Introductory description

FP036-30 Understanding Society

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will be divided into four ‘units’ of varying lengths. The specific subject of units 2-4 are to be determined by the module leader according to teachers’ expertise, student interest and current affairs. An example of the current subjects being taught can be found below.

1. The Social Science ‘Toolkit’: Social science approaches – law, economics, sociology, politics, human geography and psychology
2. Contemporary Social Issue 1: Social science approaches to Food
3. Contemporary Social Issue 2: Social science approaches to Gender
4. Contemporary Social Issue 3: Social science approaches to Health

Learning outcomes

By the end of the module, students should be able to:

• Identify and apply the different yet complementary approaches of social science to addressing a variety of contemporary social issues.
• Compare and contrast explanations of social phenomena deriving from different social science disciplines.
• Critically apply social insights and justify informed solutions to social science issues to a varied audience using a selection of media formats.
• Demonstrate a range of cognitive and practical skills including teamwork, communication and presentation skills, problem solving skills, critical thinking skills, and research skills (including information retrieval, analysis and interpretation), within the discipline of social science.

Indicative reading list

Unit 1:
Gillespie, A (2019) Foundations of Economics (5th Edn) Oxford: OUP
Gross, R (2015) Psychology: The Science of Mind and Behaviour (7th Edn) London: Hodder
Haralambos, M and Holborn, M (2013) Sociology: Themes and Perspectives (8th Edn) London: Collins
Jones, A (2012) Human Geography: The Basics Abingdon: Routledge

Unit 2:
Dimitri, C and Rogus, S (2014) ‘Food choices, food security, and food policy’ in Journal of International Affairs 67(1) pp.19-XVI
Giménez, E H nad Shattuck, A (2011) ‘Food crises, food regimes and food movements: rumblings of reform or tides of transformation?’ in The Journal of Peasant Studies, 38(1) pp.109-
Wilk, R (Ed) (2006) Fast Food/Slow Food: The cultural economy of the global food system, Lanham MD: AltaMira Press
Food, Culture and Society: An international journal of multidisciplinary research, Taylor and Francis

Unit 3:
Hill Collins, P, (2005) Black sexual politics: African Americans, gender, and the new racism, Oxon: Routledge
Introduction to the study of education. Fourth edition. London, [England] ; New York, New York : Routledge, c2015 xiii
Kimmel, M (2016) The Gendered Society (6th Edn) Oxford: OUP
Kimmel, M and Aronson, A (Eds) (2016) The Gendered Society Reader (6th Edn) Oxford: OUP
Kirsten T. Edwards, Denise Taliaferro Baszile & Nichole A. Guillory (2016) When, where, and why we enter: Black women’s curriculum theorising, Gender and Education, 28:6, 707-709
Lyonette, C. and Crompton, R. (2015) ‘Sharing the load? Partners’ relative earnings and the division of domestic labour’, Work, Employment and Society, 29(1), pp. 23–40.
Wood, W and Ridgeway, C. L (2010) ‘Gender: An interdisciplinary perspective’ in Social Psychology Quarterly 73(4) pp.334-339
Gender & Society, SAGE Journals

Unit 4:
Platt, L 2019, Understanding Inequalities : Stratification and Difference, Polity Press, Newark. Available from: ProQuest Ebook Central.
Vaughan, G 2011, Social Psychology, Pearson Education UK, Old Tappan. Available from: ProQuest Ebook Central.

Interdisciplinary

Students are encouraged to switch between and use a range of social science disciplines to analyse and evaluate their learning. Students are encouraged to see how disciples connect, their commonalities and where they diverge. They are then challenged to present innovate solutions through the lens of multiple perspectives and apply these where possible to real world issues.

International

Students learning about contemporary topics and relate these to the UK and one or more other country. They are also encouraged to consider all topics through the eyes of their home country.

Subject specific skills

To develop students use of analysis to interpret and critique existing social science disciplines and their various perspectives through a wide range of communication methods; including debates, blogs/forums, documentary film making and poster presentations.

Transferable skills

Critical thinking, presentation, report writing, problem solving, research skills and the use of contemporary use of communication media.