Undergraduate Handbook 2013-14 Year Two - Cardiff University

Cardiff 

School of Social Sciences 

UNDERGRADUATE 

MODULE CATALOGUE 

Year 2 

2013-2014

Cardiff School of Social Sciences 

Undergraduate module catalogue 2013-14 

This module catalogue outlines the module requirements for year 2 of 

the undergraduate degree programmes offered by the Cardiff School 

of Social Sciences (SOCSI). It also contains brief descriptions of all 

the modules that we expect to be able to offer in the academic year 

2013-14*. The catalogue is intended as a guide for students and their 

personal tutors, and helps to ensure that informed module choices 

are made at pre-enrolment and enrolment. Students should therefore 

retain the catalogue for enrolment in September, and for the 

academic year 2013-14. 

*Occasionally modules may be changed or withdrawn prior to enrolment in 

September. Students will be notified of any changes as soon as these become 

known, and given the opportunity to make alternative module selections. 

This catalogue is available in alternative formats. Please 

contact the undergraduate office where staff will be 

pleased to help you. 

2

CONTENTS 

PAGE 

GENERAL INFORMATION 4 

How To Use This Module Catalogue 5 

Degree Requirements 5 

Assessment 5 

Timetable 6 

Pre-enrolment and Enrolment 6 

Other Information 6 

SOCSI YEAR 2 DEGREE PROGRAMME OUTLINES AND MODULE DESCRIPTIONS 7 

BSc Criminology 8 

BA Education 8 

BA Education – BPS Route 8 

BSc Social Science 9 

BSc Social Science – BPS Route 9 

BSc Econ Sociology 10 

BSc Econ Education and Criminology 10 

BSc Econ Education and Social Policy 10 

BSc Econ Sociology and Education 11 

BSc Econ Sociology and Social Policy 11 

BSc Econ Criminology and Social Policy 11 

BSc Econ Criminology and Sociology 12 

BA Welsh and Education 12 

BA Journalism, Media and Sociology 12 

BA Philosophy and Sociology 12 

BA Religious Studies and Sociology 12 

BA Welsh and Sociology 13 

BSc Econ Politics and Sociology 13 

BSc Econ Sociology and History 13 

LLB Law and Sociology 13 

LLB Law and Criminology 13 

SOCSI Year 2 Module List (Level 2) 14 

SI0030 Social Research Methods 15 

SI0036 Human Development 16 

SI0038 Psychology and Social Behaviour 17 

SI0066 Social Theory 18 

SI0067 Social Policy Analysis 19 

SI0072 Gender Relations and Society 20 

SI0075 Inequality and the Division of Labour 21 

SI0077 Poverty, Social Policy and Income Maintenance in Contemporary Britain 22 

SI0141 Children and Childhood 23 

SI0196 Myths Monsters and Legends 24 

SI0200 Theory and Method in Contemporary Criminology 25 

SI0201 Offending and Victimisation 26 

SI0202 Responses to Crime 27 

SI0219 Learning, Biology and Cognition 28 

SI0234 Sociology of Education 29 

SI0235 Migration, ‘Race’ and Ethnic Relations 30 

SI0239 Cultural Sociology 31 

SI0240 Working Knowledge: Analysing and Experiencing Employment (with placement) 33 

Module Choices for 2013-14 34 

Blank Timetable 35 

3

GENERAL INFORMATION 

4

HOW TO USE THE MODULE CATALOGUE 

The catalogue includes details of all the degree programmes offered by the School. 

Students should refer to the degree programme for which they are registered. Modules 

are listed by ascending module code number. For students undertaking a joint degree 

programme with a subject from outside SOCSI, a module list/catalogue will need to be 

obtained from the appropriate joint department/School 1 

Things to consider when making module choices: 

• The compulsory modules for your degree programme 

• Modules that may be required for recognition by professional bodies (for example 

British Psychological Society/BPS). 

• Modules that may be useful for future careers / employment opportunities. 

• Opportunities to develop special interests. 

All students should discuss their module choices with their personal tutor. Students may 

also wish to talk to particular module convenors, or to the careers advisory service. 

DEGREE REQUIREMENTS 

You must ensure that you comply with the requirements for the degree programme for 

which you are registered. For all degree schemes there are core modules that you must 

take. Where these modules do not make up your full programme of study, you will be 

able to choose additional modules from a list of options appropriate to your degree 

scheme. 

In each year of study all students should take 120 credits of modules at the appropriate 

level* (i.e. year 2 students should take 120 credits at level 2). In SOCSI all level 2 

modules are 20 credit modules taught across the Autumn and Spring Semesters. 

Under the University regulations students are permitted to take up to 160 credits in any 

one academic year. We would recommend that only in exceptional circumstances do 

students take more than 120 credits and only after consultation with a personal tutor. 

Degree programmes in SOCSI reflect the National Qualification Framework and 

benchmark standards of the Quality Assurance Agency for Higher Education (QAA) 

(www.qaa.ac.uk). This means that all degree programmes are comparable across the 

UK. 

* In some cases a student may be allowed to proceed to the next academic year with 

100 credits, but students normally must pass compulsory modules in order to proceed. 

ASSESSMENT 

The module descriptions all contain details of the schedule of assessment. Students 

should note the modes and timings of assessment when making their module choices. 

More general information about assessment and marking criteria can be found in the 

School’s undergraduate assessment handbook, distributed at the beginning of each 

academic session and available on Learning Central. 

Written examinations usually take place at the end of the semester according to the 

timetable published by Registry. Deadlines for coursework and dates for presentations 

and other forms of assessment may differ across modules and will be made clear at the 

start of each module. All deadlines for assessment must be adhered to. 

1 SOCSI modules for joint honours programmes with external departments are listed from page 

12 onwards of this handbook. 

5

Previous examination papers for modules are available on the Information Services 

(INSRV) web pages (http://exampapers.cf.ac.uk/). In the case of new modules, or 

modules that have been significantly revised, a sample examination paper will be made 

available during the academic session. 

TIMETABLE 

The University timetable may place some restrictions on module choices. While we do 

our best to avoid clashes between modules, sometimes these are inevitable (particularly 

with regard to joint honours programmes involving Schools external to SOCSI) If, when 

the timetable is published, there are clashes between modules, please inform the 

Director of Undergraduate Studies and the relevant Module Convenor and the 

Undergraduate Office. 

PRE- ENROLMENT AND ENROLMENT 

Pre-enrolment usually takes place in May. This is where students make their module 

choices for the following academic year. Pre-enrolment enables the School to plan for 

the next academic session, including alerting us to any modules that may require 

additional resources (modules with high enrolments require more library books and 

seminar staff, for example). There may also be modules that have very low pre 

enrolment numbers that the School may withdraw (in this case you will be asked to 

choose a module different from your pre-enrolment choice).. Pre-enrolment also 

provides students with the opportunity to discuss module choices with staff, and ensure 

they are alerted to any work they may be advised to do over the summer. 

Students are asked to confirm their module choices at enrolment at the beginning of the 

academic session. Students will be informed when the online enrolment task is 

available on sims online (sims.cf.ac.uk). 

OTHER INFORMATION 

For details of semester dates, examination timetables, enrolment, deadlines for course 

changes, and academic regulations see the Registry web pages 

http://www.cardiff.ac.uk/regis/index.html 

Module information (reading lists, handouts and so forth) is routinely placed on Learning 

Central. 

Students who are considering changing degree programme should discuss this with their 

personal tutor, preferably before pre-enrolment. These students should register their 

intention with the undergraduate office so that their application can be considered by the 

Director of Undergraduate Studies. 

6

7 

SOCSI YEAR 2 

DEGREE PROGRAMME OUTLINES 

AND 

MODULE DESCRIPTIONS

BSc CRIMINOLOGY 

All students must take modules to the value of 120 CREDITS 

Students must take: 

SI0030 Social Research Methods 20 Credits 

SI0200 Theory and Method in Contemporary Criminology 20 Credits 

SI0201 Offending and Victimisation 20 Credits 

SI0202 Responses to Crime 20 Credits 

Students must take at least 40 credits from: 

SI0038 Psychology and Social Behaviour 20 Credits 

SI0067 Social Policy Analysis 20 Credits 

SI0072 Gender Relations and Society 20 Credits 

SI0077 Poverty, Social Policy and Income Maintenance 20 Credits 

SI0196 Myths, Monsters and Legends 20 Credits 

SI0235 Migration, ‘Race’ and Ethnic Relations 20 Credits 

SI0239 Cultural Sociology 20 Credits 

BA EDUCATION (single honours) 




SI0036 Human Development 20 Credits 

SI0141 Children and Childhood 20 Credits 

SI0234 Sociology of Education 20 Credits 

Students must take at least 40 credits from: 


SI0072 Gender, Relations and Society 20 Credits 



SI0219 Learning, Biology and Cognition 20 Credits 



BA EDUCATION (single honours) BPS ROUTE 









Those seeking to achieve a degree with eligibility for graduate membership of the British Psychological 

Society (BPS) and Graduate Basis for Registration (GBR) with the BPS, will need to undertake and 

pass the necessary modules for the accredited pathway and achieve a minimum qualification of 

Second Class Honours. Degree pathways which are accredited by the BPS are BSc (Hons) Social 

Science and BA (Hons) Education. 

8

BSc SOCIAL SCIENCE (single honours) 




SI0066 Social Theory 20 Credits 

Students must take 80 credits from: 



SI0075 Inequality and the Division of Labour 20 Credits 








SI0240 Working Knowledge: Analysing and Experiencing Employment 

(with placement) 

20 Credits 

BSc SOCIAL SCIENCE (single honours) BPS ROUTE 







Students must take 40 credits from below: 

Either: 40 credits from: 



OR: 

40 credits from: 



OR: 




OR: 






SI0240 Working Knowledge: Analysing and Experiencing Employment 

(with placement) 

20 Credits 

Those seeking to achieve a degree with eligibility for graduate membership of the British 

Psychological Society (BPS) and Graduate Basis for Registration (GBR) with the BPS, will 

need to undertake and pass the necessary modules for the accredited pathway and 

achieve a minimum qualification of Second Class Honours. Degree pathways which are 

accredited by the BPS are BSc (Hons) Social Science and BA (Hons) Education. 

9

BSc Econ SOCIOLOGY (single honours) 






Students must take at least 40 credits and may take up to 60 credits from: 





Students may take at least 20 credits from: 







BSc Econ EDUCATION AND CRIMINOLOGY (joint honours) 















BSc Econ EDUCATION AND SOCIAL POLICY (joint honours) 






SI0141 Children and Childhood 


Students must take 20 from: 







10

BSc Econ SOCIOLOGY AND EDUCATION (joint honours) 
















BSc Econ SOCIOLOGY AND SOCIAL POLICY (joint honours) 
















BSc Econ CRIMINOLOGY AND SOCIAL POLICY (joint honours) 















11

BSc Econ CRIMINOLOGY AND SOCIOLOGY(joint honours) 
















BA WELSH AND EDUCATION 


(60 Credits from SOCSI and 60 credits from Welsh) 


SI0030 Social Research Methods 



BA JOURNALISM MEDIA AND SOCIOLOGY 


(60 Credits from SOCSI and 60 credits from Journalism) 





BA PHILOSOPHY AND SOCIOLOGY 


(60 Credits from SOCSI and 60 credits from Philosophy) 





BA RELIGIOUS STUDIES AND SOCIOLOGY 


(60 Credits from SOCSI and 60 credits from Religious Studies) 





12

BA WELSH AND SOCIOLOGY 


(60 Credits from SOCSI and 60 credits from Welsh) 

Students must take at least 20 credits and may take up to 40 credits from: 




BSc Econ POLITICS AND SOCIOLOGY 


(60 Credits from SOCSI and 60 credits from Politics) 





BSc Econ SOCIOLOGY AND HISTORY 


(60 Credits from SOCSI and 60 credits from History) 





LLB LAW AND SOCIOLOGY 


(40 Credits from SOCSI and 80 Credits from Law) 




LLB LAW AND CRIMINOLOGY 


(40 Credits from SOCSI and 80 Credits from Law) 




13

SOCSI LEVEL 2 MODULES 

COMPLETE LIST 

2013-14 











SI0200 Theory and Method in Contemporary Criminology* 20 Credits 







SI0240 

Working Knowledge: Analysing and Experiencing 

Employment (with placement)** 

20 Credits 

*SI0200 Theory and Method in Contemporary Criminology is only available to BSc 

Criminology students. 

** Working Knowledge: Analysing and Experiencing Employment (with placement) is only 

available to BSc Social Science students. 

14

MODULE Social Research CODE: SI0030 SEMESTER(S) Both 

TITLE: Methods 

MODULE Dr Luke Sloan CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 0.56 TEL: 02920870262 E-MAIL: SloanLS@Cardiff.ac.uk 

ARRANGEMENTS FOR FEEDBACK ON WORK 

Students will receive feedback on the portfolio 

assessment via a mark sheet that clearly displays 

how well each task has been completed. 

Alongside this mark sheet students will receive 

discursive feedback via the standard SOCSI 

coversheet. Generic cohort feedback will be 

given in lectures. 

MODULE AIM(S) 

The main aim of this module is to enable students 

to conduct and critically evaluate social research. 

It will do this in two ways. Firstly it will explore the 

different philosophical and methodological 

debates within social sciences. Secondly, the 

course will develop students’ practical skills in a 

selection of these research methods. 

On completion of the module a typical student 

will be able to: 

KNOWL EDGE AND COMPREHENSION 

• Recognise the philosophical traditions that 

underpin social research and their 

implications for research practice 

• Compare and contrast different research 

methods and identify the research questions 

to which they are suited 

• Evaluate research design using ethical and 

methodological criteria. 

SKILLS (APPLICATION AND ANALYSIS) 

• Collect social science data relevant to a 

specified research question and analyse it 

using appropriate techniques 

• Summarise, and if necessary apply, the 

principles that inform qualitative and 

quantitative data analysis 

• Identify the research methods used in 

published research and assess the 

consistency, completeness and relevance of 

their application. 

UNDERSTANDING (SYNTHESIS AND 

EVALUATION) 

• Discuss what it means to investigate a 

question scientifically and to illustrate this 

with examples 

• Explain how different types of data should be 

analysed and conclusions evaluated 

TRANSFERABLE SKILLS 

The module will contribute to the development of 

the following transferable skills: Use of an online 

learning environment, written and oral 

communication skills, analytic skills, informed use 

of world wide web, use of specialist data analysis 

software. 

SYNOPSIS OF MODULE CONTENT 

This double module provides a systematic 

introduction to key social research methods. It will 

build on the theoretical and philosophical 

perspectives that underpin research in the social 

sciences from SI0124 and provide instruction in 

the design and conduct of research projects. 

Topics to be covered will include: philosophies of 

social science research; research methods such 

as surveys, interviews, field studies, documents; 

practical skills such as data collection, analysis; 

use of IT for social research. 

METHODS OF LEARNING AND TEACHING 

Teaching will consist of weekly lectures supported 

by weekly workshops (computer based). 

OPPORTUNITIES FOR FORMATIVE 

ASSESSMENT 

Tutorial tasks and discussions. 

15 

METHOD(S) AND WEIGHTING OF SUMMATIVE 

ASSESSMENT 

Coursework 40% 2300 words (Autumn) 

Coursework 40% 3000 words (Spring) 

Exam 20% 1 hour (Spring) 

INDICATIVE READING 

BRYMAN, A. (2012) Social research methods 

(Fourth Edition) Oxford, Oxford University Press 

BABBIE, E.R. (2007) The practice of social 

research (11th ed.) Australia: Thomson 

Wadsworth. 

BALNAVES, M. and CAPUTI, P (2001). 

Introduction to quantitative research methods: an 

investigative approach. London: SAGE. 

BELL, J. (2005/2008) Doing Your Research 

Project (4th/electronic ed), Buckingham: Open 

University Press. 

BERG, B.L. (2009) Qualitative research methods 

for the social sciences (7th ed), Boston, MA ; 

London: Allyn & Bacon. 

BLAXTER, L., HUGHES, C. & TIGHT, M. (2006) 

How to Research (3rd edition), Buckingham: 

Open University Press. 

DENSCOMBE, M. (2010) Ground Rules for Good 

Research (2nd ed), Buckingham: Open University 

Press. 

FLICK, U. (2009) An Introduction to Qualitative 

Research (4th ed), London: Sage. 

GORARD, S. (2003) Quantitative Methods in 

Social Science Research, London: Continuum. 

HAMMERSLEY, M. AND ATKINSON, P. (2007) 

Ethnography (3rd/electronic ed), London: 

Routledge. 

KVALE, S. (2009) Interviews (2nd ed), Newbury 

Park CA: Sage. 

REA, L. (2005) Designing and conducting survey 

research: a comprehensive guide (3rd ed) San 

Francisco: Jossey-Bass. 

SILVERMAN, D. (2010) Doing Qualitative 

Research: A Practical Handbook (3rd ed), 

London, Thousand Oaks, New Dehli: Sage. 

OTHER INFORMATION: 

Copies of lecture handouts, reading lists and other 

materials will be available on Learning Central. 

Career Relevance of Module 

All students taking the module will develop useful 

transferable skills related to analytical thinking, 

use of IT, teamwork and communication. 

The substantive content of the module will be of 

relevance to students considering a career within 

management, research or any other area where 

the ability to collect and interpret evidence is 

valued. It will be of particular relevance to those 

seeking BPS recognition or considering any kind 

of postgraduate study. 

It is recommended that you have completed 

SI0124 Introduction to Social Science Research.

MODULE Human Development CODE: SI0036 SEMESTER(S) Both 

TITLE: 

MODULE Dr Gabrielle Ivinson CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 1.13 TEL: 029 20875391 E-MAIL: IvinsonG@cardiff.ac.uk 

MODULE AIM(S) 

To develop a critical understanding of major theories of 

human development and to be able to draw on these 

theories to describe and evaluate the influence of social 

relations such as peer collaboration, friendship groups, 

social identities and how people learn in everyday and 

school contexts. 

On completion of the module a typical student will 

be able to: 

KNOWLEDGE AND COMPREHENSION 

• Demonstrate an awareness of human development 

as a psychological process 

• Demonstrate an awareness of some of the main 

theories of human development, their usefulness in 

terms of explanatory power to address social 

change and learning in numerous social contexts 

• Demonstrate an awareness of research evidence 

and how this can be used to support or to criticise 

some of the major theories of human development. 


• A capacity to interpret a range of sources of 

information about psychological aspects of human 

development. 

• A capacity to recognise diversity in types of 

information on psychological aspects of human 

development. 

• Present a sound line of argument in an essay on a 

human development topic. 

• Evaluate a theoretical approach by comparing it 

with a different theoretical approach. 

UNDERSTANDING (SYNTHESIS AND EVALUATION) 

• Adopt a critical standpoint on various psychological 

theories of human development. 

• Describe and evaluate the possibilities and 

limitations of some of the major theories of human 

development with respect to lifelong learning. 

• Adopt a critical standpoint on research evidence in 

relation to some major theories of human 

development. 


The module will contribute to the development of the 

following transferable skills: critical thinking through a 

study of major theories of human development and 

through the ability to evaluate a theoretical perspective 

by drawing on empirical research. Students will be 

expected to take an active role in seminars and their 

own fieldwork. 


This course provides an historical overview of some key 

concepts in developmental sciences and explores 

several conceptual possibilities for understanding and 

researching ontogenetic development. It provides 

grounding in classical developmental theories and in 

contemporary theorizing and research in this area. It 

considers different approaches to life-span 

development and the various ways to conceptualize the 

life course that take account of how new 

understandings of society push people to become 

active agents in their own learning throughout their 

entire life course. It explores neo-Vygotskian 

approaches to learning and learning that takes place 

throughout the entire life course. It encourages 

students to undertake fieldwork in social learning 

settings and to use this practical work as the basis for 

developing understandings of conceptual and 

theoretical issues. 


This course will be taught by weekly lectures, along 

with fortnightly small group seminars. The seminars will 

focus on practical work and involve conducting small 

empirical research projects. You are expected to 

supplement your learning with independent private 

study. 


Written and oral feedback will be given on assessed 

work. 


ASSESSMENT 

Written Examination (Seen) 50% 2 hours (Autumn) 

Coursework (essays) 50% 3500 words (Spring) 


Daniels, H.R (2005) An Introduction to Vygotsky. London: 

Routledge. 

Gruber, H.E., Voneche, J.J. (1995). The Essential Piaget: An 

Interpretative Reference and Guide. Northvale, New Jersey 

and London: Jason Aronson. 

Kozulin, A. (1990). Vygotsky’s Psychology: A Biography of 

Ideas. Cambridge, CUP. 

Magnusson, D. & Cairns, R.B. (1996) Developmental science: 

Toward a unified framework. In R.B. Cairns, E.J. Costello & 

G.H. Elder (eds) Developmental science (pp 7-30) Cambridge: 

Cambridge University Press. 

Tryphon, A., Voneche, J. (eds.) (2001). Working with Piaget: 

Essays in Honour of Barbel Inhelder. Hove: Taylor and 

Francis Group. 

Vygotsky, L. S. (1978). Mind in Society: The development of 

higher mental processes . Harvard: Harvard University Press. 

Vygotsky, L. (1988). Thought and Language. Cambridge, 

Mass.: The MIT Press. 

Walkerdine, V. (1993) Beyond developmentalism? Theory & 

Psychology, 3(4), 451-469 

Wertsch, J. V. (1985) Vygotsky and the social formation of 

mind. Harvard, Mass.: HUP. 


This module is compulsory for the BPS route in the BA 

Education degree. 

It is recommended that you have completed SI0197 

Introduction to the Psychology of Development and 

Learning before taking this module. 

16

MODULE Psychology and CODE: SI0038 SEMESTER(S) Both 

TITLE: Social Behaviour 

MODULE Dr Katy Greenland CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 2.36 TEL: 029 20875379 E-MAIL: GreenlandK@Cardiff.ac.uk 

MODULE AIM(S) 

This module aims to develop the student’s knowledge 

and critical understanding of social psychological 

theory, and the methods used to explore these 

theoretical positions. 


be able to: 


• Demonstrate an awareness of key theoretical 

positions in social psychological research and their 

limitations 

• Demonstrate an awareness of how key topic areas 

(e.g., identity) can be explored using different 

theoretical positions 

• Demonstrate an awareness of the limitations of 

research evidence. 


• A capacity to interpret a range of sources of 

information about psychological theory and 

evidence 

• A capacity to recognise diverse theoretical 

approaches 

• Present a sound line of argument in an essay on a 

social psychological topic. 


• Adopt a critical standpoint on psychological theory 

• Critically evaluate and contrast diverse theoretical 

pos itions and their application to key topic areas. 

• Adopt a critical standpoint on relevant research 

evidence. 



following transferable skills: a capacity to recognise 

diversity in types of information and develop an 

independent standpoint when interpreting various 

sources of information, written and oral communication 

skills through coursework and seminars in which 

students are expected to play an active part. 


The module is divided into thematic sections that 

broadly correspond to the major theoretical traditions 

and topics in social psychology. These include: social 

identity theory, discursive approaches, social 

representations, and psychosocial approaches. Where 

possible, certain key topics (e.g., identity) are examined 

across a range of different theoretical positions. 


The teaching is through weekly lectures and fortnightly 

seminars. The seminars will include video material, 

practical work, and an examination of relevant 

assessment materials. Coursework and examination 

will provide students with the opportunity to explore 

some issues in depth. 


Specific feedback on essays. Generic feedback on the 

exam. 


ASSESSMENT 

Written Examination - 50% 2 Hours (Autumn) 

Coursework (essays) - 50% 3500 words (Spring) 


There is no recommended text for this module. 

Augoustinos, M., Walker, I., & Donaghue (2006) Social 

Cognition, 2 nd Edition. 

Burr, V. (2003) Social Constructionism (2 nd Edition). 

London: Routledge 

G. Duveen & B. Lloyd (Eds.) (1990) Social 

representations and the development of knowledge. 

Cambridge: Cambridge University Press. 

Henriques, J., Holloway, W., Urwin, C., Venn, C. & 

Walkerdine, V. (1998). Changing the subject: 

psychology, social regulation and subjectivity. London: 

Routledge. 

Hewstone, M.& Stroebe, W. & Jonas, K. (2012) 

Introduction to Social Psychology, 5 th Edition. 

Holloway, W. & Jefferson, T. 2000. Doing qualitative 

research differently. London: Sage. 

Smith, E.R., & Mackie, D.M. (2000) Social Psychology, 

2 nd edition. Psychology Press. 

McKinlay, A. and McVittie, C. (2008). Social Psychology 

& Discourse. Oxford: Wiley-Blackwell. 

Wagner, W. and Hayes, N (2005) Everyday discourse 

and common sense. New York: Palgrave. 


The module is compulsory core for the BPS route in the 

BA Education programme and BSc Social Science 

Good foundation for modules in year 3: 

SI0209 Issues in Social and Cultural Psychology 

SI0218 Language and the Mind 

It is strongly recommended that you have completed 

SI0172 Introduction to Social Psychology before taking 

this module. 

17

MODULE Social Theory CODE: SI0066 SEMESTER(S) Both 

TITLE: 

MODULE Dr Finn Bowring CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 0.59 TEL: 029 20875476 E-MAIL BowringF@cardiff.ac.uk 

MODULE AIM(S) 

This module aims to deepen students’ knowledge and 

understanding of social theory by guiding their 

engagement with key primary texts. Attention is paid to 

the historical context in which social theorists over the 

last century-and-a-half have been writing, and to the 

social changes that may have influenced the changing 

character of their ideas. Rival pers pectives and 

arguments about the nature of contemporary society 

are explored, and the relevance of nineteenth- and 

twentieth-century thought to twenty-first-century 

modernity is assessed. Central to the module is an 

examination of sociological understandings of the 

relationship between self and society, and in the course 

of this examination theories of freedom, morality, social 

order, power, objectivity, truth, meaning and rationality 

will be analysed and discussed. 


be able to: 

• Describe the development of different theoretical 

traditions and the historical conditions that shaped 

them. 

• Discuss the strengths and limitations of theoretical 

perspectives and arguments. 

• Compare and contrast different theories. 

• Demonstrate an ability to read primary texts and 

interpret them faithfully. 

• Use social theory to analyse contemporary society in 

a critical and scholarly way. 

SKILLS 

Academic skills: students will develop the ability to 

interpret and critique primary texts, to think distinguish 

opinion from theoretically informed reasoning, to grasp 

ideas both as useful intellectual tools and as social and 

historical products, and to engage in scholarly 

argument and debate. 

Subject-specific skills: students will develop the ability 

to discriminate between common-sense and theoretical 

insight, to think theoretically about concrete social 

issues, to indentify the theoretical presuppositions of 

both popular discourse and academic reasoning, and to 

think critically about the nature and role of the individual 

in society. 

Employability skills: students will develop advanced 

literacy skills, the ability to communicate ideas in a clear 

and well-reasoned way, the capacity to interpret and 

understand the contributions of both experts and laypeople, 

and the social, emotional and communicative 

skills required for co-operative group work. 


The first semester of the module focuses on Durkheim, 

Weber and Marx, and the theoretical development of 

their ideas over the last century. Durkheim is the 

starting point for thinking about the nature of ‘society’ 

and the ‘individual’, as well as the concepts of morality, 

the idea of the sacred, and the role of the emotions in 

social life. Weber’s theory of the rationalisation process 

is explored, along with his understanding of ‘valuefreedom’. 

Marx’s rival theory of the rationalisation 

process – seen in terms of the expansion of humans’ 

productive powers (and the revolutions required to 

facilitate this expansion) – is then discussed. The 

semester finishes with a review of the critical theory of 

the Frankfurt School. Amongst the first generation of 

critical theorists, attention is given to Marcuse’s 

analysis of ‘mass society’ and his attempt to combine 

Marx with Freud. Habermas’s synthesis of Durkheim, 

Weber and Marx is then used to open up a wider 

debate about the problematic spread of economic 

rationality in modern life. 

The second semester of the module covers 

the work of Bourdieu, Foucault, Goffman, and the 

tradition of phenom enological sociology. The sociology 

of scientific knowledge (SSK) is also studied, with 

various perspectives on the social determination of 

knowledge considered. The problematising of scientific 

objectivity is also addressed from the perspective of 

Ulrich Beck, whose theory of ‘risk society’ is 

complemented by Giddens’s work on the ‘reflexivity’ of 

late modern society. A third version of this successor to 

the mass society described by the Frankfurt School is 

Zygmunt Bauman’s theory of ‘liquid modernity’. The 

semester is then rounded off by a consideration of two 

more substantive topics – work and consumption – and 

an examination of the contribution which social theory 

can make to understanding their role in social and 

personal life. 


The module is taught through lectures (one per week) 

and seminar (four per semester). The lectures offer 

detailed explanations of the main social theorists, and 

introduce students to the key theoretical texts. The 

seminars are group discussions of pre-assigned 

readings, an understanding of which is a prerequisite 

for successful completion of the assessment tasks. All 

seminar readings are available electronically, and all 

the readings are accompanied by a list of questions 

designed to guide students in their interpretation of 

what they have read. 

OPPORTUNITIES FOR FORMATIVE ASSESSMENT 

Online seminar reading quiz. 

Oral presentations of essay plans. 

Grammar quiz. 


ASSESSMENT 

Written Examination 50% 2 Hours (Autumn) 



Useful secondary texts that cover varying degrees of 

the module content include: 

Dodd, N. (1999) Social Theory and Modernity 

(Cambridge: Blackwell). 

Giddens, A. (1971) Capitalism and Modern Social 

Theory (Cambridge: Cambridge University Press). 

How, A. (2003) Critical Theory (Basingstoke: Palgrave 

Macmillan). 

Sismondo, S. (2004) An Introduction to Science and 

Technology Studies (Malden, MA.: Blackwell). 

18

MODULE Social Policy Analysis CODE: SI0067 SEMESTER(S) Both 

TITLE: 

MODULE Dr Nick Johns CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 1.03a TEL: E-MAIL: JohnsNR@cardiff.ac.uk 

MODULE AIM(S) 

To develop students’ knowledge, conceptual 

understanding and skills of critical enquiry regarding 

contemporary social policy in the UK. 


be able to: 


• Demonstrate a thorough knowledge of the 

dominant terms of contemporary political debate 

about the welfare state. 

• Demonstrate a thorough knowledge of key 

theoretical perspectives of welfare. 

• Demonstrate a thorough knowledge of the 

construction of social policy. 


• Demonstrate analytical skills. 

• Present a reasoned and coherent argument. 

• Employ sustained independent / self-directed study 

skills. 


• Evaluate the strengths and weaknesses of 

selected aspects of contemporary policies. 

• Demonstrate critical reflections on dominant ideas 

and debates about selected aspects of 

contemporary social policy. 

• Demonstrate an ability to deploy independent 

judgement in interpreting contemporary social 

policy. 



following transferable skills: 

Oral skills of communication developed in seminars and 

skills of comprehension and presentation displayed in 

written essays and examination. 


The module examines the social construction of social 

policy in the context of central contemporary themes 

such as: Policy Complexity and New Governance; 

conceptualising social and public policy; new contexts 

of contemporary policy making – Devolution in Wales; 

comparative social policy; Different Welfare State 

Regimes; critical perspectives in contemporary social 

policy; equality and feminist critiques of social welfare; 

“Race”, Disability and social policy. 


Teaching is by means of lectures supported by 

seminars. 


Alcock, C., Daly, G., Griggs. E (2008) Introducing 

Social Policy, 2nd ed., Harlow: Pearson Longman 

Alcock, P., Glennerster, H., Oakley, A. and Sinfield, A. 

(2001) Welfare and Wellbeing, Policy Press. 

Bagilhole, B. (2009) Equal Opportunities and Diversity, 

Bristol, Policy Press. 

Bochel, Bochel, Page and Sykes (2005) Social Policy : 

Issues and Developments. Prentice Hall. 

Bomberg, E. and Stubb, A. (2003) The European 

Union: How does it work? Oxford University Press. 

Butler, I. and Drakeford, M. (2005) Scandal, Social 

Policy and Social Welfare (Second Revised Edition) 

Bristol, Policy Press/ BASW 

Chaney, P. Hall, T. Pithouse, A. (2002) New 

Governance – New Democracy, University of Wales 

Press. 

Chaney, P. (2011) Equality and Public Policy, Cardiff 

University of Wales Press. 

Daly, M and Rake, K. (2003) Gender and the Welfare 

State, Cambridge, Polity Press 

Deacon, A. (2002) Perspectives on Welfare, Open 


Drake, R.F. (2001) The Principles of Social Policy, 

Palgrave. 

Drakeford, M. and Butler, I. (2009) ‘Familial Homicide 

and Social Work’, British Journal of Social Work, 

Esping-Andersen, G. (1990) The Three Worlds of 

Welfare Capitalism (Oxford: Polity Press). 

Fairclough, N. (2000) New Labour, New Language, 

Routledge. 

Farnsworth, K. (2004) Corporate Power and Social 

Policy in a Global Economy, Policy Press. 

Hill, M. J. (2009) The Public Policy Process, fifth 

edition, Harlow, Pearson 

Hills, J., Sefton, T and Stewart, K, (eds) (2009) 

Towards a more equal society: Poverty, inequality and 

policy since 1997, Bristol, Policy Press 

Kooiman, J. (ed) (1993) Modern Governance London: 

Sage. 

Lavalette, M. and Pratt, A. (1997) Social Policy: A 

Conceptual and Theoretical Introduction, Sage. 

Levin, P. (1997) Making Social Policy, Open University 

Press. 

Newman, J. (2001) Modernising Governance, (London: 

Sage). 

Oliver, M. (1989) The Politics of disablement, Longman, 

London. 

Prokhovnik, R. (ed) (2005) Making Policy Shaping 

Lives, Buckingham, Edinburgh University Press/ Open 

University Press 


Written comment/ oral feedback on essays and 

examinations. 


ASSESSMENT 

Written Examination 40% 1 hour (Autumn) 

Coursework (essays) 40% 4,000 words (Spring) 

Seminar Presentation 20% (Spring) 

19

MODULE Gender Relations and Society CODE: SI0072 SEMESTER(S) Both 

TITLE: 

MODULE Dr Sara MacBride-Stewart CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 0.76 TEL: 029 20876354 E-MAIL: MacBride-StewartS@cardiff.ac.uk 

MODULE AIM(S) 

Students will explore the impact of gender relations in 

public and private life, and evaluate the causes and 

effects of structural gender inequalities on personal 

experiences of gender. The module is organised 

around key themes: concepts of gender; femininities, 

masculinities & sexualities ; contemporary cultural life, 

technologies, bodies and the environment. Each theme 

builds on a number of theoretical and conceptual 

aspects of sex/gender informed by liberal, radical, 

marxist/socialist, and postmodern perspectives, and by 

theories of identity, globalisation, modernisation and 

embodiment. The module draws on sociological and 

interdisciplinary perspectives and research. 

On completion a typical student will be able to: 

• Demonstrate knowledge of gender relations and its 

impact on everyday life. (level 2) 

• Critically evaluate historical and contemporary 

theoretical approaches to understanding gender 

relations (level 3) 

• Recognise the interconnections between gender 

and other social categories (age/sexuality) (level 1) 

• Understand notions of gender and sexuality as 

they relate to changes in societies and cultures, 

bodies, identities, technologies & environments. 

• Evaluate the contribution of feminism to social 

scientific inquiry (level 2) 

• Use theoretical tools to examine the construction, 

representation, embodiment, and performance of 

gender in various local and global, social and 

cultural contexts (level 2) 

SKILLS 

Academic skills development 

• Use theoretical tools to understand and critique 

gender relations 

• Analyse relationships between historical and 

contemporary debates and apply a critical 

perspective. 

• Draw upon theoretical approaches and empirical 

examples to make sense of their own (gendered) 

lives and experiences 

Subject-specific skills 

• Demonstrate knowledge of key sociological 

concepts and theories in the study of sex/gender 

• Understand contemporary debates in relation to 

gender, identity, bodies , technologies and the local 

and global environment 

• Apply perspectives of gender and sexuality 

appropriately to public debate, social policy, and 

everyday practices 

Generic ‘employability’ skills 

• Written communication skills for different 

audiences (essay, reflexive writing, summaries) 

• Oral presentation skills 

• Critical and analytical skills 

• Continuous, self-directed learning 

• Group working 

• Interpretation and translation of gender concepts 

to make sense of gender and its relationships at 

the macro, micro and meso levels of society 


The module is organised around 7 key themes. 

Introduction: identifies key sociological concepts of sex 

and gender, particularly gender performance. 

Feminisms: introduces the historical context of feminis t 

theorising from pre feminist to fourth wave feminisms. It 

maps out sex/gender theorising in liberal, marxist, 

radical, and postmoderm feminisms. 

Masculinities: the history and politics of men’s studies. 

Sexualities: focus es on the intersections between 

gender and sexualities in queer theory. . 

Followed by 3-4 themes selected from the list below: 

i)Gender and the Labour Market (including EC, equality 

and public/private) ii) Gender, Development and the 

Environment (postcolonial perspectives, justice, 

environmentalism/ecology and consumption) iii) 

Gendered Childhoods (gendered identities, institutions, 

cultures and sexualities of young people) iv) Gender 

and Technology (gendering of technologies in public or 

private lives) vi) Gender and Bodies (sex/gender binary, 

representations and practices of gendered bodies in 

the context of sport or medicine) v) Gender and Culture 


The module is taught through lectures (one per week) 

and small group seminars (fortnightly). 

This is a team -led module drawing on expertise from 

the interdisciplinary social sciences. 

Students participate in their learning through: research 

(preparation for seminars), guided reading, formative 

reflexive writing (weekly journal entries ), preparation for 

summative assessment (essay, journal, examination), 

group discussion (online discussion), and seminar 

exercises (presentation, group work). 

Seminars include informal presentations, debates, takehome 

exercises and group working. 

Learning has been designed to ensure that there are 

regular opportunities for each student to develop, 

rehearse and receive verbal, and written, group and 

individual feedback on their learning. 


ASSESSMENT 

Written Examination 40% 1.5 hours (Autumn) 


Journal 10% (Spring) 


Students will be provided with an essential reading list 

comprised of online journal articles, accessible through 

electronic resources including learning central. 

Suggested texts include: 

Jackson, S., & Scott, S. (eds) (2002). Gender: A 

Sociological Reader. London: Routledge. 

Mac an Ghaill, M., & Haywood, C. (2007). Gender, 

Culture and Society. Contemporary Femininities 

and Masculinities. Basingstoke: Palgrave 

MacMillan. 

Marchbank, J., & Letherby, G. (2007) Introduction to 

Gender: Social Science Perspectives. Longman. 

Pilcher, J & Whelehan, I (2007). 50 Key Concepts in 

Gender Studies. London: Sage 

20

MODULE Inequality and the Division of CODE: SI0075 SEMESTER(S) Both 

TITLE: Labour 

MODULE Prof. Phil Brown CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 2.41 TEL: 029 20874157 E-MAIL: BrownP1@cardiff.ac.uk 

MODULE AIM(S) 

also enable students to practice their communication, 

• To explore sociological accounts of how the analytical and problem solving skills in a context of 

contemporary division of labour is being small group discussion. 

restructured, (re)produced and experienced in SYNOPSIS OF MODULE CONTENT 

developed economies; 

Students will consider why the relationship between 

• To develop an understanding of the changing 

relationship between the global division of labour 

and social inequalities in Britain and America; 

inequality and the division of labour is a subject of 

major sociological significance, especially in a context 

of the 2008 financial crisis. Students will examine 

• To examine social and economic inequalities in sociological theories and fieldwork studies, including 

the contemporary workplace; 

research on graduate employability, the changing 

• To provide a knowledge and understanding of the nature of work and employment, and the role of 

political economy of education, employment and meritocracy and managerial practices in the 

income inequalities since the 1950s; 

(re)production of inequalities. Students will be 

• To explore different accounts of meritocracy, introduced to recent innovations in sociological theory 

employment and economic life to enhance student and various kinds of research evidence which relate to 

understanding of inequalities and social justice; 

inequality and the division of labour in contrasting 

• To examine the ethical and moral foundations of 

institutional, national and global contexts. 

the division of labour and their distributional 


consequences for careers, employment and A programme of lectures (22 sessions) is supported by 

individual life-chances 

seminars (8 sessions) 



be able to: 

Students submit a formative essay during the Autumn 


Semester. Throughout the module there will be smallgroup 

discussions of selected readings and students 

• Demonstrate knowledge of current debates about 

the changing nature of work and how it is will be given group and individual verbal feedback on 

experienced within a hierarchical division of 

their progress as appropriate. 

labour. 

• Demonstrate knowledge of the latest ARRANGEMENTS FOR FEEDBACK ON WORK 

developments in sociological theories of social 

inequalities and the division of labour. 

Written feedback will be provided on the formative 

assessment submitted during the Autumn Semester 

• Demonstrate knowledge of competing accounts of 

the knowledge-based economy and its global 

consequences for education, employment and 

incomes. 

and on the summative assessment submitted at the 

end of the Autumn Semester. Verbal feedback and 

summative assessment will be given to individuals, 

seminar groups and lecture classes as required. 


• Explore the uses and abuses of the notion of 

meritocracy in accounting for the reproduction of 

social inequality, making appropriate use of 

empirical examples. 

• Apply new sociological ideas about the division of 

labour to data generated from empirical studies. 

• Provide an analytical account of research on the 

impact of economic globalisation on the division of 

labour. 

UNDERSTANDING (SYNTHESIS AND 

EVALUATION) 

• Make reasoned judgements about the relative 

importance of the various possible causes of 

social inequality in relation to the division of 

labour. 

• Show an appreciation of the possibilities and 

limitations of sociological treatments of economic 

and social change and continuity. 

• Exhibit an understanding of the possibilities and 

limitations of national public policies designed to 

address social inequalities in the division of 

labour. 

SKILLS 

An ability to construct logical, coherent and creative 

argument; ability to apply subject knowledge to social 

and economic policy contexts; familiarity with labour 

market conditions and processes and, in particular, the 

changing nature of labour supply and demand. It will 

METHODS AND WEIGHTING OF SUMMATIVE 

ASSESSMENT 

Coursework (essays) 40% 3000 words (Autumn) 

Written Examination 60% 2 hours (Spring) 


Brown, P., Lauder, H. and Ashton, D. (2011) The Global 

Auction: The Broken Promises of Education, Jobs and 

Incomes , New York: Oxford University Press. 

Fevre, R. (2003) The New Sociology of Economic Behaviour, 

London: Sage. 

Lloyd, C. and Payne, J. (2012) ‘Flat whites: who gets 

progression in the UK café sector?’ Industrial Relations 

Journal , 43,1.38-52. 

New Economics Foundation (2011) Why the Rich are Getting 

Richer, 

http://www.neweconomics.org/sites/neweconomics.org/files/ 

Why_the_Rich_are_Getting_Richer.pdf 

Taylor, P. and Bain, P (1999) ‘An assembly line in the head’: 

work and employee relations in the call centre’, Industrial 

Relations Journal , 30:2, 101-117. 

Fevre. R. (2007) ‘Employment insecurity and social theory: 

the power of nightmares’, Work, Employment and Society, 21 

(3), pp. 517-535. 

Brown, P. and Lauder, H, (2001) Capitalism and Social 

Progress, Basingstoke: Palgrave. 

Friedman, T. (2005) The World is Flat: A Brief History of the 

Twenty-First Century, New York: Farrar Straus Giroux. 

Marshall, G. et. al. 1997 Against the Odds? Social Class and 

Social Justice in Industrial Societies; 

Lareau, A. and Conley, D. 2008 (Eds.) Social Class: How 

Does it Work? New York: Russell Sage Foundation. 

21

MODULE TITLE: Poverty, Social Policy and Income CODE: SI0077 SEMESTER(S) Both 

Maintenance in Contemporary Britain 

MODULE Prof. Mark Drakeford CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Off Site TEL: 029 20874967 E-MAIL: Drakeford@cardiff.ac.uk 

MODULE AIM(S) 

To provide an introduction to major themes and 

discussions in relation to poverty and social policy with 

an emphasis upon those debates and considerations 

which surround the development of income 

maintenance and anti-poverty policies in Britain today. 


be able to: 


• Demonstrate an understanding of the main social 

policy issues which arise in relation to poverty in 

Britain. 

• Account for the main elements of the contemporary 

income maintenance system. 


• Provide an analysis of the impact of contemporary 

policy making upon poverty. 

• Presentation of the key research and debates in 

relation to poverty and income maintenance 

through structured seminars. 


• Critically evaluate alternative approaches to 

income maintenance, both formal and informal. 

• Critically evaluate the broad consequences and 

dimensions of Poverty as experienced in 

Contemporary Britain. 



following transferable skills: Presentation skills, 

debating skills. 


This course begins with a focus on foundational 

questions such as definitions of poverty, how poverty is 

measured and whether or not poverty exists in Britain 

today. Thereafter the course concentrates upon specific 

questions of contemporary relevance, such as 

workfare, Labour’s New Deals, the Coalition 

government’s Work Programme, the ‘demographic time 

bomb' and in-work benefits, specific dimensions of 

contemporary poverty such as student poverty, food 

poverty, gender and race, and rural poverty, alternative 

income maintenance strategies, such as those provided 

by local authority anti-poverty programmes, voluntary 

initiatives such as credit unions and LETS schemes and 

proposals for wholesale reform, will also be assessed. 


1. Lectures x 22 – Weekly Lectures with opportunities 

for discussion & provision of additional reading. 

2. Seminars – fortnightly, student-led sessions, 

emphasis on exploring and applying taught concerns 

and considering student selected topics in more depth. 


In seminars, via feedback on student presentations & in 

class discussions. 

In lectures, via assessment of students understanding 

& knowledge in discussions. 


Formal written feedback provided on essays, together 

with face to face discussion of work, where necessary. 

Direct feedback on participation in seminars. 


ASSESSMENT 


Written Examination 80% 2 hours (Spring) 


Students will be expected to demonstrate a familiarity 

with use of major, relevant social policy journals, 

including the Journal of Social Policy, Critical Social 

Policy and the Journal of Poverty and Social Justice. 

Alcock, P. (2006) Understanding Poverty, 3rd edition, 

London, Palgrave 

Bradshaw, J., Sainsbury, R. eds. (2000) Experiencing 

Poverty: Aldershot, Ashgate 

Drakeford, M. (2000) Social Policy and Privatisation, 

London, Longman 

Hills, J., Sefton, T and Stewart, K. (2009) Towards A 

More Equal Society?, Poverty, Inequality and Policy 

since 1997, Bristol, Policy Press. 

Millar, J. (ed) (2003) Understanding Social Security, 

Bristol, Policy Press 

Spicker, P. (2007) The Idea of Poverty, Bristol, Policy 

Press 


A double module aimed at students who wish to 

develop an understanding of the relationship between 

poverty, social policy and wider income maintenance 

developments in contemporary Britain. 

22

MODULE Children and Childhood CODE: SI0141 SEMESTER(S) Both 

TITLE: 

MODULE Dr Emma Renold CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 2.34 TEL: 029 20876139 E-MAIL: Renold@Cardiff.ac.uk 

MODULE AIM(S) 

This course will explore the construction, 

conceptualisation and status of contemporary 

‘childhood’ in the UK from a range of academic 

disciplines and within a variety of contexts. 


be able to: 


• Demonstrate a knowledge of a range of theoretical 

perspectives to the study of children and childhood. 

• Demonstrate a knowledge of relevant research 

findings to the study area. 

• Show knowledge of how legislation, policies and 

practices shape and regulate children’s lives, 

children’s rights and children’s welfare. 


• Critically apply relevant research and theory to the 

study areas. 

• Demonstrate the ability to communicate and 

present key areas of study / learning to others, 

individually and within a group. 


• Adopt a critical understanding to the different 

theoretical debates that contribute to the study and 

status of childhood. 

• Adopt a critical perspective to the ways in which 

gender, sexuality, social class, ethnicity and 

disability shape childhood and the impact of 

differentiation, inequality and social exclusion on 

children’s lives and experience. 

• Critically evaluate how policy and practice relating 

to children’s rights, children’s lives and children’s 

welfare impact upon children in a variety of 

contexts. 




Group Work; written and verbal communication skills; 

ICT and presentation skills; critical analysis. Personal 

attributes: reflexivity, critical skills, creativity. 


This module invites and provides students with the 

opportunity to draw upon and integrate a range of interdisciplinary 

approaches to the construction and 

representation of ‘children’ and ‘childhood’ in a variety 

of contexts including: different and competing 

conceptualisations of childhood; contextual childhoods 

(within the family, school, and other public spaces); 

children’s social and cultural worlds children’s rights 

and citizenship; vulnerable childhoods (child abuse and 

neglect, child poverty, child workers and carers; 

‘looked after’ children; researching children. 

including group presentations, use of video material, 

quizzes, discussion. Students are also provided with 

exclusive reading lists and web resources. 


Opportunities to assess students’ knowledge and 

understanding arises from group discussions and 

presentations within seminars. 


Informal feedback on student presentations is made 

available to all students throughout the course by both 

course tutor and by peers. 


ASSESSMENT 


Written Examination 50% 2 hour (Spring) 


Key Texts 

James, A. and James, A. (2004) Constructing 

Childhood: theory, policy and social practice. Palgrave. 

Kehily, M. (2004) An Introduction to Childhood Studies. 


Quortrup. J. et al (2009) The Palgrave Handbook of 

childhood studies: Palgrave. 

Indicative reading 

Hallett, C. and Prout, A. (2003) Hearing the voices of 

children: social policy for a new century. 

RoutledgeFalmer. 

James,A. and Prout,A. 2nd ed. (1997) Constructing and 

reconstructing childhood: contemporary issues in the 

sociological study of childhood London: Falmer Press. 

James,A., Jenks,C. and Prout,A. (1998) Theorizing 

Childhood. Oxford: Polity. 

Kehily, M.J. and Swann, J. (eds.) (2003) Children’s 

Cultural Worlds. Chichester: John Wiley and Sons. 

Lee, N. (2001) Childhood and Society: growing up in an 

age of uncertainty. Buckingham: Open University 

Press. 

Maybin, J. and Woodhead, M. (eds.) (2003) Childhoods 

in Context. Chichester: John Wiley and Sons. 

Prout, A. (2005) Future of Childhood, London: 

RoutledgeFalmer. 

Qvortrup,J., Bardy,M., Sgritta,G. and Wintersberger,H. 

(Eds.) (1994) Childhood Matters: Social Theory, 

Practice and Politics. Aldershot: Avebury. 

Woodhead, M. and Montgomery, H. (eds.) (2003) 

Understanding Childhood: an interdisciplinary 

approach. Chichester: John Wiley and Sons. 


Weekly hourly lectures (22 in total) which afford 

students the opportunity to question, debate and 

discuss ideas and a series of eight seminars. Seminars 

involve a broader range of learning opportunities 

23

MODULE Myths, Monsters and Legends CODE: SI0196 SEMESTER(S) Both 

TITLE: 

MODULE Dr Sara Delamont CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS 2.32 TEL: 029 20874035 E-MAIL: Delamont@cardiff.ac.uk 

MODULE AIM(S) 

To develop knowledge, understanding and skills in 

applying anthropological perspectives to belief systems. 


be able to: 


• Explain the major theoretical approaches to 

the study of the supernatural. 

• Describe the key sociological and 

anthropological concepts used in the study of 

the supernatural. 

• Appreciate the diversity of research methods 

used to study belief systems. 


• Undertake and present scholarly work using a 

variety of sources including those 

independently identified. 

• Apply theoretical concepts from anthropology 

and sociology to supernatural beliefs and 

practices. 

• Compare and contrast social science 

explanations for different belief systems. 


• Demonstrate an understanding of the social 

science research methods used to do 

research on the supernatural. 

• Evaluate different social science accounts of 

belief systems and supernatural practices. 

• Elucidate the relevance of key theoretical 

ideas to supernatural phenomena. 




Problem solving, information retrieval, comparative 

social science, communicating through written and oral 

presentation. 


Supernatural beliefs and practices from contemporary 

‘modern’ societies, such as the UK, the USA and 

France, will be juxtaposed with well documented 

studies of supernatural beliefs adapted from African 

cultures through diaspora to produce a course that 

shows how anthropological ideas are applied ‘at home’ 

and in traditional anthropological settings. There will be 

five sub-areas : (i) Urban Legends and contemporary 

folklore, (ii) traditional folk beliefs about misfortune and 

‘new age’ witchcraft in Europe, (iii) Spirit Possession 

and Healing, (iv) Diaspora, Contagion and Fear, (V) 

The City. The first section will focus on work by 

Brunvand and Fine, on contemporary folklore, including 

school transfer legends. Then the research on 

‘surviving’ witchcraft beliefs in western Europe, such as 

Favret – Saada and on the contemporary new age 

Wiccans will be contrasted. The second semester will 

be focussed on Santeria in Cuba and Voudun in Haiti 

as examples of diasporic African healing systems. 

Finally the fear of the supernatural, as in the moral 

panics about ‘satanic’ abuse and polluted blood 

supplies in the USA and the UK will be examined. 


Lectures and Seminars 


A formative task is provided in the Autumn Semester. 

Written Feedback will be provided by the seminar tutor, 

and generic issues posted on Learning Central. 


For the summative coursework individual written 

feedback is provided by the module convenor. Generic 

Issues will be posted on Learning Central. 

For the examination generic feedback will be provided 

on a question specific basis (e.g. Answers to question 4 

were….). Any student who fails the module will get 

individual written feedback from the module convenor 

or their nominee, assuming SOCSI has a valid address 

on file. 


ASSESSMENT 

Coursework 50% 3500 words (Autumn) 

Written Examination 50% 1.5 hours (Spring) 


Blain, J. (2005) Researching Paganisms (Alta Mira) 

Brown, K. L. (1991) Mama Lola (California UP) 

Browning, B. (1998) Infectious Rhythm (Routledge) 

Brunvand, J. H. (1984) The Choking Doberman 

Brunvand, J. H. (2005) Encyclopaedia of Urban 

Legends 

Carrington, D. (1995) The Dream Hunters of Corsica 

(Weidenfeld & Nicholson) 

Delamomt, S. (2010) Neo Pagan Narrators, 

Sociological Research Online 14,1. 

Favret-Saada, J. (1990) Deadly Words (CUP) 

Fontaine, J. S. La (1998) Speak of the Devil (CUP) 

Hagedorn, K. J. (2001) Divine Utterances (Smithsonian) 

Luhrmann, T. (1989) Persuasions of the Witch’s Craft 

(OUP) 

Stewart, C. (2000) Demons and the Devil (Princeton 

UP) 


This module is good preparation for Metropolis and 

Brazil in Year 3. 

24

MODULE Theory and Method in CODE: SI0200 SEMESTER(S) Both 

TITLE: Contemporary Criminology 

MODULE Mr Adam Edwards CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 1.10A TEL: 029 20874174 E-MAIL: EdwardsA2@cardiff.ac.uk 

MODULE AIM(S) 

• To examine the philosophy of explanation in 

contemporary criminology; 

• To examine the interrelationship between theory 

and method in contemporary criminological 

research; 

• To consider the role of conceptual analysis in 

designing and conducting criminological research. 


be able to: 


• Comprehend the relationship between theory and 

methods in contemporary criminology. 

• Comprehend how exemplary criminological studies 

have demonstrated the relationship between theory 

and method. 

• Comprehend arguments amongst quantitative and 

qualitative criminological research strategies. 

• Comprehend arguments over the normative and 

political aspects of criminological research. 


• Demonstrate an ability to conceptualise 

criminological research employing different 

philosophies of explanation. 

• Demonstrate an ability to criticise the philosophy of 

explanation adopted by exemplary criminological 

studies. 


• Appreciate the ethical and political implications of 

different philosophies of explanation in 

contemporary criminology. 

• Understand the implications of adopting a 

particular philosophy of explanation for the 

application of different criminological research 

methods. 

• Appreciate the challenges of conceptualising and 

researching crime, disorder and their control in 

diverse social contexts. 




Communication and presentation of oral and written 

arguments; interpersonal skills in small-group work; 

debating skills developed in deliberative seminar 

discussions; conceptual and analytic skills in 

comprehending, analysing, synthesising and evaluating 

arguments; equipping students with the ability to design 

criminological research. 


The module commences with a discussion of 

arguments in the philosophy of explanation in 

contemporary criminological research. The introductory 

lectures discuss the importance of debates over 

ontology and epistemology for the design, interpretation 

and dissemination of criminological research. A basic 

distinction is made between qualitative and quantitative 

research strategies, complementing this distinction in 

the core Social Research Methods (SI0030) module 

taken by all second year undergraduates in the School 

of Social Sciences. The lecture programme considers 

the inductive and deductive relationships between 

theory and research, exemplifying these through 

detailed consideration of specific criminological studies. 

These lectures are designed to complement the 

instruction in applied methods that students receive 

through the Social Research Methods module (SI0030). 

Through this examination of the philosophy of 

explanation, the module aims to clarify the relationship 

between theory and method in criminological research, 

equipping students with the ability to criticise and apply 

concepts in criminological thought to the design of 

research projects. 


A mixture of individual and group learning activities are 

adopted on this module. In addition to the lecture 

programme students will undertake work individually, in 

pairs and in small groups in seminars and will have the 

opportunity to engage in debates involving all seminar 

participants. All students will be expected to undertake 

reading and forms of self-directed learning in advance 

of seminars and in preparation for the submission of 

module assignments. 


Students will receive formative feedback on group work 

undertaken in seminars. 


Students receive feedback on formative assessment in 

seminars and on summative assessment through 

written comments on their individual coursework. 


ASSESSMENT 

40% Coursework (Essay) 3000 words (Autumn) 

60% Coursework (Research Design Exercise) 4000 

words (Spring) 


Bryman, A. (2008) Social Research Methods, 3 nd Ed. 

Oxford: Oxford University Press. 

Crow, I. and Semmens, N. (2007) Researching 

Criminology. London: McGraw Hill. 

King, R. D. and Wincup, E. (Eds.) (2007) Doing 

Research on Crime and Justice, 2 nd Ed. Oxford: Oxford 


Noaks, L. and Wincup, E. (Eds.) (2004) Criminological 

Research: Understanding Qualitative Methods. London: 

Sage. 

Finch, E. and Enfinski, S. (2012) Criminology Skills, 

Oxford, Oxford University Press. 

Davies, P., Francis, P. and Jupp, V. (2011) Doing 

Criminological Research, London, Sage. 


This module is restricted to students on the single 

honours criminology degree scheme, for which it is a 

compulsory core module. 

25

MODULE Offending and Victimisation CODE: SI0201 SEMESTER(S) Both 

TITLE: 

MODULE Dr Kirsty Hudson CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 1.18 TEL: 029 208 74773 E-MAIL hudsonkj@cardiff.ac.uk 

MODULE AIM(S) 

• To provide an in depth focus on criminological 

explanations and theoretical understandings of 

offending and victimisation. 

• To build upon work undertaken by students in the 

following level one modules: Criminological 

Imagination, Theories of Crime and Punishment, and 

Introduction to Social Science Research. 

• To equip students with a critical awareness of the 

differing patterns of crimes and victimisation over time 

and space and explanations for such variety 

• To provide students with an understanding of 

victimology-centred theorising, and the relationship 

between victims, the offender and the criminal justice 

system. 


• Understand and evaluate a variety of criminological 

research studies and sources of data about crime 

patterns and offending behaviour. 

• Demonstrate a sound knowledge of the explanations 

behind the varying patterns of crime and victimisation. 

• Develop a sound understanding of the historical 

26 

development of victimology from the 20 th century 

onwards. 

• Demonstrate a firm knowledge of the relationships 

between victims, offenders and the criminal justice 

system. 


• Analyse the implications of crime trends and offender 

characteristics (social and psychological) for crime 

control policy. 

• Present a clear and informed written argument, 

highlighting the strengths and weaknesses of data 

sources and theories, in essays on victimology, 

offenders and crime patterns. 

• Compare and evaluate a range of sources to conduct 

and present scholarly work on patterns of crime, 

offending and victimology. 

• Articulate informed views and develop arguments 

about victimology, offending and crime patterns in a 

small group setting in the form of oral presentations. 


• Evaluate the different perspectives in victimology and 

explanations of major changes in this area since the 

early 20 th Century. 

• Demonstrate an ability to synthesise ideas developed 

out of the victimology movement in order to better 

understand the relationship between victims, 

offenders and the criminal justice system. 

• Demonstrate an ability to evaluate and synthesise 

particular social, economic, political and psychological 

factors that have impacted upon crime trends and 

offending behaviour. 



following transferable skills: use of library and internet 

resources, written presentation skills, critical analysis 

and problem solving; communication; critical thinking. 

These skills will be assessed through summative and 

formative assessment. 

SYNOPSIS 

This module explores three core criminological 

questions: how and why do patterns of crime change in 

time and space?; what are, and how do we best 

explain, the characteristics of various types of offenders 

and offending behaviour?; and what is, and how do we 

best understand, the nature of the relationship between 

victims, offenders and the criminal justice system? 

Accordingly, the module content is organised into study 

blocks addressing different categories of crime. In 

relation to each crime category the module will provide 

a detailed examination of offending trends and patterns 

alongside an examination of the experiences of victims 

and their relationship with offenders and the criminal 

justice system. The frequent and diverse 

interconnection between offenders and victims is 

acknowledged and each study block will include 

ongoing attention to both groups. 


The module will be taught through 22 weekly lectures 

and eight seminars. Specific readings and tasks will be 

set for the seminars in advance. 


Students may be required to make a presentation 

during seminar time in the Spring semester. 


Students will receive written feedback on their 

assessed essay during the Spring semester. Students 

will receive verbal feedback from seminar tutors on their 

contributions to seminar discussions, and on work that 

they have been required to prepare for seminars. 


ASSESSMENT 

Coursework (40%) 3000 words (Autumn) 

Examination (60%) 2hours (Spring) 


Core text: 

Brookman, F., Maguire, M., Pierpoint, H., and Bennett, 

T. (2010) Handbook of Crime, Willan Publishing 

(Available as an Electronic resource) 

Further reading: 

Cote, S. (ed.) (2002) Criminological Theories: Bridging 

the Past to the Future, London, Sage. 

Hopkins Burke, R. (2009) An Introduction to 

Criminological Theory, 3 nd Ed., Cullompton, Willan. 

Jones, S (2006) Criminology, 3 rd Ed. Oxford, Oxford 


Maguire, M., Morgan, R. and Reiner, R. (2007) (eds) 

The Oxford Handbook of Criminology. 4 th Edition. 

Oxford: Oxford University Press. 

Muncie, J. and McLaughlin, E. (2001)(2 nd edn), The 

Problem of Crime. London: Sage 

Newburn, T. (2007) Criminology. Part 3. Cullompton: 

Willan 

Tierney, J. (2006) Criminology: Theory and Context, 2 nd 

Ed., London, Longman. 

Walklate, S (2007) Understanding Criminology, 3 rd Ed., 

Buckingham, Open University Press . 

Walklate, S. (2007) Handbook of Victims and 

Victimology, Cullompton:Willan. 

Walkate, S. (2012) Victims, Routledge 


Copies of overhead transparencies, PowerPoint slides, 

module outline, reading list, seminar handouts, and 

selected readings are provided on Learning Central

MODULE Responses to Crime CODE: SI0202 SEMESTER(S) Both 

TITLE: 

MODULE Rachel Swann CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 0.03 TEL: 029 20874774 E-MAIL TaylorSwannRE@cf.a.uk 

MODULE AIM(S) 

analysing, synthesising and evaluating arguments; selfreliance 

and planning personal learning schedules 

• To analyse the key aspects of state and non-state 

responses to crime and disorder in contemporary SYNOPSIS OF MODULE CONTENT 

societies 

The module builds upon and deepens the work of the 

• To provide a critical overview of the institutional level one module ‘Foundations of Contemporary 

architecture of criminal justice and crime Criminology’ and ‘Introduction to Social Science 

prevention in England and Wales, and the key 

policy shifts in these areas since the 1990s 

Research’. The focus of this m odule is on one of the two 

dyads of the square of crime, namely ‘crime and its 

• To describe and analyse institutions and processes control (formal and informal)’. The ‘Offending and 

of crime control operating beyond, below and Victimisation’ co-requisite to this module focuses on the 

above the level of the nation state 

other dyad, the relationship of offenders and victims. 

• To critically assess recent theoretical explanations The first semester of Responses to Crime will review the 

of shifts in the governance of security and order in institutions, actors and processes of the ‘modern’, 

contemporary societies. 

bureaucratic-professional nation-state system of crime 

On completion of the module a typical student will control (‘the Criminal Justice System or ‘cops, courts and 

be able to: 

corrections’), plus developments in crime prevention 


policies. The second semester will place these 

developments in theoretical context, by examining the 

• Demonstrate knowledge of the development and 

workings of the contemporary criminal justice 

main contours of David Garland’s late modern crime 

‘system’ and its key agencies in late modern 

control complex. The module addresses the key 

societies 

thematic of the shifts in the discourses and practices 

involved in the governance of security. These include 

• Identify the different workings and effects of state 

the decline of the ‘penal-welfare’ discourses associated 

and non-state responses to crime and ‘disorder’ 

with the social democratic welfare state in the UK. It also 

control 

includes the increasingly pluralised sectors of policing, 

• Recognise the contradictions and competing 

penalty, prevention, and the techniques of multi-agency 

rationales of contemporary strategies of crime 

‘community-based’ partnerships. The module goes on to 

control 

explore global developments in crime control, by 

• Reveal the significance of the political and 

introducing and assessing transnational institutions and 

normative aspects of thinking about crime and 

processes in the governance of crime and security. 

deviance and strategies aimed at its control 

Finally, the module explores the possible futures of both 


crime control and criminology from a comparative social 

• Critically assess the relationship of criminology to, scientific perspective. 

• 

and impact on, the workings of the criminal system METHODS OF LEARNING AND TEACHING 

and its agencies 

A weekly lecture with four seminars per semester. 

Compare and contrast contemporary criminological Presentation and contribution to seminar discussion. 

debates on crime control and social justice 

Independent, structured study time. 

• Articulate informed views and arguments about the OPPORTUNITIES FOR FORMATIVE ASSESSMENT 

future trends in crime control and the governance 

Formative feedback on seminar work. 

of security and justice 


• Use and apply theoretically-informed empirical data 

Students will be provided with copies of standardised 

sources to explain the functioning of different crime 

feedback forms, and generic overview feedback for the 

control strategies 

assessments will be posted to Learning Central. 



• Highlight the challenges of crime and disorder ASSESSMENT 

control in contexts of rapid social change and 

Coursework (40%) 3000words (Autumn) 

diverse geo-historical contexts 

Examination (60%) 2hours (Spring) 

• Demonstrate an ability to synthesise different INDICATIVE READING 

analyses of the working of agencies of social 

Garland, D (2001)The Culture of Control, Oxford 

control, both formal and informal. 


• Evaluate competing approaches to the late 

Hughes, G (2007) The politics of crime and community, 

modern/neo-liberal governance of crime, disorder 

Palgrave. 

and security 

Maguire, M et al (eds) (2007) Oxford Handbook of 

• Evaluate different interventions to address crime 

Criminology, 4 th Edition, OUP. 

and disorder by different agencies and their 

Cavadino, M. and Dignan, J. (2007) The Penal System. 

respective control strategies 

London; Sage 


Muncie, J, McLaughlin, E and Hughes G (2003) 

The module will contribute to the development of the Criminological Perspectives 3 rd Edition, Sage. 



Communication and presentation of oral and written 

Students who have not taken SI0238 ‘Foundations of 

arguments; constructive and critical data presentation 

Contemporary Criminology’ should seek advice from 

and interpretation; inter-personal skills in small-group the module convenor before selecting this option. 

work; conceptual and analytical skills in comprehending, 

27

MODULE Learning, Biology and Cognition CODE: SI0219 SEMESTER(S) Both 

TITLE: 

MODULE Dr Michael Arribas-Ayllon CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 1.06 TEL: 029 208 75390 E-MAIL: Arribas-AyllonM@cardiff.ac.uk 

MODULE AIM(S) 

To critically examine key issues relating to the cognitive 

and biological aspects of neuropsychology, including 

perception, memory, emotions, language, learning, 

reasoning, problem -solving and creativity. 


be able to: 


• Demonstrate knowledge of the key concepts 

principles, and theoretical approaches within 

cognitive science and neuropsychology. 

• Identify and describe different approaches taken 

within the study of neuropsychology. 

• Critically evaluate the contribution of cognitive and 

biological approaches to psychology. 

• Critically evaluate the relationship between biology, 

culture and cognition. 


• Critically evaluate and comment upon theoretical 

debates within core areas of cognitive and 

biological neuropsychology. 

• Gain an understanding of how technical and 

theoretical advances within the field translate in 

applied settings. 


• Compare and contrast different frameworks for the 

study of cognition. 

• Critically evaluate the contribution of biology within 

psychological and cultural processes. 

• Compare and contrast different conceptual models. 

• Situate cognitive and biological psychology within 

the broader context of the Social Sciences. 


Students will gain experience of group work and oral 

presentation skills by conducting a small scale group 

based project. 


The module examines key issues in cognitive and 

biological neuropsychology. The first semester focuses 

on core aspects of cognitive psychology (i.e. 

perception, attention, reasoning, problem solving, and 

creativity) while the second semester introduces the 

neuroscience of learning, memory, and emotion. The 

module will challenge students to think critically about 

current theories in cognitive and biological psychology 

and evaluate their cultural implications in applied social 

settings. 

opportunity to conduct their own cognitive psychology 

study and present their findings to their peers. 


Feedback for first assignment (see below) and briefing 

for the second assessment is given in seminars. 


Feedback for the coursework assignment and practical 

groupwork is given in the form of individual written 

feedback and generic oral feedback during lecture time. 

Exam feedback will be given in the form of generic 

written comment which will be posted on LC. 


ASSESSMENT 

Coursework (essay) 30% 2500 words (Autumn) 

Groupwork (report) 40% (Spring) 

Examination (seen exam) 30% 1 hour (Spring) 


Damasio, A.R. (1994). Descartes’ Error: Emotion, 

Reason and the Human Brain. HarperCollins : NY. 

Goldstein, B.E. (2011). Cognitive Psychology (3 rd Ed). 

Wadsworth 

Harré, R. (2000). Cognitive Science: A Philosophical 

Introduction. Sage: London. 

Martin, N.G. (2006). Human Neuropsychology (2 nd Ed). 

Pearson: Prentice Hall. 

Sternberg, R.J. (2009). Cognitive Psychology (5 th Ed). 

Wadsworth. 

Toates, F. (2011). Biological Psychology (3 rd Ed). 

Prentice Hall. 


This module is compulsory for the British Psychological 

Society accredited pathways through the BA Education 

and BSc Social Sciences degrees. This accreditation 

allows graduates to proceed to further professional 

training or research in Psychology. In addition this 

module is very useful for those intending to become 

teachers. 

It is recommended that you have completed SI0197 

Introduction to the Psychology of Development and 

Learning before taking this module. 


This module will be taught by weekly lectures, 

supported by fortnightly small group seminars. 

Students will also be encouraged to contribute to online 

discussions via Learning Central. Student-led 

poster presentations will provide a central component to 

the method of learning as students will have the 

. 

28

MODULE Sociology of Education CODE: SI0234 SEMESTER(S) Both 

TITLE: 

MODULE Dr Peter Hemming (Autumn) CREDITS: 20 LEVEL: 2 

LEADER: Dr Stuart Tannock (Spring) 

CONTACT DETAILS Room 1.12 

Room 0.74 

TEL: 029 208 70911 E-MAIL: HemmingPJ@cardiff.ac.uk 

TannockS1@cardiff.ac.uk 

MODULE AIM(S) 

This module aims to provide students with a good 

understanding of sociological approaches to the study 

of education, drawing on a range of scales and 

contexts. It explores ‘big ideas’ in the sociology of 

education, such as inequality, power, and identity and 

helps students to apply them to contemporary 

educational issues and debates. 


be able to: 


• Describe and outline key findings from a range of 

different sociological studies of education. 

• Identify key theories and concepts used in 

contemporary sociological analyses of education. 


• Explain and summarise key theoretical approaches 

and concepts utilised in sociological analyses of 

education. 

• Explain and summarise key findings from 

sociological research in relation to contemporary 

educational policy and practice. 

• Apply theoretical sociological understandings and 

concepts to wider educational situations, policies 

and settings. 


• Critically assess and evaluate key issues in 

contemporary policy and practice in education in 

the light of findings from sociological research. 


contemporary policy and practice in education in 

the light of different theoretical interpretations. 


The module will contribute to the development of critical 

analysis and evaluation, written and verbal 

communication, construction of argument, independent 

and team working, and ICT and presentation skills. 


In the Autumn Semester, we begin by introducing 

sociology of education through the different theoretical 

perspectives that have been used to make sense of 

education, inequality and society. The remainder of the 

section looks inward at school-based social processes, 

such as institutional power dynamics, teacher labelling, 

the nature of the curriculum and hidden curriculum, and 

the construction of ability. These ideas are considered 

in relation to social identities/differences such as class, 

gender, ethnicity and disability. 

In the Spring Semester, we turn to look outward at the 

nature and role of education and schooling in society 

and the economy as a whole. In particular, we focus on 

thinking through the answers to three key questions: 

How has social change shaped and changed education 

and schools? How and why do some things in schools 

and education seem to stay the same, even though we 

change schools and even though society is changing? 

How can education lead to social change, and support 

the goal of creating a more democratic, equal, just and 

sustainable society than the one we live in now? 


Teaching on this module consists of weekly lectures 

and fortnightly seminars. Lectures are intended to 

provide a clear guide to core subject-matter. Seminars 

are designed to give students the chance to work 

together in teams, to research and present in more 

depth a relevant issue of their own choosing. 

In the Autumn Semester, the focus will be on social 

identities/differences in the classroom. Students will 

explore school-based social processes in more detail, 

through the particular lens of social class, gender, 

ethnicity, disability, sexuality and/or religion. 

In the Spring Semester, the focus will be on alternative 

educational traditions or schooling. Students will help 

teach one another about the full range of alternative, 

democratic, and popular approaches to education that 

have been practiced in both the past and the 

contemporary period, and in Britain and further afield. 

Feedback to students: This is provided through 

discussion and commentary on group seminar work 

and presentations, individual conversations with module 

lecturers and tutors, written feedback on coursework 

assignments, and module-wide feedback for the group 

on examinations through Learning Central. 


ASSESSMENT 

• Autumn: Coursework assignment (3000 word 

essay), contributing 40% of the module marks. 

• Spring: Mini-portfolio task (drawing on work from 

seminars in both semesters), contributing 10% of 

the module marks. 

• Spring: Unseen, written 2 hour examination, 

contributing 50% of the module marks. 


Apple, M. (2012) Can Education Change Society? 

London: Routledge. 

Apple, M., Au, W. & Gandin, L. (2011) The Routledge 

International Handbook of Critical Education. New York: 

Routledge. 

Ball, S.J. (2004) (ed.) The RoutledgeFalmer Reader in 

Sociology of Education, Oxon: RoutledgeFalmer. 

Freire, P. (1970) Pedagogy of the Oppressed. New 

York: Herder & Herder. 

Gewirtz, S. & Cribb, A. (2009) Understanding 

Education: A Sociological Perspective, Cambridge: 

Polity Press. 

Lauder, H., Brown, P., Dillabough, J-A. & Halsey, A.H. 

(2006) (ed.) Education, Globalization and Social 

Change, Oxford: Oxford University. 

Moore, R. (2004) Education and Society: Issues and 

Explanations in the Sociology of Education, Cambridge: 

Polity Press. 

Sadovnik, A.R. (2011) (ed.) Sociology of Education: A 

Critical Reader (2 nd edition), Oxon: Routledge. 


It is recommended that you have completed either or 

both of the following: 

• SI0005 Education and Society 

• SI0237 Sociology, Society and Social Change 

29

MODULE Migration, ‘Race’ and Ethnic CODE: SI0235 SEMESTER(S) Both 

TITLE: Relations 

MODULE Sin Yi Cheung CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 2.07 TEL: 029 2087 5446 E-MAIL: cheungsy@cardiff.ac.uk 

MODULE AIM(S) 

This module aims to introduce students to debates in 

the sociology of migration, ‘race’ (hereafter race) and 

ethnicity focusing on the experiences of immigrants and 

ethnic minorities in Britain. It examines competing 

theoretical explanations of the ways in which 

• Report and evaluate statistical evidence in a critical 

fashion 

• Identify appropriate secondary data sources for 

statistical analysis, conduct simple data analysis 

using a statistical software 

• Convey concise and persuasive arguments in oral 

international migration, assimilation, integration, presentation, participate in group discussions and 

‘race’/ethnic relations are constructed. It also examines 

the social, political and historical conditions under which 

racial / ethnic hierarchies and boundaries emerge and 

how they are reproduced over time and why they 

continue to be central to the organization of 

teamwork, take initiative and negotiate within a 

framework and carried out agreed tasks. 

• Construct cogent argument and write grammatically 

correct and properly referenced papers. 


contemporary societies. 

This module covers three main areas. The mandatory 

On completion of the module a typical student will content is covered in the first two areas: 

be able to: 

Theoretical approaches to Race and Ethnic Studies 


Major sociological theoretical approaches to migration 

• Define and use the key concepts and theories in the 

study of race, ethnicity, faith and religion, migration, 

identity-formation, assimilation and integration. 

• Describe the ways in which race and ethnicity 

structure social relations and identities, from the 

historical origins of race and ethnicity. 

• Identify and analyze the historical trajectories of racial 

and ethnic groups in Britain, taking into account 

political, economic, social, and cultural factors that 

contribute to understanding of their present day 

experiences and in the global economy. 

and ethnic relations focusing on social and political 

contexts, the construction of group boundaries and 

identity. 

Migration, Immigration and Integration 

Historical trajectories of migration patterns of different 

ethnic groups, contexts of reception, immigration and 

integration policies; theories of classic and segmented 

assimilation and their limitations. 

Ethnic Stratification and Inequalities 

Ethnic inequalities in education and the labour market, 

health, housing and residential segregation, ethnic 

• Discuss the way in which race, ethnicity and faith enclave economy, ethnic entrepreneurship, and 

interacts with other forms of social divisions (class, 

gender), and the impact of ethnicity and faith on 

different social spheres, e.g. education, employment, 

housing, immigration and criminal justice. 


generational change. 

The third area presents a wide array of rich empirical 

research in the different domains of integration and 

stratification. Students may choose between these 

topics to do their presentation and report. They should 

• Explain and summarise key theoretical approaches 

also draw on the theoretical and conceptual frameworks 

and concepts utilised in sociological analyses of race in the mandatory content. 

and ethnicity. 


• Summarise and evaluate empirical findings from Teaching will be delivered in the form of weekly lectures 

sociological research on race and ethnic studies 

and fortnightly seminars. Lectures are intended to 

• Apply in writing and verbally sociological theories and provide students with a clear guide to the theoretical 

concepts in the studies of race and ethnicity to and conceptual framework in understanding 

settings other than those dealt with directly in the 

international migration and race/ethnic relations. 

module. 

Seminars are student led and involve group work, 

UNDERSTANDING (SYNTHESIS AND EVALUATION) student presentations and debates. 

All students are expected to undertake independent 


study, to read from the specified reading list, to prepare 

integration policies and practices in the light of 

for seminars and to undertake specified assessment. 

findings from sociological research. 


• Critically assess and evaluate conceptual and policy 

ASSESSMENT 

debates and practices in racial equality in the light of 

different theoretical interpretations. 

Autumn Semester: Unseen, written 2-hour examination. 


50% of module assessment. 

Spring Semester: 5% Presentation, 25% 2000 word 


report, 20% Two short papers (750 words each) 


INDICATIVE READINGS 

• Analyse and evaluate key readings in relation to their 

Core: Castles, S. and Miller, M. (2009) The Age of Migration. 

theoretical assumptions and empirical findings 

Basingstoke: Palgrave Macmillan. 

• Distinguish opinions from evidence; think analytically Finney, N. and Simpson (2009) Sleepwalking to Segregation. 

in selecting information and presenting arguments; 

communicate clearly and thoughtfully in discussing 

Bristol: Polity Press. [ebook] 

Ratcliffe, P. (2004) ‘Race’, Ethnicity and Difference: Imagining 

theoretical constructs. 

the Inclusive Society. Maidenhead: Open University Press. 

• Use bibliographic databases and information 

[ebook] 

Recommended: Solomos, J. (2003) Race and Racism in 

technology, practice information gathering using 

Britain. Basingstoke: Palgrave. 

libraries and online resources, conduct a literature Spencer, S. (2011) The Migration Debate. Bristol: The Polity 

search; retrieve and use statistical data and interpret Press. 

them accurately 

30

MODULE Cultural Sociology CODE: SI0239 SEMESTER(S) Both 

TITLE: 

MODULE Dr Bella Dicks CREDITS: 20 LEVEL: 2 

LEADER: 

CONTACT DETAILS Room 0.57 TEL: 029 20875231 E-MAIL: DicksB@cardiff.ac.uk 

MODULE AIM(S) 

This module will introduce principal concepts, debates 

and examples in cultural sociology through practical 

examples. We will think about transformations in 

cultural spheres such as the media and the internet. We 

examine how culture can be conceptualised in these 

spheres, and consider how these concepts can be 

applied within perspectives in sociology, social theory, 

cultural studies, sociolinguistics and anthropology. 

Culture is approached as the study of how meanings 

are made in contemporary social contexts. The module 

aims to help students develop a deeper understanding 

of the meanings circulating in their own everyday lives 

and those of others. They will learn to think critically 

about: 

• how these meanings are generated within different 

spaces of power, social interaction, text-making and 

technology; 

• how they become attached to particular objects, 

commodities, bodies, places and experiences; 

• how they circulate through groups, identities, 

institutions and social and media networks, including 

the Internet. 

The module aims to bring theoretical ideas to life by 

exploring their application to real-life contexts. Students 

will therefore learn how to connect the ideas they 

encounter to everyday social settings, texts, practices 

and institutions. Using practical examples, we will 

explore with a critical eye how dominant meanings 

become established, secured, challenged and resisted 

in contemporary society. 


be able to: 

• Identify and explicate the principal thinkers and 

perspectives on culture within the intellectual 

traditions presented on the module 

• Understand the different ways in which culture is 

defined and investigated within these different 

traditions 

• Compare and critically assess theoretical 

perspectives encountered 

• Understand what the study of ‘meaning-making’ 

entails in the context of everyday social practices 

• Apply theoretical concepts to the practical study of 

everyday social settings, texts, practices and 

institutions 

• Understand the relevance of theory both to their own 

lives and experiences, and those of others. 

• Understand and account for transformations in culture 

but also its regularities and ‘rules’ 

• Begin to understand how culture connects with 

economic, political, linguistic and psychological 

processes 

• Demonstrate a critical, questioning stance that will 

take you beyond common-sense categories, prepare 

you for level 3 studies, and get you thinking about 

how sociological concepts can not only explain the 

social world but help change it. 

SKILLS 

• Become able to explicate and compare relevant 

concepts and apply them to practice 

• Analyse real-life settings and practices to deepen 

your understanding of how meanings are made and 

remade 

• Develop critical thinking about your own everyday 

experience in the light of theoretical concepts 

• Learn how to analyse images, interactions, settings, 

objects and texts in a way that illuminates meaningmaking 

• Learn how to write about culture in a way that clarifies 

the connections between concepts and practice 

• Think critically about media and film industries and 

how they represent culture 

• Present your work orally and in writing in ways that 

communicate ideas clearly and effectively 

• Learn to work in groups as well as alone in order to 

develop your thinking 

• Develop confidence in thinking independently and 

questioning common-sense categories 


• Youth, sub-cultures, the life-course, generation 

• Class, cultural distinction, stigma and ideology, 

politics of the popular 

• The body and display: gender and sexuality; cultures 

of sport, dance, celebrity, fashion 

• ‘Race’ and ethnicity; post-colonialism: cultures of 

food, music and identity 

• Culture and religion: the sacred, ritual, 

disenchantment 

• Consumption: shopping, urban entertainment, 

museums, display, the city 

• Film and television culture: the gaze, fantasy, 

representing the self/Other, ‘the real’ 

• Promotional culture: tv; Internet; advertising, social 

networking 

• History, commemoration, forgetting and remembering 

• Location, space, place and belonging 

• Mobilities, tourism, globalisation and cultures of 

migration 

The above substantive topics will be paired with 

corresponding lectures introducing the key concepts 

and theories that help illuminate them, to include some 

of the following as appropriate: 

• Durkheimian cultural theory: rituals, classifications, 

the sacred: Douglas, Turner, Shils; Halbwachs 

• Functionalism: functionalist anthropology, Malinowski; 

social integration and Parsons 

• Marx and Marxism: culture and materialism, society 

and economics 

• Action theory: Weber; process theory 

• Phenomenology and pragmatism: Merleau-Ponty; 

Schutz; Mead 

• Interactionism, ethnomethodology: Blumer, Garfinkel, 

Goffman, Sacks. 

• Psychoanalytic approaches to culture: Freud, Lacan, 

Marcuse 

• Culture and habitus: Bourdieu; Mauss 

• Theories of hegemony, ideology, discourse: 

Althusser, Gramsci, Foucault, Zizek 

• Post-colonial theory, ‘race’ and identity: Hall; Gilroy, 

hooks 

• Feminist cultural theory: McRobbie; Kristeva; Mulvey; 

Butler. 

31

• Theories of cultural value: Arnold, Leavis, Williams; 

Fiske, Willis, Keat 

• Semiotics, structuralism, post-structuralism – 

Saussure; Barthes, Levi-Strauss; Derrida, Baudrillard. 

• Critical theory and the Frankfurt School 

Rather than each’ theory’ lecture being dedicated to 

one of the theoretical frameworks above, relevant 

theories will be introduced, explored and compared with 

others through the lens of the preceding ‘practical’ 

lecture. Theories will not, therefore, be presented one 

by one and then considered done and dusted. They will 

be introduced little-by-little, in a cumulative way, woven 

into the substantive topics, and frequently returned to 

and reconsidered through the lenses of different ones. 

This will enable students to build their theoretical 

awareness and skills gradually. 


The module will be taught by a mixture of lectures, 

seminars, practical site visits and film showings 


Students will be given an opportunity to write an essay 

at the end of the Autumn semester which will assess 

their developing ability to explicate concepts and apply 

them to practice. They will be given feedback that will 

enable them to evaluate their own writing skills and 

understanding of module content, and to prepare them 

for writing the project (below). 


ASSESSMENT 

Autumn and Spring: 

10% Seminar attendance 

10% Seminar Presentation 

Spring Semester: 

80% Project (6000 words) 

In seminars, students will be asked to prepare oral 

presentations that will help them develop the necessary 

skills to apply theory to everyday practice. This will be 

done through groups, which will help them work 

collaboratively to build their skills of analysis and 

communicate their thinking in a clear manner to others. 

Students will prepare a project for submission in the 

Spring assessment period that will allow them to 

demonstrate how they can analyse a specific everyday 

cultural practice in the light of theoretical frameworks 

and concepts encountered on the module. The project 

will enable students to demonstrate their understanding 

of selected concepts, to compare theories, and to 

analyse practical examples from their own experiences 

in the light of theoretical frameworks. It will challenge 

them to think about how meaning-making can be 

understood from a variety of perspectives. It will ask 

them to think critically both about theories encountered 

and also about the practices, institutional settings and 

discourses through which meanings circulate in society. 

It will offer them the chance to demonstrate skills of 

critical analysis of images, texts, settings, objects 

and/or social interactions. 


Core texts 

Back, L. et al (2012) Cultural Sociology: An 

Introduction, Oxford: Wiley-Blackwell. 

This will be the core module textbook. 

Also core are: 

Giles, J. and Middleton, T. (2008) Culture: a Practical 

Introduction, Oxford: Blackwell. 

Smith, P. and Riley, A. (2008) Cultural Theory: An 

Introduction. Oxford: Blackwell (available as e-book) 

Szeman I. and Kaposy T. (eds) 2011 Cultural Theory: 

an Anthology, Oxford: Wiley Blackwell. 

Williams, R. (1981) Culture, London: Fontana 

Key secondary texts: 

Athique, A. (2013) Digital Media and Society: an 

Introduction, Cambridge: Polity 

Atkinson, P. and W. Housley (2003) Interactionism: An 

Essay in Sociological Amnesia. London: Sage, esp 

Chapter 1. 

Bell, D. and Hollows, J. (2005) Ordinary Lifestyles: 

popular media, consumption and taste. Maidenhead: 


Bennett, A. and Kahn-Harris, K. (2004) (eds) After 

subculture : critical studies in contemporary youth 

culture, London: Palgrave Macmillan 

Chandler, D. (2002) Semiotics: the Basics, London: 

Routledge 

Couldry, N. (2012) Media, Society, World , Cambridge: 

Polity 

Gelder, Ken & Thornton, Sarah (1997) The Subcultures 

Reader London ; New York : Routledge. 

Gilroy, P. (1987) (2nd edition 2002) There ain’t no black 

in the Union Jack , London: Allen and Unwin/Routledge 

Gutting, G. (2005) Foucault: a very short introduction¸ 

Oxford University Press. 

Jenks, C. (1993) Culture. London and New York: 

Routledge 

Jenks, C. (2005) Subculture: the Fragmentation of the 

Social, London: Sage. Chapters 1, 6. 

Longhurst, B., Smith, G., Bagnall, G., Crawford, G., 

Ogborn, M., Baldwin, E. and McKrachen, S. (2008) 

Introducing Cultural Studies. 

Harlow, Essex: Pearson Education 

McGuigan, J. 1992. Cultural Populism . London: 

Routledge. 

Morrison, K. (1995) Marx, Durkheim, Weber: 

Formations of Modern Social Thought, London: Sage 

Sarup, Madan (1993) Post-structuralism and postmodernism 

, London: Harvester Wheatsheaf. 

Smith, M. J. (2000) Culture: reinventing the social 

sciences. Buckingham, Philadelphia: Open University 

Press. 

Key web resources and films: 

A number of web resources, films, television 

programmes and other media texts will be identified in 

relation to specific topics covered, and you should be 

prepared to spend time following these up, viewing, 

analysing and making sense of them. 

32

MODULE 

TITLE: 

Working Knowledge: Analysing and 

Experiencing Employment (with 

placement) 

CODE: SI0240 SEMESTER(S) Both 

MODULE LEADER: Prof Alan Felstead CREDITS: 20 LEVEL: 2 

CONTACT DETAILS Room 2.31 TEL: 029 20879050 E-MAIL: AlanFelstead@cardiff.ac.uk 

MODULE AIM(S) 

science concepts in real world contexts; use of library 

• To provide students with an introduction to the 

and internet resources; written presentation skills; 

key features of today’s workplaces through a 

problem solving; communication; interpretation of 

combination of study and work experience; 

different forms of data; independent thinking; personal 

• To enable students to analyze the world of work 

organization; and collaborative working. 

by using analytical concepts and theories; 


• To expand students’ awareness of, and 

The overarching aim of the module is to bring the 

knowledge about, key trends in employment, the 

classroom study of the world of work in close harmony 

labour market and the future of work; 

with students’ lived experience of work. In the first 

• To enhance students’ employability by 

semester, students will be introduced to a number of 

developing their relevant knowledge and 

themes which are common to most types of work. 

expertise through first-hand work experience. 

These include: the recruitment process; learning the 

On completion of the module a typical student will ropes; the organization of time and space; emotional 

be able to: 

and aesthetic labour; well-being at work; the 


organization of the labour process; patterns of 


resistance; and inequalities at work. In the second 

be able to: 

semester, students will reflect on their work placement 

experience using one of the social science concepts 

• Demonstrate a sound knowledge of the key 

features of work in the twenty-first century; 

and associated evidence covered in the first semester. 


• Provide an accurate account of the key 

theoretical concepts developed by social 

In the first semester, each weekly lecture will highlight a 

scientists to promote understanding of the world 

number of key social science concepts that are central 

of work; 

to understanding the selected topics. Seminars will be 

• Provide an accurate exposition of the 

participative and interactive and will be held fortnightly. 

quantitative and qualitative empirical evidence 

During the second semester, students will spend not 

collected by social scientists to demonstrate how 

less than 40 hours in a work placement. Also during 

and why work is changing; 

the semester, seminars will be held to discuss how to 

get the most out of the placement and how to prepare 

• Describe a range of research strategies used by 

for the Placement Analysis Report, where students will 

social scientists to further understanding of the 

sociology of work. 

be expected to reflect on their placement experience 


using one of the social science concepts discussed in 

the first semester. To pass this module, completion of 


the placement is compulsory, and lecture and seminar 

be able to: 

attendance is expected and will be closely monitored. 

• Analyze and present scholarly work drawing on a 


range of sources; 

Students will receive verbal feedback from seminar 

• Illustrate a sound reasoning and understanding 

tutors on their contributions and guidance on how to 

of the debates in the sociology of work through 

make the best of their work placement. Students will 

written essays/reports; 

also be expected to write a formative section of their 

• Identify the relevance of social science concepts 

Placement Analysis Report early in the spring 

and evidence for the study of work; 

semester. Students will receive written feedback on its 

• Examine first-hand work experience through the 

contents. 

use of analytical concepts developed, and 


empirical evidence gathered, by social scientists; 

ASSESSMENT 

• Develop the capacity for analytical reflection on 

Written examination (50%) 2 hours – autumn 

personal experience. 

Work placement attendance (at least 40 hours) 


confirmed by placement provider (10%) – spring 


Coursework (Placement Analysis Report) (40%) 3000 

be able to: 

words – spring 

• Assess the challenges for social scientists of 

INDICATIVE READINGS 

measuring the changing nature of work and 

Felstead, A, Jewson, N and Walters, S (2005) 

explaining patterns of change; 

Changing Places of Work , Basingstoke: Palgrave 

• Explain how a range of theories and research 

Macmillan. 

approaches are used in the sociology of work; 

Green, F (2007) Demanding Work: The Paradox of Job 

• Summarize their past work experiences and 

Quality in the Affluent Economy, Princeton: Princeton 

those of others in terms of social science 


discourse; 

Gregg, P and Wadsworth, J (2011) (eds) The Labour 

• Present an account of a recent work placement 

Market in Winter: The State of Working Britain, Oxford: 

experience using the tools of social science; 

Oxford University Press. 

• Contextualize their personal experiences with the 

Noon, M and Blyton, P (2007) The Realities of Work, 

wider structure and trajectory of twenty-first 

third edition, London: Palgrave. 

century employment. 

Wolkowitz, C, Cohen, R L, Sanders, T, and Hardy, K 


(2013) (eds) Body/Sex/Work: Intimate, Embodied and 

The module will contribute to the development of the Sexualised Labour, Basingstoke: Palgrave Macmillan. 

following transferable skills: application of social 

33

Module Choices for 2013/14 

Please make a note of your module choices here. 

Module Code 

Module Title 

1. 

2. 

3. 

4. 

5. 

6. 

NOTES: 

34

CARDIFF SCHOOL OF SOCIAL SCIENCES 

LECTURE / SEMINAR TIMETABLE 

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 

9.00-9.50 

10.00-10.50 

11.10-12.00 

12.10-1.00 

1.10-2.00 

2.10-3.00 

3.10-4.00 

4.10-5.00 

35

Undergraduate Handbook 2013-14 Year Two - Cardiff University

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