STRUCTURE Terminology Programme (short for Programme of Study) A term to indicate a collection of modules that lead to a particular University award: e.g. BSc Sociology, or Sociology and Social Research. Module A self-contained unit of assessed study and learning of defined level and credit value. Level The programme is divided into levels which normally equate to the year of study: Level HE1 modules are taken in Year 1, Level HE2 modules are taken in Year 2 and Level HE3 modules are taken in the Final Year. Students will normally undertake a Professional Placement between Year 2 and the Final Year of study. Credit value One credit equates to 10 hours of student effort. So a 15 credit module will require about 150 hours of student effort (including timetabled classes). Assessment A generic term encompassing all forms of evaluation of learning. Examination A formally convened timed assessment of a module under the direct supervision of an appointed invigilator(s). Coursework This term covers work which a student is required or expected to undertake but does not form part of an examination as defined above. Unit of assessment Taken to imply a weighted piece of assessment as specified in these Programme Regulations. E.g., Essay – 2,000 words [50%]. Senate Progression and Conferment Executive (SPACE) A University committee responsible for the progression of all Undergraduate students within the University.

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Overall objectives of the Programme Students completing the programme will: • Have a well developed understanding of the key concepts, theories and principles of Criminology and Sociology, and their application across a range of relevant substantive areas; • Be able to use a range of analytical tools in order to evaluate and conduct research on contemporary issues relating to crime, deviance and social control; • Be skilled in using quantitative and qualitative means of investigating crime and other social issues; • Have demonstrated critical, inquisitive and independent thought when examining criminological and sociological issues; • Possess a broad range of communicative, analytical and organisational skills, and the confidence and knowledge to apply these skills in their careers after graduation. Students attaining a BSc Criminology and Sociology will have attained 360 credits (120 credits per HE Level) demonstrating the following learning outcomes: Subject knowledge and understanding By the end of the programme, students are expected to have: • Familiarity with and critical appreciation of the key elements of Criminology and Sociology necessary for understanding of the contemporary social world; • Familiarity with and critical appreciation of the main theoretical perspectives and debates in Criminology and Sociology and their application to the study of substantive crime and criminal justice related phenomena. • Familiarity with and understanding of the range and application of qualitative and quantitative methods used to produce data in criminological and sociological research. • A critical understanding of the most recent developments in criminological and sociological theory, methodology and methods. Cognitive skills By the end of the programme, students are expected to be able to: • Identify, critically assess and apply key concepts in Criminology and Sociology to a range of relevant substantive areas. • Distinguish between and evaluate different methodological approaches to the study of crime and other social issues. • Synthesise and evaluate data from a variety of primary and secondary sources. • Evaluate the relationship between criminological and sociological theories and concepts and empirical evidence. • Critically evaluate, contrast and challenge different theoretical approaches within the disciplines of Criminology and Sociology Practical skills By the end of the programme, students are expected to be able to: • Design and execute independent research using a variety of methods. • Produce, manage and analyze quantitative and qualitative data. • Locate, evaluate and apply appropriate criminological and sociological theories and concepts to inform both data production and analysis. • Identify, collect and apply relevant primary and secondary sources to inform and resolve criminological and sociological issues. • Work individually and as part of a group to critically reflect upon key debates in Criminology and Sociology and substantive crime and criminal justice related matters.

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Key/transferable skills By the end of the programme students are expected to be able to: • Communicate ideas, principles and theories by oral, written and visual means. • Formulate and solve problems, both individually and as part of a team. • Work towards targets under pressure through discipline and careful organization • Use information technologies for a variety of generic and subject specific purposes. • Apply and present basic statistical and numerical data in an appropriate way. • Carry out a set of responsibilities in a work environment (for those who undertake a professional placement year only). Learning outcomes for Intermediate Awards Level HE1: Certificate in Criminology and Sociology The table below outlines the key learning outcomes for students receiving a Level HE1 Certificate in Criminology and Sociology mapped against individual modules. Students receiving a Certificate in Criminology and Sociology will be expected to attain 120 credits at HE Level 1 demonstrating the following: Have acquired basic knowledge of criminological and sociological concepts and theories To be able to understand standard criminological and sociological text books Have acquired a basic foundation of social research skills to enable them to perform simple research tasks with guidance Have attained a reasonable level of computer literacy and study skills Be able to access learning materials from library and electronic resources Level HE2: Diploma in Criminology and Sociology The table below outlines the key learning outcomes for students receiving a Level HE2 Diploma in Sociology mapped against individual modules. Students receiving a Diploma in Criminology and Sociology will be expected to attain 240 credits (at least 90 at Level HE2 or above) demonstrating the following: Have acquired sufficient knowledge of criminological and sociological concepts and theory to be able to challenge received opinion, evaluate their own work and report effectively Have acquired further social research skills to enable them, with autonomy, to perform straightforward research tasks Have demonstrated an ability to utilise library and electronic learning material in self-directed learning Be ready to develop professional working relationships Level HE3: BSc Criminology and Sociology Ordinary Degree The table below outlines the key learning outcomes for students receiving a Level HE3 Ordinary Degree in Criminology and Sociology mapped against individual modules. Students receiving an Ordinary Degree in Criminology and Sociology will be expected to attain 300 credits, (at least 60 credits at Level HE3), and demonstrate the following: Have acquired an advanced knowledge of theoretical and methodological concepts in Criminology and Sociology Be able to assess, analyse and communicate empirical criminological and sociological information Have developed a breadth of criminological sociological knowledge and skills suitable for a range of careers

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Structure of the Degree The Criminology and Sociology degree programme includes four major components: modules designated as compulsory which students have to take; optional modules at Level 2 and Level 3; an optional Professional Placement Period, and a dissertation prepared during the final year. The general structure of the BSc Criminology and Sociology are presented in Figure 1 in this section of the handbook. The structure of the programme reflects the Aims and Learning Outcomes identified for each year of the degree programme. The Department also takes account of the fact that not all of our applicants have studied Sociology as an A-level subject at Level HE1. The organisation of the programme incorporates elements of key Criminology and Sociology throughout. At level HE1, there is significant emphasis on facilitating students’ development of core skills in social research; criminological and sociological concepts and theory; and the enhancement of students’ general study skills. All modules at level HE1 are compulsory. Students’ level of control over the focus of their studies increases throughout the degree. Level HE2 focuses upon further development of criminological and sociological skills and knowledge through a number of compulsory theoretical and research methods courses. Level HE2 also offers students considerably greater scope to specialise in modules via a choice of options from a range of optional modules in both Criminology and Sociology. At level HE3 credits are entirely accounted for by optional modules and a dissertation, a substantive piece of conceptual and empirical work on a topic of the student’s choice. The options provide flexibility for students who wish to specialise at this stage of their degree. Optional modules are designed to allow students to choose from both policy-oriented areas and more specialist research and theoretical topics. Level HE1 At Level HE1 the curriculum is focused upon the development of key criminological and sociological skills and knowledge, an introduction to core concepts and themes in the study of crime and deviance and the enhancement of students general IT and study skills. Criminology content at level HE1 is delivered in the form of three modules. Crime and Society (15 credits) provides a comprehensive introduction to the sociological study of crime and deviance by exploring the distribution of crime in contemporary society across a number of substantive areas incorporating age, gender and race and ethnicity. Introduction to Criminal Justice Systems (15 credits) focuses on those institutions and agencies that are collectively responsible for managing crime and disorder. It introduces students to key agencies within the contemporary criminal justice system using both historical and comparative perspectives. Introduction to Criminological Theories (15 credits) provides a exploration of the major theoretical perspectives that have been developed by both criminologists and sociologists in relation to crime and deviance, focusing attention on developments from classical criminological theory to innovations in the UK and USA since the interwar period. Introduction to Classical Sociological Theory and Twentieth Century Sociological Theory (15 credits each) introduce students to the broad range of theoretical resources within the discipline of Sociology. The former focuses on the major theorists and schools of thought in the history of Sociology over the last two hundred years. It begins with an overview of the development of Sociology before moving on to look at the work of Marx, Weber and Durkheim. The latter module considers the Chicago school, before moving to look at Parsons, Ethnomethodology and Habermas. This module is framed in terms of discussions of social order/social change. It concludes with feminisms; asking what a feminist sociological theory may add to these debates. Students also take three 15 credit modules focused upon developing core skills in research methods. Introduction to Research Methods provides an overview and tasters of the diversity of methods used by researchers. It considers the philosophical underpinnings of alternative approaches to social 7

research and explores the relationship between theory and data. It introduces students to examples of research using an array of different approaches. With an emphasis on practice, Quantitative Methods 1 is designed to give students a basic grasp of the statistical techniques necessary for implementing and critically evaluating social research. Qualitative Field Methods introduces students to the range of qualitative research methods such as interviews and ethnography. The teaching of ICT and study skills forms part of the Crime and Society module. This component of the module ensures that all students have the requisite ICT skills in word processing, spreadsheets, web and database browsing and email and receive an introduction to studying for a university degree in the social sciences. Students are also encouraged to attend non-compulsory non-assessed study skills sessions offered by the library. While this change to ICT and Study Skills is partly driven by the changes to 15 credit modules it is also believed that the teaching of these essential academic skills will benefit from their incorporation into a substantive core area of teaching. Level HE2 Level HE2 focuses upon further development of core sociological skills and knowledge, but also offers students considerably greater scope to specialise through selecting options. Level HE2 continues to develop the core general framework established at Level HE1. Students build on the core sociological knowledge gained in theory and research modules at Level HE1, extending their sociological and criminological thinking and skills in these areas. Sociological Theory: Criticisms and Descriptions (15 credits) is a compulsory module for Criminology and Sociology students and builds on Level HE1 theory teaching. It covers three related areas: the critical tradition of thought exemplified by Marxism; the critique of modernity within the work of Weber, Simmel and the Frankfurt School; and the sociology of everyday life. It then moves on to examine differences between forms of sociological explanation, in relation to such topics as the nature of social organisation, the workings of power, and modes of everyday behaviour, and to consider the relationship between overtly critical and ostensibly descriptive forms of sociological theory. Two compulsory courses Survey Research (15 credits) and Quantitative Methods 2 (15 credits) build on Level HE1 research methods teaching by extending students’ knowledge of methodological issues and debates in quantitative and qualitative social research, as well as widening their practical skills and knowledge base in statistical techniques, and computing methods for social statistics. On the Criminology side of the programme, Applied Criminological Theories (15 credits) is a compulsory course which develops the concepts and approaches studied in Introduction to Criminological Theories. This module focuses on how criminological theories can be used to explain and make sense of recent changes in structures and philosophies of crime, punishment and social control. It covers for example: post-modernism and crime; Foucault and poststructuralist analyses; governance, the state and crime; environmental crimes and green criminology; and, risk and managerialism. As noted, optionality is built into the programme at HE2. Students are required to select two Criminology options, one Sociology option and a further option which can be from either Criminology or Sociology. The optional modules each focus on providing an introduction to theory and research in a substantive area of criminological or sociological study. The department is continually re-evaluating and updating its option portfolio. The new degree structure has enabled the department to both revise and extend its portfolio of options modules available to students at Level HE2. The options offered each year will vary slightly due to staff availability and student preference. Professional Placement Year Students registered for the four year BSc Criminology & Sociology spend the third year (known as Level P) working in a professional placement in the public sector, voluntary sector or private sector. The Professional Placement Year provides an opportunity for students to apply their knowledge and skills in the work environment and to receive training and practical knowledge that will inform and focus their final year studies. Depending on the type of organisation, the 8

placement may be paid or unpaid. Wherever possible, students are supported in finding a professional placement that matches their interests but they are also expected to be proactive in looking for placement opportunities. Students are visited at their placement organisation by a member of staff from the Sociology Department to monitor their progress. A return day is held in the department part way through the placement year to give an opportunity for students to discuss their placement experiences and receive information about the final year. Students initially registered for the three year BSc Criminology & Sociology who wish to undertake a Professional Placement year should inform the placement tutor and their programme director at the beginning of level 2. Level HE 3 Each student prepares a dissertation of 12,000 words in length, normally based on the student’s own empirical research. The dissertation generally consists of a preliminary theoretical analysis, a critical literature review, a report of the methods used and a theoretically informed analysis of findings of the research. It is weighted to represent 45 credits of the student’s work in Level 3. Criminology and Sociology students take two or three Criminology options from the list offered by the department and two or three options from the list of Sociology options. As at HE2 the number and substantive coverage of these optional modules varies from year to year depending on staff interests and availability, and build on the knowledge and understanding students have acquired at Levels HE1 and HE2 in particular substantive areas.

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Global Graduate Award in Languages 2011-2012 The Global Graduate Award is an optional and additional area of study open to all students which aims to encourage student mobility and to support students who spend their professional training year abroad. Studying a foreign language at university will enhance your employment prospects and prove useful if you wish to work in an international environment after you graduate. All language modules are accredited for undergraduate students and award 10 credits per course. While these credits do not count towards your degree they are recorded on your transcript as the ‘Global Graduate Award in Languages’. Modules are assessed by 40% coursework and 60% end-ofcourse tests (spoken and written). The programme structure comprises one 2-hour session a week for 19 weeks over 2 semesters and information on the programme can be accessed via the University website http://www.surrey.ac.uk/languages/study/gga/

Registration for 2011 - 2012 will open on 26 September 2011. You should dedicate at least three hours a week to completing assignments and to independent study.

Prizes At the end of each academic year prizes are awarded as follows: The Jon Taylor Memorial Prize A prize of £50, donated in memory of Jon Taylor who died during his degree programme, to the student attaining the highest standard in the second year of the Department of Sociology’s degree programmes. . The Sociology Dissertation Prize A prize of £50 in book tokens awarded annually to the student who submits the best final-year dissertation to the Sociology department.

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BSC CRIMINOLOGY AND SOCIOLOGY – PROGRAMME SPECIFICATION (FIGURE 1) Credit Level 3. Potential Awards – BSc (Hons) Degree Compulsory module

Dissertation (Semester 1 &2)

Optional modules SEMESTER 1 Policing and the Police Youth, Crime and Control Cultures of Race and Racism Sociology of Childhood The Sociology of Sociology The Family and Social Reproduction Sociology of Mental Health Medicine and the Body Popular Music and Society Cultural Organisations and Industries

Award Requirements SEMESTER 2 Prisons and Prisoners Crime, Ethnicity and Racism Theorising the Environment Sociology of Sexualities Advanced Qualitative Methods Work and Workers in the 21st Century Crime and Media

360 credits, 120 of which are required at Level 3 for an Honours degree. 300 credits, including at least 160 at Level 2 or above, and at least 60 at Level 3, are required for an Ordinary degree

Professional Year A 46 week placement in a professional work setting.

Progression

Credit Level 2. Potential Award – Diploma in Higher Education Compulsory modules SEMESTER 1 Sociological Theory: Criticism and Description

Doing Research by Asking Questions SEMESTER 2 Criminological Theories Quantitative Methods 2

Optional modules SEMESTER 1 Crime, Community Safety and Crime Prevention Children and Violence Sociology of Gender Sociology of Political Systems Poverty, Welfare and the State Migration and the Politics of Identity Sociology of the Arts Media, War and Terrorism

SEMESTER 2 Crime, Power and Justice History and Theory of Punishment Analysing Media Sociology of Environmentalism Group Research Project Researching Bodies Sociology of Religion Sociology of Health and Illness Sociology of Work

Progression A minimum of 90 credits at Level 2 to progress to placement/Level 3 120 credits required at Level 2 to obtain Diploma in Higher Education

Credit Level 1: Potential Award – Certificate in Higher Education Compulsory Modules SEMESTER 1 Introduction to Classical Sociological Theory Introduction to Research Methods Quantitative Methods 1 Crime and Society

SEMESTER 2 Introduction to 20th Century Sociological Theory: Social Order and Social Change Qualitative Field Methods:Interviews and Ethnography Introduction to Criminal Justice Systems Introduction to Criminological Theories

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No Optional Modules at Level 1

Progression 120 credits at Level 1 to progress to Level 2 or to obtain Certificate of Higher Education

CAREER OPPORTUNITIES FOR CRIMINOLOGY AND SOCIOLOGY STUDENTS The programmes in Criminology and Sociology will prepare you for the wide range of careers which require the ability to analyse complex issues and to reach sound conclusions. As a graduate from one of our programmes, you will have good analytical skills and IT skills and will also be numerate and able to communicate effectively. Such skills are increasingly valued by employers. Your understanding of social and policy processes may lead you into a career in the public sector including central and local government, social services, the police and the health service. Graduates from our programmes also work in the commercial sector and for voluntary organisations. A number of our students go on to postgraduate study of various kinds. There is a high demand for sociology graduates with sophisticated research skills to work in government departments, local authorities, higher education, market research agencies and research departments in commercial organisations. Whilst our degrees offer extensive employment prospects if taken in three years, students who have completed the placement are likely to be in a particularly strong position with potential employers, having skills and experience that graduates of courses elsewhere may not have. The personal development planning process which is part of the degree programme will help you to recognise and build on the skills you have gained. The University careers service offers a comprehensive library and careers counselling service as well as skills workshops and graduate recruitment events. For more information, go to the web page at: http://www2.surrey.ac.uk/careers/

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Level HE1

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LEVEL HE1 COURSE OUTLINE

Credit Ratings for BSc Criminology and Sociology

Students complete 120 credits per year. All modules are 15 credits and run for a single semester. At Level 1, all modules are compulsory

Semester 1 Module title Introduction to Classical Sociological Theory Introduction to Research Methods Quantitative Methods 1 Crime and Society

Credits 15 15 15 15

Contact hours 22 22 22 22

Credits 15

Contact hours 22

Semester 2 Module title Introduction to 20th Century Sociological Theory: Social Order and Social Change Qualitative Field Methods: Interviews and Ethnography Introduction to Criminal Justice Systems Introduction to Criminological Theories

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15 15 15

22 22 22

ASSESSMENT DATES FOR LEVEL 1 The following table contains deadlines and expected dates for coursework return in each semester for 2011-12. The normal university expectation for marking turnaround is four weeks, but you will see that in some circumstances we aim to get work back a little faster than that. Please note that the dates here denote normally expected time-scales but in some cases staff may turn around work quicker while in others circumstances may make slight delays unavoidable. Unless otherwise stated (e.g. if the assessment is taking place in-class), hand-in deadlines are Tuesdays at 4pm.

Semester 1 DEADLINE DATE

MODULE

ASSESSMENT

Week 5 (01 Nov)

Crime and Society

Essay

RETURN/MARK EXPECTED Week 8 (22 Nov)

Crime and Society

Skills Exercises

Week 8 (22 Nov)

Week 7 (in class)

Classical Sociological Theory

Timed Essay

Week 10 (06 Dec)

Week 8 (22 Nov)

Intro to Research Methods

Review

Week 11 (13 Dec)

Week 11 (in class)

Quantitative Methods 1

Test

Week 12 (10 Jan)

Week 12 (10 Jan)

Intro to Research Methods

Proposal

After Exam Board

Weeks 13-14 (16-28 Jan)

Classical Sociological Theory

Examination

After Exam Board

Quantitative Methods

Examination

After Exam Board

Crime and Society

Examination

After Exam Board

DEADLINE DATE

MODULE

ASSESSMENT

Week 4 (28 Feb)

Qualitative Field Methods

Obs Report

RETURN/MARK EXPECTED Week 8 (27 Mar)

Week 8 (27 Mar)

Criminological Theories

Essay

Week 9 (01May)

Week 12 (22 May)

Qualitative Field Methods

Int. report

After Exam Board

20 Century Soc Theory

Examination

After Exam Board


Examination

After Exam Board

Criminal Justice Systems

Examination

After Exam Board

Semester 2

Weeks 13-15 (28 May – 15 June)

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Examinations taking place during 2011/12 Students should be aware that examinations are currently held at the end of each Semester and during the summer vacation for Late Summer assessments. There is a two week session at the end of January (Semester weeks 13 and 14, including Saturday 21 January 2012) and a three week session during May/June (End of week 12, and weeks 13, 14 and 15 including Saturday 26 May, 2 and 9 June). Late Summer assessment will take place between Monday 20 August and Friday 31 August 2012. Exam sessions will be scheduled between 9:00am and 9:00pm, Monday to Saturday. Whilst we try to avoid students sitting two exams per day, limitations on space available for examinations means some students may find they are scheduled to sit more than one exam per day. Students must bring their student registration card (campus card) to every examination - without this form of identification students may be refused permission to sit the exam. Students will be allocated a venue and seat number for every examination - it is their responsibility to ensure they attend the correct location and that they arrive in time for the start of the exam. 15

SEMESTER 1: MODULE OUTLINES Module Code: Module Title: Module Provider: Level: Number of Credits: Module Contact Hours: Module Co-ordinator:

SOC1023 Introduction to Classical Sociological Theory Sociology 1 15 22 Rob Meadows

Module Availability Semester 1 Unit(s) of Assessment 1 hour timed essay 1 hour examination Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark( %) 50 50

Module Overview This Level 1 module will look at some of the major theorists and schools of thought in the history of sociology over the last two hundred years. We will begin with an overview of the development of the idea of ‘society’, before moving on to look at the work of Marx, Weber, and Durkheim. Each of these theorists was living at a time when the world was undergoing dramatic – and often bloody – change. As we encounter each theorist we will ask a series of questions: i) what do the offer in terms of a methodology for sociology?; ii) how do they conceive of ‘society’?; and iii) how do they explain the history of society and the changes going on around them? Towards the end of the course, we will begin to explore some critical issues. Pre-requisite/Co-requisites N/A Module Aims To introduce students to the ‘founding fathers’ of sociology/sociological theory To encourage students to critically engage with these theories To begin to explore what it means to ‘think sociologically’ and to be ‘reflexive’ about the world around us (and the discipline itself). Learning Outcomes By the end of this module students should: • Have developed an initial understanding of classical sociological theory, laying the ground work for further study in this area • Have a set of guidelines for identifying the theoretical underpinnings of the texts they will meet in their first year of sociology • Be able to apply theory to their own sociological work • Be able to begin ‘thinking sociologically’ – and to appreciate that both the world around them, and sociology itself, could be different

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Module Content 1. The Enlightenment and ‘society’ 2. Durkheim, Marx and Weber - ‘society’ and the rules of sociological method 3. Critical Issues 1 – where are the female thinkers? Contemporary relevance?

Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation

Selected Texts/Journals Craib, I (1997) Classical Social Theory: An Introduction to the thought of Marx, Weber, Durkheim and Simmel, OUP Cuff, E., E., Sharrock, W., W. and Francis, D., W. (2006) Perspectives in sociology (5th edition) London: Unwin Hyman Lee, D. and Newby, H. (1983) The problem of sociology, London: Routledge Ritzer, G. (2008) Sociological Theory, (7th edition) McGraw Hill

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Module Code: Module Title: Module Provider: Level: Number of Credits: Module Contact Hours: Module Co-ordinator:

SOC1025 Introduction to Research Methods Sociology 1 15 22 Kate Burningham

Module Availability Semester 1 Unit(s) of Assessment 1500 word review of a piece of research 2000 word original research proposal Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module provides an overview and tasters of the diversity of methods used by researchers in sociology, media studies and criminology. We begin by considering the philosophical underpinnings of alternative approaches to social research and exploring the relationship between theory and data. The course then moves on to introduce and present examples of research using an array of different approaches.

Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the diverse research methods used within sociology, media studies and criminology • To familiarise students with examples of research carried out using different methods • To introduce the basics of research design Learning Outcomes • Have an understanding of the diversity of methods used for research in sociology, criminology and media studies • Be able to formulate a research question and develop an appropriate research design for addressing it • Appreciate the advantages and disadvantages of alternative methodological approaches

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Module Content • Introduction to philosophy of social science • Developing research questions • Linking theory and data • Ethics in social research • Survey research • Ethnography • Interviews • Secondary analysis • Documentary methods • Visual methods • Mixed methods

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SOC1027 Quantitative Methods 1 Sociology 1 15 22 Lynn Prince Cooke

Module Availability Semester 1 Unit(s) of Assessment 50 minute class test 1 hour exam Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This foundation module is designed to give students a basic grasp of the statistical techniques necessary for implementing and critically evaluating social research. Emphasis will be put on when and how to use statistical techniques, and the interpretation of results, rather than on theoretical derivations. A familiarity with the SPSS for Windows computer package is also acquired during practical work.

Pre-requisite/Co-requisites N/A Module Aims • Provide an introduction to the statistical techniques required to critically evaluate social research • Give a clear understanding of when and how to use particular techniques, including hands on experience with SPSS • Offer a conceptual and theoretical outline of inferential statistics including regression and chisquare

Learning Outcomes Having completed the module, students should: • Have a thorough grounding in basic univariate and simple bivariate statistical techniques • Be able to read and describe simple statistical tables and graphs • Have an understanding of the use of computer software for statistical analysis

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Module Content • The role of statistics in modern societies • Levels of measurement and types of variable • Estimators of central tendency and dispersion • Elementary probability • Common distributions • Sampling theory and practice • Statistical inference, estimation and hypothesis testing • Contingency tables • Bivariate linear regression

Methods of Teaching/Learning 11 two hour lectures and 5 tutorials

Selected Texts/Journals Agresti, A., & Finlay, B. (1997) Statistical methods for the social sciences. Prentice Hall Fielding, J., & Gilbert, N. (2000) Understanding Social Statistics. London: Sage Healey, J. (1993) Statistics: A Tool for Social Research, 3rd ed. California: Wadsworth Publishing Co Clegg, F. (1992) Simple Statistics. Cambridge University Press Wright, D. (2002) First Steps in Statistics. London: Sage Vogt, W. (1993) Dictionary of Statistics and Methodology: a non-technical guide for the social science. Sage

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SOC1034 Crime and Society Sociology 1 15 22 Ian Brunton-Smith

Module Availability Semester 1 Unit(s) of Assessment Study skills test 1500 word essay 1 hour exam Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark( %) 10 40 50

Module Overview This module offers students a comprehensive introduction to the sociological study of crime and deviance. The module aims to think of crime sociologically and to explore patterns of crime and deviance in relation to the organization of contemporary society. In order to do achieve this, the module will explore crime and responses to crime by focusing on a number of substantive areas. In addition you will also learn more general study skills as part of this module. Pre-requisite/Co-requisites N/A Module Aims • Provide an introduction to the sociological study of crime and deviance • Explore a range of contemporary issues in criminology, and examine how these relate to the structure of society • To give a grounding in the core study skills required to undertake undergraduate study, including email, referencing, and issues around plagiarism Learning Outcomes Having completed this module, students should: • Have developed a sociological approach to understanding crime and deviance and understand the distinctive features of this approach. • Understand the inter-relationship between patterns of crime and the organization of contemporary society. • Be able to understand crime in relation to the existence and organization of forms of social differentiation. • Be familiar with core study skills and be able to implement these in academic work.

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Module Content • The reporting, recording and measurement of crime • Crime and gender • Ethnicity and crime • Childhood, age and crime • Internet crime • Crime and the media • Victims and victimization • Core study skills (email, referencing, note taking, exam preparation) Methods of Teaching/Learning 11 lectures, 6 tutorials, and 5 ICT workshops Weekly readings and seminar preparation ICT assignments on Ulearn Selected Texts/Journals Carrabine, E. et al., (2004) Criminology: A sociological introduction. Routledge Newburn, T. (2008) Criminology. Cullompton: Willan Croall, H. (1998) Crime and Society in Britain: An Introduction. Longman Hale, C. et al., (2005) Criminology. Oxford University Press Maguire, M. et al., (2007) The Oxford Handbook of Criminology, 4th ed. Oxford: Oxford University Press

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SOC1024 Introduction to 20th Century Sociological Theory: Social Order and Social Change Sociology 1 15 22 Rob Meadows

Module Availability Semester 2 Unit(s) of Assessment

Weighting Towards Module Mark( %) Formative exercise: in-class quiz with an element of peer 0 assessment designed to help with exam preparation. 2 hour seen exam 100 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview Within this module we will begin to explore 20th century sociological theory. We will begin with an examination of the Chicago school, before moving to look at Parsons, Ethnomethodology and Habermas. The intention is not to cover all aspects of these theorist’s work. Rather, we will frame our investigation around their discussions of social order/social change. We will conclude the module with two sessions on feminisms; asking what a feminist sociological theory may add to these debates.

Pre-requisite/Co-requisites N/A Module Aims To introduce students to the ‘problem of order’ and to encourage them to consider this a key issue in all societies To introduce students to key 20th century sociological theorists – and especially their work on ‘social order and social change’ To encourage students to think critically – both about these theories and 21st century societies Learning Outcomes Have developed an initial understanding of some key aspects of contemporary sociological theory, laying the groundwork for further study in this area Have a good understanding of the types of questions and issues which concerned sociology/sociological theory in the 20th century Be able to (critically) apply theory to their own sociological work Be familiar and comfortable with the notion of ‘thinking sociologically’

Module Content 1 Introduction to the course & the Hobbsian ‘problem of order’ 2 Chicago School of Sociology 3 Parsons 4 Ethnomethodology 5 Habermas 6. Critical Issues and Feminism 24

Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Students will also be asked to complete an exam question plan early in the course (formative)

Selected Texts/Journals Craib, I. (1992) Modern Social Theory: From Parsons to Habermas, (2nd ed) Harvester/Wheatsheaf Cuff, E., E., Sharrock, W., W. and Francis, D., W. (2006) Perspectives in sociology (5th edition) London: Unwin Hyman Lee, D. and Newby, H. (1983) The problem of sociology, London: Routledge Ritzer, G. (2008) Sociological Theory, (7th edition) McGraw Hill

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SOC1026 Qualitative Field Methods: Interviews and Ethnography Sociology 1 15 22 Rachel Cohen

Module Availability Semester 2

Unit(s) of Assessment Observation Report (1000 words) Qualitative Interviews and Analysis Report (3000 words) Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module introduces students to qualitative field methods including unstructured and semistructured interviews, focus groups, and participant and non-participant observation. Lectures will explore the particular insights generated by qualitative field methods as well as the problems and possibilities that researchers employing these methods encounter. Students will gain experience in collecting, producing, and analysing their own data. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the qualitative field methods used within sociology, media studies and criminology, especially qualitative interviewing and ethnography • To introduce students to the practical and epistemological problems involved in conducting qualitative field methods • To provide students with experience in conducting and writing about qualitative field research Learning Outcomes On completion of this module students should: • Understand key methodological issues in qualitative field methods • Become familiar with designing and conducting research around a research question • Be able to carry out collection of primary qualitative data and write a report on the findings and analysis of the data • Develop a reflexive and self-critical perspective on their research • Appreciate the advantages and disadvantages of different qualitative field methods

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Module Content Topics covered include: • Why use qualitative field methods? • Ethical and power issues in conducting fieldwork • Choosing a research site and finding participants • Understanding through observation • The extended-case method • Insider-outsider research • Qualitative interviewing process and focus groups • Analyzing qualitative data

Methods of Teaching/Learning 11 lectures and 11 classes Weekly reading Practical exercises

Selected Texts/Journals Gilbert N. (ed) (2008) Researching Social Life 3rd Edition. London: Sage King, N. and Horrocks, C. (2010) Interviews in Qualitative Research London: Sage Mason, J. (2002) Qualitative Researching 2nd Edition. London: Sage Bryman, A. (2008) Social Research Methods. 3rd Edition. Oxford: Oxford University Press Rubin J. and Rubin, I. (2004) Qualitative Interviewing: the art of hearing data. London: Sage

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SOC1035 Introduction to Criminal Justice Systems Sociology 1 15 22 Karen Bullock

Module Availability Semester 2 Unit(s) of Assessment Weighting Towards Module Mark (%) 2 hour examination 100 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview The Criminal Justice System comprises those institutions and agencies that are collectively responsible for managing a state’s response to crime and disorder. This module provides an introduction to the key agencies within contemporary criminal justice systems in England and Wales. We will focus on the role and function of the police service, prosecutors, courts, prisons and the probation service. Pre-requisite/Co-requisites N/A Module Aims This module aims to introduce students: • To the state’s response to crime in England and Wales • To the ways that criminal justice has developed over time • To themes and debates that characterise contemporary criminal justice Learning Outcomes Having completed this module, students should be able to: • Demonstrate understanding of the individual and collective contributions of the key Criminal Justice System agencies in England and Wales • Show awareness of the ways that the Criminal Justice system has developed and why • Demonstrate understanding of how the Criminal Justice System in England and Wales compares with other systems

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Module Content The module will cover: • The historical development of the Criminal Justice System in England and Wales • The principles which characterise criminal justice in England and Wales • An introduction to the role and functions of each of the key agencies including the police, the prosecution, courts, prisons and the probation service

Methods of Teaching/Learning 11 x 2 hour sessions, each integrating lecture material with interactive discussions and exercises Weekly reading and seminar preparation

Selected Texts/Journals Davies, M., Croall, H. and Tyrer, J. (2009) Criminal Justice: An Introduction to the Criminal Justice Process in England and Wales. London: Pearson Newburn, T. (2007) Criminology. Cullompton: Willan Mike Maguire, Rod Morgan and Robert Reiner (editors) Oxford Handbook of Criminology (4th edition, March 2007) Oxford University Press March 2007

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SOC1036 Introduction to Criminological Theories Sociology 1 15 22 Daniel McCarthy

Module Availability Semester 2 Unit(s) of Assessment 2000 word essay 1 hour exam Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module aims to provide a comprehensive exploration of the major theoretical perspectives that have been developed by both criminologists and sociologists in relation to crime and deviance. The module will cover a number of theoretical developments from ‘classical’ criminological theory onwards, focusing in particular on innovations in the UK and USA since the 20th century inter-war period. Pre-requisite/Co-requisites N/A Module Aims Understand the historical development of key criminological and sociological theories of crime and deviance Analyse major contentions and arguments between these key traditions Apply a range of criminological theories to illuminate contemporary social problems Understand the relationship between criminological theory and its impact on social policy and the criminal justice system

Learning Outcomes Have a clear understanding of the historical development of key criminological and sociological theories of crime and deviance Be able to critically assess key contentions and arguments between these theories. Connect criminological theories to illuminate contemporary social problems Be able to analyse the relations between criminological theories and policies of social control

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Module Content Classicism and the rise of modern criminology Individual positivism Strain theories Theories of place, space and crime Subcultures of deviance Radical criminologies Feminist approaches


Selected Texts/Journals McLaughlin et al (2003) Criminological Perspectives, London, Sage Carrabine et al (2009) Criminology: A Sociological Introduction, London, Routledge Hopkins Burke, R (2009) An Introduction to Criminological Theory (3rd ed), Cullompton, Willan Tierney, J (2006) Criminology: Theory and Context (2nd ed), Harlow, Pearson Downes, D, Rock, P (2007) Understanding Deviance, Oxford, Oxford University Press

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LEVEL HE2

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LEVEL HE2 COURSE OUTLINE Students take four compulsory modules (those not in italics). Students then take TWO module options (in italics) in Semester 1 and TWO module options in Semester 2. Across the whole year at least 2 and a maximum of 3 options must be Criminology modules (c) and at least 1 option must be a Sociology option (s). Semester 1 Module title Sociological Theory: Criticism and Description Doing Research by Asking Questions

Credits 15 15

Contact hours 22 22

Crime, Community Safety and Crime Prevention (c ) Children and Violence (c )

15 15

22 22

Sociology of Gender (s) Sociology of Political Systems (s) Poverty, Welfare and the State (s) Migration and the Politics of Identity (s) Sociology of the Arts (s) Media, War and Terrorism (s)

15 15 15 15 15 15

22 22 22 22 22 22

Module title Criminological Theories Quantitative Methods 2

Credits 15

Contact hours 22

Crime, Power and Justice (c ) Historical and Theoretical Perspectives on Punishment (c )

15 15

22 22

Analysing Media (s) Group Research Project (s) Researching Bodies (s) Sociology of Religion (s) Sociology of Health and Illness (s) Sociology of Work (s)

15 15 15 15 15 15

22 22 22 22 22 22

Semester 2

Please note that options shown here are those running in 2011-12 as a result of student choices and staffing availability. They do not represent all the options which were offered to students, or all that will be offered in future years.

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MODULE

ASSESSMENT

Week 3 (18 Oct)

Doing Research by Asking Qs

Survey exercise


Week 5 (01 Nov)

Media, War & Terrorism

Annotated bib

Week 8 (22 Nov)

Week 6 (08 Nov)

Sociology of the Arts

Essay

Week 9 (29 Nov)

Week 6 (in class)

Children & Violence

Presentation

Week 10 (06 Dec)

Week 7 (15 Nov)

Doing Research by Asking Qs

Sampling ex

Week 10 (06 Dec)

Sociology of Gender

Essay plan

Week 9 (29 Nov)

Migration & Politics of Id

Ess plan/ann bib

Week 9 (29 Nov)

Crime, Comm. Safety & CP

Essay plan

Week 9 (29 Nov)

Week 8 (22 Nov)

Poverty, Welfare & State

Essay plan

Week 9 (29 Nov)

Week 11 (13 Dec)

Media, War & Terrorism

Essay

Week 13 (17 Jan)

Xmas 1 (20 Dec)

Doing Research by asking Qs

Interview exercise

Week 13 (17 Jan)

Week 12 (10 Jan)

Sociology of Gender

Essay

After Exam Board

Poverty, Welfare & the State

Essay

After Exam Board

Migration & the Politics of Id

Essay

After Exam Board

Sociology of the Arts

Essay

After Exam Board

Crime, Comm. Safety & CP

Essay

After Exam Board

Sociological Theory

Examination

After Exam Board

Sociology of Political Systems

Examination

After Exam Board

Children and Violence

Examination

After Exam Board

Weeks 13-14 (16-28 Jan)

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MODULE

ASSESSMENT

Week 6 (13 Mar)


Exercise

RETURN/MARK EXPECTED Week 9 (01 May)

Week 7 (20 Mar)

Crime, Power & Justice

Essay Plan

Week 8 (27 Mar)

Week 8 (27 Mar)


Essay

Week 9 (01 May)

Researching Bodies

Portfolio

Week 9 (01 May)

Sociology of Health & Illness

Essay

Week 12 (22 May)

H&T Perspectives on Punishment

Essay

Week 12 (22 May)


Exercise

After Exam Board

Analysing Media

Portfolio

After Exam Board

Sociology of Work

Portfolio

After Exam Board

Week 11 (In Class)

Group Research Project

Presentation

After Exam Board

Week 12 (22 May)

Group Research Project

Project Diary

After Exam Board

Researching Bodies

Essay

After Exam Board

Crime, Power & Justice

Essay

After Exam Board


Examination

After Exam Board

Sociology of Religion

Examination

After Exam Board

Sociology of Health & Illness

Examination

After Exam Board

Sociology of Work

Examination

After Exam Board

H&T Perspectives on Punishment

Examination

After Exam Board

Week 9 (01 May) Week 11 (15 May)


Examinations taking place during 2011/12 Students should be aware that examinations are currently held at the end of each Semester and during the summer vacation for Late Summer assessments. There is a two week session at the end of January (Semester weeks 13 and 14, including Saturday 21 January 2012) and a three week session during May/June (End of week 12, and weeks 13, 14 and 15 including Saturday 26 May, 2 and 9 June ). Late Summer assessment will take place between Monday 20 August and Friday 31 August 2012. Exam sessions will be scheduled between 9:00am and 9:00pm, Monday to Saturday. Whilst we try to avoid students sitting two exams per day, limitations on space available for examinations means some students may find they are scheduled to sit more than one exam per day. Students must bring their student registration card (campus card) to every examination - without this form of identification students may be refused permission to sit the exam. Students will be allocated a venue and seat number for every examination - it is their responsibility to ensure they attend the correct location and that they arrive in time for the start of the exam.

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SOC2027 Sociological Theory: Criticism and Description Sociology 2 15 22 Geoff Cooper


Unit(s) of Assessment

Weighting Towards Module Mark( %) Formative exercise: in-class quiz with an element of peer 0 assessment designed to help with exam preparation One seen 2 hour examination 100 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Module Overview This module builds upon the knowledge that students have developed at level 1, and focuses on some key issues within sociological theory. It examines differences between forms of sociological explanation, in relation to such topics as the nature of social organisation, the workings of power, and modes of everyday behaviour, and considers the relationship between overtly critical and ostensibly descriptive forms of sociological theory. Pre-requisite/Co-requisites N/A Module Aims • Cover some key paradigms within sociological theory • Consider the relevance today of these paradigms • Compare and evaluate critical and descriptive forms of theory Learning Outcomes Having completed this module the student should: • Have an understanding of some key theoretical traditions within sociology, and the points of contention between them • Have a sense of the relevance today of 19th and 20th Century sociological theory • Be able to use sociological concepts and theories to question widely held cultural assumptions and critically assess aspects of social organisation • Appreciate the different ways in which sociological thought can illuminate everyday life • Have developed skills in writing, in exam conditions, on pre-prepared topics

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Module Content • The critical tradition of thought exemplified by Marxism • The critique of modernity within the work of Weber, Simmel and the Frankfurt School • The sociology of everyday life

Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Formative exercise to prepare students for the exam

Selected Texts/Journals Callinicos, A (2007) Social Theory: a historical introduction (2nd edn), Polity Dodd, N (1999) Social Theory and Modernity, Polity Jacobsen, M (ed) (2009) Encountering the Everyday, Palgrave Lemert, C and Branaman A (eds) (1997) The Goffman Reader, Blackwell Ritzer, G (2007) Sociological Theory (7th edn), McGraw Hill Stones, R (ed) (2008) Key Sociological Thinkers, 2nd edn, Palgrave Swingewood, A (2000) A Short History of Sociological Thought, McGraw-Hill

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SOC2034 Doing Research By Asking Questions (2010/11 ONLY) Sociology 2 15 22 Rachel Cohen

Module Availability Semester 1 Unit(s) of Assessment Online survey construction exercise (750 words) Sampling exercise (750 words) Qualitative Interviews and Analysis Report (2500 words) Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark (%) 15 15 70

Module Overview This course explores the practice and analysis of qualitative and quantitative approaches to social research. In particular the course explores the ways in which we can find out about the world, social behaviour, and audience responses through asking questions, be that in qualitative interviews or standardised surveys. The course gives students hands-on experience with interviewing, analysis, sampling and survey development. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the different (qualitative and quantitative) methods that are used within sociology, media studies and criminology, especially methods that involve asking participants questions about what they think or believe or what they are doing or have done • To introduce students to the practical and epistemological problems involved in conducting qualitative interviews and conducting surveys • To provide students with experience in conducting research and writing about the research process

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Learning Outcomes On completion of this module students should: • • • • • • •

Understand key methodological issues in researching society, the media or criminology Become familiar with designing and conducting research around a research question Be able to carry out collection of primary qualitative data, analyse the data and write a report on the findings Be able to evaluate the benefits of different sampling strategies Be able to design a (brief) online questionnaire. Develop a reflexive and self-critical perspective to the research process Appreciate the advantages and disadvantages of different methods for different research questions

Module Content Topics covered include: • Ethical and power issues in conducting fieldwork • Finding participants and constructing a sample • Qualitative interviewing process and focus groups • Designing and fielding a survey • Dealing with survey bias, error and non-response • Analyzing interview data

Methods of Teaching/Learning 11 lectures and 11 classes Weekly reading Practical exercises

Selected Texts/Journals Buckingham, A. and Saunders, P. (2004) The Survey Methods Workbook. Cambridge: Polity. De Vaus, D.A. (2002) in Surveys in Social Research, 5th Edition. London: UCL Press. Gilbert N. (ed) (2008) Researching Social Life 3rd Edition. London: Sage Gunter, B. (2000) Media Research Methods: measuring audiences, reactions and impact. Sage. King, N. and Horrocks, C. (2010) Interviews in Qualitative Research London: Sage Mason, J. (2002) Qualitative Researching 2nd Edition. London: Sage Bryman, A. (2008) Social Research Methods. 3rd Edition. Oxford: Oxford University Press

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SOC2061 Crime, Community Safety and Crime Prevention Sociology 2 15 22 Karen Bullock

Module Availability Semester 1 Unit(s) of Assessment 3000 word essay 300 word essay plan Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview Crime prevention and community safety are areas of criminological and policy interest. This module explores the theory and practice of community safety and crime prevention. We will consider policy and practice in relation to key areas of crime reduction including the prevention of youth crime, the utility of CCTV, knowledge-based policing, the significance of victims and repeat victimisation, crime mapping and GIS. It will also examine issues to do with evaluating effectiveness of crime prevention initiatives. Pre-requisite/Co-requisites N/A Module Aims This module aims to introduce students to: • • •

Models of community safety and crime prevention The techniques developed to prevent crime The impact of crime prevention policy and practice

Learning Outcomes Upon completion of this module students will be able to: • • •

Understand theoretical perspectives and policy debates in policing and crime prevention in contemporary societies Consider the impact of various crime prevention interventions on crime problems Critically assess evaluations of crime prevention initiatives

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Module Content • Concepts of community and crime prevention • Situational crime prevention • Crime, the environment and design • The geography of crime, crime mapping and GIS • CCTV • Youth crime diversion and prevention • Evidence and knowledge-based crime prevention • Victims and repeat victimisation • Evaluation and the assessment of impact Methods of Teaching/Learning 11 x 2 hour sessions, each integrating lecture material with interactive discussions and exercises Weekly reading and seminar preparation

Selected Texts/Journals Tilley, N. (2005) (ed) The Handbook of Crime Prevention and Community Safety. Cullompton: Willan Newburn T. (2009) (ed) Key Readings in Criminology. Cullompton: Willan Tilley, N. (2009) Crime Prevention. Cullompton: Willan

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SOC2062 Children and Violence Sociology 2 15 22 Jo Moran-Ellis

Module Availability Semester 1 Unit(s) of Assessment Group Presentation 1 hour exam Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module looks at two sides of the relationship between children and violence. Firstly the module examines the situation of children who are subject to abuse, considering them as victims/survivors of violence which is perpetrated within relationships of trust, and/or inter-generational relationships. The module then considers the ways in which children are positioned as ‘dangerous’ to society in terms of perpetrating violent crimes, or being seen to have the potential to be so. Bringing together these two perspectives the module develops a critical analysis of two (contradictory) subject positions which have come to strongly characterise the idea of childhood in modernity: children ‘in danger’ and ‘dangerous’ children. Pre-requisite/Co-requisites N/A Module Aims Specific purposes of module (approx 3 bullet points) To develop a critical understanding of the concept of child abuse from a sociological perspective To examine how the idea of ‘dangerous children’ draws on and reflects wider social concerns To explore the implications of adult perceptions of children as ‘victims’ and as ‘perpetrators’ for policy and cultural responses to children

Learning Outcomes • Be able to critically analyse the significance of definitions of abuse for policy and cultural responses to children subject to violence • Be able to evaluate and analyse policy and cultural responses to violence involving children • Have a thorough familiarity with contemporary issues in sociological thinking about violence in children’s lives • Comprehend the socio-historic dimensions of the subject positions of ‘in danger’ and ‘dangerous’ that characterise contemporary adult constructions of childhood • Be familiar with the empirical work on children’s own experiences and views on violence in their lives to critically develop challenges to dominant framings of children as ‘victims’ and ‘perpetrators’.

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Module Content The module will include the following: • history of children in danger/dangerous children • children as subjects of violence • definitions and imaginings of abuse; responses of adults and society • children and danger in virtual environments • responses of society to children as perpetrators of violence • renderings of child related violence: media, law, discourse, popular culture, and fictional literature Methods of Teaching/Learning 11 x 2 hour sessions (lecture and seminar combination) The group presentations will include formative elements through comments on draft of presentation

Selected Texts/Journals 5-8 bullet points

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SOC2036 Sociology of Gender Sociology 2 15 22 Lorraine Allibone

Module Availability Semester 1 Unit(s) of Assessment Essay plan 3000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module explores cultural and social divisions for males and females in contemporary society and challenges taken for granted attributions of gender characteristics in relation to concrete social practices. It also examines historical processes of social change and development for men and women. Pre-requisite/Co-requisites N/A Module Aims • To evaluate different theoretical perspectives with respect to gender divisions in society • To explore the social organisation of gender relations in key institutions • To recognise issues relating to gender, social control, power and resistance Learning Outcomes Having completed this module, students should be able to: • Demonstrate critical engagement with a wide range of theoretical perspectives concerning the social construction of gender • Explain how gender concerns interact with other social divisions • Evaluate the sociological impact of both theoretical and empirical representations of gender in contemporary contexts

Module Content • Conceptualising femininity and masculinity • Feminist theory • Theorising masculinity • Gender and other social divisions • Social organisation of gender: childhood, education, the family and employment • Formal and informal political representations of women and men Methods of Teaching/Learning 11 x 2 hour sessions consisting of both lecture and seminar discussion Weekly reading and seminar preparation

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Selected Texts/Journals Abbott, P, Wallace, C and Tyler, M (2005) An Introduction to Sociology: Feminist Perspectives, Routledge. Butler, J (2005) Gender Troubles. Routledge Classics. Charles, N (2002) Gender in Modern Britain, Open University Press Connell, R. W (2005) Masculinities, Polity Press Mac an Ghaill, M (ed.) (1996) Understanding Masculinities, Open University Press Holmes, M (2008) Gender and Everyday Life, Routledge.

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SOC2041 Sociology of Political Systems Sociology 2 15 22 Michael Williams


Weighting Towards Module Mark( %) Formative exercise: in-class quiz with an element of peer 0 assessment designed to help with exam preparation 2 hour exam 100 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview This module focuses on relations between state and society in a variety of settings. It begins by looking at sociological interpretations of political systems since the Enlightenment thinkers of the 18th century, including classic thinkers such as Marx, Tocqueville and Weber. It goes on to look at the development of political systems in Europe, the United States and the Muslim world, including the role of nationalism, revolution and empire. Pre-requisite/Co-requisites N/A Module Aims • To provide an understanding of sociological interpretations of relations between state and society in a variety of settings • To provide an understanding of the development of political systems in Europe, the United States and the Muslim World • To provide an understanding of different interpretations of liberal democracy and the totalitarian challenges from Nazism and Stalinism, and an appreciation of other key concepts in political sociology Learning Outcomes Students completing this module should be able to: • Demonstrate an understanding of sociological interpretations of relations between state and society in a variety of settings • Demonstrate an understanding of the development of political systems in Europe, the United States and the Muslim World • Demonstrate an understanding of different interpretations of liberal democracy and the totalitarian challenges from Nazism and Stalinism, and an appreciation of other key concepts in political sociology • Draw on the range of material covered in the module in order to construct arguments and explanations in an essay and under exam conditions

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Module Content • Origins of political sociology and classical thinkers (Marx, Tocqueville, Weber and the elite theorists) • Sociological interpretations of the development of the state in Europe, America and the Muslim world • Sociological theories of liberal democracy and Nazi and Soviet totalitarianism • Key concepts in political sociology – nations and nationalism revolution and empire Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Short formative assignment Selected Texts/Journals Aron, R (1968, 1970) Main Currents in Sociological Thought 1 & 2, Penguin Darwin, J (2008) After Tamerlane: The Rise and Fall of Global Empires, 1400-2000, Penguin Dunleavy, P & O’Leary, B (1987) Theories of the State: The Politics of Liberal Democracy, Macmillan Gellately, R (2008) Lenin, Stalin, and Hitler: The Age of Social Catastrophe, Vintage Gellner, E (1983) Muslim Society, Cambridge University Press Gill, G (2003) The Nature and Development of the Modern State, Palgrave Moore, B (1969) Social Origins of Dictatorship and Democracy, Penguin Overy, R (2005) The Dictators: Hitler’s Germany and Stalin’s Russia, Penguin

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SOC2043 Poverty, Welfare and the State Sociology 2 15 22 Karen Bullock

Module Availability Semester 1 Unit(s) of Assessment 300 word essay plan 3000 essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark (%) 10 90

Module Overview This module provides an introduction to the study of social policy. The study of social policy focuses on social problems such as poverty, homelessness, domestic violence and unemployment and on the operation of publicly provided welfare services. We will examine how social problems are defined and policies formulated in response to them. We consider the relative position of social classes, generations, ethnicities, and men and women in respect to poverty, inequality and welfare. We explore the changing boundaries between the roles of the state, the market, the family and the voluntary sector in the mixed economy of welfare.

Pre-requisite/Co-requisites N/A Module Aims This module aims to provide students with an understanding of: • The key issues and perspectives relevant to the study of social policy • The role and nature of the central welfare institutions in society • Comparative and historical patterns in social policy Learning Outcomes Students on the module will able to: • Recognise the factors which shape experiences of poverty in the UK • Critically evaluate the role played by welfare institutions in providing for citizens social need • Consider how approaches to social need have changed over time and why

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Module Content Topics covered will include: • The development of the state’s role in social welfare • Contemporary social policy including: education; health; housing; criminal justice; social services; and, pensions • Themes in social policy including the role of social class, gender and ethnicity


Selected Texts/Journals Alcock, P. et al. (1998) The Student’s Companion to Social Policy, Blackwell Baldock, J. et al. (2007) Social Policy, Oxford University Press Jones, K. (2000) The Making of Social Policy in Britain. Athlone Press

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SOC2046 Migration and the Politics of Identity Sociology Levels 2 15 22 Katharine Tyler

Module Availability Semester 1 Unit(s) of Assessment Essay plan and annotated bibliography 3000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module will examine the formation of identities in the context of global migration. The module will explore the cultural and political aspects of recent migrations within and to the West. It is against this background that the module will examine some of the theoretical and empirical issues surrounding the formation of ethnic and racial identities in these contemporary times.

Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the role and significance of migration in contemporary societies. • To provide an introduction to the meaning and lived experience of racial and ethnic identities • To introduce students to sociological approaches to the study of identity, migration and ethnicity Learning Outcomes By the end of the course, students should: • Have a familiarity with sociological approaches to the cultural aspects of migration and identity formation • Will appreciate the way in which global and local inequalities shape the migration process • Be introduced to key concepts in the sociology of race and ethnicity • Be familiar with theoretical approaches and empirical studies that explore the relationship between minority and majority identities • Will develop a critical awareness of multicultural and anti-racist values

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Module Content • Introduction to key concepts - the historical and political meanings of race, ethnicity, nationalism; • An exploration of the migration process - refugee migrations, asylum seekers and the role of the state; religion and migration; gender and migration • Theoretical perspectives to the study of majority/ minority identities including Postcolonial Theory; Black and white feminism; • Popular Culture and new ethnicities; Rastafarianism; ethnicity, hybridity and musical forms

Methods of Teaching/Learning 11 lectures and 11 seminars

Selected Texts/Journals Ali, N, V. S. Kalra and S. Sayyid (2006) A Postcolonial People: South Asians in Britain, Hurst and Company. Back, L. (2007) The Art of Listening, Berg Publishers Brah, A. (1996) Cartographies of Disapora: Contesting Identities, Routledge. Gilroy, P. (1987) There Ain’t No Black in the Union Jack, Routledge. Hesse, B. (ed.) (2000) Un/Settled Multiculturalisms: Diasporas, Entanglements, Transruptions, Zed Books. Petersson, B. and Tyler, K. (2008) Majority Cultures and the Everyday Politics of Ethnic Difference, Palgrave.

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SOC2050 Sociology of the Arts Sociology 2 15 22 Victoria Alexander


Unit(s) of Assessment 1000 word short essay 3000 word essay plus class participation Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module introduces you to a sociological understanding of the fine and popular arts (including painting, theatre, film, television, classical and popular music, literature and pulp fiction). Class discussion focuses on short case studies relating to the lecture topic. Pre-requisite/Co-requisites N/A Module Aims • To introduce a sociological understanding of the arts • To provide different theoretical perspectives on the arts, using the cultural diamond approach • To develop skills of critical thinking and applying theoretical understandings to case studies Learning Outcomes By the end of this module students should: • Have a broad understanding of sociological approaches to the arts • Be able to explain reflection, shaping, production, and consumption approaches to the arts and to provide critical analysis of each of these • Be able to apply the theoretical material to case studies in the arts • Organise ideas and thoughts and speak about these in the public setting of the seminar Module Content • Whether art ‘reflects’ society and whether it ‘shapes’ it • How social factors affect artistic conventions and genres and the ways production and distribution systems affect art. • How people receive, consume and use art • How art is constituted by and embedded in society Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Class participation

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Selected Texts/Journals Alexander, Victoria D. (2003). Sociology of the Arts: Exploring Fine and Popular Forms. Blackwell Publishers. Bourdieu, Pierre (1984). Distinction, A Social Critique of the Judgement of Taste. Cambridge: Harvard University Press. Becker, Howard S. (1982). Art Worlds. University of California Press. Crane, Diana (1992). The Production of Culture: Media and the Urban Arts. London: Sage. Lamont, Michèle and Marcel Fournier, eds. (1992). Cultivating Differences: Symbolic Boundaries and the Making of Inequality. University of Chicago Press. Radway, Janice A.(1984). Reading the Romance: Women, Patriarchy and Popular Literature. University of North Carolina Press.

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SOC2056 Media, War & Terrorism Sociology 2 15 22 Hugh Ortega Breton

Module Availability Semester 1 Unit(s) of Assessment 1500 word annotated bibliography 2000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview The political, cultural and symbolic dimensions of post Cold War conflicts involving U.K. and U.S.A. Pays close attention to political cultural context of conflicts in ‘the west’; social processes of mediation; mediatisation as well as the sociological dimensions of international terrorism. Critically evaluates reasons given for and character of humanitarian intervention and counter-terrorism. Pre-requisite/Co-requisites N/A Module Aims • To provide the knowledge and tools necessary to critically analyse and evaluate the representation of armed conflict and terrorism • To clarify the characteristics of different approaches to these social problems and their analysis from different social scientific and media focused fields • To provide an understanding of the impact of mediation and mediatisation on politics and the relationship between politics and popular culture

Learning Outcomes Having completed this module, students should be able to: • Explain theoretically the processes of contemporary armed conflict, counter-terrorism and terrorism • Apply this understanding to other social problems constructed through risk thinking • Understand and discuss the debate on humanitarian intervention and counter-terrorism policies • Explain theoretically the psycho-social dimensions of mediatisation in the construction and experience of ‘international’ terrorism and armed conflicts • Carry out comprehensive textual and cultural analysis

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Module Content • Social and political origins of contemporary international terrorism and humanitarian intervention • Cultural and media analysis of these conflicts and attacks, including hegemonic functions of these conflicts (ideological criticism) • Role of emotion, risk and morality in mediation of conflict • Relationship between mediation of conflict in politics and in popular culture (television drama & film) • Aesthetics and organisation of conflict and terrorism reporting

Methods of Teaching/Learning 11 x 2 hour sessions, including a lecture followed by a seminar of group exercises and wider class discussion of reading Weekly critical reading in preparation for seminar discussions and exercises Essay plan as a formative assessment providing feedback on understanding and essay construction

Selected Texts/Journals Altheide, D. L. (2005) Terrorism and the Politics of Fear, Altamira Press: Lanham Amoore, L. & de Goede M. (eds.). (2008) Risk and the War on Terror. Abingdon: Routledge. Chandler, D. (2006) From Kosovo to Kabul and beyond: human rights and international intervention. London, Pluto Press. Furedi, F. (2007) Invitation to Terror: The Expanding Empire of the Unknown. London: Continuum. Hammond, P. (2007). Media, War and Postmodernity. London and New York: Routledge. Laidi, Z. (1998). A world without meaning: the crisis of meaning in international politics. London: Routledge. Richards, B. (2007). Emotional Governance: Politics, Media and Terror. Basingstoke and New York: Palgrave Macmillan.

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SOC2035 Criminological Theories (2011-12 only) Sociology 2 15 22 Daniel McCarthy

Module Availability Semester 2 Unit(s) of Assessment 2000 word Essay 1 hour exam Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module aims to provide a comprehensive exploration of the major theoretical perspectives that have been developed by both criminologists and sociologists in relation to crime and deviance. The module will cover a number of theoretical developments from ‘classical’ criminological theory onwards, focusing in particular on innovations in the UK and USA since the 20th century inter-war period. It will provide an introduction to how criminological theories can be used to explain and make sense of recent changes in structures and philosophies of crime, punishment and social control Pre-requisite/Co-requisites N/A Module Aims • Understand the historical development of key criminological and sociological theories of crime and deviance and analyze major contentions and arguments between these key traditions • Apply a range of criminological theories to illuminate contemporary social problems • Understand the relationship between criminological theory and its impact on social policy and the criminal justice system

Learning Outcomes Having completed the module, students should: • Have a clear understanding of the historical development of key criminological and sociological theories of crime and deviance and be able to critically assess key contentions and arguments between these theories • Connect criminological theories to contemporary social problems • Be able to apply a range of criminological theories to contemporary debates and issues within criminology

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Module Content • Classicism and the rise of modern criminology • Individual positivism • Strain theories • Theories of place, space and crime and crime and the city • Subcultures of deviance • Radical criminologies • Feminist approaches • Post-modernism and crime • Foucault and poststructuralist analyses • Governance, the state and crime • Changing cultural and political sensibilities


Selected Texts/Journals McLaughlin et al (2003) Criminological Perspectives, London, Sage Carrabine et al (2009) Criminology: A Sociological Introduction, London, Routledge Hopkins Burke, R (2009) An Introduction to Criminological Theory (3rd ed), Cullompton, Willan Tierney, J (2006) Criminology: Theory and Context (2nd ed), Harlow, Pearson Downes, D, Rock, P (2007) Understanding Deviance, Oxford, Oxford University Press

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Module Code: Module Title: Module Provider (AOU): Level: Number of Credits: Module Contact Hours: Module Co-ordinator:

SOC2031 Quantitative Methods 2 Sociology 2 15 22 Jane Fielding

Module Availability Semester 2 Unit(s) of Assessment Practical Exercise 1 Practical Exercise 2 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module builds upon the year 1 quantitative methods module introducing multivariate quantitative analyses with the help of the software package, SPSS. The module consists of a mix of lectures followed by guided classes where students will investigate the chosen topic, using a data set sourced from the Data Archive at the University of Essex and using SPSS. Students shall also learn how to interpret and present results of quantitative analyses.

Pre-requisite/Co-requisites Quantitative Methods 1 Module Aims • To give students a thorough grasp of how to use SPSS, the most popular and one of the most powerful computer packages for analysing quantitative data • To explain regression and interval level data analysis in non-technical terms using SPSS • To be able to read, understand and present quantitative analyses Learning Outcomes On completion of this module students should: • Be able to create simple data sets for statistical analysis using the personal computer • Be able to carry out simple statistical analyses on their own data set or on other secondary data sources • Be able to carry out simple data management tasks prior to statistical analysis • Be able to understand the logic behind, and the appropriate time to use regression analysis as a tool for social research • Be able to carry out a simple and multiple regression analysis using SPSS

Module Content • Creating new data files from survey questionnaires using SPSS • Sourcing quantitative data for secondary analysis • Data management procedures using SPSS 59

• •

The logic behind simple and multiple regression analysis The practical application of simple and multiple regression using SPSS

Methods of Teaching/Learning 5 Lectures and 17 Practical classes Selected Texts/Journals Agresti, A and B.Finlay (2008) Statistical Methods for the Social Sciences, 4th Edition Prentice Hall Europe Field, A (2009) Discovering Statistics using SPSS for Windows, 3rd Edition, Sage Fielding, J & GN Gilbert (2006) Understanding Social Statistics 2nd Edition, Sage Norušis, M (2010) PASW Statistics 18 Guide to Data Analysis, Prentice Hall Wallgren A (1997) Graphing Statistics, Sage

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SOC2063 Crime, Power and Justice Sociology 2 15 22 Karen Bullock

Module Availability Semester 2 Unit(s) of Assessment Essay plan 3000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module examines the contemporary issues affecting the criminal justice system in the UK. We consider the statement ‘equal in the eye of the law’ and examine to what extent does the criminal justice system treat people fairly? We examine the relationship between social inequality, race, gender and criminal justice. The issues and tensions that confront the wide range of participants in criminal justice processes will be examined and the cultural and political contexts in which criminal justice processes function will be considered. We will also critically assess contemporary developments in criminal justice and the criminal justice system.

Pre-requisite/Co-requisites N/A Module Aims This module aims to: • • •

Introduce debates and controversies in contemporary criminal justice Examine new problems for criminal justice, such as terrorism Outline contemporary approaches in criminal justice

Learning Outcomes Having completed this module, students should be able to: • • •

Have an understanding of how criminal justice processes impact on different social groups and victims Demonstrate an understanding of the tensions that characterize criminal justice processes Show awareness of contemporary developments in criminal justice

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Module Content This module will cover: • • • • • • • •

Social exclusion, crime and justice Race, ethnicity and justice Gender, crime and justice Restorative justice and allied approaches Rape, domestic violence and criminal justice Victims, witnesses and criminal justice Miscarriages of justice and human rights Criminal justice responses to terrorism


Selected Texts/Journals Newburn, T. (2007) Criminology, Cullompton: Willan Walklate, S (2004) Gender, Crime and Criminal Justice, Cullompton: Willan Hall, M (2009) Victims of Crime: Policy and practice in Criminal Justice, Cullompton: Willan

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SOC2059 Historical and Theoretical Perspectives on Punishment Sociology 2 15 22 Ian Brunton-Smith

Module Availability Semester 2 Unit(s) of Assessment Essay Plan as formative assessment 2000 word essay 1 hour exam (seen) Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview The module explores the variety of ways that individuals, groups and states have responded to crime problem, looking at both the philosophical justifications and the sociological explanations that have been put forward throughout history. It will consider the imposition of punishments of different forms and what is intended by such punishments, and examine the various ways in which attempts are made to control crime and criminals. Pre-requisite/Co-requisites N/A Module Aims • To explore the variety of ways that society responds to crime, and consider their philosophical justifications • To contrast the philosophical justifications for punishment with the sociological explanations put forward by key penal theorists • To examine specific forms of punishment and link these with the key theoretical and sociological debates around the role of punishment Learning Outcomes Students completing this module will: • Understand the factors accounting for the occurrence of different forms of punishment in society; Be familiar with the key academic literatures on the role of punishment • Have a critical awareness of different political perspectives on the use of punishment • Be able to apply a theoretical understanding of the role of punishment to specific criminal justice responses adopted in society

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Module Content • Why punish? Its justifications and aims • Sociological perspectives on punishment • Punishment in history • Changing patterns of punishment • The death penalty • Youth Justice Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation A one page essay plan Selected Texts/Journals Cavadino, M., & Dignan, J. (2007) The Penal System: An Introduction, 4th ed. Los Angeles: Sage Valier, C. (2002) Theories of Crime and Punishment. Harlow: Longman Cohen, S. (1985) Visions of Social Control. Polity Foucault, M. (1977) Discipline and Punish. Penguin Garland, D. (1990) Punishment and Modern Society: A Study in Social Theory. Oxford: Clarendon Tonry, M. (2000) The Handbook of Crime and Punishment. New York: Oxford University Press

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SOC2030 Analysing Media Sociology 2 15 22 Christine Hine

Module Availability Semester 2 Unit(s) of Assessment Formative work: draft of one component of portfolio to be submitted for lecturer feedback Portfolio of workshop reports, to a total of approximately 4000 words Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module provides an overview of the key methodological approaches to the study of media in society. Media will be taken to include printed texts, such as newspapers and magazines, in addition to television, radio and the Internet. Research designs for applications within sociology, criminology and media studies will be explored. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the key methodological approaches to the study of media in society • To offer students experience in designing and carrying out research on media content • To give students an appreciation of the processes of media production and reception in order to contextualise research on media content Learning Outcomes At the end of the module, students should be able to: • Understand the basic practicalities of different approaches to media research • Recognise the links between methodological approaches and particular traditions or bodies of media research • Critically evaluate the strengths and weaknesses of different approaches to media research in relation to case studies • Carry out small-scale media research projects appropriate for sociology, criminology or media and cultural studies

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Module Content • The design of research within specific traditions of media research • Analysis of textual and visual content, including semiology, quantitative content analysis and discourse analysis • Analysis of audiences and users, including ethnographic, survey-based and experimental methodologies • Analysis of institutions and of the production of media technologies • Methods for media research using the Internet

Methods of Teaching/Learning 11 lectures and 11 workshops Individual reading and completion of workshop activities outside class Formative feedback will be provided on a draft of one component of the portfolio

Selected Texts/Journals Bertrand, I. and Hughes, P. (2005) Media Research Methods: Audiences, Institutions, Texts, London: Palgrave. Chandler, D (2006) Semiotics: The Basics. London: Routledge. Gauntlett, D. and Horsley, (2004) web.studies 2nd edition. London: Arnold. Krippendorff, K. (2004) Content analysis : an introduction to its methodology. 2nd edn. Thousand Oaks, CA: Sage. Stokes, J. (2003) How to do Media and Cultural Studies, London: Sage.

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SOC2039 Group Research Projects Sociology 2 15 22 Katharine Tyler


Participation in group meetings Individual project diary Collective presentation of project findings Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview The aim of the group projects is to provide collaborative experience of carrying out a research project from beginning to end. Students will be involved in identifying a topic for research, formulating a research question, considering relevant literature, planning the methodological approach, developing research tools, collecting and analysing data and drawing conclusions from the study. Pre-requisite/Co-requisites N/A Module Aims To provide collaborative experience of carrying out a research project from beginning to end. Learning Outcomes On completing this module students should have: • Gained experience of the major stages in the research process from the formulation of a research problem through to the presentation of research findings • Had the opportunity to apply and develop some of the basic research skills and techniques acquired during the first year of study • Been given the opportunity of developing group work skills

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Module Content • Developing a research questions • Designing a research project • Writing a literature review • Sampling • Collecting data • Data analysis • Reporting results

Methods of Teaching/Learning 22 sessions The projects will be taught through a mixture of lectures, seminar and workshops. At different times during the project, the tutor’s role will vary from a lecturer giving formal presentations to a facilitator guiding students in making their own group decisions. The tutor will also be available for consultation as necessary.

Selected Texts/Journals Bell, J. (1993) Doing your research project Open University Press Gilbert, N. (ed) (2001/2008) Researching Social Life: Second Edition (or third edition) London: Sage Robson, C. (1993) Real World Research Oxford: Blackwell Seale, C. (ed) (2004) Researching Society and Culture 2nd edition London:Sage

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SOC2040 Researching Bodies Sociology 2 15 22 Rob Meadows

Module Availability Semester 2 Unit(s) of Assessment 2000 word essay Portfolio (based around time-use data) Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview Within this module we will look at the recent sociological upsurge of interest in the body. As Williams (2003) notes, the body is now variously described as “an effect of power knowledge (cf. Foucault); the site of lived experience (cf. Merleau-Ponty); a metaphorical treasure trove (cf. Douglas); a form of capital and distinction (cf. Bourdieu); a product of the civilizing process (cf. Elias); an interactional or dramaturgical resource (cf. Goffman); even a leaky, fluid, uncontainable entity (cf. Irigary)”. Whilst this module engages with these arguments, it does so from a unique standpoint. After introducing some key concepts, the module moves to examine how these concepts have been operationalised. This part of the module is focused around an examination of ‘real world’ research on the body and embodiment and methodological discussions surrounding how best we explore these areas.

Pre-requisite/Co-requisites N/A Module Aims • To introduce students to the idea of the ‘social body’ and to various theoretical perspectives which have considered this • To enable students to explore the links between concept and indicator – and to consider how we can operationalise theoretical concepts on the body within empirical research • To enable students to critically engage with research on the ‘social body’

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Learning Outcomes Students completing this module should: • Have a thorough familiarity with key concepts such as ‘the social body’, ‘embodiment’ and ‘reflexive embodiment’ • Have a broad understanding of a wide range of theoretical perspectives on the body/embodiment • Have a good understanding of the methodological challenges involved in researching bodies and embodiment • Be able to critically appraise empirical research on the body

Module Content • Sociology of the body and the absent presence thesis • Body order/Body control • Body projects/body image/body schema • Researching embodied understanding and knowledge – Habitus, qualitative interviews/body techniques • Ethnography – from ballet to swimming • Auto-biography – and the embodied nature of field-work • Bodily representations and media analysis • A role for quantitative analysis? Methods of Teaching/Learning 11 x 2 hour sessions comprising a lecture and interactive discussions and exercises Weekly reading and seminar preparation ULearn discussions

Selected Texts/Journals Crossley, N. (2007) Researching embodiment by way of ‘body techniques’ in C. Shilling (ed) Embodying Sociology: Retrospect, Progress and Prospects, Sage Okely, J. (2007) Fieldwork embodied, in C. Shilling (ed) Embodying Sociology: Retrospect, Progress and Prospects, Sage Seale, C., Cavers, D. and Dixon-Woods, M. (2006) Commodification of body parts: by medicine or by the media? Body & Society, 12: 25 Wacquant, L. (2004) Body and Soul: Notebooks of an Apprentice Boxer. Oxford: Oxford University Press. Williams, SJ (1995) Theorizing class, health and lifestyles: can Bourdieu help us? Sociology of health and illness, 17(5): 577-604 Wykes, M and Gunter, B. (2005) The Media and Body Image, Sage (esp chapters on images/screen).

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SOC2042 Sociology of Religion Sociology 2 15 22 Michael Williams


Weighting Towards Module Mark( %) Formative exercise: in-class quiz with an element of peer 0 assessment designed to help with exam preparation 2 hour exam 100 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview This module examines sociological explanations of religion beginning with the Enlightenment thinkers of the 18th century and proceeding through classic thinkers such as Marx, Durkheim and Weber to contemporary debates about secularisation. It also looks at cognate psychoanalytic and social anthropological explanations of religion. It considers primitive religions and phenomena such as magic, witchcraft and millenarianism as well as the great world religions. Pre-requisite/Co-requisites N/A Module Aims • to provide an overview of sociological interpretations of religion since the Enlightenment • to convey an appreciation of related psychoanalytic and social anthropological theories of religion • to convey an appreciation of sociological theories of religion in all its manifestations from primitive religions to the great world religions such as Christianity and Islam • to provide an introduction to contemporary debates about the relation between religion and modernity Learning Outcomes Students completing this module should be able to: • Demonstrate a familiarity with different sociological interpretations of the general nature of religion since the Enlightenment • Demonstrate a familiarity with related psychoanalytic and social anthropological theories of religion • Demonstrate an understanding of sociological theories of religion in all its manifestations from primitive religions to the great world religions • Demonstrate an awareness of current debates about the relation between religion and modernity • Draw on the range of material covered in the module in order to construct arguments and explanations in an essay on a chosen topic and in exam conditions

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Module Content • classic sociological interpretations of religion (Marx, Durkheim and Weber) • psychoanalytic theories of religion deriving from Freud and social anthropological theories including Levi-Strauss and Mary Douglas • sociological explanations of the full range of religious phenomena including so-called primitive religions, magic, witchcraft and millenarianism as well as the great world religions • contemporary debates about religion and modernity (the so-called secularisation debate)

Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Short formative assignment

Selected Texts/Journals Aldridge, A (2007) Religion in the Contemporary World: A Sociological Introduction, Polity Bruce, S (2002) God is Dead: Secularisation in the West, Blackwell Cohn, N (1970) The Pursuit of the Millennium, Paladin Durkheim, E (1948 [1912]) The Elementary Forms of Religious Life, Free Press Freud, S (1985) Civilisation, Society and Religion, Penguin Marx, K & Engels, F (2008) On Religion, Dover Micklethwaite, J & Wooldridge, A (2010) God is Back: How the Global Rise of Faith is Changing the World, Penguin Thomas, K (1971) Religion and the Decline of Magic, Weidenfeld & Nicolson Weber, M (1992 [1904-05]) The Protestant Ethic and the Spirit of Capitalism, Allen & Unwin

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SOC2045 Sociology of Health and Illness Sociology 2 15 22 Sarah Earthy

Module Availability Semester 2 Unit(s) of Assessment 2000 word essay 1 hour exam Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module provides a broad overview of key theoretical perspectives and empirical research in the sociology of health and illness. We will explore the role of medicine in society, the nature of patientprofessional interactions and the societal and cultural contexts in which people experience illness and disability. We will also consider the complex mechanisms underlying inequalities in health and the impact of societal and technological change on many aspects of health and illness. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the sociological study of health and illness in contemporary society • To explore different theoretical approaches to the study of health and illness at the macro and micro level • To discuss in depth a number of key topics relating to the sociology of health and illness drawing on both theoretical and empirical studies Learning Outcomes Having completed this module, students should be able to: • Demonstrate familiarity with key terms and concepts that have been used in the sociological study of health and illness and an appreciation of how these have developed over time • Describe how and why the perspectives of patients and healthcare professionals may differ • Discuss current debates in health and healthcare in terms of broader sociological themes. • Make connections between the different topics covered in the module • Construct arguments in class discussions, essays and exam answers that bring together theoretical ideas, empirical research and an understanding of dimensions of change

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Module Content • The bio-medical model of illness and processes of medicalization • The Sick Role and social reactions to illness • Professional-lay interactions and the organisation of healthcare • Chronic illness and social models of disability • Inequalities in physical and mental health • Pregnancy and reproduction • The social organisation of death, dying and bereavement Methods of Teaching/Learning 11 x 2 hour sessions comprising a lecture and interactive discussions and exercises. Weekly reading and seminar preparation Individual formative feedback will be provided on a 500-word discussion piece on a key theoretical idea or current debate

Selected Texts/Journals Annandale, E. (1998), The Sociology of Health and Illness: A Critical Introduction, Cambridge: Polity Charmaz, K. (1991) Good Days, Bad Days: The Self in Chronic Illness and Time, New Jersey: Rutgers University Press Goffman, E. (1963) Stigma: Notes on the Management of Spoiled Identity, Harmondsworth: Penguin Nettleton, S. (2005), The Sociology of Health and Illness, 2nd Edition, Cambridge: Polity Priestley, M. (2003) Disability: A Life Course Approach, Cambridge: Polity Scambler, G. and Higgs, P. (eds) (1998) Modernity, Medicine and Health: Medical Sociology towards 2000, London: Routledge Turner, B. and Stanley B (1995), Medical Power and Social Knowledge, London: Sage Williams, S.J., Gabe, J. and Calnan, M. (eds) (2000) Health, Medicine and Society: Key Theories, Future Agendas, London: Routledge

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SOC2047 Sociology of Work Sociology 2 15 22 Rachel Cohen

Module Availability Semester 2 Unit(s) of Assessment Portfolio of four (500 word each) critical summaries Exam (1 hour)

Weighting Towards Module Mark (%) 50 50

Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview Work has been a central concern of sociologists from Marx, Weber and Durkheim through later feminist and post-stucturalist theorists. This module provides a broad introduction to the sociology of work, beginning with a critical analysis of theoretical perspectives on the social organisation of work and a discussion of what work is and why it matters. We build on this to discuss experiences of work, focusing on mass production and specialisation, skilling and de-skilling, managerial control and worker resistance and consent as well as more recent changes in the social organisation of work including globalisation, flexibilisation and the impact of technology. Pre-requisite/Co-requisites N/A Module Aims • To introduce key issues in the sociology of work • To explore different theoretical approaches to understanding working life • To document changes, and continuities in work, the workplace and the social organisation of work, including movement of work between paid and unpaid spheres Learning Outcomes By the end of this module students should: • Understand the historic development of work in capitalism • Understand changes and continuities in the experiences of work • Have a critical understanding of a wide range of classical and contemporary theoretical perspectives seeking to explain the social organisation of work • Be able to apply these theoretical perspectives to contemporary experiences of work

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Module Content • What is work? • Theoretical approaches to the sociology of work (including Marx, Weber, Durkheim, Foucault, Feminists) • Fordist mass production vs post-Fordism and the ‘flexible worker’ • Skill and de-skilling • Worker resistance and management control • Globalisation, technology and the ‘Information Society’ • Workplace and labour market segregation (gender, ethnicity, sexuality, age and disability) Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation ULearn contributions Group debate, and preparation Role play and other group exercises Selected Texts/Journals Braverman, H (1974) Labor and Monopoly Capital Monthly Review Press Burawoy, M. (1982) Manufacturing Consent: Changes in the Labor Process Under Monopoly Capitalism. University of Chicago Press (2nd edition) Grint, K (2005) The Sociology of Work Polity (3rd edition) Korczynski, M, Hodson, R and Edwards, P (eds) (2006) Social Theory at Work Oxford University Press Noon, M and Blyton, P (2007) The Realities of Work: Experiencing Work and Employment in Contemporary Society Palgrave Macmillan (3rd edition). Strangleman, T. and Warren, T (2008) Work and Society: Sociological Approaches, Themes and Methods. London: Routledge. Tilly, C and Tilly, C (1998) Work under Capitalism. Westview Press. Toynbee, P (2003) Hard work: Life in low pay Britain Bloomsbury

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LEVEL P (PROFESSIONAL PLACEMENT YEAR)

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LEVEL P: PROFESSIONAL PLACEMENT YEAR Katarina Zajacova and Rachel Cohen The overall aim of the Professional Training (Placement) Year is to enable students to relate their University studies to the practical situations encountered in the working environment. The specific aims and objectives for the student, department and employers are set out below. For the Student: Aims - To acquire, develop and apply new skills appropriate to the professional setting in which they are working. - To apply knowledge and skills acquired in the academic setting to the practical demands of the employing organisation. - To develop and utilise appropriate interpersonal skills in the organisational setting. - To develop and refine the communication skills required of a person working in a professional capacity. Objectives - To enhance employment prospects through relevant personal and professional development. - To inform the student’s career plans and provide a focus for the final year of study.

For the Department: Aims - To provide students with the opportunity to apply their knowledge and skills as an employee in a professional capacity. - To keep abreast of developments in the behavioural and social sciences as applied in a 'real world' setting. Objectives - To produce more rounded and mature graduates who are attractive to employers and whose placement experience enhances their academic performance at Level 3. - To promote Departmental links with a broad range of organisations in the public, voluntary and private sector.

For the Employer: Aims - To employ a student for a limited period. - To participate in a professionally-orientated education scheme at university level. Objectives - To benefit from the contribution of an intelligent and committed individual who will add to the effectiveness of the organisation. - To contribute to undergraduate learning in order to produce graduates with knowledge and skills that are of value to employers. - To enhance the links between University and employers to the potential benefit of both.

THE STRUCTURE OF THE PROFESSIONAL PLACEMENT YEAR The professional placement year (Level P) constitutes the third year for those students who choose to do the four-year undergraduate degree programme. A student will require at least 75 credits at Level 2 in order to proceed to Level P.

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Timing: The period during which students must undertake their professional year is from completion of their examinations at the end of Level 2 (June), to immediately prior to commencing their final year (October the following year). Duration: During this l5 month period, the normal university requirement is that students will undertake 46 weeks (excluding holidays) of full-time employment in a relevant professional placement. Pay: The University expects that the students will normally be paid during their professional placement, at a salary agreed before the placement begins. Unpaid Placements: In certain circumstances students may have to undertake an unpaid placement. Some professional areas of direct relevance to social science undergraduates cannot regularly offer a paid placement. Notable examples of this include placements in education, health, social services, prisons, the probation service and some areas of the media. The University recognises the value of the work experience offered and therefore, where it is not possible for the employing organisation to offer a paid placement, the placement may be undertaken on an unpaid basis. The required duration of an unpaid placement is reduced to a minimum of 4 days per week worked over 30 weeks (excluding holidays) and the student will rely on their student loan and part time work to fund the placement year. Students undertaking an unpaid placement are only entitled to the full rate of maintenance grant if they are working for certain types of statutory or voluntary organisation. It is advisable to check your entitlement with your local authority before confirming your placement. Changing from the 4 year to 3 year degree programme: Students registered for the four year degree who decide they do not wish to take up the professional placement year should inform the placement tutor and programme director. If possible they should make this decision within the timetable for submitting final year option preferences. Proceeding from Level 2 directly into the final year of the programme is subject to meeting the requirements for progression between levels as set out in the programme regulations. Students who have not switched to the 3 year degree programme by the deadline for submitting final year options preferences are expected to continue to look for a placement over the summer period. Students may request a review of their situation after the first full week of September. If students have not found a suitable placement by this time, they may request transfer to the three-year programme and enter their final year at that point. However, students who transfer to Level 3 at this point will be offered only a limited selection of options and dissertation supervisors. From 1 October, students cannot be exempted from the professional placement year (except for reasons of mitigating circumstances) and if they do not find a placement that satisfies university requirements, they will be deemed to have failed the professional placement year. Students in this situation may be transferred to the three year programme when they return to the university for Level 3 at the beginning of the following academic year. Changing from the 3 year to 4 year degree programme: Students registered for the three year degree can transfer to the four year degree if they wish to undertake a placement year. They should make this decision by the beginning of level 2 and inform the placement tutor and programme director. Placements outside the UK: Professional placements are usually based in the UK to facilitate visits by a member of staff. Placements outside the UK are possible and in certain circumstances may offer work-related experiences not available with UK-based organisations. An overseas placement may also be appropriate to make use of existing language skills or if a student from overseas wishes to live and work in their home country for the placement year. All placements, in the UK or overseas, have to be approved by the placement tutor and must meet university requirements with regard to arrangements for supervision, placement visits and health and safety. A student who takes up an approved placement opportunity overseas is responsible for aspects of preparation that are specific to its location such as researching local employment law, visa requirements, arranging insurance and any health related precautions.

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Students with disabilities or special needs who wish to undertake a placement are encouraged to have an informal confidential discussion with the placement tutor and/or their personal tutor about any adjustments or specific forms of support that may be needed. There are some sources of funding to support disabled students on placement as outlined below: 1. Disabled Students’ Allowances (DSA)s are available to disabled students on full-time or parttime undergraduate higher education courses throughout the United Kingdom, and also to full-time or part-time postgraduates from England, Wales and Northern Ireland. Allowances may be used to pay for services and equipment needed on professional year placements. Students are not eligible for DSAs when on full-year paid placements. 2. Access to Work funding may be available to disabled students who are employed during their professional year placements. The Employment Service (Jobcentre), through the Disability Employment Advisor, can make a grant towards the additional costs in starting a job that arise because of an individual’s disability. The main criteria for Access to Work funds is that the placement is paid. Students should apply as soon as they are given a start date and they will need written confirmation that they will be salaried. Whilst students are requested to apply as soon as possible, they must apply within 6 weeks of commencing the employment, as there is a ‘Mandatory cost share’. Applications made after 6 weeks of the employment commencing will incur ‘Mandatory costs’ to the employer, who may not wish to incur such costs for the short-term period of the placement. The amount of funding, available through the Access to Work scheme, will not be at the same level as those available to permanent posts. An information leaflet is available from the Jobcentre. Typically funding from the Access to Work scheme takes 6 months to process through the Jobcentre and this may prove a difficulty for both overseas and home students. 3. University funding for students with disabilities undertaking overseas placements. Some students with disabilities who take up an overseas placement may need adjustments that would not be financially available from the DSA. The University has established some funding to help support disabled Surrey students who take up a placement abroad and who otherwise would be ineligible for DSA or other support. This fund is distinct from a separate fund which is being established to help support the adjustment costs of disabled overseas students coming to Guildford who, under the Disability Discrimination Act, section 4, are entitled to support.

PLACEMENTS IN CRIMINOLOGY AND SOCIOLOGY Students on the Criminology and Sociology degree work in a wide variety of placements, some of which are jobs that are closely related to the student's academic course and others are jobs where a more general graduate level of education is required. Examples of types of organisation that offer placements include: • • • • • • • • •

public sector organisations (e.g. prisons and probation services, education, services for children and young people, social care, health services) social research units in government departments, local authorities and independent research institutes market research companies media industries including print, broadcast and online media public relations non-governmental organisations and campaigns marketing departments personnel departments retail organisations.

The exact type of work undertaken will depend on the specific placement. However, in general it is intended that the student will be introduced to a variety of the working situations appropriate to the

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particular placement, receive training and instruction in relevant professional skills, be exposed to the complexity of human relationships in employment and make a positive and responsible contribution to the functioning of the organisation. The particular work to be undertaken by the student will normally be agreed by prior discussion between the placement tutor and the employing organisation. It is usual for an outline work programme to be set out for the benefit of all concerned. A Placement Agreement setting out the responsibilities of all parties to the placement must be signed prior to the start of the placement. OBTAINING A PLACEMENT Students start to look for a placement at the beginning of Level 2 although many begin thinking earlier about what they want to achieve from a placement. Professional Training preparation seminars are held in Semester 1 of Level 2 offering practical advice and guidance about professional career paths and effective ways of applying for placements to all level 2 students, but particularly students going on placement are expected to attend these. Placement opportunities are posted on the Psychology and Sociology placement website (http:placements.psy.surrey.ac.uk) and also advertised on notice boards and by email. It is the responsibility of individual students to secure their own placement. The placement team and the department will work with students to provide them with the best possible chance of finding a placement that suits their needs and interests but the exact preferences cannot be guaranteed. The very competitive market place for jobs includes placements and students need to be self-motivated and show initiative and persistence in their search for a suitable placement. The effort put into finding a placement will be well worth it. Shortly before going on placement, students are required to attend a compulsory briefing session with the placement tutor. Students are also given a copy of the Mini-Guide to Your Professional Year produced by the University's Professional Training and Careers Committee. This provides practical information and advice about a broad range of topics. PLACEMENT VISTS All students going on placement are allocated a visiting tutor, who will be a member of the academic staff in the Sociology Department. The visiting tutor will normally visit the student at their placement on two occasions and will also meet them at the Placement Return Day. Students receive a Professional Placement Visit Guidelines form prior to each visit. The purpose of the placement visits is to ascertain how well the student is performing and to identify any concerns or problems. It is also an opportunity for the visiting tutor to evaluate the quality of the work experience and training provided by the placement organisation. The visiting tutor will have separate one-to-one meetings with the student and their workplace supervisor followed by a joint meeting at which the visit report will be discussed and signed. ASSESSMENT The professional training year comprises of three assessed components, each marked on a pass/fail basis. To pass the professional training year students must pass ALL of the following components: Weighting 1. Visiting Tutor’s assessment 20% 2. Workplace Supervisor’s evaluation 30% 3. Student’s Professional and Personal Development - an oral presentation at the Placement Return Day10% - the student’s final Placement Report 40% In addition, in order to pass the professional training year, students must have worked for the required amount of time in a placement approved by the Department’s placement team. 1. Visiting Tutor’s Assessments Each student is allocated a placement tutor, who visits the student twice during the placement period. Students receive a Professional Placement Visit Guidelines form prior to each visit. At the first visit,

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which takes place within twelve weeks of the start of the placement, the tutor reviews the goals the student has set and recorded in the First Stage Review. The visiting tutor also ensures that the student is keeping a suitably detailed Training Diary as part of the process of monitoring personal progress and development throughout the year. The purpose of the placement visit is for the tutor to ascertain how well the student is performing with regards to the following: • application of knowledge and skills acquired in the academic setting; • acquisition and development of new technical and analytical skills appropriate to the professional setting; • awareness of the importance of key organisational skills such as time management and professional integrity; • development of compulsory communication skills (both verbal and written). At the end of the visit the tutor completes a report form and grades the student’s overall performance on the following five-point scale: ‘unsatisfactory’, ‘satisfactory’, ‘good’, ‘very good’, ‘excellent’. In addition, the tutor will evaluate the quality of the work experience and training provided by the placement organisation and will discuss with the workplace supervisor any improvements deemed necessary. 2. Workplace Supervisor’s Evaluation Prior to placement visit, the student’s workplace supervisor is asked to complete an assessment form. At the end of the placement, the supervisor also completes a final report, which covers a number of aspects including: • the quality of the work produced; • workplace performance (timekeeping, appearance, motivation, team working etc.); • personal growth and development. As part of the final report, the supervisor will assess the overall performance of the student on a fivepoint scale, which ranges from ‘unsatisfactory’ to ‘excellent’. 3. Professional and Personal Development Student’s Oral Presentation On the Return Day, during Semester 2, students are required to give a short oral presentation describing and evaluating their placement experiences. This presentation is assessed. The Return Day provides an opportunity for students to learn about a range of workplace settings and compare and contrast their experiences with those of their colleagues. They will also be given information about Level 3 optional modules and the final year dissertation. Student’s Placement Report Each student is required to produce a 3000 word placement report. In this report the student is expected to describe the nature of the work undertaken during the year and evaluate the extent to which the broader aims of the placement programme were achieved. The objectives of the report are to enable students to: • consolidate skills in report writing; • demonstrate an understanding of the complexity of human relationships in an employment situation; • evaluate the contribution they made to the work of the unit, section, department or organisation; • describe how the placement provided an opportunity for them to apply the skills acquired in the first two years of the course; • evaluate the placement experience in terms of personal growth and development.

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Retrieval of assessments Students are assessed on a pass or fail basis. The ‘P’ credits for each module are awarded to students who achieve a grade of ‘satisfactory’ or above in each component of the assessment. The assessed performance during the placement period does not contribute to the overall degree classification. Failure to complete Level P will not prevent a student proceeding to Level 3. Students who fail the Return Day Oral Presentation (due to absence or other reasons) will be required to submit a 500 word written report. Students who fail the final Placement Report can retrieve this by submitting a revised report by a specified date during Level 3. Students whose performance is deemed unsatisfactory by either the Workplace Supervisor or Visiting Tutor can only pass the placement year if they undertake a further placement and pass all elements of assessment.

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LEVEL HE3

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LEVEL HE3 COURSE OUTLINE All students take the dissertation across both semesters. Students also take three options from semester 1 and two options from semester 2. At least two and a maximum of three of the options across the year must be Criminology options (marked c) Semester 1 Module title Dissertation

Credits 45

Contact hours 12 hrs (workshop), 7 hrs (supervision) over year

Policing and the Police (c ) Youth, Crime and Control (c )

15 15

22 22

Cultures of Race and Racism (s) Sociology of Childhood (s) Sociology of Sociology (s) Family and Social Reproduction (s) Sociology of Mental Health (s) Medicine and the Body (s) Cultural Organisations and Industries (s) Popular Music and Society (s)

15 15 15 15 15 15 15 15

22 22 22 22 22 22 22 22

Module title Dissertation

Credits 45

Contact hours 12 hrs(workshop), 7 hrs (supervision) over year

Prisons and Prisoners (c ) Crime, Ethnicity and Racism (c )

15 15

22 22

Sociology of Sexualities (s) Advanced Qualitative Research Methods (s) Work & Workers in the 21st Century (s) Crime and Media (s)

15 15 15 15

22 22 22 22

Semester 2

Please note that options shown here are those running in 2011-12 as a result of student choices and staffing availability. They do not necessarily represent all the options which were offered to students, or all that will be offered in future years. For the full list of modules validated on the degree programme please see programme specification towards the beginning of this handbook (see contents page).

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MODULE

ASSESSMENT

Week 3 (18 Oct)

Dissertation

Proposal


Week 4 (25 Oct)

Sociology of Mental Health

CS exercise

Week 6 (08 Nov)

Week 5 (01 Nov)

Family and Social Reproduction

Report

Week 7 (15 Nov)

Week 6 (08 Nov)

Youth, Crime and Control

Essay

Week 9 (29 Nov)

Week 7 (15 Nov)

Dissertation

Literature review

Week 11 (13 Dec)

Week 8 (22 Nov)


Case Study

Week 11 (13 Dec)

Cultural Orgs and Inds

Exercise

Week 10 (06 Dec)

Week 8 (In Class)

Sociology of Sociology

Class Test

Week 11 (13 Dec)

Week 9 (29 Nov)


Group Project

Week 11 (13 Dec)

Week 11 (13 Dec)

Sociology of Childhood

Portfolio

Week 12 (10 Jan)

Youth, Crime and Control

Essay

Week 12 (10 Jan)

Cultures of Race and Racism

Essay

After Exam Board

Sociology of Sociology

Essay

After Exam Board


Essay

After Exam Board


Case Study

After Exam Board

Medicine and the Body

Essay

After Exam Board

Cultural Orgs and Inds

Essay

After Exam Board

Policing and the Police

Essay

After Exam Board

Sociology of Childhood

Examination

After Exam Board

Popular Music and Society

Examination

After Exam Board

Week 12 (10 Jan)

Weeks 13-14 (16-28 Jan)

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MODULE

ASSESSMENT

Week 4 (28 Feb)

Work & Workers in 21st C

Exercise

Week 5 (06 Mar)

Crime and Media

Essay Plan

Week 7 (20 Mar)

st

RETURN/MARK EXPECTED Week 5 (06 Mar)

Week 6 (13 Mar)

Work & Workers in 21 C

Exercise

Week 8 (27 Mar)

Easter 1 (03 Apr)

Dissertation

Dissertation

After Exam Board

Week 9 (01 May)

Adv Qual. Res Methods

Essay

Week 12 (22 May)

Week 12 (22 May)

Sociology of Sexualities

Essay

After Exam Board

Work & Workers in 21 C

Project

After Exam Board

Crime, Ethnicity & Racism

Essay

After Exam Board

Prisons and Prisoners

Essay

After Exam Board

Crime and Media

Essay

After Exam Board

Adv Qual. Res Methods

Examination

After Exam Board

st


Examinations taking place during 2011/12 Students should be aware that examinations are currently held at the end of each Semester and during the summer vacation for Late Summer assessments. There is a two week session at the end of January (Semester weeks 13 and 14, including Saturday 21 January 2012) and a three week session during May/June (End of week 12, and weeks 13, 14 and 15 including Saturday 26 May, 2 and 9 June). Late Summer assessment will take place between Monday 20 August and Friday 31 August 2012. Exam sessions will be scheduled between 9:00am and 9:00pm, Monday to Saturday. Whilst we try to avoid students sitting two exams per day, limitations on space available for examinations means some students may find they are scheduled to sit more than one exam per day. Students must bring their student registration card (campus card) to every examination - without this form of identification students may be refused permission to sit the exam. Students will be allocated a venue and seat number for every examination - it is their responsibility to ensure they attend the correct location and that they arrive in time for the start of the exam.

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THE DISSERTATION Module Code: Module Title: Module Provider: Level: Number of Credits: Module Contact Hours: Module Co-ordinator:

SOC3028 Dissertation Sociology 3 45 6x 2hr workshops plus individual supervision sessions Kate Burningham

Module Availability Semesters 1 and 2 Unit(s) of Assessment Preparatory assessment 1 (research proposal) Preparatory assessment 2 (literature discussion) Dissertation (8, 000-12000 words)


Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview This module involves working on an individual dissertation with the guidance of an individual supervisor and participating in a series of workshops designed to provide guidance for key stages of the dissertation. The dissertation requires students to conduct independent, original research on a topic of significance in relation to the student’s degree programme (i.e. sociology, criminology or media studies as appropriate). This will involve reviewing appropriate literature, developing a suitable research approach and carrying out appropriate forms of analysis. This analysis may relate to data collected by the student (through interviews, self-completion questionnaires or observation for example), to secondary analysis of large-scale or other existing data sets, to library research on primary theoretical sources, or to artistic, literary or media content.

Pre-requisite/Co-requisites N/A Module Aims • The dissertation aims to provide experience of undertaking an individual research project • The workshops aim to provide support for all stages of dissertation preparation Learning Outcomes On completion of this module students should be able to: • Formulate a clear research question and design appropriate methodology for a small piece of social, criminological or media research • Critically review academic literature relevant to the research question • Identify or collect relevant data, documents, media content or primary theoretical sources • Undertake appropriate analysis and identify findings • Develop conclusions through relating findings to existing research and/or theory

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Module Content The dissertation requires students to conduct independent, original research on a topic of significance in relation to the student’s degree programme (i.e. sociology, criminology or media studies as appropriate). The workshops will provide support for key stages of dissertation preparation including: • developing a research question • reviewing literature • designing a research project • ethical issues • data analysis • drawing conclusions Methods of Teaching/Learning 6 x 2 hr workshops which will integrate elements of lecture style content with practical, studentcentred exercises Individual sessions with dissertation supervisor Individual reading, data collection, analysis and writing up of dissertation

Selected Texts/Journals Bell, J. (1993) Doing Your Research Project Open University Press O’Leary, Z (2004) The Essential Guide to Doing Research London: Sage Robson, C. (1993) Real World Research Oxford: Blackwell Smith, K., Todd, M, & Waldman, J. (2009) Doing Your Undergraduate Social Science Dissertation London: Routledge

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Dissertation Planning Level 3 students complete a dissertation of 8,000-12,000 words, which is weighted as equivalent to three final year modules i.e., 45 credits. * Students will be given guidance about the dissertation process in the course of the second year. Information and guidelines can be found on U-Learn and on the Departmental web site. It is to the student’s advantage to start thinking as early as possible about a topic that they can research for their dissertation. * The dissertation should show the ability to conduct an independent piece of social research on a topic of sociological, criminological or media studies interest, as appropriate to the student’s degree programme. This will involve reviewing appropriate literature, developing an appropriate research methodology and analysing data of some kind. The data used may be collected by interviewing, self-completion questionnaires, observation or documentary/media analysis, but library research on primary sources is also possible. Students are also encouraged to consider the secondary analysis of large-scale data sets. * Kate Burningham is responsible for the overall co-ordination of dissertations for all undergraduate programmes in the Department of Sociology. Dr Burningham is available during her office hours, by email, or by appointment to discuss ideas about the dissertation with second year students, or any general queries about the dissertation process. * The dissertation convenor will arrange supervision by an appropriate member of staff, taking into consideration the proposed topic and the number of students supervised by each member of staff. Supervisors cannot be allocated until a topic statement is returned. * The dissertation process is supported by a series of workshops and two practical assignments during the final year (see page X) * To give some idea of the kind of topics undertaken in sociology dissertations, past dissertations are kept in the dissertation library 42 AD 03. Please obtain the key to room from the UG Administrators, Liz Chang or Sue Jones, and make sure that dissertations are signed out and returned as soon as possible. The dissertation handbook offers guidance on the dissertation process and information is also available on the departmental web site and U-Learn. Timetable: Level 2/Level P Easter (precise deadline TBC)

One page Topic Statement

Summer before Level 3

Supervisors allocated by mid July. Students undertake preliminary literature search

Level 3 Semester 1, Week 1

First workshop session, first meeting with dissertation supervisor

Semester 1, Week 3

Submit dissertation research proposal

Semester 1, Week 7

Submit dissertation literature review

Semester 1, Semester 2

Supervisory meetings, drafting sections of dissertation, Data collection and analysis

Easter Break week 1

Submission of dissertation (Tuesday 3rd April 2012)

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Please note that dissertation related assessment, including the final submission, is subject to normal late penalties. Any dissertation submitted after the deadline will be subject to the deduction of 10 percentage marks for each part or full weekday that it is submitted late, for up to 3 working days. Failure to submit by the 3rd working day after the deadline shall be considered as non-submission, resulting in 0%.

Workshops and supervision During the final year, students attend six two-hour dissertation workshops and should also arrange regular meetings with their supervisors. Dissertation supervisors are available for a maximum of 7 hours of contact time across the year and students should normally aim to see them approximately every 3 weeks. The total number of meetings will not normally exceed 10.

Main areas in which staff will supervise dissertations Victoria Alexander

Sociology of art and culture; sociology of organizations.

Sara Arber

Sociology of ageing; sociology of gender; women’s employment; secondary analysis of data sets

Ian Brunton-Smith

Crime and criminal justice; fear of crime; survey methodology and analysis

Karen Bullock

Crime; criminal justice; policing

Kate Burningham

Sociology of the Environment; qualitative research

Rachel Cohen

Sociology of work; employment and organizations; sociology of the household; body and beauty; comparative historical sociology.

Lynn Prince Cooke

Gender (quantitative analysis of work, housework, child care); social inequality; international comparisons; social policy; historical sociology

Geoff Cooper

Sociology of science; qualitative research; theoretical sociology

Carrie Dunn

Fandom, sport, feminism and the consumption of popular culture

Sarah Earthy

Sociology of health and illness; social policy

Jane Fielding

Secondary analysis of data sets; computing applications in social research

Nigel Gilbert

Computational approaches to sociology; analysis of secondary data sets; sociology of the environment

Nicola Green

Science & technology; media & new media; body politics, popular culture; gender

Christine Hine

Technologies; Sociology of the Internet and new media; ethnography; science & technology studies

Paul Hodkinson

Sociology of Media & New Media; Popular Culture & Consumer Culture

Paul Johnson

Deviance; Emotions; Identity; Sexuality; Surveillance

Daniel McCarthy

Youth justice; punishment and social control; policing and social theory.

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Keith Macdonald

Historical sociology; sociology of organizations and professions; documentary research

Jo Moran-Ellis

Sociology of childhood; sociology of violence against women and children

Hugh Ortega Breton

Cultural trends; Social & cultural theory; risk; emotions; terrorism; politics of representation; therapeutic culture; political communication.

Cornel Sandvoss

Sociology of Media and Culture; Popular Communication; Audience Studies; Globalisation

Katharine Tyler

Race & Ethnicity

Michael Williams

Political sociology; contemporary British politics

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Ethics Committee Consideration Your research should be conducted in accordance with ethical principles. Research with certain subjects, on certain topics and using certain methodologies may require a decision from the faculty ethics committee. Please note that University of Surrey insurance for fieldwork with human participants is dependent upon compliance with the Faculty Ethics Committee’s approval procedure. This should be discussed with your supervisor at an early stage. Comprehensive advice is available at http://portal.surey.ac.uk/registry/ethics. Initial advice may be sought from Rob Meadows [email protected]. You, along with your supervisor, have a responsibility to: •

• • • • • •

Protect those people who participate in your research. You should identify and eliminate, mitigate or reduce any potential harm anyone may experience as a consequence of their involvement in your research Ensure that you, as the researcher, are protected from possible harm Obtain and record informed consent from all participants (or appropriate other) Preserve the confidentiality and anonymity of all those who participate in your research Ensure that all those who participate in your research do so voluntarily Obtain the appropriate level of authority in granting a favorable ethical opinion Protect the reputation of this academic institution

Ethical opinion for research will be required where: • • • • • •

There is any risk to a volunteer’s health or well being Participants are below the age of 16 or are considered vulnerable (e.g. the mentally ill, patients, prisoners) You have items within a survey/questionnaire or interview schedule that may be considered offensive, distressing or personal to a particular target group Payment or benefits in kind are given to participants Your research involves fellow students or members of university staff (unless the supervisor decides otherwise) Participants are associated with your profession or place of work

It is less likely that ethical approval will be required where: • • • • • •

The sample is not drawn from students or staff associated with the student The sample does not include vulnerable respondents Your participants are adults You have a non-sensitive subject matter Deception is not part of the research design There are no confidentiality issues

Should you and your supervisor decide that ethical approval is required the forms that you need to fill in along with instructions about the information that you need to provide are available at http://www.surrey.ac.uk/SHS/ethics/documents/documents.htm. Please ensure that you provide all documentation that you are asked to. Failure to do so will result in a delay to your application. Note that the process of gaining ethical approval from the committee can take up to four working weeks. The ethics committee will contact you within that time and either give a favourable opinion; require some adjustments; or, pass your proposal onto the University of Surrey ethics committee if necessary. Please note that there are certain circumstances where additional ethical approval and clearance is required:

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1. National Health Service (NHS) based research: Research with current patients and users of the National Health Service along with their relatives or carers requires ethical approval from NHS research ethics committees. This is required before you submit to the faculty ethics committee. Acquiring NHS approval is lengthy and wouldn’t usually be possible in the time frame available for an undergraduate dissertation. If you are thinking of conducting research in this area, early discussions with your supervisor are advised and refer to http://www.nres.npsa.nhs.uk/applications/. 2. Research with children and vulnerable adults: If you are planning to carry out research on children and/or vulnerable adults you are likely to need to complete a Criminal Records Bureau (CRB) check. If you think that this might apply to your research, inform your supervisor as early as possible and contact Rob Meadows ([email protected]) for further details.

Students should also consult the following useful websites before undertaking any fieldwork exercises or dissertation research: http://www.the-sra.org.uk/guidelines.htm http://www.the-sra.org.uk/guidelines.htm#safe

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SOC3056 Policing and the Police Sociology 3 15 22 Karen Bullock

Module Availability Semester 1 Unit(s) of Assessment One 4000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark( %) 100

Module Overview This module examines the history, role and function of the police service. We consider the nature of the policing task, the contemporary organisation of the service and a range of issues to do with accountability, efficiency and effectiveness. We will also consider styles of policing, how they have changed over time and the investigation and detection of crime. We look also at some areas which have proved difficult for the service to police which include rape, domestic violence, drugs and organised crime and terrorism.

Pre-requisite/Co-requisites N/A Module Aims • To introduce the foundations and principles of modern policing • To examine how contemporary policing is conducted • Consider contemporary debates which shape policing and police practice Learning Outcomes Students completing this module should: • Understand the origins, foundations and history of the contemporary police service • Be familiar with the key academic research findings about the role, functions and performance of the police • Be able to analyse the impact of recent policing issues such as community policing, the militarisation of policing and police accountability

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Module Content This module will cover: • The history of the British police service • The role and function of the contemporary police service • Police powers, discretion and police culture • The investigation and detection of crime • Community policing and policing neighbourhoods Methods of Teaching/Learning 11 x 2 hour sessions, each integrating lecture material with interactive discussions and exercises Weekly reading and seminar preparation Essay plan Selected Texts/Journals Newburn, T. (2003) The Handbook of Policing. Cullompton: Willan Newburn, T. (2005) Policing: Key Readings. Cullumpton: Willan Reiner, R. (2000) The Politics of the Police (3rd edn.) Oxford: Oxford University Press

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SOC3057 Youth, Crime, and Control Sociology 2 15 22 Daniel McCarthy

Module Availability Semester 1 Unit(s) of Assessment 2000 Word Essay 2000 Word Essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module traces the social relations between youth, crime, and changing social, political and policy cultures. The ways young people have been responded to by a variety of controlling agencies, such as the police, prison system, and social welfare orientated agencies such as social services has been a recurrent theme in criminology. This has encompassed critical questions with respect to; why young people receive more focus than adults? What kinds of young people are subject to greater levels of intervention? Whether this is just or necessary? And in what ways have particular social control technologies affected the lives of young people? The module will encourage students to actively apply the linkages between historical, theoretical, and policies of social control used against young people, and to demonstrate a critical knowledge of these debates and issues using a range of criminological and sociological concepts. Pre-requisite/Co-requisites N/A Module Aims • Analyse the origins of youth justice and historic patterns of social control and crime • Assess how crime and social control policies affect the lives of young people • Critically interrogate explanations for youth offending and youth justice responses • Apply a range of criminological theories to explain contemporary youth justice issues

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Learning Outcomes • Have a thorough understanding of the historical development of key criminological and sociological theories of young people and deviance. • Have an awareness of the major contentions and arguments between these key traditions. • Be able to form connections between crime and social problems affecting young people. • Understand the relationship between crime, youth people and changing crime control policies. Module Content • Historical explanations of youth crime, its causes, and control responses • The impact of care/control responses to youth delinquency • Youth and policing • Punishment and youth • Surveillance and youth • Youth diversionary interventions • Anti-social behaviour • The ‘industries’ of crime control and youth • Economic and social transformations and youth Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation

Selected Texts/Journals Platt, A (1969) The Child Savers: The Invention of Delinquency, Chicago, University of Chicago Press Muncie, J (2009) Youth and Crime, (2nd ed), London, Sage Squires, P, Stephen, D (2005) Rougher Justice: Anti-Social Behaviour and Young People, Cullompton, Willan Muncie et al (2002) Youth Justice: Critical Readings, London, Sage Goldson, B (2000) The New Youth Justice, Lyme Regis, Russell House Publications Brown, S (2005) Understanding Youth and Crime, Buckingham, Open University Press

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SOC3033 Cultures of Race and Racism Sociology 3 15 22 Katharine Tyler

Module Availability Semester 1 Unit(s) of Assessment Formative essay plan 3500 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module will explore the formation of racial and ethnic identities within the context of cultures of racism in the West. The module will examine theoretical approaches to the study of racisms, the constitution of everyday cultures of racism and extreme racist politics associated with far right movements. The module will also consider the meaning and value of anti-racism and the possibility for post-racial identities.

Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the role and significance of racism in contemporary societies • To introduce students to sociological approaches to the study of racisms • To provide students with a critical awareness of the reproduction of racism within Western societies Learning Outcomes Students completing this module will: • Be familiar with and critically engage with sociological approaches to the study of race, ethnicity and racism • Understand the way in which race, ethnicity and racism interacts with other social divisions and inequalities • Be able to connect empirical studies with theoretical approaches to the study of racism • Develop a critical awareness of multicultural and anti-racist values

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Module Content • Theorising everyday racism - racism as structure, process and ideology • Racism and inequalities • Whiteness studies • Race and politics - Europe and far right politics • Anti-racism • Racism and place - the rural, the urban • Researching race, ethnicity and racism • Post-racial identities - the ‘new’ genetic technologies • mixed-raced identities and trans-national adoption

Methods of Teaching/Learning 11 lectures and 11 seminars Formative essay plan (0%)

Selected Texts/Journals Ali, S. (2003) Mixed-race, Post-race, Berg Back, L. and Solomos, J. (2009) Theories of Race and Racism: A Reader, Second Edition, Routledge. Bulmer, M. and Solomos, J. (eds) (1999) Racism, Oxford University Press. Frankenberg, R. (eds) (1997) Displacing Whiteness: Essays in Social and Cultural Criticism, Duke University Press. Gilroy, P. (1987) There Ain’t No Black in the Union Jack, Routledge. Parker, D. and Song, M. (2001) Rethinking ‘Mixed Race’, Pluto Press. Wade, P. (2009) Race, Ethnicity and Nation: Perspectives from Kinship and Genetics, pp. 33-51. Berghahn Books. Key Journals Ethnic and Migration Studies Ethnic and Racial Studies Ethnicities

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SOC3035 Sociology of Childhood Sociology 3 15 22 Jo Moran-Ellis


Weighting Towards Module Mark( %) Formative review of portfolio development 0 Portfolio comprising 1 case study (1000 words) plus introduction 50 and conclusion (500 each) 1 hour Examination 50 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview In this module we look at some of the key concerns that govern children’s lives and their experiences of those. The focus of the module is on the relationship between the child and the state, with particular attention paid to the production and reinforcement of social inequalities within these relationships. The module will look at children and education, children’s rights, the globalisation of childhood, children and poverty, and child protection. In each of these topics we will examine how the child is positioned, the role of the state in the life of a child, social inequalities, and the significance of children’s own views and experiences for policy making and change. Pre-requisite/Co-requisites N/A Module Aims • To understand how adult and state constructions of childhood shape the lives of children • To locate children’s own experiences and views within adult concerns and policy making • To examine the implications of the relationship between children, childhood and state institutions for the reproduction of social inequalities

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Learning Outcomes • Able to sociologically analyse the relationship between the state and the child in contemporary times • Able to identify the ways in which particular social inequalities are produced and reproduced within childhood • Able to critically consider the role of rights in children’s lives • Evaluate the implications of recent policy and legislation for children in structural and material contexts

Module Content • Schooling and education • Children and poverty • Children’s rights • Child protection, legislation and policy • Childhood in global contexts Methods of Teaching/Learning 11x2 hour sessions involving lectures and seminars Weekly reading and seminar preparation ULearn discussions Formative work: the presentation will form the basis of the portfolio work. Group feedback without marks will be given on submitted portfolio work in weeks 3, 5, 7

Selected Texts/Journals Alanen, L & Mayall, B (2001) Conceptualising Child-Adult Relations Routledge Falmer Archard, R (1993) Children: rights and childhood Cockburn, T. (2007) ‘Partners in Power: a Radically Pluralistic Form of Participative Democracy for Children and Young People’, Children & Society, 21, pp. 446-45 Cribb, A and Gewirtz, S (2009) Understanding Education: A Sociological Perspective. Polity Press Holt, L (2010) Geographies of Children, Youth and Families: an international perspective. Routledge Hultqvist, K & Dalhberg, G (2001) Governing the Child in the New Millenium Routledge Falmer

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SOC3029 The Sociology of Sociology Sociology 3 15 22 Geoff Cooper

Module Availability Semester 1 Unit(s) of Assessment Class-based exercise 2000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module is designed to give students an opportunity to consider and analyse recent developments within sociology and social theory. The focus throughout is on the social, political and intellectual contexts within which sociology work is done today and the ways in which they might be seen to challenge or shape the discipline: in other words, the module considers the sociology of sociological knowledge and practice. Pre-requisite/Co-requisites N/A Module Aims • Provide an overview of recent developments within the discipline • Explore the relation between these developments and the social, intellectual and political contexts within which sociological knowledge is produced. • Critically consider the role that sociology should play in public life Learning Outcomes • understand some key recent developments within social theory • be able to evaluate critically how far historical developments necessitate new sociological approaches • have a sense of the place and role of sociological work within society today • appreciate the possibilities, and limitations, of a sociological approach • understand the relationship of sociological to other forms of explanation

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Module Content • The contexts within which sociological knowledge is produced • Recent developments in sociological theory (and their relation to classical sociology) • Changing conceptions of the social • New objects of sociological knowledge, and the sociology of objects • Relating sociological explanations to those of other disciplines • The possible contribution of contemporary sociology to politics and policy Methods of Teaching/Learning 11 x 2 hour sessions comprising a mixture of lectures and group exercises, discussions and other forms of participation Regular preparatory reading The class will do a preparatory collective exercise in advance of the first assessment (the class based exercise)

Selected Texts/Journals Candlin, F and Guins, R (eds) (2009) The Object Reader, Routledge Clawson, D et al (eds) (2007) Public Sociology, University of California Press Cooper, G et al (eds) (2009) Sociological Objects, Ashgate Fuller, S (2006) The New Sociological Imagination, Sage Gane, N (ed) (2004), The Future of Social Theory, Continuum Latour (2005) Reassembling the Social, Oxford University Press Outhwaite, W (2006) The Future of Society, Blackwell Turner, C (2010) Investigating Sociological Theory, Sage

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SOC3034 The Family and Social Reproduction Sociology 3 15 22 Rachel Cohen

Module Availability Semester 1 Unit(s) of Assessment Short report (500 words) Group Project Essay (2000 words) Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark (%) 10 40 50

Module Overview A range of empirical data and theoretical perspectives on the family and social reproduction will be drawn upon to explore topics such as marriage and partnerships, housework, parenting, and the intersection of families with the state and other social institutions. We will pay particular attention to the relationship between production and reproduction, specifically, examining the household division of labour and how this has varied over time and in relation to external pressures, especially the demands of paid work. The module will consider how family life is mediated by gender, class, ethnicity, and sexuality, and use contemporary, historical and cross-cultural material to highlight processes of change and development in contemporary family life. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the role and composition of the contemporary family and of historical variation in the composition and role of the family • To become familiar with a range of theoretical perspectives on family life and the familial division of labour • To highlight the intersection of families and other social institutions Learning Outcomes By the end of the module students should: • Be able to critically evaluate a wide range of theoretical perspectives which seek to explain the social organisation of the family and roles within the family • Have a thorough understanding of contemporary experiences of family life • Be able to identify and analyse a range of empirical approaches to the family, the division of labour and household reproduction and to critically appraise these approaches • Be aware of key debates and emergent trends in the sociology of family life • Be able to critically summarise media representations of families and family life

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Module Content • What is a family? • Historical and geographical variation in the family • The household division of labour, housework and domestic labour • Work-family boundaries and work-family balance • Marriage, partnerships, parenting and caring • The family, the state and other institutions • Representations of the family Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Group presentations Online audio-visual material ULearn discussion Selected Texts/Journals Allan, G. (ed) (1999) The Sociology of the Family. Blackwell. Cheal, D. (2002) The Sociology of Family Life. Palgrave Macmillan. Finch, J. & J. Mason (1993) Negotiating Family Responsibilities, Routledge. Scott, J. et al. (eds.) (2007) The Blackwell Companion to the Sociology of Families. Wiley Blackwell. Smart, C. (2007) Personal Life: New Directions in Sociological Thinking. Polity Press.

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SOC3040 Sociology of Mental Health Sociology 3 15 22 Rob Meadows

Module Availability Semester 1 Unit(s) of Assessment Critical case study exercise 1500 word critical case study 2000 word critical case study Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview We begin this module by surveying ‘mental health’ within the 21st Century. This will include a review of definitions, diagnostics and policy; a look at who the key stake holder and professionals are; and an examination of the epidemiology of (inequalities in) mental health; From here, the module moves to examine sociological work on ‘mental health’. This includes sessions on sociological debates surrounding definitions and concepts used, sociological explanations of mental health/illness/disorder, and sociological critiques of the ways in which mental health is ‘organized’ and responded to within late modern societies.

Pre-requisite/Co-requisites N/A Module Aims • To introduce students to the ways in which mental health/illness/disorder are defined within contemporary society • To introduce students to epidemiological data on inequalities in mental health • To offer a thorough discussion of sociological literature on the contested nature of definitions, concepts and measurement • To offer a thorough discussion of sociological explanations of mental health/illness/disorder and critiques of how mental health is organized and responded to within late modern societies Learning Outcomes At the end of this module, students will: • Have a thorough understanding of mental health care policy and practice • Have a thorough understanding of epidemiological work on inequalities in mental health • Be able to draw upon sociological writings on concepts and definitions used in mental health practice to critique current policy and research • Be able to use sociological discussions of explanations of mental health/illness and the ways in which mental health is ‘organized’ to engage with current policy and practice

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Module Content • Mental health policy • Stakeholders and key professionals • Epidemiological measured inequalities in mental health • Sociological debates surrounding concepts, definitions • Sociological explanations of mental illness/disorder • Sociological discussions of how mental health practices are organized within ‘late modern’ societies • Future directions in the ‘genetic’ age Methods of Teaching/Learning 11 x 2 hour sessions comprising a lecture and interactive discussions and exercises Weekly reading and seminar preparation Ulearn discussions Selected Texts/Journals Busfield, J. (1988) Mental illness as social product or social construct: a contradiction in feminists' arguments? Sociology of Health and Illness, 10, Busfield, J (2000) Introduction: rethinking the sociology of mental health, Sociology of Health and Illness 22(5) Brown, G. and Harris, T. (1978) Social Origins of Depression. London: Tavistock. Foucault, M. (1967) Madness and Civilisation. London: Tavistock. Goffman, E. (1961) Asylums. Harmondsworth: Penguin. Rogers, A, and Pilgram, D. (1996) Mental health policy in Britain, Macmillan Rogers A, and Pilgrim, D. (2003). Mental Health and Inequality. Palgrave Macmillan. Rogers A, and Pilgrim D. (2005) A Sociology of Mental Health and Illness - 3rd Edition. Open University Press. Scheff, T.J. (1999 [1967]) Being Mentally Ill: a Sociological Theory. 3rd Edition. New York: de Gruyter. Smith, D. (1978) `K is mentally ill': the anatomy of a factual account, Sociology, 12, 23.

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SOC3041 Medicine and The Body Sociology 3 15 22 Sarah Earthy

Module Availability Semester 1 Unit(s) of Assessment Formative Essay plan 3500 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview We will begin this module by introducing some of the theoretical work on the body and embodiment before moving on to examine several substantive areas that highlight the pivotal role which the body and embodiment play in experiences of health and illness. The final part of the module will shift focus slightly as we ask what the sociology of the body can offer our understanding of NHS organizations and the work carried out by doctors and nurses. Pre-requisite/Co-requisites N/A Module Aims • To provide an introduction to theoretical work on the body and embodiment • To demonstrate how the sociology of the body can enhance understanding of experiences of illness, notions of health and the delivery and receipt of healthcare • To examine the application of theoretical approaches and empirical research in a number of substantive areas Learning Outcomes Having completed this module, the students should be able to: • Demonstrate a familiarity with key concepts such as ‘the social body’, and ‘embodiment’ • Differentiate between different theoretical perspectives on the body/embodiment • Demonstrate an awareness of how the sociology of the body can enhance our understanding of experiences of illness, notions of health and the delivery and receipt of healthcare • Make connections between the topics covered in the module • Draw on theoretical and empirical material from across the module when constructing arguments and explanations for use in group discussions and in written form

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Module Content • Different theoretical models of the body • Medical technology and hybrid bodies • Bodily boundaries, new reproductive technologies and stem cell research • Gendered bodies • Embodied experiences of health, illness and disability • The obese body, the body and sleep, the body in death and dying • The body in care work Methods of Teaching/Learning 11 x 2 hour sessions comprising a lecture and interactive discussions and exercises Weekly reading and seminar preparation ULearn discussions Selected Texts/Journals Frank, A.W. (1992) At the Will of the Body: Reflections on Illness. Boston: Houghton Mifflin. Malacrida, C. and Low, J. (eds) (2008) Sociology of the body: A reader, Oxford@ Oxford University Press. Turner, B. S. (l992) Regulating Bodies: Essays in Medical Sociology, London: Routledge. Williams, S.J. (1996) Medical sociology, chronic illness and the body: a rejoinder to Michael Kelly and David Field, Sociology of Health and Illness, 18: 699-709. Williams, SJ (2003) Medicine and the Body, London: SAGE.

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SOC3043 Cultural Organisations and Industries Sociology 3 15 22 Victoria Alexander

Module Availability Semester 1 Unit(s) of Assessment Exercise 3500 word research essay plus class participation Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module looks at cultural organisations and industries, defined broadly as ranging from art galleries to software firms. Lectures focus on theoretical understandings and/or overviews related to a particular aspect of cultural organisations. The class discussion focuses on a sociological study of a particular cultural organisation or industry. Pre-requisite/Co-requisites N/A Module Aims • Provide a broad understanding of cultural organisations and industries • Demonstrate the place of the creative industries in society • Explain some of the difficulties or contradictions inherent in cultural organizations Learning Outcomes By the end of this module students should be able to: • Evaluate critically several approaches to aspects of cultural organisations • Apply theoretical ideas to case studies • Identify journal articles relevant to the module • Organise ideas and thoughts and speak about these in the public setting of the seminar Module Content • Artistic freedom versus profits; cultural industries and the quality of content • Careers in cultural industries • The long tail in retailing cultural objects • Creative cities • Creativity, what is it and how to manage it • Cultural policy

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Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation Class participation

Selected Texts/Journals Caves, Richard E. (2002). Creative Industries: Contracts between Art and Commerce. London: Harvard University Press. Hartley, John, ed. (2005). Creative Industries. Oxford: Blackwell. Hesmondhalgh, David (2002). The Cultural Industries. London: Sage. Herman, Edward S. & Robert McChesney (1997). The Global Media: The New Missionaries of Corporate Capitalism. London: Cassell. Vaidhyanathan, Siva (2001). Copyrights and Copywrongs : The Rise of Intellectual Property and How It Threatens Creativity. London: New York University Press.

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SOC3044 Popular Music and Society Sociology 3 15 22 Paul Hodkinson

Module Availability Semester 1 Unit(s) of Assessment ULearn participation 2 hour examination Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module focuses upon the significance of popular music in contemporary societies. We examine the global popular music industry, its connection to other media/culture industries and arguments about the standardisation of music itself. We go on to consider different perspectives on the experiences and identities of music consumers and on the ways in which popular music relates to divisions such as class, gender and ethnicity. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of role and significance of popular music in contemporary societies • To elucidate and differentiate between approaches related to music in relation to texts, technologies, industry and audiences • To identify and relate to one another a range of theoretical and empirical studies relating to specialist topics relating to popular music studies Learning Outcomes Having completed this module, students should be able to: • Demonstrate a familiarity with key terms and concepts used in the study of popular music • Appreciate the different ways in which popular music can be studied, notably as an industry, as cultural text, as technology and in terms of its consumption • Apply to the case of music, broader theories about the relationship between media, culture and society • Discuss popular music theories and research in relation to contemporary examples in class and online • Draw on the range of material covered on the module in order to construct arguments and explanations under exam conditions

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Module Content • The significance of notions of authenticity across a range of topics in popular music studies • The global music industry and arguments about the commercial standardisation of music • The interplay of the global and the local in studies of popular music • Subcultural and post-subcultural theories as approaches to the understanding of popular music consumption • Studies of the role of popular music in individual everyday life • The significance of class, gender and ethnicity in relation to the popular music

Methods of Teaching/Learning 11 x 2 hour sessions, each integrating lecture material with interactive discussions and exercises Weekly reading and seminar preparation ULearn discussions

Selected Texts/Journals Frith, S. and Goodwin, A. (1990), On Record: Rock, Pop and the Written Word, London: Routledge. Lull, J. (ed.) Popular Music and Communication. Newbury Park CA: Sage. Negus, K. (1996), Popular Music in Theory, Cambridge: Polity. Bennett, A., Shank, B. and Toynbee, J. (eds.), The Popular Music Studies Reader, London: Routledge. Hesmondhalgh, D. and Negus, K. (eds.) (2002), Popular Music Studies, London: Arnold. Bennett, A. (2001), Cultures of Popular Music, Buckingham: OU Press. Longhurst, B. (1995), Popular Music and Society, Cambridge: Polity.

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SOC3055 Prisons and Prisoners Sociology 3 15 22 Ian Brunton-Smith

Module Availability Semester 2 Unit(s) of Assessment 3500 – 4000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.

Weighting Towards Module Mark( %) 100

Module Overview This module will focus specifically on the use of prisons as a form of punishment in society. This will include an examination of the growing prison crisis, the rise of supermax prisons and the privatisation of prisons. It will also consider how particular social groups experience prison, and the harms of imprisonment for individuals. Pre-requisite/Co-requisites N/A Module Aims • To explore the use of prison in western societies • To consider specific issues relating to the growth of imprisonment, including the crisis of containment and the increasing use of privatisation • To look at recent alternatives to imprisonment, and their impact on the prison population Learning Outcomes Students completing this module will: • Understand the key developments in the use of prison in western societies • Have a critical awareness of the role of prison in modern societies, and the implications of the rising prison population • Be familiar with the issues facing prisoners inside and outside prison • Be able to link current prison policy to the theoretical justifications for punishment outlined by penologists

Module Content • The prisons crisis • Life on the ‘inside’ • Prison Privatisation • Supermax prisons • Global trends in imprisonment • Alternatives to prison

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Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation An essay plan Selected Texts/Journals Blomberg, T., & Cohen S. (1995) Punishment and Social Control. Aldine de Gruyter Jewkes, Y. (2008) Prisons and punishment. vol.3, Punishment : controversial issues and emerging debates. London: Sage Hudson, B. (2003) Understanding Justice: an introduction to ideas, perspectives and controversies in modern penal theory, 2nd ed. Buckingham: Open University Press Liebling, A., & Maruna, S. (2005) The Effects of Imprisonment. Cullompton: Willan Garland, D. (2001) The culture of control: crime and social order in contemporary society. Oxford: Oxford University Press Hough, M., & Roberts, J. (2005) Understanding Public Attitudes to Criminal Justice. Open University Press.

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Module Code: Module Title:

SOC3058 Crime, Ethnicity and Racism

Module Provider: Level: Number of Credits: Module Contact Hours: Module Co-ordinator:

Sociology 3 15 22 Katharine Tyler

Module Availability Semester 2 Unit(s) of Assessment Formative essay plan. 3500 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module will examine crime and deviance in relation to a number of substantive areas related to ethnicity, race and racism. The module will consider the social construction of ethnicity and racism within the criminal justice system. The module will also explore the racialisation of black and white crime.

Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the role and significance of race, ethnicity and crime in contemporary societies • To provide an introduction to the meaning and lived experience of race, ethnicity and crime • To introduce students to sociological approaches to the study of race and crime Learning Outcomes • Have an understanding of sociological approaches to race, racism and crime • Be able to apply sociological theories and concepts to a number of different substantive issues around race, racism and crime • Have a critical awareness of both formal and informal social responses to crimes related to race, ethnicity and racism • Have a critical awareness of the reproduction of racism in society

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Module Content Themes to be explored include: • crime and the law from Scarman to McPherson • the racialisation of crimes such as mugging • the policing of minority and majority communities • the ethnography of majority perceptions of racialised cultures of deviance, for example, black, Asian and white gang cultures, white ‘chav’ youths, riots

Methods of Teaching/Learning 11 lectures and 11 seminars Formative essay plan (0%)

Selected Texts/Journals Hall, S. et al. (1978) Policing the Crisis: Mugging, the State, and Law and Order. Holmes and Meier. Gilroy, P. (1987) There Ain’t No Black in the Union Jack, Routledge. Bowling, B. and Phillips, C. (2001) Race, Crime and Criminal Justice, Longman Key Journals include: Ethnic and Racial Studies Ethnicities

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SOC3030 Sociology of Sexualities Sociology 3 15 22 Andrew King


Weighting Towards Module Mark( %) Formative work: tutorial meeting and lecturer’s comments on a 3000 500 word essay plan 4000 word essay 100 Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module. Module Overview This module, will examine the sociological understanding of human sexuality. It begins with a critical analysis of the various theoretical approaches to the study of sexuality, and the implications they contain for our understanding of the origin, nature and regulation of human sexuality. Building on this theoretical understanding the remainder of the course will explore the culturally and socially varied ways in which sexual desire and its resultant identities have been conceptualised, deployed and regulated in a variety of social institutions and practices.

Pre-requisite/Co-requisites N/A Module Aims • To identify and scrutinise different theoretical perspectives with respect to the social construction of sexuality in society • To explore the social organisation, regulation and practice of sexuality in key institutions in society • To explore issues relating to sexuality, social control, power and resistance Learning Outcomes Having completed this module, students should be able to: • Have a critical understanding of a wide range of theoretical perspectives, which seek to explain the origins, nature and regulation of human sexuality • Understand the way in which sexuality interacts with other social divisions. • Have an understanding of the social organization of sexuality and the way this is enacted in a variety of social institutions

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Module Content • Conceptualisation of sexuality • Theorising sexuality • Sexuality and other social divisions • Social organisation of and practice of sexuality in society • Social control, power and resistance Methods of Teaching/Learning 11 x 2 hour sessions consisting of both lecture and seminar discussion Weekly reading and seminar preparation Formative essay plan (0%) Selected Texts/Journals Foucault, M., (1979) The History of Sexuality: An Introduction, Penguin Books. Gagnon, J. H. & Simon, W. S., (1973) Sexual Conduct: The Social Sources of Human Sexuality, Aldine. Hawkes, G., (1998) The Sociology of Sexuality, Macmillan. Nardi, P. M. & Schneider, B. E., (eds.) (1998) Social Perspectives in Lesbian and Gay Studies, Routledge. Plummer, K., (1995) Telling Sexual Stories: Power, Change and Social Worlds, Routledge. Richardson D. (ed.) (1996) Theorizing Heterosexuality, Open University Press. Weeks, J. (1989) Sex, Politics and Society, 2nd edition, Longman.

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SOC3037 Advanced Qualitative Methods Sociology 3 15 22 Nicola Green

Module Availability Semester 2 Unit(s) of Assessment 2000 word essay-based assessment 1 hour examination Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview This module extends and consolidates the knowledge of qualitative social research methodologies gained by students across the rest of their degree course by examining a series of issues relating to the theory and practice of qualitative research. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the significance of advanced qualitative methodologies and their role within research practice • To elucidate the similarities and differences between different qualitative research strategies and the major methodological issues raised by them • To provide empirical case studies in advanced qualitative methods for critical evaluation Learning Outcomes Having completed this module, students should be able to: • Assess the significant range of qualitative research methods available to answer social research questions • Elucidate and critically evaluate current approaches to qualitative research design and data collection • Discuss the current debates around issues related to ethics, sensitive research and the impact of social research on public policy • Critically assess the relationship between different qualitative research methodologies, and their strengths and weaknesses

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Module Content The module may include such content as: • • • • • • •

Ethnographic research Participatory and action research Multi-method research Longitudinal qualitative research Visual and Online methods Ethical and political dimensions of social research The uses of qualitative research.


Selected Texts/Journals Brewer, J. D. (2000) Ethnography, Milton Keynes: Open University Press Mason, J. (2002) Qualitative Researching. 2nd Ed. London: Sage Coffey, A. (1999) The Ethnographic Self: Fieldwork and the Representation of Identity. London: Sage Hine, C. (2000) Virtual Ethnography London: Sage Homan, R. (1991) The Ethics of Social Research London: Pearson Education Seale, C. (2004) Social Research Methods, A Reader, Routledge Silverman, D. (2005) Doing Qualitative Research. 2nd Ed. London: Sage

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SOC3039 Work and Workers in the 21st Century Sociology 3 15 22 Rachel Cohen

Module Availability Semester 2 Unit(s) of Assessment Preparatory exercise 1 Preparatory exercise 2 Project (3000 words) Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview The aim of this module is to consider the ways in which work and our understandings of it are changing. It will allow students to reflect on their own experiences of work (whether this comes from a placement year, weekend, evening or holiday jobs, other full-time employment, or from experiences as customers/clients), while introducing them to key sociological arguments and theoretical developments. Pre-requisite/Co-requisites N/A Module Aims • To provide an overview of the role and significance of work in contemporary society and of the intersection of work with other aspects of the social world • To elucidate and differentiate between different type of work and different approaches to researching work and employment • To become familiar with a range of theoretical and empirical studies relating to work and workers Learning Outcomes By the end of this module students should: • Have a critical understanding of contemporary work and employment • See the ways in which work is embedded within and also influences other aspects of the social world • Be able to apply this understanding to explain the conditions and experiences of specific workers • Be able to draw upon a range of substantive material to produce a project • Develop the ability to ask critical questions about everyday practices and choices

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Module Content • Emotional labour, aesthetic labour and body labour • Temporary work, sub-contractual work, self-employment, mobile work and homeworking • Work-life boundaries • International division of labour and labour migration • Labour market inequalities and workplace discrimination • Voluntary work, informal work and illegal work • Resistance – trade unions, workers’ centres and other forms of social and industrial action Methods of Teaching/Learning 11 lectures and 11 seminars Weekly reading and seminar preparation ULearn contributions Exploration and/or production of visual images of work Exploration of existing data on work Individual projects Selected Texts/Journals Anderson, B. (2000) Doing the dirty work? The Global Politics of Domestic Labour. Zed books: London Barley, S.R. and Kunda, G. (2004) Gurus, Hired Guns, and Warm Bodies: Internet Experts in a Knowledge Economy. Princeton University Press: Princeton Bourgois, P. (2002) In Search of Respect: Selling Crack in el barrio. Cambridge University Press Felstead, A., Jewson, N. and Walters, S. (2005) Changing Places of Work. Palgrave: Basingstoke. Hochschild, A. (2003) The Managed Heart: Commercialisation of Human Feeling: 20th Anniversary edition University of California Press: Berkeley Pettinger, L., Parry, J., Taylor, R. and Glucksmann, M. (2006) A New Sociology of Work. WileyBlackwell: Oxford Rubery, J. and Grimshaw, D. (2003) The Organisation of Employment: An International Perspective. Palgrave Macmillan Wolkowitz, C. (2006) Bodies at Work. Sage: London

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SOC3049 Crime and Media Sociology 3 15 22 Nicola Green

Module Availability Semester 2 Unit(s) of Assessment 500 word essay plan 3000 word essay Qualifying Condition(s) A weighted aggregate mark of 40% is required to pass the module.


Module Overview The relationship between crime and the media have long been the subject of intense debate. This module introduces students to the sociological analysis of crime and its representation in the media. We will examine how crime is portrayed by the media and we ask whether such representations are accurate or distorted and why. We also examine what effects, if any, these representations have on offending and public opinion about crime and on criminal justice. Pre-requisite/Co-requisites N/A Module Aims • To introduce students to the sociological analysis of the representation of crime in the media • To familiarise students with debates about the relationship between media, public attitudes and offending • To introduce students to the relationship between moral panics and the media Learning Outcomes On successful completion of the unit students will be able to: • Demonstrate an understanding of the construction of media accounts of crime. • Understand the links between the media construction of crime, individual offending and public opinion • Understand the links between the media and criminal justice policy

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Module Content • The media construction of crime, criminals and criminal justice • The relationship between the media portrayal of crime and offending • Media effects on public attitudes towards crime and justice • The media’s contribution to criminal justice and crime control • Moral panics and the media


Selected Texts/Journals Greer, C. (2009) Crime and Media: A Reader. London: Routledge Jewkes, Y. (2004) Media and Crime. London: Sage Carrabine, E. (2008) Crime, Culture and the Media. London: Polity

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