Module Handbook
THE SOCIAL PSYCHOLOGY OF INTERGROUP RELATIONS
YEAR 3
SEMESTER 1
COURSE TUTOR: PAUL MUFF
Contact Information for Paul Muff
email: P.Muff@bradford.ac.uk
Telephone 233987
Office: E14
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Table of Contents
1.
General ................................................................................................................................ 1
2.
Overview of Module and Module Descriptor ........................................................................ 1
3.
Assessment Criteria and Marking Guidelines ...................................................................... 2
3.1 Assessment Timetable ................................................................................................ 2
4.
Schedule of Work / Topics ................................................................................................... 2
5.
Communication.................................................................................................................... 4
6.
Support for Your Learning ................................................................................................... 4
6.1 Specific Support Materials for Module ......................................................................... 4
7.
Developing Good Academic Practice ................................................................................ 10
8.
Student Charter ................................................................................................................. 10
9.
Complaints and Appeals .................................................................................................... 10
10. Module Feedback from Previous Students ........................................................................ 10
1. General
General guidance and information on the university experience for all students can be found in
the Student Handbook, which is available online via
http://www.bradford.ac.uk/study/new-students/.
This double module will examine approaches to the conceptualisation of identity through an
exploration of different accounts of inter-group behaviour. A comparative analysis of inter-group
theory will reveal a great deal about the ways in which social science has sought to explain the
relationship between the individual and society. A comparative analysis of competing theoretical
accounts of inter-group behaviour will form a central core to the course. This will be carried out
in such a way to fulfil a number of aims.
1. To provide an understanding of theories of inter-group behaviour and interaction.
As social scientists you will be expected to develop a competent and confident grasp of
significant theoretical positions.
2. The course will seek to reveal the internal logics of each theory and examine their
significance in shaping the explanatory options they are predisposed to generate.
3. The intention of the module is to enable you to perceive the potential ideological properties of
specific social theories and to examine how their internal logics make them open to use by
people with specific political interests. As social scientists you should be skilled at tracing the
penetration of social science theory into political and policy discourse.
2. Overview of Module and Module Descriptor
The course is structured as a two to three hour lecture/seminar. These sessions will involve
formal lecture in-put and group discussion. I will usually also be available for an hour
before/after each session in my office depending on my commitments. On Wednesdays the
lecture will last a couple of hours. If you wish to follow up any of the main issues after reflecting
on them, you can come and see me during my drop-in office hour.
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This course will require you to draw upon your own experience, knowledge and perspective,
requiring you to relate theoretical analysis to the contemporary world. It is important that you are
able to apply what you learn to real-life examples.
3. Assessment Criteria and Marking Guidelines
One 3 hour exam at the end of the semester.
3 questions to be answered.
3.1
Assessment Timetable
The exam timetable will be set for January
4. Schedule of Work / Topics
The course will be organised around the examination of distinct areas of literature after an initial
introductory session:
I. FREUDIAN THEORY: an introduction to Freud's account of inter-group processes in relation
to personal identity. This will lead to the evaluation of "The Authoritarian Personality" as an
account of inter-group conflict.
II. SOCIAL IDENTITY THEORY: an introduction to the work of Henri Tajfel and social identity
theorists. The attempt by social identity theorists to map strategies for change available in
situations of inter-group conflict will be examined in relation to historical and current-inter group
relations.
III. EVOLUTIONARY PSYCHOLOGY: has located human behaviour in an evolutionary
framework; its significance in relation to accounts of the mate selection, sex differences and
family as fundamental units of identity will be examined.
IV COLLECTIVE IDENTITIES: through an examination of "postmodern identities" and the
"imagined community" of the nation, the hegemonic nature of identities will be explored. The
adequacy of the use of the concept of 'the other' in relation to this process will be examined.
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Lecture Topics in sequence:
After the initial introductory session, we will spend roughly two weeks on each topic.
1. Introductory session.
2. Freudian Theory: an introduction to Freud's account of inter-group processes in relation to
personal identity.
Discussion. How familiar are we with Freud? How useful is Freud's perspective in
understanding Intergroup theory?
3. The Authoritarian Personality: an exploration of intergroup conflict. Has the social analysis of
Adorno (et al) been transformed to a psychologically reductionist typology?
Projection and displacement – scapegoating.
A critique of 'prejudice' as an adequate explanation for antipathy and social exclusion.
Discussion. How do we account for prejudice; and its relation to other modes of oppression?
4. Social Identity Theory
An introduction to the work of Henri Tajfel and social identity theorists.
Does social comparison work for you?
Social identity theory has attempted to map 'strategies for change' available
in situations of inter-group conflict. These are evaluated.
Discussion. Are these 'psychological' strategies compatible with explaining political processes?
5. Evolutionary Psychology and the social group.
A general introduction to evolutionary psychological theory.
How familiar are you with Evolutionary Psychological theory? Can it be 'misused'?
Is it useful in describing and analysing the behaviours of the modern family?
6. Postmodernity, Imagined communities, Hybridity. Conceptualising self and other, in relation
to the nation.
How do you theorise the bond between self and the nation? The 'other' and the stranger:
modernity and the construction of collective identities. Who are our 'others' and why?
A reflection on the negotiation of identities.
The final week (12) will be devoted to revision for the exam.
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5. Communication
All notes, suggestions, readings will be on Blackboard, which you should check at least once or
twice a week.
Lecture notes will always be available in good time.
Email me if you need an appointment to see me personally outside the lectures. I will endeavour
to reply to you as soon as I possibly can.
6. Support for Your Learning
General guidance on the support available can be found in the Student Handbook, which is
available online via http://www.bradford.ac.uk/study/new-students/ and at
http://www.bradford.ac.uk/lss/.
6.1
Specific Support Materials for Module
Reading List
There is a set book for this course. All students will be expected to have access to:
Hogg, M.A. and Abrams, D. (1988) Social Identifications, London: Routledge. You will be
expected to make regular reference to this text.
There’s also a useful book by David Buss on Evolutionary Psychology, from which I have
compiled a few useful chapters published by Pearson this year.
Other General Texts:
Brewer, Marilynn B. Intergroup Relations, 2003, OUP.
Stephan and Stephan, 1996, Intergroup Relations, Westview.
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I. FREUDIAN THEORY:
An excellent critical review of Freudian theory may be found in
Billig, M. (1979) Social Psychology and Intergroup Relations, London: Academic Press, Chapter
2. You could usefully also read
Wollheim, R. (1971) Freud, London: Fontana
Adorno, T. W. et al (1950) The Authoritarian -Personality' New York: Harper is the
source text on the authoritarian personality. You will also find it reviewed in social psychology
textbooks and will find chapter 3 useful in Michael Billig's (1978) Fascists: A Social
Psychological View of the National Front.
Sulloway, F. (1979) Freud. Biologist of the Mind, London: Bumett Books
Kline, P. (1984) Psychology and Freudian Theory, London: Methuen
Masson, J. (1984) Freud the Assault on Truth, London: Faber
Eysenck, HJ. ( 1985) Decline and Fall of the Freudian Empire, Harmondsworth: Viking
Frosh, S. (1987) The Politics of Psychoanalysis, Macmillan
Frosh, S. (1989) Psychoanalysis and Psychology, Macmillan
An alternative psychoanalytic explanation of projection given by the so-called 'English School' of
Melanie Klein, for the basic theory:
Money-Kyrle, R.E. (1951) Psychoanalysis and Politics, London: Duckworth
For social theory:
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Murray H and Trist, E. (eds) The Social Engagement of Social Science Voll Money-Myrle, RE
(1961) Man's Picture of His World, London: Duckworth
II SOCIAL IDENTITY THEORY:
For sources on social identity theory you should consult:
Tajfel, H. (1981) Human Groups and Social Categories, Cambridge: C.U.P. Tajfel, H. (1978)
Differentiation Between Social Groups, London: Academic Press Turner, l.C. and Giles, H.
(1981) Intergroup Behaviour, Oxford: Basil Blackwell Turner, l.C (1987) Rediscovering the
Social Group, Oxford: Basil Blackwell Hogg, M.A and Abrams, De (1988) Social Identification,
London: Routledge
And for critical comments see:
Abrams, Do and Hogg, M. (1988) 'Comments on the motivational status of self-esteem in social
identity and intergroup discrimination' , European Journal of Social Psychology: 317-334
Skevington, S. and Baker, D. (Eds} The Social Identity of Women
Gergen, K. (1989) 'Social psychology and the wrong revolution', European Journal of Social
Psychology, 5: 464-484
Sampson, E. Eo ( 1981), Cognitive Psychology as Ideology' , American Psychologist, 36, 6:
730- 743 Jahoda, M. (1986) 'Small Selves in Small Groups', British Journal of Social
Psychology,
25, 253-254
Michael, M. (1990) 'Intergroup Theory and Deconstruction' in 1. Parker and J. Sholter (1990)
Reconstructing Social Psychology, London: Routledge
Tetlock, P .E. (1986) , Is. self-categorization theory the solution to the level-of the analysis
problem? , British Journal of Social Psychology, 25: 255-256
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Hagendoom, Le (1993) 'Ethnic categorization and outgroup exclusion', Ethnic and Racial_, Vol.
16, No.1 pp 26-51
Gecas, V. ( 1989) , Rekindling the sociological imagination in social psychology' , Journal for the
Theory of Social Behaviour, 1: 97
and: Wetherell, M. and Potter, J. (1992) Mapping the Language of Racism, London: Harvester
Wheatsheaf, Chapter 2
III Evolutionary Psychology
Alcock, J. (2002) The triumph of sociobiology. Oxford: Oxford University Press
Buss, David (2011) Evolutionary Psychology, The New Science of the Mind, Pearson.
Dawkins, R. (1976) The Selfish Gene, Oxford: Oxford University Press
Dawkins, R. ( 1982) The Extended Phenotype, Oxford: Oxford University Press
Breur, G. (1982) Sociobiology the Human Dimension, Cambridge University Press
Bobbi S. Low. (2000) Why sex matters: a Darwinian look at human behavior, Princeton, NoJ.
;Princeton University Press,
and critiques of its political relevance may be found in Barker, M. (1981) The New Racism,
London: Junction Books
Levitas, R. ( 1986) The Ideology of the New Right, Oxford: Polity Press and for its extension to
social theory see for example:
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Van den Berghe, P .L. (1978) , Race and Ethnicity: A Sociobio1ogical Perspective', Ethnic and
Racial Studies, 1,4: 401-411
Van den Berghe, P .L. (1986) , Ethnicity and the Socio-biology debate' in Theories of Race and
Ethnic Relations.L Cambridge: C. U .P .
Wind, J. ( 1986) Essays in Human Sociobiology, London: Academic Press
Radcliffe Richards, Janet; Human Nature After Darwin.
Reynolds, V. (1987) The Sociobiology of Ethnocentrism, London: Croom Helm
Hinde, R.A. ( 1987) Individuals. Relationships and Culture, Cambridge: C. U .P.
Gazzaniga, M.S. (1992) Nature's Mind, New York: Basic Books
IV COLLECTIVE IDENTITIES:
The source text on the concept of imagined communities is:
Anderson, B. (1991) Imagined Communities, London: Verso
And for complementary literature on nationalism you might read:
Bhabha, Homi. Location of Culture. London: Routledge, 1995.
Gellner.LE. ( 1983) Nations and Nationalism, Oxford: Blackwell
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Giddens, A. (1985) The Nation-State and Violence, Cambridge: Polity
Hobsbawm, E.J. (1992) Nations and Nationalism Since 1780, Cambridge: Canto
Hobsbawm, E.J. and Ranger, T. (1983) The Invention of Tradition, Cambridge: C.U.P.
Castles, S. et al (1988) Mistaken Identity, Sydney: Pluto Press
Wright, P. (1985) .On Living in an Old Country, London: Verso
McCrone, D. (1992) Understanding Scotland, London: Routledge
Chambers, I. (1990) Border Dialogues, London: Routledge
Hobsbawm, E.J. and Ranger, T. (1983) The Invention of Tradition, Cambridge: C.U.P..
Donald, J. and Rattansi, A. (1992) , Race' Culture and Difference, London: Sage
Gilroy, P. ( 1987) Their Ain't No Black in the Union Jack, London: Hutchinson
Pieterse, J.N. (1991) 'Fictions of Europe', Race and Class, Vol. xxvii Winter No.3: 3-10
Billig, M. (1995) Banal Nationalism, London: Sage
O'Keefe, D. (1986) The WayWard Curriculum, London: The Social Affairs Unit The Salisbury
Review
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Colley, L. ( 1992) Britons, London: Yale University Press
7. Developing Good Academic Practice
The Library has information about plagiarism, and how to avoid it:
http://www.bradford.ac.uk/library/help/plagiarism/.
8. Student Charter
Our Student Charter is intended to set out the minimum procedural expectations relating to the
student experience for both staff and students. Your active involvement with staff in your
learning, in School-level activities, in institutional processes and with the Students’ Union is
absolutely key to fostering a sense of collegiate community. You engage with us as partners
and as such, both staff and students have expectations and obligations with regards to the
processes in which they engage. You can find our Student Charter at
http://www.bradford.ac.uk/student-charter/.
9. Complaints and Appeals
For information regarding making complaints or appeals please visit
http://www.bradford.ac.uk/legal-and-governance/breaches-appeals-complaints/.
10. Module Feedback from Previous Students
I really have enjoyed this module. Paul is a great lecturer that I feel I can relate to and I believe
that I understand the points that he raised.
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the lectures always had a laid back feel which made it a better environment to learn in. The
lectures were always enjoyable and interesting.
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I found the lecturer was very professional when teaching. The material needed for this module
was very helpful.
The major strength of this module was that the lecturer explained the material very clearer
which made the information very interesting. This helped me to apply the material to my
everyday life especially due to the real life example the tutor tried to use to illustrate the
information.
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The lecturer makes the topic relevant to real life and his injections of humour and personal
experience ground the topic in reality. I enjoyed the lectures and Pauls teaching.
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Real life experience used to explain theoretical language. Teaching style. Range of age
amongst peers. Additional sources of information to increase knowledge and understanding.
Teaching style is relaxed, informal and engaging.
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The lecturer made the topics interesting and enjoyable and was always open to questions. I
have enjoyed Paul's teaching styles and lessons.
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Fun lecturer, keeps learning enjoyable.
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The fact that we had a core text book made things a lot easier
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The lecturer was inspiring, the examples from his personal experiences made the module clear
and well presented.
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the lecturer was absolutely excellent. Most of my psychology lectures are difficult to engage with
as it is a subject that is difficult to grasp but the lecturer was very good. he made the subject
interesting and easy to follow.
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Very well detailed lectures, as well as the notes on blackboard which are really helpful.
External Examiner’s Report:
The highest marked paper overall here were three remarkably concise and thoughtful answers.
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