Module SOCI2131: THE SOCIOLOGY OF SOCIAL EXCLUSION

Department: APPLIED SOCIAL SCIENCES (SOCIOLOGY AND SOCIAL POLICY)

SOCI2131: THE SOCIOLOGY OF SOCIAL EXCLUSION

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to social exclusions as a key concept in sociological and social policy analysis.
• To contrast theories of social exclusion with theories of social stratification.
• To examine the nature and experience of social exclusion in relation to specific social groups - e.g. minority ethnic groups, migrant groups, women and older people.
• To introduce students to social exclusion as a spatial concept.
• To examine possible methods for eliminating social exclusion in advanced (post) industrial societies both from 'above' and 'below'.
• To introduce students to ways of understanding how (and why) particular sectors of society (both in Britain and elsewhere) negotiate aspects of their exclusion with specific reference to patterns of crime and deviance.
• To consider the impact of 'globalization' on contemporary understandings of social exclusion.

Content

• 'Social exclusion' has become an immensely important concept in sociology and social policy in recent years - to the point where the analysis of marginalisation and exclusion extends into virtually every area of sociological study.
• This module examines the nature of social exclusion at three levels: theoretical approaches to exclusion.
• the experience of exclusion.
• and remedies/policies for reducing social exclusion from 'above' and 'below'.
• In the course of the module students will have the chance to consider how social exclusion develops in modern (post) industrial societies, the core social groups that are reflected by processes of exclusion and some 'strategies' (including criminal or 'deviant' behaviour) developed by marginalised groups to combat their effects.
• The final section of the module will expand the analysis to explore the relationship between social exclusion and processes of 'globalisation'.

Learning Outcomes

• By the end of the module students will be able to:
• Appreciate the sociological significance of the concept of social exclusion.
• Critically evaluate 'social exclusion' as a sociological concept.
• Understand the nature of the social, economic and political conditions which contribute to the experience of social exclusion.
• Use the concept in relation to key contemporary issues of (un)employment, social marginalisation and migration.
• Understand the similarities and differences in patterns of social exclusion in the UK, the USA and EU.
• Assess critically possible strategies for eliminating social exclusion.
• Understand the similarities and differences in patterns of social exclusion and their association with crime and deviance in Britain and the USA.
• Understand the possible strategies for reducing social exclusion in the USA, UK and EU.

• By the end of the module students will be able to:
• Evaluate sociological and social policy arguments and evidence and use abstract sociological and social policy concepts with confidence.
• Undertake and present sociological and social policy concepts in a scholarly manner.
• Employ both theoretical and methodological expertise to issues of central concern to the sociology of social exclusion.
• Convey in writing, the meaning of abstract theoretical and methodological concepts in ways that are understandable to others.
• Perceive the relevance of, and relate, insights developed from the knowledge of social exclusion to contemporary issues in social and public policy

• This module will help students to develop the following key skills:
• Bibliographic skills.
• Conceptual and theoretical skills.
• ICT skills based on the use of the DUO system and on the used of web-based materials relating to the module.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching and Learning: Lectures and seminars will constitute the teaching methods on this module.
• Further learning will be achieved through directed reading and formative essay writing.
• Assessment will be by assessed essay and unseen examination.
• Lectures will contribute to learning outcomes by: i) 'introducing' the complex theoretical and methodological issues raised by the concept of social exclusion.
• ii) providing an introduction to the various ways in which the term is used by sociologists and other social scientists.
• iii) examining the different forms and manifestations of social exclusion in social and political life.
• Lectures are appropriate to the achievement of the stated learning outcomes because they provide initial, introductory starting points for each discrete topic of study.
• They 'set the scene' for further work.
• Seminars will contribute to learning outcomes by: i) providing students with opportunities to discuss issues raised in the lectures.
• ii) enabling students to discuss their own reading for the module in greater detail.
• iii) providing students with the opportunity to give individual and group presentations of work.
• Seminars are appropriate to the achievement of the stated learning outcomes because they allow students to develop their critical faculties in the context of a more detailed consideration of the module material.
• Directed reading provides students with the chance to read about issues in lectures and seminars in greater depth.
• It is also a necessary element in preparing for seminar presentations.
• Directed reading (which includes the use of the WWW) improves data gathering skills and other skills associated with extracting information from written and electronic sources.
• Formative essays provide the opportunity for students to analyse specific aspects of the module in depth.
• They also contribute to a number of subject-specific and key skills concerned with the application of methodological and theoretical insights to the area of study and to the development of writing skills and other key skills associated with information and data gathering (in written and electronic form).
• Assessment: Assessed essays provide the opportunity for students to display their critical and analytical abilities by applying the knowledge they have gained to a specific theme, or themes, examined during the module.
• Assessed essays also test development in subject-specific and key skills concerned with the application of theoretical and methodological insights to particular issues raised in the course of the module.
• Unseen exams provide the chance for students to display their abilities to apply critical insights across a wider range of topic areas.
• They also provide the opportunity to display writing skills and skills associated with abilities to condense and present information succinctly within a time-limited period.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two essays of 1500 (maximum) each.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University