Politics and Sociology BA (Hons)

This module examines the history, development and functions of the European Union. It provides an introduction to and critical discussion of the European Council, Parliament, Commission, and Council of Ministers. The module engages students in discussion of the economic, social and political philosophy of the EU, as well as the institution's aims and deficiencies. The module also takes a close look at the UK's relationship with the EU, from its applications to join in the 1960s to the Brexit referendum of 2016, and the post-Brexit relationship between the UK and the European bloc today.

1. To foster knowledge and understanding of the history, development and aims of the EU, the institutions of and processes in the European Union. 
2. To enable students to evaluate the powers and responsibilities of the institutions of the EU. 
3. To develop students’ ability to discuss knowledgeably issues and concerns of the EU and to develop a critical point of view on issues of the EU.
4. To foster the analytical skills of understanding, analysis and evaluation through discussion of the UK's complex relationship with the EU.
5. To increase awareness and application of key transferable skills relating to working with others, presentations and discussions and debates and independent research.

This module is designed with both theoretical and applied approaches. The first part introduces students to the way economic thought and theories have been developing in relation to historical change, giving students the ability to situate the development of Economics as a discipline in relation to social and historical changes associated with industrialization and modernity and how those developments have influenced political relationships between countries across time. It will provide students with the critical and reflective skills to be able to appreciate the social, political and ideological nature of contemporary debates within Economics.

The second part will situate students into the political interactions that different economic systems have nowadays and they will undertake the analysis of different countries with regard to how their view of economic policies have been affecting their relationships with other economies.

To these ends students will be introduced to some of the most renowned thinkers in the history of economic thought and the more up to date debates on international politics and economic policies:    

• Mercantilism, the Physiocrats and early modern economic thought
• Political Economy and modern economic thought: Adam Smith, David Ricardo, Karl Marx, John Stuart Mill, Jeremy Bentham, Thomas Malthus,
  etc
• World War I and the Great Depression
• Explanations for (and solutions to) the crisis of the 1920s/30s – Schumpeter, Keynes, Neoclassical Economics, The New Deal
• Post WWII - Keynesian consensus, Marshall Plan, US hegemony
• The Bretton Woods system
• Crises of the 70s, Monetarism, from neo-classical economics to neoliberalism
• The current international economic crisis and post-crash/post-growth economic thought - Joseph Stiglitz, Paul Krugman, Neo-Keynesianism
  etc
• Different economic systems (Anglo-saxon, European, Asian) in practise (UK, US, Japan, China, Soviet Command)
• The opposition of capitalism and socialist/communist economic ideals. Examples of current countries
• Austerity and interventionism in times of crisis vs. free market. France and Germany.
• The end of Western economic domination. BRIC countries and new ways of dealing with economic issues

The aims of the module are to:

• Understand the reasoning behind different currents of economic thought
• Appreciate the relevance of early contributions to economic analysis
• Evaluate the extent to which the contributions of the past influence those of the present
• Reflect on contemporary economic and political situations in light of earlier positioning towards economic policy views
• Ensure an appreciation of interdisciplinarity and start building critical thinking
• Reflect on current debates within the existing economic and political systems

This module introduces students to social scientific debates concerning the relationship between human society, ecology and climate change. In particular the module focuses on the connection between global inequalities, environmental issues and global heating, exploring question such as: What is the relationship between inequality and climate change? How does inequality in the world affect the way different social groups experience and adapt to climate and environmental changes? What is the relationship between the social production of inequalities and human caused, or anthropogenic, climate change and environmental issues? And, how do inequalities affect the way different social actors construct, and try to realise, solutions to the problem of climate change today?

The module explores these questions through an engagement with contemporary social scientific debates concerning ‘the Anthropocene,’ global inequality, and climate justice movements. Part I of the module focuses on the global inequalities and environmental changes produced through colonialism and the development of capitalism, industrialisation and globalisation. The module introduces scholarly and climate justice perspectives from the global South, indigenous people’s movements, and Feminist, anti-racist and world-systems analysis of global inequality, environmental issues and climate change. Part II of the module develops and applies the perspectives introduced in Part I to a critical interrogation of proposed solutions to the contemporary climate crisis, enabling students to explore how critical social scientific perspectives can bring novel insights and contributions to bear on one of the most pressing issues of our time.

Indicative content and key concepts:

Part I Climate Change and Global Inequalities

• An introduction to the science of contemporary climate change and the ‘Anthropocene’ debates for students without a natural science background
• Colonialism, capitalism, industrialisation and the study of global inequality
• An introduction to social and political ecology
• Climate justice perspectives from the global South
• Indigenous Climate Change Studies
• Feminist, anti-racist and world-systems analysis
• Inequality and ecologically unequal exchange; climate debt

Part II - Climate Justice and the Climate Crisis

• Climate change and ecosystem crises
• Carbon democracy, fossil capital and barriers to climate action
• Financialisation and marketisation in climate and environmental policy making
• Carbon dependency and the energy transition
• Climate justice movements: food security, migration, work, housing, inequality, climate debt and reparations 
• Geoengineering, climate justice and climate futures

• To provide social science students with an introduction to social scientific debates concerning the relationship between human society, ecology and climate change  
• To enable students to understand and reflect on the relationship between global inequalities, climate and environmental change
• To equip students with the skills and knowledge to be able to apply social scientific perspectives to debates surrounding the causes, impact and policy responses to contemporary climate change and environmental issues

The module covers both the core ideas in politics and IR that will be needed at higher levels of study and the skills required to evidence this knowledge. It focuses on the key question “what are political ideas, and where do they come from?”. Skills and employability materials are embedded within the module content and through the assessments. Module content includes:

• Introduction to key political theorists and theoretical traditions
• Introduction to key theories and concepts in International Relations

This modules aims to:

• Introduce political theory as the basis for the further study of politics and IR at Levels 5 and 6 through enabling students to acquire knowledge and understanding in appropriate areas of theory and analysis (benchmark 4.12).
• Introduce students to IR theory and to illustrate the links with political theory.
• Embed academic study skills, critical thinking, communication skills and employability as integral to the discipline

This module is designed to introduce students to the concepts, theories, and practices of globalisation through an internationalized overview of world political, cultural, social, and economic history, and to refocus contemporary debates on globalisation to the edges of the world system. This provides a critical approach to understanding globalisation as an historical process, and not a relatively new phenomenon. The module will introduce students to critical analysis of key phases in the evolution of world history in how human development over time has contributed to broader societal change through the discovery of new improving technologies on the one hand but has been a highly uneven process characterised by the unequal distribution of power, violence, discrimination and oppression on the other. The module questions Western and universalized approaches to understanding globalization through an examination of Eastern and Southern-led processes and experiences. It provides an historical and contextually driven approach to contemporary questions surrounding issues of underdevelopment and global inequality, key features in understanding politics and international relations. Students will gain an understanding of global forces that are historically inscribed and approach globalisation through multiple lenses and perspectives. Content will include:

• Key theories of globalisation – World systems theory, dependency theory, and the use of multiple and layered international relations theories to understand globalisation
• Three key approaches to globalisation: Hyper-globalists, integrationists, transformationalists, regionalists
• World economic history: colonialism, colours and early capital
• Silk routes, fur trade, slave trade and early global transformation: Who paid for industrialisation?
• Industrialisation and deindustrialisation: the start of the ‘Great divide’
• South Pacific encounters with globalisation: the persistence of the gift in Polynesian globalisation
• Chinese globalisation: Confucian, communism, and copper
• Indigenous peoples in global perspective: On the margins of the world system
• South Asian forces of globalisation: sweatshops of the world or manufacturing centre of the world?
• Latin American perspectives on globalisation: coffee, Chavez and communism
• International institutions, governance and globalisation

The aims of the module are to:

• Introduce students to the political, social, cultural, and economic historical events and processes that structure and characterize contemporary globalization and global relationships.
• Embed an internationalized, contextually, and historically rooted understanding of the world in approaches to thinking about multiple perspectives and theories in politics and international relations.
• Stimulate students to critically reflect on the complexity of global relationships.
• Facilitate an understanding of the changing nature of international relations over time.
• Enable the development of research, writing, analytical and reflective skills commensurate with level 4 study.

Introductory concepts and theories of comparative government

Comparative methods in political science and challenges of comparison

Comparing systems, and their ability to confront internal and external crises (such as corruption or climate change)

Relationships between branches of government and how bills are made

Comparing political institutions and systems

Electoral systems and their impact

Voting behaviours

Overt and covert systems of power

Participating in and resisting politics 

Political cultures and sub-cultures

Supranational structures within which states operate

The course also considers international elements such as the role of key players in supranational organisations such as the U. N. ; election monitoring and democracy promotion

The overall aim of the module is to introduce scholars to the methodological and theoretical foundations of comparative approaches to political studies to provide the basis for the further study of these and related subjects at Levels 5 and 6.  This module allows students to acquire knowledge and understanding in appropriate areas of comparative government and politics, as well as make elementary critiques.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

At its heart this is a political theory module. It draws on some of the dominant ideas that have flowed through Western political philosophy; namely concepts like human nature, the social contract, power, rights, freedom, justice, obligation, and the redistribution of wealth.

The module approaches these diverse themes by considering the dynamic relationship between the individual and the state. It is a relationship that is contingent on time and place and, for the purpose of this module, is articulated through changing understandings of citizenship, liberty and freedom. Following the introductory sessions, which explore some of the fundamental concepts listed above, two principle methods are used to explore these themes.  

First, the emergence and impact of modern thought on the relationship between government and the citizen is explored. This section traces the movement from autocracy through to civic republicanism and liberal individualism.  Radical traditions, offering alternative visions of the individual and the state, are then traced. The middle ground of compromise, between conservative and radical traditions (concepts like the welfare state and democratic socialism), is examined. Where this middle ground now sits in respect to the dominance of neoliberalism is a question students will be asked to grapple with. The final element of the historical study concerns the emergence of both 'right' and 'left' nationalisms; that the state and the citizen are constructs that cannot escape the notion of community.

Second, the module focuses on reform and revolution. Indeed, it is the tension between the two that poses the most interesting questions. Illustrations are taken from a wide range of historical and contemporary events. The important element, however, is that in each instance the relationship between individual and state has been challenged and subject to some level of change. On the revolutionary front, examples range from large-scale ‘traditional’ revolutions, right down to citizen- directed change via various means of direct action. The module concludes by looking at reformist approaches to transformation through welfare programmes, social inclusion and models of participatory democracy.  

The aims of the module are to: 

• Develop a sophisticated and nuanced understanding of the role and importance of political theory.
• Build on a student’s understanding of core political ideas, practices and institutions acquired in Level 4 through developing their capacity to think critically and independently about contemporary developments in state governance.
• Embed the concept of citizenship within shifting historical, social-economic and technology-communication contexts and trends.
• Develop an appreciation for the tension between reform and revolution, linking theoretical traditions with historical events.
• Explore competing concepts of political emancipation and how they relate to differing theoretical and historical contexts.

This module develops critical engagement with international affairs by drawing together the multiple theoretical lenses of international relations with the practice in global politics, enabling a deeper consideration of how the world might be understood, explained (and possibly transformed). The core issues, concepts and theories of the discipline are approached through a series of questions. These questions are used to draw out many other challenging and complex questions and perspectives about global politics, to examine the historical context in which they are located, to consider the broader assumptions that underlie them and the theoretical approaches that structure the many possible responses. In so doing, students are encouraged to think about why the question is important, who is affected and how, and what is at stake in global politics and international relations. Indicative content includes:

• Perspectives on the creation of the discipline of International Relations.
• Realism and Neo-Realism; Liberalism and Neo-Liberalism.
• Critical Theory; Marxism and Gramscianism; Constructuctivism; Feminist international relations; post-structuralism; and Postcolonialism.
• Key questions include: How do we begin to think about the world? How might we conceptualise the world? How might we critique the world? Does the nation-state work? Is democracy a good idea? Does colonialism belong to the past? Why does violence exist? Can we move beyond conflict? What happens if we don't take nature for granted? Can we save the planet? Why are some people better off than others? How is the world divided economically? Who has rights, and what rights do they have? Why is people's movement restricted? Why does gender inequality exist? What can we do to change the world?
• The state of the discipline of global politics and international relations.

This module aims to:

• Introduce students to the methodological and theoretical foundations for the study of Global Politics and International Relations.
• Enable students to apply theories and concepts to historical and current global events, from multiple world perspectives.
• Develop the capacity of students to formulate theoretically sound arguments and to critically engage with the subject content.

This module provides an understanding of the sub-discipline of public policy in political science by drawing connections between public policy theory and practice. Students will learn how to make links between public policy theory and its application in practice in a given state, through substantive case studies that are woven through the module relating to the theory. This module enables students to critically understand the different theories and models of public policy making, management, and analysis; provides effective tools and skills for employability; and illuminates the way in which governments decide upon, create and deliver the policies that impact people as well as the contestations around them. 

Indicative content includes:

• Theories and models of public policy-making
• Tools and skills in the practice of public policy
• Evidence-based public policy
• The public policy context
• Agenda-setting and issue identification in public policy
• Public policy cycles and processes
• Public policy formulation and decision-making
• Public policy actors, including the public service or bureaucracy, in public policy
• Public policy analysis
• Public policy implementation
• Public policy monitoring and evaluation
• New public management
• Comparative public policy

• Introduce the theoretical foundations for the study of public policy
• Develop awareness of the policy process and complexities of policy-making
• Evaluate contemporary public policy issues and identify practical solutions to policy problems
• Facilitate the development of public policy-related employability skills

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This module on International Political Economy is concerned with the (re)production of power and wealth within the contemporary world order. The module explores complex questions and global challenges that are rooted in an understanding of power, international relations and economy. Students are asked to think critically about how the politics of the international economy is governed and through an evaluation of power and inequality. Such questions include: Why and how does the politics and economics of the world take its current form? In what ways do the structural features of the world economy shape power and visa versa, and with what consequences? In what ways does the international political economy create uneven consequences and shape interactions in the international community?  Case studies will be drawn from across the world and, in particular, from Latin America. Indicative content includes:

• Theoretical Approaches of IPE: Orthodox, Critical and Radical theories.
• The Subject of International Political Economy and its Methods
• The Evolution of the IPE: Empires and mercantilism; economic liberalism; the liberal economic order; Pax Britannica, industrial capitalism and imperialism; Power, Contemporary capitalism and global governance – who does the governing?; contemporary imperialism.
• Bretton Woods Institutions; the Washington Consensus, Post-Washington Consensus and Critique; Dismantling Embedded Liberalism; States, Markets and Institutions.
• Key issues, global challenges and responses in the IPE: Globalization and its discontents; North-South Relationships; International Trade, Finance and Development; Transnational Production; Global Division of Labour; Sustainable Development; International Security, Conflict and Migration; Culture, Indigeneity and IPE; Resistance to the Global norms; Climate change and energy security; the IPE of ideas and knowledge production.

The aims of this module are four-fold:

• To provide an in-depth understanding of the historical development of the IPE.
• To provide a critical analysis of the main institutional and structural contours of the global political economy and the effects of these.
• To offer perspectives and insights that engage with, stand in contrast to and challenge dominant paradigms about power dynamics within the global political economy.
• To provide a sophisticated understanding of global issues and challenges through mainstream, critical and radical theories of IPE.

The module will cover the following areas:

• Political and media organisations and their relationships with one another
• Theories and practice of political marketing
• Political campaigning
• New campaigning methods
• The role of spin doctors and media managers
• The role of lobbyists and public affairs agencies
• Political representation
• Theories of media analysis, discourse analysis and visual decoding
• Implications of new and social networking media
• Political Reputation and branding

The overarching aim of this module is to develop in students an in-depth understanding of political and media organisations and their relationships with one another, and the ability to critically analyse and evaluate the role of communication in the political sphere. 

The indicative major thematic areas that the module will cover can be described under the following headings:

• Operational definitions and practices of sustainability
• Politics in and of the anthropocene
• Sustainability and climate change
• Green political theories
• Green parties - formation, development and change (including relationships with electoral systems)
• Alternatives, ideals and utopias; the role of active citizenship in the spread of concern with sustainability
• Sustainability Policy in practice

The quest to understand the contemporary politics and international relations of the African continent often appears elusive. That this should be so is not surprising since it has frequently been driven by a need to approach the complexities of the continent from an explanatory scheme that is congruent with Westernisation and liberalism and rooted in western epistemological traditions and experience. Instead, this module explores African politics and international relations from "the inside", through the concepts, theories, paradigms and contexts in which the political, economic and social logic of Africa come together and which engage and challenge contemporary thinking and dominant discourses about politics and international relations.

Content will include reference to: 

• A postcolonial "African" critique of the disciplines of politics and international relations, the international system, its origins and nature.
• Africa in, and of, the Global South and at the centre of Critical International Political Economy.
• The Political Instrumentalization of Disorder - Modernity, Tradition, Power, Progress and Legitimacy in Africa.
• The Postcolonial African State - Political Thought and Philosophical Critique; the state as a Matrix; Crisis States, Collapsed States and New States.
• Genesis of State and Society: The Fault lines of Ethnicity, Religion, Social Class and Competition over Resources. 
• The Productivity of Economic and Political Failure: Migration, Trade and the Informal Economies of the African Sub-Regions.
• Conflict, Peace and Justice in Africa - Restorative, Distributory and Transitional approaches.

The primary aims of this module are:

• To provide a critical understanding of the historical, political and economic positionally of Africa, in and of the world, as seen through multiple paradigms, theories, concepts and contexts which shape our understanding.
• To offer perspectives and insights that engage with, stand in contrast to, and challenge, dominant paradigms about politics and international relations, as seen through the lens of 'the other'.
• To develop critical thinking amongst participants about the subject of inquiry.
• To develop research capacity appropriate to the level of study. 

Content will vary according to individual dissertation proposals.

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of Bachelor degree Political Science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

The following list is only indicative and will be annually updated according to changing requirements.

• What is theory
• Whose knowledge counts?
• What role did modernity and colonialism play in the development of sociology 
• Conflict theories
• Functionalism
• Bureaucracy, rationalisation and McDonaldisation
• Symbolic Interactionism
• Individualisation and Risk Society
• Theorising inequalities
• Postmodernity 

Rationale: The module is designed to provide an introduction to some of the key theoretical and methodological perspectives central to Sociology. The analysis of these perspectives will be related to contemporary times and events and explored to develop an understanding of the practical utility of “Sociological Imagination” to approach the study of society. The emphasis throughout will be on how “Sociological Imagination” provides a critical and analytical tool to interpret social phenomena and challenge dominant or conventional understanding of them.

Aims:

1. To provide a basic understanding of the perspectives which are central to contemporary sociology.

2.  To facilitate application of these perspectives to the study of the social structure of the contemporary world.

3. To make evident the role of modernity and colonialism in the development of sociology as a discipline and how this legacy is dealt with in sociology today.

The module provides students with a grounding in basic concepts in sociology and demonstrates the breadth of sociological investigation in contemporary society. These content-oriented elements are combined with the simultaneous development of the necessary practical and academic skills in order that students can themselves engage with the sociological understanding of the relationship between self and society.

Block 1 Introductory themes

• What is Social Science?
• What does social science do, and how does it do it?
• Social identities - individual and collective
• Social divisions - diversity and inequality

  Block 2 Thematic Applications of Social Science (illustrative content only)

• Education
• Work and Leisure
• Consumption
• Body, Health and Medicine
• Culture, Knowledge and Belief
• Impairment, normalcy and disability
• Cities and Communities
• Sociology and Sustainability debates
• Power and protest

  The following study skills sessions are embedded within the module, commencing at week 1

• Study skills audit
• Reading
• Information retrieval
• Note taking
• Essay planning
• Essay writing
• Referencing

The module is designed to give students a broad thematic introduction to key problems and issues in understanding contemporary society, whilst simultaneously building the study skills necessary for HE. Thus it provides a necessary basis for moving on to levels five and six. The content corresponds to the thematic and topical approaches within the subject benchmarking and introduces students to the potential breadth of the discipline, whilst providing an understanding of the particular qualities of the programme. Practical study skills sessions are embedded within the lecture series. The module provides a platform for all Social Science students to build upon and to understand the application of social scientific principles to particular cases, concepts and events, anticipating the development of more independent analysis, particularly in relation to third year dissertations.

Block 1: Origins and underpinning ideas

• Emergence of Industrial Society
• Political Discourse
• Welfare and Inequality
• Components of Welfare: Housing, Health, Education and Labour
• Liberal Solutions
• Public health, Private concerns
• Women, Children and Work
• Philanthropy
• The War Economy and Welfare
• The Beginnings of State Intervention

Block 2: Late 20th century

• Formation of the Welfare State 
• Welfare state and limitations of State provision
• Breakdown of consensus
• Privatisation and Free Market solutions
• The search for a 'third way'

[N.b. these themes are broadly indicative of module lecture content]

This module is a core module in the Sociology programme. It provides an historical background to the development of the welfare state, including its foundation and subsequent development under the market rationale. The module introduces a broad-based theoretical framework, which prepares students for more specialised study in subsequent years of the course.

• To locate the development of social policy within the context of major social, economic and political changes occurring during the nineteenth, twentieth and early twenty-first centuries. 
• To introduce the main traditions of sociological thought influencing the development of social policy during this period. 
• To develop a basic understanding of a range of theoretical perspectives drawn from sociology and politics. 
• To apply these theoretical perspectives in the critical analysis of historical welfare policy developments.
• To examine the changing role of the state in welfare policy and provision.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• Foundations of research - ontology, epistemology, methodology
• Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
• Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
• Ethics of the Social Sciences.
• Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
• Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
• Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
• Writing and dissemination of research.

This module is designed:

• To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
• To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
• To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
• To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
• To make students aware of the significance of ethical practice when planning and conducting research.
• To enable students to choose between different forms of research analysis.
• To enable students to critique research and to select different forms of research design.

This module explores the significance of race in the making of the modern world. The module begins by covering the development of modern ideas and theories of race, reading these against the social changes associated with processes of nation-state formation, colonialism, industrialisation and the transition to capitalism. The second half of the module explores issues in the politics of race today. Perspectives from critical race theory, sociology, political theory, history, anthropology and political economy are drawn upon in order to interrogate and problematize transformations in racial thinking and racial politics in the modern world. Illustrative module content includes:

• Modernity, enlightenment, and race
• Whiteness
• Nations, nationalism, and race
• Theories of race and racism
• Intersections of race, class, and gender
• Human rights, citizenship, and race
• Borders and migration
• State racism and popular racism
• The post-racial
• Anti-racism and social movements

The aim of this module is to enable students to reflect critically on the role which race has played, and continues to play, in the shaping of the modern world. As such the module aims to:

• Introduce students to the critical study of race and racism
• Facilitate critical reflection on the relationship between the social changes associated with modernity and the development of modern ideas of race and racial practices
• Critically analyse contemporary transformations in the politics of race and racism
• Enable the development of research, writing and analytical skills commensurate with level 5 study

This module equips students with the theoretical tools to critically analyse the political, social and cultural construction of the body. Focusing on the body as both a product of culture, and a material, lived reality, the module gives students the tools to apply sociological theories of embodiment to a range of contemporary bodily experiences and practices.

The module gives students an understanding of how bodies are understood, categorised and regulated in contemporary Western societies, and how power operates through such processes. It begins by putting Western constructions of the body in context, with reference to classical philosophical ideas of embodiment, and their influence on the biomedical model of health. The module then illuminates the emergence of the body as an object of increasing sociological study and debate since the late 20^th Century, particularly the notion of the body as a social and cultural construct. This provides the theoretical foundations for critically interrogating the categorisation and regulation of bodies, with reference to literature and topics including gendered, racialised and disabled bodies. This enables an understanding of how power operates through processes of bodily regulation and categorisation.

The second term focuses more specifically on various contemporary bodily practices and experiences in our neoliberal consumer culture, and how ‘ideal’ bodies/ bodily practices are produced (and/or resisted) through digital and media culture. This includes exploration of topics such as diet and fitness culture, the beauty industry, cosmetic surgery, reproductive bodies and sex education. In doing so, the module encourages students to critically interrogate notions of bodily autonomy, agency and self-discipline, using theory. For each topic covered, students are encouraged to apply key concepts from the academic literature to their own relevant examples and analyses of contemporary representations and discourses of the body. The module enables students to critically engage with issues that are relevant to their own embodied experiences, and to the lived realities of bodies in society today.

• To give an overview of how the body has been understood and debated as a social construct in classical and contemporary sociological theory.
• To explore the many ways in which power is enacted in and through bodies through forms of social regulation and categorisation.
• To critically interrogate notions of bodily choice, agency, self-discipline.
• To examine the ways in which bodily autonomy and self-determination are unequally distributed according to power, and to understand feminist approaches to sexual and reproductive rights and justice.

This module builds upon knowledge and understanding about sociological theory obtained to date. Key to the module is theoretically informed debate on contemporary social issues, applying theory to 'real life' situations. 

The approach to theory in this module is explicitly anti-canonical, which means it aims to encourage thinking theoretically and working with concepts/problems, rather than learning theologically about sociological thinkers, even if they are made a little more diverse than before. Theory here is understood as

1) a language for making sense of social reality that has some rules and procedures (but which are not fixed).

2) Theory is also a practice: it is about engaging with the concepts in the language of theory and applying them to 'real life' situations.

Indicative content includes:

Block One: theoretical and applied groundings

• What is Social Theory
• Ways of using theory
• Applied theories
• Critical theory

Block two: Theorising contemporary social issues

Themes explored may include topical issues such as:

• Mobilities
• Globalisation
• Status and social class
• Decolonisation

To provide an overview of debates within social theory and how they relate to wider social issues beyond the sociology classroom, in order to prepare students for a wide variety of roles after graduation.

To develop the students' capacity for critical thinking, to be able to articulate such thinking and to reflect critically on real world issues.

To enable students to understand how theory relates to research and to be able to apply and develop theories within their own research.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This module is designed to enable students to identify and critically evaluate the nature of sociological knowledge and facilitates informed debate around what and why Sociologists do what they do. It builds upon knowledge and understanding about sociological theory obtained to date and further explores the concepts of epistemology and ontology.  Theoretically informed debate on key contemporary social issues will be facilitated. Illustrative content includes:

Block One: theoretical and philosophical groundings

• What is Social Theory
• Philosophical underpinnings
• Development of social theories
• Critical theory

Block two: Contemporary social issues

Themes explored may include:

• Mobilities
• Globalisation
• Health Inequalities

Advanced Social Theory will primarily explore the competing philosophical assumptions about society and the social world that underpin the different approaches to social scientific knowledge. The material throughout will allow the opportunity to reflect upon what we are doing as sociologists, and how that relates to the wider concerns we might have as citizens of the societies we study. The module will end by examining a selection of key contemporary sociological issues. 

• To investigate the scientific status of social science
• To provide an overview of major debates within social theory and how they relate to wider social issues and debates about the possibilities for a public sociology.
• To enable an understanding in detail of selected key sociological theories and an appreciation of the issues and tensions surrounding these theories
• To develop the students' capacity for critical thinking and to be able to articulate such thinking

The module covers the broad field of social movement studies as a means of understanding processes of social change. It develops skills of individual research topic development and negotiation as a means to defining assessment tasks.

The content is divided between core content, introducing the key ideas and theoretical concepts, and acase studies to demonstrate the application of those ideas in practice. Together these enable students to define and undertake their own assessment task.

Core concepts

Introducing social movement theories; Mechanisms of social change; Social changes and historical contexts 

Case studies (indicative only)

Occupy; Alter-globalization movements; Arab spring; Women's movement, Gay and lesbian movement 

The aims of the module are twofold. Firstly, it introduces students to the mechanisms through which social and political change are made. These build on themes introduced at levels four and five, specifically the understanding of structure, agency and inequality. Second, the negotiated title assessment develops decision making and negotiation skills, alongside the capacity for independent study.

This module introduces students to the sociology of consumption and encourages critical consideration of the rise and continued predominance of consumer culture in our everyday lives, and its implications.

The module situates mass consumption historically, tracing expansion of the consumer society in Western capitalist economies during the twentieth century, and exploring the impacts of subsequent developments, such as globalisation, neoliberalism and technological advancements. It introduces students to various theoretical approaches within the sociology of consumer culture. This includes critical theory, contrasted with more symbolic approaches to consumption (Veblen’s concept of conspicuous consumption, postmodern perspectives, and Bourdieu’s ideas on class and taste).

The module then encourages students to engage with theories and debates surrounding key topics within the sociology of consumption, including advertising, consumer sites, spaces and experiences, brands, identity, social exclusion, credit and debt, fast fashion, consumer resistance and sustainable consumption, and happiness and satisfaction. Students are encouraged to apply their own critical reflections, observations and experiences in their evaluation of each of the topics covered. Students are encouraged to critically consider the wider implications of the prominence of consumer culture, globally, environmentally, socially and individually.

Throughout the module, students are encouraged to reflect upon the significance of consumerism in everyday life, and the level of agency consumers have, by applying theoretical ideas to everyday examples and experiences. This is done in workshop discussions as well as the assessments. 

This module aims to facilitate a critical exploration of the significance of consumerism in everyday contemporary life, by applying sociological approaches and ways of understanding consumer culture to everyday examples.

It will provide students with a range of transferrable skills, including the ability to select, summarise and reference various types of literature, and evaluate competing perspectives and ideas. Furthermore, the module teaches students to apply theoretical concepts to practical examples, to communicate their ideas verbally in weekly workshop discussions and group activities, and articulate their ideas via written coursework.

This module explores the role that social scientists can play in communicating and raising awareness of key contemporary sociological, criminological and zemiological issues to the wider public. Students are encouraged to consider the role of social science beyond the university, and its potential to engage the public and contribute to social change.  

Attention is given to the role of power in how claim-makers can influence the framing of social issues as legitimate or illegitimate, and the differential levels of importance ascribed to issues pertaining to social and criminal (in)justice. This will be explored by considering narratives, debates and responses to key contemporary social issues. 

Within the module, students will also engage in discussion regarding the challenges associated with a move towards a more ‘public social science’ and will consider the arguments for making social science research more accessible to those outside of academia. They explore perspectives on social scientists’ social and political responsibilities to engage with, co-learn and educate wider communities. Students will critically consider their own roles and responsibilities as potentially informed advocates for progressive change on key social and political issues, on behalf of and in collaboration with marginalised groups. Through formative activities and summative assessments, they enhance their skills in communicating knowledge and alternative ideas to a range of audiences in an accessible way. 

The module is designed to develop students’ key skills as they assess contemporary and future aspects of sociology and criminology. The module will also help to develop students' critical thinking, as it will encourage them to consider complex and nuanced issues and debates, implications for social justice, and the potential for positive social change. Communication skills are also integral to the module, as students will be required to present academic ideas to different audiences.  

• To encourage understanding of ‘public social science’ and its potential value in engaging with wider audiences to inform public narratives and promote positive social change. 
• To help students develop a critical understanding of the role of power in determining how contemporary and emerging social issues and inequalities are framed and responded to within policy, media and public discourse. 
• To encourage an appreciation of the interdisciplinary relationship between sociological and criminological issues. 
• Explore the future of ‘public social science’ and the role that social science can have in engaging with wider audiences to inform and promote social justice narratives

Content will vary according to individual dissertation proposals

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.