Activity for development workshop 18 Jan 2010 – towards mapping the modules
This table is a version of a revised proforma we have developed for the toolkit specification document (the
full version for our developer is also in the wiki). We would like to work with you on ‘mapping’ out the
‘exemplary module’, focusing on description and core content. It is a work in progress and might not suit all
cases, but hopefully it gives you an idea of how this ‘mapping’ framework might extract information from
your module handbook and weekly materials (depending on your format, this might not apply equally in all
cases). These columns will broadly translate into the online version of this tool.
We would welcome your contribution in working through this map with your chosen module (the same
module as the basis for the case study). Again it is a work in progress and we see this as a draft version with
some further iteration, particularly around pedagogic vocab. As you work thought this we would welcome
any comments; is the proposed structure easy to use? Is it going to be useful for you in describing your
module(s) to make them easier to share? Please use the space below to add your comments, suggestions.
For example, is it useful to separate learning outcomes from relation to subject benchmarks?
Element
Field menu content
Sample content
General description
Gender, Crime and Justice
a. Module title
Free text
b. author
c. institution
d. Description
Free text
Free text
Free text
Helen Jones
Manchester Metropolitan University
This module critically evaluates
contemporary understandings of gendered
crimes. Providing an understanding of the
theoretical perspectives, definitions and
understandings of the concept of gender
and the crimes men and women are
involved in, the unit will seek to assist
students’ exploration of current attitudes
towards gender within contemporary
society and the criminal justice system.
e. Credit weighting
f. Level
g. Relationship to
programme course
h. Name of syllabus
or programme
i. Offered within
joint or combined
programme?
j. Mapping to JACS
code
k. Mapping to
subject benchmarks
10/15/20/25/30
F4/F5/F6/F7
Mandatory / elective
20
F6
Elective
Free text
Sociology, Criminology, Cultural Studies (SCCS)
Yes / no
Yes
A controlled list of options of
JACS codes TBC
See mapping doc to subject
specific skills TBC
ML9J: MLXH: L300
Uses Criminology benchmarks:
 An understanding of the key concepts
and theoretical approaches that have
developed and are developing in
relation to crime, victimisation and
responses to crime and deviance
And the rest are listed on the qaa website
Student handbook identifies the following:
Communication skills:
 communication in group work,
 making class presentations,
 research report writing.
Self-management skills:
 planning,
 applying study skills,
 organising your academic work,
 working under pressure,
 time management,
 meeting deadlines.
Interpersonal skills:
 interaction in group work,
 leadership,
 listening,
 sensitivity.
Academic skills:

literacy and numeracy,

critical and analytical skills,

library skills,

information technology (IT) skills,

problem solving,

creativity,

research skills,
 assessment methods.
l. Mapping to
pedagogic vocab (to
be advised)
m. Meta-tags
Free text – but TBC following
review by partners
n. Learning
outcomes
Free text - possible list TBC
Free text
criminology; justice; gender, crime;
masculinity; feminism
1. Students will be able to research and write
about different feminist perspectives and their
relevance to understanding the gendered
nature of the crime problem.
2. Students will be able to research and write
about theories of masculinity and their
relevance to understanding the nature of the
crime problem.
3. Students will be able to identify and discuss a
number of substantive issues as they present
themselves to the criminal justice system and
the questions they pose for what we
understand by justice.
4. Students will be able to demonstrate an
understanding of the complex interplay
between gender, race and class as variables
that contribute towards experiences of crime
and the criminal justice process.
o. Assessment type
TBC – exam / essay / report /
group activity / reflection
50% Coursework will take the form of
collaborative writing between home students
and students at another university also
studying Gender, Crime and Justice. This is
conducted over a number of weeks and
requires ongoing engagement.
50% Examination
p. Delivery
TBC - weekly lecture / seminar /
blended / online / face to face
q. licence
Cc type
A blended approach to delivery includes:
Face to face lectures
Face to face seminars
Online resources and readings
Online interaction and discussion groups
All materials are currently presented to MMU
students behind the walled garden of the VLE
No CC licence currently exists for these
materials.
Structure and core content
r. Module core materials description, repeated for each material i.e. weekly lecture / handout / activity.
Each element will contain the main resource or material, with further optional rows beneath to show other
components of the resource which could be disaggregated. This should help give an extra granular level of
description within the module materials.
So in this draft, the description of the weekly materials and the further resources (such as reading lists) are
drawn from the module handbook. For each exemplar module you may have to add or remove further
rows below each weekly item (for example, if you use structured assessment as part of each material).
Again, please see this now as a first iteration of the mapping process – it may difficult to apply with any
consistency across our materials, so your initial feedback on this process will be very valuable in developing
this mapping framework and the version for the toolkit website.
When this mapping framework is presented in the toolkit, the links to the materials can be directed into
JORUM as a persistent link (i.e. directly to the material). This can be added at a later stage.
r.1
File types TBC
ppt
I Content
Lecture Introduction – Gender in the CJS
An overview of key themes, the structure of the
course and the assessments.
r. 1.a
Reading list
Required readings:
Walklate, S. (2001) Gender, Crime and Criminal
Justice. Willan. (Pages 1-15)
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 2)
r.2
ppt
Lecture Making sense of data I: Comparing
Crimes
Looking at what type of statistics can usefully
uncover issues of gender, data on arrest,
conviction and prison populations, data on
gendered crimes and how statistics might not
reveal the whole story.
r. 2.a
Reading list
Required readings:
Chesney-Lind, M., & Pasko, L. (2004) Part 1.
Girls, women and crime: selected readings.
London: Sage.
Gelsthorpe, L. (1997) ‘Feminism and
Criminology’, in M. Maguire, R. Morgan and R.
Reiner, R. (Eds.) The Oxford Handbook of
Criminology (2nd Ed). (Other editions are
available)
Lomboroso, C. & Ferrero, W. (2003) ‘The
criminal type in women and its atavistic origin’,
in E. McLaughlin, J. Muncie and G. Hughes
(Eds.) Criminological perspectives: essential
readings. Sage, in association with the Open
University (2nd Ed). (Other editions are
available)
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 4)
r.3
Lecture Feminism I
Examining prostitution from liberal feminist
and socialist feminist perspectives. Using
examples in different criminal justice
jurisdictions, the lecture looks at how different
feminist perspective have influenced policy on
prostitution.
r.3a
Readings:
Alder, C. & Worrall, A. (2004) Girls' Violence:
Myths and realities. New York:State University
of New York Press.
McIvor, G. (2003) Women Who Offend.
London:Jessica Kingsley. Chapter 2.
r.4
ppt
Walklate, S. (2001) Gender, Crime and Criminal
Justice. Willan. Pages 34 – 40.
Lecture Feminism II
Examining how the perspective of radical
feminism developed the concept of the
continuum of sexual violence and how such
perspectives have informed (and been
informed by) activism.
r.4a
Reading list
Required readings:
Jones, H. and Cook, K. (2008) Rape Crisis:
Responding to Sexual Violence. Lyme Regis:
Russell House. (Chapter 1)
Munford, R. (2007) 'Wake Up and Smell the
Lipgloss': Gender, Generation and the
(A)politics of Girl Power, in S. Gillis, G. Howie
and R. Munford (Eds.) Third Wave Feminism.
Palgrave (pp266-276).
r.5
ppt
Lecture Making Sense of Theory – Human
Rights
This lecture takes a global approach to violence
against women by focussing on United Nations
treaties and conventions, specifically the
Women’s Convention - Convention on the
Elimination of All Forms of Discrimination
Against Women (CEDAW).
r.5a
Reading List
Required readings:
Jones, H. (2006) ‘Working Together: Local and
Global Imperatives for Women in Mongolia’.
Asia Europe Journal Vol. 4, (3): 417-430.
Jones, H. and Wachala, K. (2006) ‘Watching
Over the Rights of Women’. Social Policy and
Society. Vol 5, (1): 127-136.
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 5)
r.6
ppt
Lecture How far have we come? Making Sense
of it All - Trafficking
To continue the discussion of how theory can
influence policy at a national and international
level, this lecture considers the issue of
trafficking of women, how it is defined, how it
is policed and how it is prosecuted.
r.6a
Reading List
Readings:
Jones, H. and Cook, K. (2008) Rape Crisis:
Responding to Sexual Violence. Lyme Regis:
Russell House. (Chapter 6)
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 9)
r. 7
ppt
Lecture Introduction to Term Two – Men in the
Criminal Justice System
This lecture shows how the focus of the course
turns to men and cultures of masculinity that
underpin male crime, how it is policed and the
implications for prevention and control of
crime.
r.8
ppt
Lecture Patriarchy: Historically and Culturally
Contingent?
From defining patriarchy to considering
criticisms of it as a concept, this lecture
examines Connell’s 4 dimensions of patriarchy:
 Power relations
 Production relations
 Emotional relations
 Symbolic relations
r.8a
Reading list
Required readings:
Walby, S. (1990) Theorizing Patriarchy. London:
WileyBlackwell. (Chapter 8).
Connell, R.W. (2002) Gender. London: Polity
Press. (Chapter 7)
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 5)
r.9
ppt
Lecture Thinking About Men: Hegemonic
Masculinity
This lecture considers the concept of
hegemonic masculinity whilst acknowledging
that ‘men’ do not form an homogeneous group.
Crime is discussed as a way of ‘doing
masculinity’.
r.9a
Reading List
Required readings:
Connell, R.W. (2005) Masculinities. Cambridge:
Polity Press. (Chapter 3)
Messerschmidt, J. (2000) Becoming "Real Men"
r.10
ppt
Lecture Gender, Crime and Risk
A risk society is not one that has become more
hazardous or dangerous, it is a society
preoccupied with the future which generates
the notion of risk. This lecture considers
theoretical debates around the concept of risk
and how risk relates to fear and vulnerability.
r.10a
Reading list
Required readings:
Walklate, S. (2001) Gender, Crime and Criminal
Justice. Cullumpton: Willan. Chapter 3.
r.11
ppt
Lecture Gender, Crime and Violence
This lecture considers the extent to which the
policing of violence against women is located at
the intersection of gender, patriarchy, violence
and justice. It takes a case study approach to
illustrate how women are more at risk from
violence by intimate ‘known’ men rather than
from strangers.
r.11a
Reading list
Required readings:
Jones, H. and Cook, K. (2008) Rape Crisis:
Responding to Sexual Violence. Lyme Regis:
Russell House. (Chapter 5)
Jones, H. and Powell, J. (2006) ‘Old Age,
Vulnerability and Sexual Violence: Implications
for Knowledge and Practice’. International
Nursing Review. Issue 53 (3): 211-216.
Walklate, S. (2001) Gender, Crime and Criminal
Justice. Cullumpton: Willan. Chapter 5.
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 5)
r.12
ppt
Lecture Gender, Crime and Justice
Considers whether sentencing decisions made
by the courts deliver justice to men or to
women. Uses official statistics to demonstrate
some gender gaps within the criminal justice
system.
r.12a
Reading list
Required readings:
Jones, H. (2006) ‘Towards Rights: Useful
Sources on Violence Against Women’. Social
Policy and Society. Vol 5, (1): 161-165.
Walklate, S. (2001) Gender, Crime and Criminal
Justice. Cullumpton: Willan. Chapter 6.
Wykes, M. and Welsh, K. (2008) Violence,
Gender and Justice. London: Sage. (Chapter 7)
r.13
doc
Student Handbook
r.14
pdf
Syllabus Synopsis
r.15
xerte
Overview of project assessment
Space for your comments, suggestions