Module SOCI3301: THE SOCIOLOGY OF CONSUMPTION AND MATERIAL CULTURE

Department: APPLIED SOCIAL SCIENCES (SOCIOLOGY AND SOCIAL POLICY)

SOCI3301: THE SOCIOLOGY OF CONSUMPTION AND MATERIAL CULTURE

Prerequisites

• Sociological Imaginations (SOCI2092).

Corequisites

• None.

Excluded Combination of Modules

• Level 1 or 2 modules cannot be taken alongside this module.

Aims

• To provide a level-three optional module designed to build on methodological and theoretical work undertaken by students at levels two and three.
• To provide students with a critical overview of major theoretical debates in social and cultural studies of consumption and material culture and to highlight the sociological contribution to them.
• To discuss a range of substantive themes in the sociology of consumption and material culture that address important historical and contemporary social, cultural and political issues and that allow students to appreciate relevant theoretical debates.

Content

• The module starts with a map of the relevant theoretical field, which simultaneously provides an overview of the development of conceptual work on modernity, consumption and material culture.
• This provides the backbone to, and is further elaborated in, a discussion of diverse substantive issues such as the rise of consumer society/culture, the construction of individual and group identities through consumption and practices involving material culture, gender and the commercialisation of everyday domestic life, and ethical consumerism.
• Food, shopping, personal grooming and cleanliness, and children's consumption will be used as case studies in the examination of some of these issues.

Learning Outcomes

• By the end of this module the 'typical' student will be able to: Critical apply terms such as 'the consumption', 'consumer society' and 'consumer culture'.
• Understand major theoretical debates relevant to the study of consumption and material culture.
• Place the relatively recent rise of sociological interest in consumption and consumer culture in a historical context.
• Understand some pertinent elements in the historical development of contemporary consumer society.
• Critically assess the interplay between theoretical perspectives and empirical evidence in relation to a range of themes, including the rise of consumer society/culture, the construction of individual and group identities through consumption and practices involving material culture, gender and the commercialisation of everyday domestic life, and ethical consumerism.

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

• Teaching and Learning: Lectures, seminars and three video and discussion sessions will constitute the teaching methods on this module.
• Further learning will be achieved through directed reading, contribution towards one group-based DUO discussion forum and formative essay writing.
• Assessment will be by contribution towards a group-based DUO discussion forum, assessed essay and unseen examination.
• Lectures will contribute to learning outcomes by: i) Providing a number of sessions designed to introduce students to relevant concepts and theoretical debates in consumption and material culture.
• ii) Subsequently providing an introduction to a range of social, cultural and politically significant themes relating to this area of social 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) Allowing 1 and 2 above in the context of a group of student colleagues and a learning facilitator who constructively reflect on the issues brought to the group in view of their own understandings.
• iv) Providing students with the opportunity to give 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 as well as developing their ability to work within a group.
• Video and Discussion will contribute to the learning outcomes by: i) Providing a number of sessions in which students view recorded television programmes on selected themes covered in the module.
• ii) Providing students with opportunities to consolidate their learning through discussion.
• As a different medium to lectures and seminars, the video and discussion sessions will supplement and consolidate the learning achieved through the latter, and is hence appropriate to the achievement of the stated learning outcomes.
• Directed reading provides students with the chance to read about issues raised in lectures, seminars and video and discussion in greater depth.
• It is also a necessary element in preparing for seminar participation and other course work.
• 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.
• The formative essay provides 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: Thematic group discussion provides the opportunities listed under the formative essay (see above).
• In addition, written IT based group communication allows students to reflect on the contributions made by their colleagues and provides the opportunity for a collective and enhanced learning experience.
• It furthers skills associated with work in a group.
• Ideally, such discussion-based work would form a part of the formative work of a course.
• However, this is a relatively new element of course work, pioneered in sociology modules at the University for the first time in the 2001-2002 academic session, and this experience suggests that making it part of the formal assessment of the module would provide a stimulus for students to participate.
• The assessed essay provides 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.
• The assessed essay also tests 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.
• The unseen exam provides 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:

Contribution to a thematic discussion group (DUO based). Minimum of 5 contributions per student expected, totally 1500 and 3000 words.

■ 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