Module SOCI3567: Youth in Crisis - Young People, Social Change and Youth Justice

Department: Sociology

SOCI3567: Youth in Crisis - Young People, Social Change and Youth Justice

Prerequisites

• At least 20 credits of level 2 modules from the Department of Sociology.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students:
• awareness of key concepts and theoretical frameworks in criminological and sociological approaches to young people and social change.
• ability to problematise criminological, sociological, policy and practice level understandings of young people, crime and justice.
• knowledge of the intersectional nature of young people's lives, with particular reference to relationships between class, race and gender.
• critical understanding of young people's involvement in crime and deviance and the criminalisation of young people's behaviours and spaces.

Content

• Criminological and sociological theories of young people, youth transitions and youth crime.
• The impact of social change on young people.
• Concepts and constructions of youth and the demonisation of young people.
• Social policy focusing on young people and services for young people, with particular focus on youth justice.
• Young people, gender, race and class.
• The youth justice system.

Learning Outcomes

• By the end of the module students will:
• have demonstrated critical awareness of different theoretical perspectives to explain young people’s experiences and responses to them;
• be able to reflect upon the policy and practice consequences of the research introduced in the module, and recognise how criminological and sociological research on young people has shaped existing policy and practice responses;
• have a critical understanding of the intersectional nature of young people’s lives;
• have an ability to deconstruct taken-for granted concepts, constructions of and discourses about young people;
• understand the workings of the youth justice system.

• By the end of the module students will be able to:
• analyse and apply criminological and sociological theories, empirical evidence and arguments to young people’s experiences of social change.
• demonstrate understanding of the relationship between social scientific evidence, theories, social policy and practice, in relation to young people, social change and youth justice.
• critically analyse policy and practice responses to young people.
• demonstrate orally and in writing the ability to articulate complex concepts and responses to young people's experiences'.

• By the end of the module, students should be able to demonstrate:
• an ability to gather, process and analyse appropriate information from a range of academic and non-academic sources;
• an ability to plan workload and manage time through independent study;
• an ability to work constructively as part of a small group;
• an ability to construct systematic, coherent and conceptually correct oral and written arguments;
• a range of communication skills including the ability to: construct informed questions; evaluate and synthesise information obtained from a variety of sources; construct coherent written arguments; and communicate relevant information visually, orally and in writing.

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

• The module is based upon independent in-depth learning to allow students to explore their own interests through diverse academic and non-academic materials and activities at their own pace, guided by the convenor.
• To support this in-depth independent learning approach, teaching is delivered through a hybrid module.
• Compulsory online lecture packages. These provide students with an introduction to key concepts, theoretical frameworks and empirical examples related to young people, social change and youth justice. Each lecture package includes academic videos, guidance for undertaking in-depth independent learning, guided independent learning activities and a range of online supplementary material. This includes materials such as policies, strategies, documentaries, podcasts, blogs, poetry and art. Academic videos develop students’ skills in note-taking, listening and time-management. Supplementary material develops students’ skills in making meaningful connections between academic theories and ‘real life’ practices, time-management and material synthesis.
• Compulsory in-person seminars bring students together to focus on key overarching issues and debates. Seminars are structured to support students in pacing their way through the module and to contribute their independent learning to collective discussion of a key theme. Seminars are based upon the online lecture packages and designated readings/preparation. Seminars encourage students to identify and discuss theoretical concepts to develop robust arguments about young people’s experiences of social change. This includes engaging in critical debates about policy and practices responses to young people. Seminars help develop a number of transferable skills, such as oral communication, group work, the ability to evaluate evidence and make reasoned arguments, as well as the subject-specific skills mentioned above. In-class exercises and discussion also provide students with feedback on their understanding.
• Summative assessment: One 24-hour seen summative exam will enable students to demonstrate: an understanding of key issues relating to young people, social change and justice; and an understanding of the relationship between social scientific knowledge, social policy and practice. The assessment will be under exam conditions, but students will be given the assessment in advance and will thus be able to prepare extensively for it.
• Formative Assessment: Two short in-class formative exercises: these require preparation in advance and give students the opportunity to test and develop their knowledge and understanding of module topics and prepare for the summative assignment. It will develop key communication and library skills, as well as subject-specific skills relating to policy analysis and the critical assessment of evidence. Group, peer and verbal feedback during the class will enable students to improve their future performance in the module by identifying strengths, weaknesses and areas to improve.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two short in-class formative exercises.

■ 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