UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
…………21/01/2015……….(date)
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
SE313 Relations: Global perspectives on Family, Friendship and Care
2.
School or partner institution which will be responsible for management of the module
School of Anthropology and Conservation
3.
Start date of the module
September 2015
4.
The number of students expected to take the module
50
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
No modules will be withdrawn. However this will replace SE309 (Violence and
Conflict in the Contemporary World) as a required module and SE309 will become
a Stage II module that will be offered every other year.
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
[C] Certificate
7.
The number of credits and the ECTS value which the module represents
15 credits
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn term
9.
Prerequisite and co-requisite modules
none
10. The programmes of study to which the module contributes
BA Social Anthropology, BA in Social Anthropology with a Year Abroad programs
including all BA in Social Anthropology joint and subsidiary programs; this
module is also suitable as an optional module for students of the following
degree programmes: BSc Anthropology; BSc Anthropology with a Year Abroad,
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BSc Medical Anthropology.
11. The intended subject specific learning outcomes
On successful completion of this module students should:
11.1 Be conversant with the major theoretical positions taken in contemporary
Social Anthropology.
11.2 Be able to discuss critically the evidence supporting competing
anthropological theories.
11.3 Be able to connect the way anthropological debates relate to current affairs
and conditions, including political, social and economic developments and
historical events.
11.4 Be able to describe some of the historical development of anthropological
ideas and perspectives in the 21st century
11.5 Have cultivated an in-depth understanding of the recognised topic of classic
and contemporary relatedness, a subject formerly referred to as kinship studies,
and to link this to various cultural contexts and vernaculars and also to other
core areas within anthropology such as economics, politics and religion.
11.6 Be able to construct coherent and logical arguments, particularly in written
form, which combine general theoretical writings with discussion of
ethnographic data.
11.7 Be able to comprehend and develop ideas that are culturally sensitive and
not ethnocentric.
11.8 Be able to present their findings orally in order to develop their ideas in
forms that are non-ethnocentric, make sense of cultural and social phenomena
and linked to broader issues.
12. The intended generic learning outcomes are:
On successful completion of this module students should achieve:
12.1 competence in their analytic skills
12.2 the ability to write critically
12.3 an ability to synthesise the research of others and form a coherent argument
12.4 research skills of their own with which to identify and locate appropriate
sources.
13. A synopsis of the curriculum
The aim of this module is to introduce students to anthropological thinking on a
major field of enquiry that is widely considered to constitute a mainstay core of
contemporary social anthropology: systems of relatedness, formally referred to
as kinship studies. Here we examine relatedness - family, friendship, community
and care – as fundamental yet changing aspects of society and social
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organization. These topics will be dealt with from historical but mostly
contemporary perspectives, providing accounts of the development of social
anthropology, and demonstrating the foundational and transformational
positions that relatedness continues to hold in the definition of the discipline.
14. Indicative Reading List
Books:
Carsten, Janet. 2000. Cultures of relatedness: new approaches to the study of
kinship. Cambridge [England]: Cambridge University Press.
Erdmute Alber, Cati Coe, and Tatjana Thelen. 2013. The Anthropology of
Sibling Relations: Shared Parentage, Experience, and Exchange. Palgrave
Macmillan, New York, US.
Leinaweaver, Jessaca B. 2013. Adoptive migration: raising Latinos in Spain.
Durham: Duke University Press
Martin Matthews, Anne, and Judith Phillips. 2008. Aging and caring at the
intersection of work and home life: blurring the boundaries. New York:
Lawrence Erlbaum Associates.
Sahlins, Marshall. 2013. What kinship is - and is not. Chicago: The University of
Chicago Press.
Savage, Dan. 2005. The commitment: love, sex, marriage, and my family. New
York: Dutton.
Journals: American Ethnologist, American Anthropologist, Cultural
Anthropology, Current Anthropology, Ethnos, Journal of the Royal
Academy of British Social Anthropology and others.
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 module learning outcomes
Learning and Teaching Methods:
 The module will consist of 24 contact hours based on a combination of
lectures (12 hours) and seminars (12 hours). Seminars will build on material
presented in lectures. Students will have to prepare for seminars and actively
engage in critical discussion of current topics.
 Independent learning hours: seminar preparation (20), assimilation of material
presented in lectures and seminars (30); additional reading (40); revision for
exam (36).
 Total: 150 hours
Achievement of module learning outcomes:
 Lectures will address learning outcomes 11.1 – 11.8 and 12.1, 12.3, 12.4
 Seminars will address learning outcomes 11.1 – 11.8 and 12.1, 12.3, 12.4
 Independent learning hours will contribute to learning outcomes 11.1 – 11.8 and
12.1 - 4
16. List each applicable assessment method and their weighting and indicate which module
learning outcomes (both section 11 specific and section 12 generic) are addressed by that
assessment method, as above.
Assessment is by 100% coursework. The coursework components comprise an
essay (40%), a class test requiring short and multiple-choice answers and factual
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UNIVERSITY OF KENT
knowledge (30%), a student ‘briefing’ in the form of a solo or joint oral presentation
(15%) and lecture and seminar attendance and seminar participation (15%). The
oral presentation will be carried out during the seminars. The essay (1500-2000
words) will address major theoretical debates in relation to the module. The class
test will test the range of students’ knowledge of substantive issues and theoretical
approaches to the subject. The class test, the oral presentation and the essay
together are designed to cater to the different learning strengths of students as
well as ensuring their mastery of the module’s objectives.
Lecture and seminar attendance and seminar participation: Seminars are facilitated so
as to be all-inclusive. Seminars will be assessed based on the weekly tracking of each
student’s level of preparedness for seminars (as measured by their response to
systematic broad random questioning), their oral contributions to discussion and
degree of participation in the debates around which many of the seminars will be
structured (as measured by their relevant oral interventions). During each session
these variables are tracked on index cards as major /minor or no contribution. A major
contribution is based on active involvement in debating with a demonstration of having
read the material. A minor contribution is based on either the student’s ability to
participate in a debate or show knowledge of the readings but not both. ‘No
contribution’ is based on an inability to respond to broad random questioning and only
a minimal head-nodding level of participation in debates. The formula which produces
a mark for this assessment unit takes into account seminar and lecture attendance as
well.
Table of subject and generic learning outcomes supported by these methods:
Assessment
Method
Subject Learning
Outcomes
Generic Learning
Outcomes
Class test
11.1, 11.3-11.7
12.1, 12.3-12.4
Essay
11.1-11.7
12.1-12.4
Oral Presentation
11.1-11.3, 11.5-11.8
12.1, 12.3, 12.4
Class Participation
11.1-11.8
12.1, 12.3, 12.4
17. Implications for learning resources, including staff, library, IT and space
Additional books will need to be purchased so as to provide continual up-to-date
materials for this module, including visual materials. These expenditures are
covered by the School’s library budget as well as through our journal
subscriptions. Also the existing Library and IT resources satisfy at least 50% of
required materials.
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
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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/Collaborative Partner’s (delete as applicable) 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: "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"
................................................................
.30/01/2015............
Director of Learning and Teaching
Date
Dr. TATYANA HUMLE
…………………………………………………
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"
..30/01/2015......................................
......
Date
.
................................................................
Head of School
Prof Joao Pina de Cabral
…………………………………………………….
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
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UNIVERSITY OF KENT
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated July 2014
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