Module SOCI2111: SELF, IDENTITY AND SOCIETY

Department: Applied Social Sciences

SOCI2111: SELF, IDENTITY AND SOCIETY

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The module aims to introduce Level 2 students to a range of sociological studies that offer ways of understanding the relationship between individuals, groups and social institutions.
• Particular attention will be given to contrasting conceptions of 'self' and 'identity' within such understandings.

Content

• The module will address the following areas:
• Conceptualising 'self' and 'identity': some major traditions and figures. Students will be introduced to some of the major conceptual resources and issues in the field.
• Researching identity. Students will explore some of the methodologies used to investigate such topics.
• Self, identity and society: issues and applications. Students will examine particular topics in the sociology of self and identity. Possible examples include identity and age, gender, ethnicity, class and new technologies.

Learning Outcomes

• At the end of this module, students will:
• Have knowledge of the range of meanings attached to concepts of self and identity in sociology.
• Be able to identify different understandings of self and identity used in different sociological accounts.
• Be familiar with specific theoretical and empirical studies in sociology which have had a central concern with issues of self and identity.
• Know how issues of self and identity may be investigated sociologically.
• Understand the significance of concepts of the self identity for wider social theory.

• By the end of the module students will be able to:
• Evaluate sociological arguments and evidence.
• Use abstract sociological concepts with confidence,
• Undertake and present sociological work in a scholarly manner.
• Apply theoretical and /or empirical knowledge to an appropriate sociological question.
• Convey in writing the meaning of abstract theoretical concepts in ways that are understandable to others

• By the end of the module students will be able to:
• Demonstrate a range of communication skills including the ability to: evaluate and synthesize information obtained from a variety of written sources; communicate relevant information in different ways.
• Demonstrate competence in the use of IT resources, including the ability to word-process, and use web-based resources (DUO).
• Demonstrate a capacity to improve own learning and performance, including the specific ability to manage time effectively, work to prescribed deadlines, engage in different ways of learning including both independent and directed forms of learning, gather necessary information from a range of bibliographic sources.

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

• Lectures provide students with substantive information, indicate the main issues to be considered and introduce the main themes, interpretations and arguments of the subject material.
• They encourage students to develop skills in listening, selective note-taking and an appreciation of how information may be structured and presented to others.
• Seminars will be organised around themes for discussion and will have designated reading.
• Seminars provide the opportunity for students to present and develop their own understanding of relevant materials, encourage them to develop transferable skills (e.g. oral communication, group work skills, information retrieval skills), subject-specific skills (e.g. competence in using theoretical perspectives and concepts in Sociology and Social Policy, the ability to formulate sociologically informed questions) and general skills (e.g. judging and evaluating evidence, assessing the merits of competing arguments and explanations, making reasoned arguments).
• Students will also spend time in self-directed study as they prepare for specific seminar and essay assignments.
• A formative essay requires students to demonstrate knowledge and understanding of module topics. The feedback provided on formative essays enables students to reflect on their knowledge and understanding, and to improve their performance where appropriate.
• A summative essay requires students to demonstrate more detailed and extended knowledge of module topics. It also provides an opportunity for feedback.
• A summative examination tests the ability to collate, integrate, summarise, and demonstrate knowledge and understanding of, a range of module materials.
• Formative and summative assessment requires students to demonstrate the skills outlined above.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One optional essay (up to 1500 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