UNIVERSITY OF KENT
Module Specification
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The title of the module:
The History of Crime and Punishment (SO597)
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The School which will be responsible for management of the module:
The School of Social Policy, Sociology and Social Research.
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The Start Date of the Module:
Michaelmas 2004
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The number of students expected to take the module:
20
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Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal:
No modules are to be withdrawn as a result of this module coming on line.
6
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
H (FHEQ Level: 6)
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The number of credits which the module represents:
15 Credits / ECTS 7.5
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Which term(s) the module is to be taught in (or other teaching pattern):
Michaelmas
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Prerequisite and co-requisite modules:
The Sociology of Deviance [SO505] or Criminal Justice in Modern Britain [S0536]
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The programmes of study to which the module contributes:
This is a third year option for students on degree schemes in Criminology and other degree
programmes in SSPSSR.
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes:
On successful completion of the module, students will be able to:
 To understand the historical development of penal policy and the engendering of punishment,
through engaging directly with theoretical materials.
 To understand the social, economic and cultural dimensions of crime and punishment from a
historical perspective.
 To understand the key concepts associated with the history of crime and punishment.
 To understand the changing nature of (1) the historical development of crime and punishment,
(2) to be able to situate the history of crime and punishment within the context policy and (3)
recognise some of the links between sociological theorizing of crime and punishment and the
socio-historical context in which these theories emerge.
 To be able to recognise and interpret a range of theoretical accounts to understandings of the
criminal justice system and related social problems.
This unit will endeavour to link the specific learning outcomes (above) to the ‘Educational aims of
the programme’, as outlined in Point 11 of the BA Criminology and Sociology Programme Specifications.
These aims translate to Programme Outcomes 12, Section A & C, with particular reference to Point
4, 5, and 9 and Section C, Point 1, 2, and 7.
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
 Develop skills in presentation and debate, both written and verbal.
 Be able to gather appropriate library and web-based resources, make judgments about their
merits and use the available evidence to construct an argument to be presented orally or in
writing.
 Develop skills in collating material for essays and seminar preparation using databases and the
internet as appropriate; time-management and independent learning skills; group work skills
though small group work in seminars.
 Be able to synthesis items of knowledge from different schools and disciplines of enquiry.
This unit will endeavour to link the specific outcomes (above) to the (generic) ‘Programme
Outcomes’, as outlined in Point 12 of the BA Criminology and Sociology Programme Specifications.
These aims translate to Programme Outcomes 12, Section B & D, with particular reference to
Section B, Point 2, 3 and 5 and Section D, Point 1, 4 and 7.
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A synopsis of the curriculum
1. The Historical Context of Crime and Punishment.
2. The Decline of Violence in the Nineteenth Century?
3. Crime in Early Modern England 1550-1750.
4. The Development of the Policing from 1750 – 1950.
5. Crime Fighting or Peace keeping: The Changing Face of Policing.
6. Reading week
7. The Blue Drones or the Boys in Blue?
8. The Development of the Juvenile Delinquent: A Question of Invention or Discovery.
9. Women, Crime and the Victorian Period.
10. The Gendering of Crime and Punishment.
11. The Prison Nemesis.
12. Review.
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Indicative Reading List
Alderson, J. (1974) Policing Freedom, McDonald Evans.
Beattie, J. (1975), ‘The Criminality of Women in Eighteenth-Century England’, Journal of Social
History, 7.
Briggs J, Harrison A, & McInnes V. (1996), Crime and Punishment in England: An Introductory
History, London UCL Press.
Emsley, C. (1983), Policing and its Context, 1750-1870, London Macmillan.
Emsley, C. (1987), Crime and Society in England 1750 –1900, London, Longman.
Fielding, N. (1995),‘Cop Canteen Culture’ in T. Newburn & E. Stanko (ed) Just Boys Doing
Business: Men, Masculinities and Crime, London: Routledge.
Ignatieff, M. (1981), ‘The Ideological Origins of the Penitentiary’ in M. Fitzgerald, G. McLennan and J.
Pawson (eds), Crime and Society, Routledge.
Shore, H. (1999), ‘The Trouble with Boys: Gender and the ‘Invention’ of the Juvenile Offender in
Early Nineteenth-century Britain’ in M. Arnot & C. Usborne (eds), Gender and Crime in Modern
Europe, UCL, London.
Taylor, D. (1998), Crime, Policing and Punishment in England, 1750-1914, Basingstoke, Macmillan.
Uglow, S. (1988) Policing Liberal Society, OUP.
Walkowitz, J. (1980), Prostitution and Victorian Society, Cambridge University Press.
Wiener, J, M. (1990), Reconstructing the Criminal: Culture Law and Policy in England, 1830- 1914.
Cambridge, UP.
Zedner, L. (1991), Women Crime and Custody in Victorian England, Oxford.
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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
Target intake: 20 students
Hours of study: 10 hours a week
Staff-student contact hours: 11 hours of lectures and 10 hours of seminars (no seminars in Week
One or Reading Week)
Contact hours: 21 hours
Learning or Teaching Methods:
The principal focus within lectures is on gaining key information on the week’s topic area,
organisation and knowledge of further information sources, which will allow the topic to be
developed further. Lectures will be accompanied by handouts and the power point lecture
presentation will be on Ward for students to access.
Seminars provide a forum for more in-depth debate. Students can contribute from their own
knowledge base and experiences as well as their reading. Seminars also provide opportunities for
the development of analytical skills, notably discussion of research data and presentation skills.
Total Study Hours: 150.
Including private study of approximately 10-11 hours per week. Private study involves wider
reading to develop material received in lectures, preparation for seminars and work for assessment
by coursework and examination. Private study will be supported by an appropriate range of
written materials, books, journals, and internet or electronic sources.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The teaching of the module will take the form of a weekly one hour lecture followed by a weekly
one hour seminar of which a range of activities will take place: planned discussions of the lecture
content and reading or handouts connected with it; student presentations planned in advance;
group work discussion round a problem or issue connected with the week’s lecture.
Students write one coursework essay of up to 3,000 words, which forms 50% of the final module
mark. They will be advised to see their tutor to discuss their essay plan. The coursework essay will
allow students to demonstrate their understandings of the specific topics in the unit and the
knowledge skills outlined earlier.
A one two hour unseen examination at the end of the year in which the module is taken will
contribute 50% of the final mark. The unseen examination tests students’ overall learning within
the unit, both in terms of knowledge specific to the unit and a more general ability to
conceptualise.
The coursework essay allows students to develop an understanding of the specific topics covered
in the module and to practice the general skills listed under generic learning outcomes. The unseen
examination allows an overall testing of the students’ learning over the whole module and test how
far the general skills and specific understandings have been achieved.
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Implications for learning resources, including staff, library, IT and space
The module will be taught be Dr Azrini Wahidin. The library already has a large number of texts
and journals relating to crime and criminal justice and the history of penality. Some additional
materials may be required to update existing resources. These purchases are made from SSPSSR’s
annual library budget.
An additional timetable slot for one lecture and two seminars for 12 weeks in teaching period one
are required. The timetabling office has been informed of these requirements.
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A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
In agreement with Tom Shape from the Disability Support Unit, the content of the module
will ensure that all students have equal opportunity to access learning materials across the
learning continuum.
Statement by the 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"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and will be responsible for its resourcing"
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Head of School
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Date