UNIVERSITY OF KENT
MODULE SPECIFICATION
1.
Title of the module: Contemporary Sociological Theory
2.
School or partner institution which will be responsible for management of the module
School of Social Policy, Sociology and Social Research (SSPSSR)
3.
Start date of the module
Autumn Term 2014
4.
The number of students expected to take the module
c.150
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
This module will be part of the package of modules that replace SO500: Sociological Concepts and
Theories
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Level I
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
SO408 Sociological Theory: the Classics will be a prerequisite.
10. The programmes of study to which the module contributes
This module will be a compulsory component of the following programmes:
•Sociology L300
•Sociology with a Year in Hong Kong L304
•Sociology with a Year in Finland L301
•Sociology with Italian L373
•Sociology with a Year in Spain L303
•Criminology and Sociology LM39
•Sociology and Economics LL13
•English and American Literature and Sociology LQ33
•Law and Sociology LM31
•Sociology and Politics LL32
•Psychology and Sociology CL83
•Philosophy and Sociology LVH5
•Sociology and Social Anthropology LL36
•Sociology and Social Policy LL34
•Sociology with a Year in the Netherlands L305
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UNIVERSITY OF KENT
11. The intended subject specific learning outcomes
Upon successful completion of this module students will have gained:
11.1 Awareness of the range of key sociological theories and concepts as featured in contemporary
arenas of debate
11.2 A critical understanding of the contexts and problems for which sociological theories are
developed
11.3 An ability to apply key concepts to the phenomena that sociological theorists seek to explain
11.4 A critical understanding of the theorists that are recognised as of ‘contemporary’ relevance to
sociology
11.5 A critical understanding of how theoretical ideas are shaping the discipline of sociology
12. The intended generic learning outcomes
Upon successful completion of this module students will have gained:
12.1 Detailed knowledge of the underlying concepts and principles associated with their area(s) of
study
12.2 An ability to evaluate and interpret these within the context of that area of study;
12.3 A capacity to develop lines of argument and make sound judgements in accordance with basic
theories and concepts of their subject(s) of study.
12.4 An ability to express themselves well, orally and in writing
12.5 Ability to plan work and study independently
13. A synopsis of the curriculum
Building on a Stage 1 introduction to classical social theory, this module is designed to acquaint students
with key theorists and theoretical debates relevant to contemporary sociology. An indicative list of topics
covered will comprise:
Introducing ‘Contemporary’ Social Theory
Talcott Parsons and his Legacy
Symbolic Interactionism up to Goffman and Beyond
The Frankfurt School: Critical Theory and the Crisis of Western Marxism
Jurgen Habermas and the Decline of the Public Sphere
Michel Foucault: A New Understanding of ‘power’
Pierre Bourdieu: The Reproduction of Inequality
From Modernity to Post-modernity?
The Feminizing of Social Theory
Globalization, Networks and Mobilities
New Challenges for the Twenty-First Century
14. Indicative Reading List
Callinicos, A. (2007 2nd edition) Social Theory: A Historical Introduction, Polity
Crow, G. (2005) The Art of Sociological Argument, Basingstoke: Palgrave
Dillon, M. (2010) Introduction to Sociological Theory: Theorists, Concepts and their Applicability to
the Twenty-First Century, Oxford: Wiley-Blackwell
Elliott. A. (2008) Contemporary Social Theory: An Introduction, Routledge
Harrington, A. (2010) Modern Social Theory, Oxford: Oxford University Press
Jones, P. Bradbury, L and Le Boutiller, S. (2011) Introducing Social Theory, Cambridge: Polity
Ritzer, G and Stepnisky, J. (2011) The Wiley-Blackwell Companion to the Major Social Theorists (Vol
2 on the ‘Contemporary’) Wiley-Blackwell
Seidman, S. (2012 5th edition) Contested Knowledge: Social Theory Today, Wiley-Blackwell
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UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact hours and the total
study hours which will be expected of students, and how these relate to achievement of the intended
learning outcomes
22 hours contact time (11 one hour lectures and seminars per week). Total study hours including
weekly preparation and the research and writing of the extended essay involve approximately
128hours. Thus, a total of 22 contact hours and approximately 128 study hours translates into
around 150 total hours for the module. Lectures will consist of presentation of the key themes
listed above. Seminars will consist of discussions of the material from the lecture and the
recommended reading for each week. Students’ independent study will entail work to develop the
themes identified in lectures and module reading, preparation for seminars, and garnering of
material for assessed work. The relationship between learning and teaching methods and
learning outcomes can be articulated as follows:
Lectures
11.1-11.5; 12.1, 12,2
Seminars
11.1-11.5; 12.1-12.4
Independent study
11.1-11.5; 12.1-12.5
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
100% course work (2 X 3000 words essays, each worth 50%). The essays will enable the student to
analyse a topic area in some depth and will assess the subject specific learning objectives 11.1-11.5
and general learning outcomes 12.1-12.5.
17. Implications for learning resources, including staff, library, IT and space
There are adequate existing staff to teach the module, and suitable learning resources are already in
place within the Templeman library
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
................................................................
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated December 2012
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