Module SOCI2131: THE SOCIOLOGY OF SOCIAL EXCLUSION

Department: Sociology

SOCI2131: THE SOCIOLOGY OF SOCIAL EXCLUSION

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to:
• social exclusion as a key concept in sociological and social policy analysis.
• a variety of theoretical understandings of exclusionary practices.
• competing theories of social exclusion and social stratification.
• the nature and experience of social exclusion in relation to key social divisions: gender, ethnicity, age, disability and other attributes.
• social exclusion as it relates to contemporary issues in the fields of education, health, poverty and crime.
• social exclusion as a 'spatial' concept.
• the impact of social/economic/political changes on social exclusion.
• a sociological examination of social policy as a social phenomenon.

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 all areas of sociological study.
• This module examines social exclusion at three levels:
• A) theoretically.
• B) in terms of the experience of being socially excluded.
• C) in relation to competing social policy approaches to the problem.
• During the course of the module students will have the opportunity to consider how social exclusion develops in late modern (post-industrial) societies; how exclusionary practices impact upon different groups within society; and the ways in which social exclusion intersects with contemporary issues in the sociology of education, health, povertiy, crime and 'space'.
• The final section of the module will focus upon the relationship between social policy and social exclusion - this will take the form of a sociological examination of competing international approaches to understanding and combating social exclusion.

Learning Outcomes

• By the end of the module students will be able to:
• Appreciate the sociological significance of social exclusion and exclusionary practices.
• Evaluate competing theoretical understandings of social exclusion.
• Understand the nature of social, economic, political and spatial dimensions of social exclusion.
• Understand how social exclusion intersects with contemporary social divisions: gender, ethnicity, age, disability and other attributes.
• Use the concept as it relates to contemporary issues in education, health, poverty and crime.
• Critically examine competing international social policy perspectives on the causes of and solutions to social exclusion.
• Understand the impact upon social exclusion of social policy as a social phenomenon.

• Students will demonstrate a developing ability to:
• Perceive the relevance of, and relate insights developed through a sociological understanding of social exclusion, to contemporary issues in social and public policy.
• Evaluate competing sociological and social policy arguments and evidence.
• Express theoretical and methodological ideas in relation to a 'sociology of social exclusion'.
• Use abstract sociological and social policy concepts with confidence.
• Present sociological and social policy concepts and debates in an appropriate academic manner.

• This module will demonstrate the following key skills:
• Developing bibliographic skills.
• Conceptual and theoretical skills.
• ICT skills based on the use of the DUO system and on the use of web-based materials relating to the module.
• Convey in writing, the meaning of abstract theoretical ideas and the conclusions of empirical research in ways that are understandable to others.

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 case study report.
• 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 internet) 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: an assessed essay will 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. The essay will 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.
• A student-selected case study, the title of which will be decided in consultation with the module convenor and will be oriented towards the learning outcomes. This will be on a different subject to the assessed essay. This mode of assessment is intended to give students an opportunity to demonstrate their knowledge and understanding of an area of study that speaks to their own interests, and demonstrates their ability to draw on and use appropriate policy and research to support their arguments.
• Ability to relate academic knowledge and understanding to everyday situations to address a range of audiences (such as their peers and tutors) appropriately.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One optional essay of 1000-1500 words (maximum).

■ 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