Gender Studies Postgraduate Programmes
MA Women’s and Gender Studies (GEMMA)
Handbook
Department of Social Sciences
University of Hull
Contents
Why Study Gender?
3
A Radical City
3
Hull Centre for Gender Studies
4
Centre for Gender Studies Postgraduate Conference
4
The Journal of Gender Studies
5
The Suite of Postgraduate Degrees in Gender Studies
5
GEMMA MA Women’s and Gender Studies
6
GEMMA Programme Structure
8
GEMMA Timetable
10
Quality and Standards Framework
14
Module Specifications
17
2
This handbook should be viewed in conjunction with the University
Student Handbook which contains common guidelines and University
regulations. This is available at:
http://www2.hull.ac.uk/student/studenthandbook/regulations.aspx
Gender Studies at the University of Hull
Why Study Gender?
Gender issues have become a major focus within both academic and political
spheres as a consequence of the changing relationships between women and
men throughout the world. Most national and supranational organisations,
such as the United Nations, the World Health Organisation, the World Bank
and the European Union, now have gender agendas and are, publicly at least,
keen to promote the participation of women in all spheres. Gender has never
been more crucial: transformations in gender relations have had a profound
impact on economies and social relations worldwide. These transformations
have also had a profound theoretical impact across the social sciences,
philosophy and literature. They have influenced international policy making,
not least on equal opportunities in employment. Globally, gender issues are
now a focus and preoccupation for political activity and social movements of
all kinds. The UN conferences on women demonstrate the pervasive
commitment of key decision makers to gender-related issues. Within this
context, the University of Hull’s postgraduate programmes in Gender Studies
are making a major contribution to an established but still developing
academic and political agenda. The breadth and depth of our teaching and
research, together with the Journal of Gender Studies and the Centre for
Gender Studies, make the University of Hull one of the leading centres for the
study of gender studies in Europe.
A Radical City
Hull and East Yorkshire have a long history of feminism since the eighteen
century philosopher and mother of First Wave Feminism, Mary
Wollstonecraft, spent her formative years in Beverley, East Yorkshire. She
wrote a number of books on the education of women, and most famously
published A Vindication of the Rights of Women in 1792. In this she argued that
both men and women were rational beings and should be treated as such: a
radical proposition at that time. Hull University’s Department of Philosophy
and the Centre for Gender Studies holds an annual public lecture in honour of
Wollstonecraft. The East Riding was also home in the early 1900s to the
novelist, feminist and anti-racist Winifred Holtby. Organised feminism has
3
existed here since the spring of 1968, when a Women’s Rights Group was
formed around the campaign led by Lil Bilocca and the fishermen’s wives to
improve the safety of trawlers. In the 1970s, six more groups emerged: a
Working Women’s Charter Group, a Women’s Committee of the Hull Trades
Council, Women’s Aid, Hull Women’s Centre, a National Abortion Campaign
Group and a University Union Women’s Group. In the early 1980s a further
group, Humberside Women in Education, was founded to work towards
equal opportunities in schools. This was followed by the foundation of the
Centre for Gender Studies in the mid 1980s. There continues to be a vibrant
and active network of women’s centres, services and groups promoting
gender equality across the city with strong links to Gender Studies. Students
of Gender Studies are encouraged to get involved in one of the active
women’s centres operating in the city, for example, Hull Women’s Centre in
the city centre which celebrated its 30th anniversary in 2009, and North Hull
Women’s Centre serving north Hull near to the University Campus.
Hull Centre for Gender Studies
The Centre is currently celebrating its 25th Anniversary since its foundation in
1986. The past year has therefore a series of special events, with Prof. Luce
Irigaray giving the Mary Wollstonecraft Lecture and BBC4 radio presenter
Dame Jenni Murray OBE joining us for the 25th Anniversary dinner. In
previous years the Centre has run regular seminars which have attracted
high-profile speakers such as Suzanne Moore, Beatrix Campbell, Yasmin
Alibhai-Brown, Hilary Rose, Sheila Rowbotham, Val Miner, Patricia Waugh
and Margaret Whitford. Contributions have also been made by a range of
international speakers from Pakistan, India, Russia, France, Holland, the
Sudan, Australia, China, the USA, Chile, South Korea, Thailand, Eastern
Europe and South Africa. Links have been established with gender and
women’s studies centres in many of these countries. The centre also hosts day
conferences which have been well attended. Topics have included Men and
Masculinities, Feminism and Nationalism, Women and Work, Feminism and
the Subject, Gender Studies in the 90s and Refugee Women. This year the
theme of the seminar series is ‘Feminism Now’ with speakers including
Professor Sylvia Walby OBE Unesco Chair in Gender Research at the
University of Lancaster, UK.
Centre for Gender Studies Postgraduate Conference
The Centre for Gender Studies holds regular one day interdisciplinary
conferences for postgraduates in the University who have an interest in
gender issues and research. The last conference The Story of Why I am Here:
4
Questions and Methods in Gender Research, was held on 4th November 2009
and was a attended by over 70 delegates from across the university and
beyond, providing a critical forum for debate and an opportunity for students
and staff to network and discuss their research and ideas. GEMMA students
are strongly encouraged to attend such events.
The Journal of Gender Studies
The success of the Centre for Gender Studies led to the launch of the Journal
of Gender Studies in May 1991, now a flagship for Gender Studies at the
University of Hull. Its editorial board is in part drawn from Hull Centre
members (Dr Clisby, Dr Alsop, Dr Jagger, Dr Gonzalez-Arnal, Dr Capern, for
example are all editorial board members) and an advisory board representing
gender interests worldwide. The journal is interdisciplinary and international,
published by Routledge and has a thriving international subscription list.
Special issues have covered topics such as postcolonialism, transgendering,
and the future of feminist fiction. Sample copies and the latest contents can be
viewed at:
http://www.tandf.co.uk/journals/cjgs
The Suite of Postgraduate Degrees in Gender Studies
The Master’s Programmes in Gender Studies are innovative and highly
distinctive in that they are all interdisciplinary, enabling students to study
gender issues and theories through the lens of social science, politics,
philosophy and literature and history.
The MA Gender and Development and the MSc Applied Social Research
(Gender Studies) are offered at both Masters and Diploma level and are
available as one year full time or two year part-time programmes. The
European Dual Award MA Women’s and Gender Studies (GEMMA) is
recognised and funded through the European Commission’s Erasmus
Mundus full scholarship scheme for which both EU and non-EU applicants
are eligible. GEMMA is a two year programme leading to two Master’s
degrees and is available for full time study only.
In 2012-13 we are planning to launch a new MA Equality, Diversity and the
Law which will provide specialist training in the field, for example in relation
to the requirements of the Gender Equality Duty and Human Rights Act, and
be closely linked to needs of employers and those working in this growing
sector.
Students can subsequently progress their academic studies from the Masters
level onto research degrees in Gender Studies at MPhil and PhD levels with
specialist one-to-one supervision in their research field.
5
MA Women’s and Gender Studies (GEMMA) (360008)
Course Directors:
GEMMA admin:
Dr Suzanne Clisby
Dr Rachel Alsop
Room 221
Room 267
Wilberforce Building
Wilberforce Building
Tel: 01482 465781
Tel : 01482 465728
s.m.clisby@hull.ac.uk
r.alsop@hull.ac.uk
Claire Gregory
Dept Postgraduate Secretary:
Room 225 (Weds only)
Room 259
Wilberforce Building
Wilberforce Building
Tel : 01482 462011
Tel : 01482 466215
gemma@hull.ac.uk
Introduction
The MA Women’s and Gender Studies (GEMMA) programme, which was
launched in 2007 and has secured Erasmus Mundus funding until 2017, is the
newest addition to our suite of postgraduate programmes. It is also the first of
its kind worldwide and is recognised as a ‘Masters of Excellence’ by the
European Commission. It offers students an exciting opportunity to study
Women’s and Gender Studies both at the University of Hull and at one of six
partner Universities in Europe. This is a two-year programme and successful
candidates graduate with a Dual Award: a Masters degree from both the
University of Hull and from their chosen partner institution: University of
Granada (Spain), University of Oviedo (Spain), University of Utrecht
(Netherlands), University of Bologna (Italy), Lödz University (Poland) and
Central European University (Budapest, Hungary). From 2012 Rutgers
University in the USA will also be joining the GEMMA Consortium.
The aim of this programme is to deliver a taught Masters programme over
two years in partnership with the University of Granada as the central
coordinating institution of the GEMMA programme as a whole. The MA
programme combines a range of institutionally specific optional modules
with a set of core modules common to each European partner. The
6
programme totals 240 credits (120 European Credit Transfer System), of
which 180 credits (90 ECTS) are taught and 60 credits (30 ECTS) are for the
final extended dissertation (20,000 - 30,000 words).
Course Content and Structure
This is an interdisciplinary programme, providing students with a theoretical
underpinning in gender studies and the opportunity to study gender issues
from a variety of perspectives and academic disciplines. The programme
develops students’ advanced knowledge and understanding of contemporary
gender theories and substantive issues. Students who complete the MA
Women’s and Gender Studies will be able to:
(a) command an advanced and critical knowledge of contemporary
gender theories and debates.
(b) critically apply an interdisciplinary approach to the study of
gender.
(c) demonstrate an advanced understanding of research methods
relevant to their particular field of interest in women’s and gender
studies and analyse the social, ethical and political implications of
feminist research.
The programme is structured as follows: students will spend their first year in
the ‘home’ institution (in this case Hull University) completing all taught core
modules (60 credits) and 60 credits of their optional modules, totalling 120
credits (60 ECTS). They then spend either one or two semesters in their
selected partner institution. They take 60 credits (30 ECTS) of options in
semester one in the partner institution and then can return to their home
institution in semester two to complete their final dissertation (60
credits/30ECTS). Alternatively they may remain at the partner institution
during semester two and complete the dissertation there under joint
supervision between their home and mobility partners. In a slight change to
the programme since 2010, scholarship students whose partner University is
Utrecht are now required to remain in Utrecht for both semesters of their final
year and complete their dissertations there.
In essence, then, this programme differs from the standard one-year full time
programme in two respects, it entails a second year during which time
students have the opportunity to study at a partner institution for one or two
semesters where they complete an additional 60 credits (30 ECTS) of optional
modules in semester one and the final stage 60 (30 ECTS) credit dissertation in
semester two. The languages of instruction at the partner institutions are
English, Spanish and Italian, depending on the chosen location. Students
7
must have proof of proficiency in the language of instruction. The language of
instruction at the University of Hull is English.
Thus, at Hull University:



First year students must take 120 taught credits across semesters one
and two. In accordance with University regulations, the balance
should be no greater than 70/50 in each semester. 60 credits are
comprised of core modules and 60 credits of optional module
choices.
Second year students take 60 credits of options in semester one and
undertake their final 60 credit dissertation in semester 2.
Please note 20 credits at the University of Hull equates to 10
European Credit Transfer System (ECTS). The credits below are set
out as Hull credits not as ECTS credits.
Visas
Please remember that all students requiring visas to study are responsible for
organising their own visas. Advice on UK visas can be obtained via the
immigration section of the International Office at the University of Hull
io-immigration@hull.ac.uk. For mobility universities students should contact
the relevant country embassies for information on the visa process. Gaining
visas can be a lengthy process so please leave sufficient time.
GEMMA Programme Structure
Semester One
First Year Core Modules (60 Hull credits /30 ECTS)
Code/Credit
36075 / 20
Feminist Theory: Between Difference and Diversity
36074 / 20
Feminist Methodology: Interdisciplinary Methods in Women’s
and Gender Studies
20295 / 10
Feminist Historiography
20296 / 10
Women’s Movements Worldwide
Optional Modules (N.B. options may be variable and subject to change
depending of staffing and availability)
First year students can choose no more than 10 credits in semester one or 20
credits of long thin modules. The semester 1 options below are thus most
relevant to second year (mobility) students who choose 60 credits of options
8
in semester 1. In certain circumstances students who wish to sit in on an
extra module without taking the credits, just for their knowledge
enhancement, may be permitted to do so at the discretion of the module
coordinator.
Long Thin Module (across semesters I and II)
36132 20
Independent Gender Research
(this is based on independent working supported by workshops and
supervisory meetings across the year)
Semester One Modules
36126 / 20
Encountering Development: why gender matters
36949 / 20
Other(ed) Bodies: Anthropology of Gender and Sexual Diversity
35024 / 20
Key Issues in Identity Politics and Policies I:
diversity in a post national context
36144 / 20
The Body in Culture, Politics and Society
22167 / 20
Sex(uality), Gender and the Law (level 6)*
22999 / 20
Foundations of Human Rights
14222 / 20
Family Matters (* dependent on numbers to run)
14311/20
Modern Children’s Literature
36932 / 10
Ethnographic Practice
36939 / 10
Philosophical Issues in Applied Social Research
35702 / 10
The Research Interview
35703 / 10
Survey Methods and Questionnaire Design
49048 / 20
Postgraduate English for Academic Purposes
*Students at level 7 (Masters) are permitted to take up to 20 credits at level 6
(3rd year undergraduate)
Semester Two
Second Year students core: 36978 / 60
Dissertation
Optional Modules (N.B: options may be variable and subject to change)
First year students choose up to 60 credits:
Code/Credit
9
36127 / 20
Current Perspectives on Gender and Development
35023 / 20
Key Issues in Identity Politics and Policies II:
cultures and practices of in/equalities
22118 / 20
Human Rights Violations
14120 / 20
Gender in Popular Culture
14121/ 20
Hystorical Fictions: Gender and Sexuality in neo-Victorian
Literature
14731 / 20
Research Skills, Methods and Methodologies II
36945 / 10
Explorations of Qualitative Research in Theory and Practice
36945 / 10
Central Issues in Applied Social Research
35704 / 10
Quantitative data Analysis (must be taken with 35705)
35705 / 10
Computing with SPSS (must be taken with 35704)
GEMMA Timetable
Week One (commencing Monday 26th Sept 2011):
Welcome and Induction
Welcome and lunch meeting for all postgraduates in Social Sciences:
Monday 26th September at 11.15am, room to be confirmed, immediately
followed by:
Welcome and induction meeting for Gender Studies/GEMMA students:
Monday 26th September 12.15pm-2.00pm, Wilberforce Building Room 236.
Registration: Tuesday 27th September between 15.30 and 17.00 in Staff House
Welcome Postgraduate Dinner: There will be an evening dinner for all
postgraduates in the department.
This is scheduled for Wednesday 5th
October following the first departmental research seminar. Further details
will be forthcoming.
10
Week Two (commencing 4th October):
Classes begin
At the point of printing not all classes had been timetabled. Please refer to
programme coordinator or module tutor for further information. Please note
all English modules (14***) will be timetabled after registration.
Code
36075
20296L1/01
20295S1/01
36074S1/01
36074S1/01
35025L1/02
35024L1/01
Module Title
Day
Feminist Theory:
between difference
and diversity
Women's
Movements
Worldwide seminar
(runs every other
week alongside
Feminist
Historiography)
Feminist
Historiography
seminar (see above)
Feminist
Methodology:
Interdisciplinary
Methods in
Women’s & Gender
Studies
Feminist
Methodology:
Interdisciplinary
Methods in
Women’s & Gender
Studies (see course
description below)
Wednesday
fortnightly 11.15 13.05
(Sem 1 & 2)
Key issues in
identity politics and
policies II
Tuesday
Key issues in
identity politics and
policies I: diversity
in a post-national
context
Start
End
Location
Module
Leader
Alsop Dr R
Tuesday
(Sem 1)
11:15 13:05
LASR181
Capern Dr
A.L.
Tuesday
(Sem 1)
11:15 13:05
LASR181
Capern Dr
A.L.
Thursday
(Sem 1)
16:15 17:05
WILR18
Seymour Dr
JD
Thursday
(Sem 1)
16.15 18.05
WILR18
(this time/place
may change)
16.15 18.05 BJ-SRH
Johnson Dr
JM
Argyrou Dr
V
16:15 18:05 BJ-SRH
Johnson Dr
JM
Argyrou Dr
V
(Sem 2)
Tuesday
(this time/place
may change)
(Sem 1)
11
Encountering
Development: Why
36126T1/01
gender matters Seminar
Encountering
Development: Why
36126Scr1/01 gender matters Lecture and film
screening
Current Perspectives
on Gender and
36127L1/02
Development
seminar
Other(ed) Bodies:
Anthropology of
36949L1/01
Gender and Sexual
Diversity
Ethnographic
Practice (runs every
other week
36932S1/01
alongside
Philosophical Issues
below)
Philosophical Issues
in Applied Social
36939S1/01
Research (runs
every other week
alongside above)
The Research
35702S1/01
Interview
Survey Methods and
35703S1/01
Questionnaire
Design
Explorations of
35953S1/01
Qualitative Research
Theory and Practice
Quantitative Data
Analysis (taken
35704S2
alongside 35705 as
joined module)
Computing with
35705S2
SPSS (taken
Friday
(Sem 1)
09.30 11.00 WI-221
Clisby Dr
SM
Friday
(Sem 1)
14:15 17:05 LA-LTB
Clisby Dr
SM
14.15 16.05 WI-221
Clisby Dr
SM
Tuesday
(Sem 1)
10.15 12.05 WI-227
Johnson Dr
JM
Thursday
(Sem 1)
10.15 12.05
Johnson Dr
JM
Thursday
(Sem 1)
10.15 12.05
Argyrou Dr
V
Thursday
(Sem 1)
09.15 10:05 WI-LT28
Seymour Dr
JD
Thursday
(Sem 1)
12:15 13:05
Thursday
(Sem 2)
10.15 11.15 LA-LTE
Butler Dr I
Thursday
(Sem 2)
09.15 10.05 Co-LT2
Butler Dr
RE
Thursday
(Sem 2)
12.15 13.05
Monday
12
WILR26
FOWestC
Butler Dr
RE
Butler Dr
RE
36144S1/01
36945S1/01
alongside 35704
above)
The Body in Culture,
Politics and Society
Central Issues in
Applied Social
Research
Monday
(Sem 1)
15.15 17.05 CO-LT1
Drake Dr M
Thursday
(Sem 2)
11.15 12.05 WS-SR2
Seymour Dr
JD
Thursday
(Sem 1)
16:15 18:05 BJ-TR9
Quirk, Dr J
22999S1/01
Foundations of
Human Rights
22167S1/01
Sex(uality), Gender
and the Law
Seminars 1 & 2
(choose one group)
Monday
or
Friday
Postgraduate
English for
Academic Purposes
(up to 3 students
permitted, need
IELTS 6.5 or
equivalent)
It is yet to be
confirmed that this
module will be
offered
Monday
49048T1/01
13
LO10:15 12:05 SR710
12.15 14.05 WILR22
9:15
12:05 FR-324
Harrison Dr
K,Clucas Dr
RJ,Ward Dr
T
Dobson
Ms.K
MA Women’s and Gender Studies (GEMMA) Quality and Standards
Framework
1.
Student Progression
1.1
The regulations of the teaching institutions at which GEMMA
students are physically located apply even though those regulations
may differ between institutions.
1.2
Students progress through three stages: certificate, diploma and
dissertation stage. Students must satisfy the progression requirements
of each stage in order to progress to the next. These requirements may
vary between institutions and students must familiarize themselves
with the regulations of both their home and mobility institutions.
GEMMA Coordinators have a duty to ensure students have access to
the relevant information at their institutions.
1.3
Failure to satisfy progression requirements of the teaching institution
means the candidate is not entitled to progress on the double award
but may be eligible for a single award of one of the other institutions.
Any concerns with regards candidates’ satisfactory progression will be
presented to the Joint Board of Studies.
1.4
Unfair means: students are subject to the unfair means and plagiarism
regulations of the institutions they are located at. Records of
allegations of unfair means and/or plagiarism against a GEMMA
candidate must be presented to the Joint Board of Studies (GEMMA).
1.5
No institution will award either of the dual awards until the candidate
has satisfied the requirements of both awards. This will be reviewed
and confirmed at the Joint Board of Studies.
1.6
Classification of degrees: the conversion and comparability of degrees
across partner institutions is outlined in the Diploma Supplement.
2.
Language of assessment and study
2.1
The language of study and assessment may be Italian, Spanish or
English according to the language of study of the institution the
candidate is located, and where the credit will be awarded.
3.
Boards of examiners
3.1
Each teaching institution will be responsible for holding a board of
examiners in accordance with its own framework. It is desirable for
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members of other institutions to be represented at and involved with
other boards as a way of promoting consideration of the comparability
of academic standards.
3.2
Assessments taken at each institution will be examined in accordance
with the regulations for boards of examiners at the awarding
institution. (n.b. at the University of Hull there is an appointed external
examiner who has oversight of assessments and is present at the exam
boards). Assessment grades, transcripts and relevant reports will be
shared at the Joint Board of Studies (GEMMA).
3.3
Dissertations will be primarily supervised by nominated staff at the
institution awarding the credit but a second supervisor from the
candidate’s partner (either home or mobility) university will liaise with
both the first supervisor and the candidate and present their report on
the dissertation to the first supervisor and board of examiners. Reports
on dissertations should not normally exceed one side of A4.
Dissertation reports will be shared with the Joint Board of Studies
(GEMMA)
Samples of dissertations with the recommended grades and examiners
reports can be requested by board of examiners at either the home or
mobility university regardless of which partner institution was
awarding the credit. Nevertheless the board of examiners at the
partner university not awarding the credits cannot over ride the final
decision of the awarding institution.
4.
Transcripts and certificates
4.1
The responsibility for producing and issuing clear transcripts of grades
and final degree certificates lies with the awarding institutions. The
final degree certificates should indicate that this is a dual award in
partnership with ‘X’ institution. This demonstrates mutual recognition
of the dual award.
5.
Programme approval, monitoring and review
5.1
While responsibility for each programme rests with the teaching
institution, the GEMMA consortium and Joint Board of Studies shares
ownership of the ‘package of programmes’ capable of resulting in a
dual award.
15
5.2
Facilitated through the Joint Board of Studies, there will be a process of
monitoring and review shared across the partners, informed by
individual processes of review at the home/awarding institution.
5.3
The Joint Board of Studies will facilitate cross institution consideration
(especially in terms of considering comparability of standards,
comparability of the learning experience, and strengthening further the
partnerships between institutions)
5.4
The programme is subject to review by the University of Hull as part of
its ongoing programme of periodic review.
6.
Appeals and complaints
6.1
Candidates will be subject to the rights afforded under the regulations
of the home institution.
6.2
The Joint Board of Studies must consider the variability and
comparability of appeals and complaints regulations across the
Consortium.
6.3
Any contractual relationship is between the student and the teaching
institution and therefore subject to the law of the jurisdiction in which
that institution operates.
7.
Student experience
7.1
Students will be treated in accordance with the regulations and
procedures of their teaching institution. They have access to all the
facilities afforded to postgraduate students at their teaching institution,
including the facilities in place to support students with specific needs
and disabilities.
7.2
Students have the right to a process of induction and supervision at
their teaching institution but these processes may vary between
institutions.
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Module Specifications
Core Modules
36075: Feminist Theory: Between Difference and Diversity
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
This module aims to introduce students to key debates and concepts within
gender theory. The module explores different ways in which the social
construction of gender has been theorised.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: Explore feminist traditions of thought about concepts of equality,
difference, diversity and gender
2: Understand key debates within feminist and gender theory and will be able
to engage critically with various social constructionist approaches to
femininities, masculinities, gender and sexuality.
3: Demonstrate an appreciation of the movement from feminist theories to
gender theories and of the transition from notions of sexual difference to
theories of multi-cultural and multi-ethnic diversity.
-------------------------------------------------------------------------------Learning and Teaching Strategies
The module will be taught in 11 x 2 hour seminars in semester one and 11 x 2
hour tutorials in semester two.
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
Students submit 2 x 2500 word essays (each 40% of the overall mark)
Each student gives two 20 minute presentations followed by a presentation
report (1000-1500 words) which provides details of the presentation and
reflects on the post-presentation discussion. (20% of the overall mark).
-------------------------------------------------------------------------------Indicative Content
The module will include the some of the following topics:
 Introduction to feminist theory
 Naturalising debates: introducing the sex-gender distinction
 Feminism and Psychoanalysis
17





Foucault and discourses of gender
Gender and sexuality
The social construction of masculinities
Liberal feminism and The First Wave: historical perspectives
Socialist and Radical feminisms and The Second Wave: 1970s
feminisms
 Debates about difference
 Feminism and postcoloniality
-------------------------------------------------------------------------------Staffing
Dr Rachel Alsop, Dr Suzanne Clisby, Dr Mark Johnson, Dr Gill Jagger.
--------------------------------------------------------------------------------Recommended Reading
Alsop, R. A. Fitzsimons and K. Lennon (2002) Theorizing Gender, Polity,
Cambridge
Andersen, M (1993) Thinking about Women: Sociological Perspectives on Sex
and Gender, McMillan, London.
Connel, R. (2002) Gender, Polity, Cambridge
Jaggar, A.M (1983) Feminist Politics and Human Nature, Rowman and
Littlefield, London.
Kimmel, M. (2004) The Gendered Society, Oxford University Press, Oxford
Tong, R (1989) Feminist Thought: A Comprehensive Introduction, Unwin
Hyman, London
36074: Feminist Methodology: Interdisciplinary Methods in Women's and
Gender Studies
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
The module will enable students to gain an understanding of the key
methodological debates within women's and gender studies. It will assess the
use and applicability of quantitative and qualitative methods to the
investigation of gender divisions and divisions among women. The module
will explore the methodological issues of power in the research process,
fieldwork relationships, researcher self-reflexivity and research ethics. It will
also include a consideration of 'what' and 'who' are appropriate topics for
feminist research. Diversity, difference and intersectionality between women
and men on the basis of integrated axes such as gender, class, ethnicity,
sexuality and generation and their effects of inclusion and exclusion form an
underlying tool for understandings of research methods. Epistemological
approaches associated with standpoint theory and situated knowledge are
explored as well as the praxis of feminist research. The module will also
explore discourse and narrative analyses and the use of web, bibliographical
and documentary searches as research tools.
18
--------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: Understanding of relationship between theory, methodology, technique
and policy making.
2: Appreciation of the variety of methodological and theoretical techniques
and viewpoints relating to gender and the implications this has for the
research process
3: Ability to evaluate techniques of social research in social sciences and to
appreciate the role of epistemology in the research process.
4: Appreciation of theoretical, practical and ethical issues relating to a
critical/emancipatory paradigm of research.
5: Ability to critically select appropriate research techniques to apply to
empirical enquiries regarding gender
-------------------------------------------------------------------------------Learning and Teaching Strategies
The module will be taught in a combination of seminars and small group
discussions on a weekly basis over 10 weeks.
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
One 3000 word essay 60%
One 2000 word evaluation of a feminist research study (independent project)
40%
-------------------------------------------------------------------------------Module Constraints
Concurrent modules: This module will be run concurrently with Research
Skills, Methods, Methodologies I (14730). Students will be required to attend 5
seminars from this module in addition to and as an integral part of this core
Feminist Methodology module. Students also attend all of the Feminist
Research methods sessions with Dr Julie Seymour.
-------------------------------------------------------------------------------Indicative Content





The module will include the following topics:
An introduction to research methods, with an introduction to the
university archive (Prof. Ann Heilmann and Judy Burg, University
Archivist)
An introduction to feminist methodology. Does a feminist
methodology exist?
Identifying and accessing (electronic) resources in Libraries and
Archives (with Prof. Ann Heilmann and David Pennie, University
Library)
A consideration of the use of the following techniques in feminist
research: surveys and questionnaires; secondary data analysis;
interviews; ethnography; documentary analysis; referencing and
stylesheets; auto/biography; discourse analysis; narrative and textual
analysis; media representation and visual data
19
 Diversity amongst women and its implications for research
 Does postmodern theory present a problem for empirical research?
 Reflexivity and power: examining relationships in the research process
 Ethical issues in feminist research
-------------------------------------------------------------------------------Staffing
Dr JD Seymour and Dr B Jones
-------------------------------------------------------------------------------Recommended Reading
Griffin, G. (ed.) (2005) Research Methods for English Studies, Edinburgh
University Press
Letherby, G. (2003) Feminist Research in Theory and Practice, Open
University Press
Oakley, A. (2000) Experiments in Knowing: Gender and Method in the Social
Sciences
O'Connell Davidson, J. and Layder, D. (1994) Methods, Sex and Madness,
Routledge
Stanley, L. and Wise, S. (1993) Breaking Out Again: Feminist Ontology and
Epistemology, Routledge
20295: Feminist Historiography
Semester 1
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Aims and Distinctive Features
It aims to familiarise students with the history of feminist texts and traditions
of feminist thought, highlighting issues that are central to feminist theory. The
module explores the relevance of feminist texts in terms of their critique of
culture and politics and the attempts of feminist scholars, past and present, to
produce a feminist canon with a historiographical and critical tradition of its
own.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: demonstrate understanding and knowledge of the origins and traditions of
feminist thought;
2: contextualise key historical feminist texts and their relevance to modern
feminist thinking;
20
3: demonstrate critical awareness of some of the processes of feminist canon
formation and justify their decisions about what key texts to include in the
feminist canon.
-------------------------------------------------------------------------------Learning and Teaching Strategies
The module will be taught in 5 x 2 hours seminars in alternate weeks with
additional independent study
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
Essay assignment (3,000 words) (100%)
-------------------------------------------------------------------------------Module Constraints
Concurrent modules: Women's Movements Worldwide
-------------------------------------------------------------------------------Indicative Content
 Origins of feminist writing and thinking
 'First' and 'second' and 'third' wave feminism
 Key texts in modern feminist historiography I
 Canon formation and historiography
-------------------------------------------------------------------------------Staffing
Dr AL Capern
-------------------------------------------------------------------------------Recommended Reading
Kolmer, Wendy & Barthowski, Frances (2005), Feminist Theory
Morgan, Sue (2006), The Feminist Reader
20296: Women's Movements Worldwide
Semester 1
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Aims and Distinctive Features
The module aims to introduce students to important events and texts in the
history of women's communities and movements worldwide and through
time. This course will offer a framework for developing answers to the
following questions: can we speak of feminism before the term emerged in
the late 19th Century? Why is feminism often depicted as a Western
phenomenon? What are 'women's movements' and are they by definition
21
feminist? What roles have social phenomena like religion and political
ideologies played in women's movements?
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: Understanding of the history of women's communities and movements;
2: Understanding of the framing ideologies of women's movements over time
and place;
3: Appreciation of the variety of standpoints of different feminisms in
historical context;
4: Ability to evaluate the impact of feminism and women's movements
(especially suffrage movements) on historical events and political change.
-------------------------------------------------------------------------------Learning and Teaching Strategies
The module will be taught in 5 x 2 hours seminars in alternate weeks with
additional independent study and individual tutor-student tutorials.
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
Student-led seminar (collaborative) and submitted seminar report (500 words)
(25%)
Independent report (2,500 words) (75%)
-------------------------------------------------------------------------------Module Constraints
Concurrent modules: Feminist Historiography
-------------------------------------------------------------------------------Indicative Content
 Introducing the history of women's history in international perspective
 Introduction to the history of feminist thinking and ideas
 Exploration of women's movements in international context
 Examination of the role of religion and political ideologies in women's
movements
 Case study: Europe, America or Australasia
-------------------------------------------------------------------------------Staffing
Dr AL Capern
-------------------------------------------------------------------------------Recommended Reading
Anthrobus, Peggy (2004), The Global Women’s Movement
Smith, Bonnie (2000), Global feminism since 1945
22
36970: Dissertation (2nd Semester, 2nd Year students only)
The MA Thesis is crucial and a required part of the GEMMA Programme. It
should build on the knowledge and skills acquired, and show that the student
is capable of original, independent research. It takes the form of a research
report or treatise, written individually, from a feminist/gender perspective, on
a relevant subject chosen by the student and agreed with the supervisor.
-------------------------------------------------------------------------------Credits: 60 (European Credit Transfer Scheme - 30)
-------------------------------------------------------------------------------Length: 20,000-30,000 words.
-------------------------------------------------------------------------------Subject: Relevant to Women’s Studies, and original, showing a new insight
into the matter. Clearly formulated, with a theoretical framework and a valid
conclusion with theoretical support.
-------------------------------------------------------------------------------Languages: The Institution awarding the credits for the Master Thesis will
decide upon the language in which the Thesis should be written. At any rate,
it should be one of the three official languages of the Consortium (English,
Italian, Spanish).
-------------------------------------------------------------------------------Suggested structure of contents:
(optional sections marked with asterisks; final structure to be discussed with
supervisor)

[Cover page, Title page, Abstracts, *Acknowledgements]

Table of contents

Introduction / Review of previous work

Theoretical / Methodological chapter

Core of thesis (results / discussion), divided into chapters and *subsections

Conclusions

Works Cited

*Appendix / appendices
-------------------------------------------------------------------------------Registration:
The thesis will be registered following procedures of the university of
submission, by the beginning of the fourth semester.
-------------------------------------------------------------------------------Supervision:
The institution awarding the credits, via the local GEMMA Coordinator, will
allocate a main supervisor, attending to criteria of relevance to subject,
availability of staff, and student choice. The other partner institution involved
(home/mobility), via its GEMMA coordinator, will assign a support
23
supervisor. Both will be allocated by the second week of the 4th semester at
the latest.
The thesis will be supervised primarily by the main supervisor, who will
follow the procedures of her institution. Contact with the student will include
at least a preliminary research design meeting and two progress interviews
before the final draft.
The support supervisor will approve of the research design at the beginning
of the fourth semester and final draft before the submission of thesis.
Prior to the submission of the thesis, both supervisors will write a final report
(500 words maximum) to be submitted to the board of examiners nominated
by the awarding institution.
-------------------------------------------------------------------------------Submission and assessment:
Theses should be submitted and defended (if applicable) following the
procedures and dates of the awarding institution, and always before 30
September. Consortium universities may establish provisions for the
extension of this date according to their own rules and regulations. When
needed, Consortium universities will establish an earlier submission date so
that beneficiaries of the Erasmus Mundus scholarship can comply with the 24
months’ duration of such scholarship.
-------------------------------------------------------------------------------The assessment will be carried out by a board of examiners nominated by the
awarding institution, and will include the participation of the support
supervisor (or another member of staff from the partner institution), either in
the viva/defence or by means of a written report. Evaluation criteria will be
made public in advance and the ECTS grading system will be used.
-------------------------------------------------------------------------------For general details on the preparation and submission of dissertations at the
University of Hull please see the university’s postgraduate handbook or
http://www2.hull.ac.uk/student/studenthandbook/postgraduatetaughtstuden
ts/dissertation.aspx
24
Options
Please note that all module outlines can be found at:
www.courses.hull.ac.uk
Long Thin Modules (running across semesters one and two)
36132: Independent Gender Research
Semesters 1 and 2
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Module Rationale
This module aims to develop student's scope for independent learning and
library-based research.
-------------------------------------------------------------------------------Aims and Distinctive Features
This module aims to enhance students understanding of the ways in which
feminism has engaged with and transformed a particular area of knowledge.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: To reflect critically on the impact of feminist ideas on academic
knowledge.
2: To work independently.
3: To use library resources to conduct research.
-------------------------------------------------------------------------------Learning and Teaching Strategies
The following learning and teaching strategies are used within this module:
The module runs over 2 semesters and consists of 2 x 1-hour workshops plus
individual meetings arranged with the appointed Gender Studies supervisor
as necessary.
One introductory session takes place at the beginning of semester 1, followed
by a progress session at the beginning of semester 2.
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
In semester 1 students submit a project outline (up to 1000 words) detailing
their chosen area of study; key questions; and research strategy (10% of total
mark).
Students submit a 4000 word report detailing the impact of feminist thought
25
on their chosen area of study plus an extended annotated bibliography (90%
of the total mark).
-------------------------------------------------------------------------------Arrangements for Revision and Private Study
Independent learning is central to this module. Students undertake
independent library-based research exploring the impact of feminist thought
on a particular study area.
-------------------------------------------------------------------------------Staffing
Dr R Alsop & Dr S Clisby
-------------------------------------------------------------------------------Recommended Reading
Specific to individual students
Semester One Options
36126: Encountering Development: Why Gender Matters
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
This module aims to introduce students to current theoretical and substantive
development issues, paying special attention the analysis of gender within the
context of development. The first part of the module equips students with
relevant conceptual and methodological tools which are then applied to a
range of substantive issues, examined through the lens of gender. Issues
examined include the nature of poverty, work, households and the gendered
divisions of labour, industrialisation, environmental management and the
gendered analysis of development planning.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
Students will be in a position to critique and construct project proposals
within the field of development AND are sensitised to a range of perspectives
relevant to policy dimensions of governments and non-governmental
agencies in developing countries AND develop understanding of both
historical trends and current development theories and approaches, with
emphasis being placed on deeper explorations of gender analyses of
development.
-------------------------------------------------------------------------------Learning and Teaching Strategies
Weekly lectures, films and seminar discussions over 11 weeks.
26
Through a combination of lectures, films, seminar discussions and
presentations, the students are able to gain an holistic introductory
perspective of gender and development issues pertaining to the above
learning outcomes
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
One essay of 2500 words
The essay requires knowledge of a range of both theoretical and substantive
issues covered throughout the module.
One written assignment of 2500 words.
The written assignment requires the students to critically analyse
development planning initiatives and produce a development project
proposal based on case study material.
-------------------------------------------------------------------------------Indicative Content
1. Introduction to development: poverty and livelihoods in the developing
world.
2. Approaches to Development: classical and radical approaches
3. The World Bank, IMF and structural adjustment policies
4. Gender analysis in development and development planning: theoretical
approaches
5. Why gender matters in development.
6. Work, households and the gendered divisions of labour
7. Gender dimensions in rural change
8. Gender, employment & industrialisation
9. Environment, sustainability, gender and development: issues and practice.
10. Environmentalisms and gender analyses: theoretical approaches.
11. Gender & development: summary case-study - project planning exercise
--------------------------------------------------------------------------------Staffing
Dr SM Clisby
-------------------------------------------------------------------------------Recommended Reading
The reading list for this module is available from Dr Clisby upon registration
for this module.
Introductory and key texts:
Key text: Henshall Momsen: Gender and Development (Routledge, 2004
(first ed.) and 2010 (second ed.))
Allen & Thomas (eds): Poverty and Development into the 21st Century
(O.U.Press, 2000)
Rai: Gender and the Political Economy of Development (Polity Press, 2002)
27
36949: Other(ed) Bodies: Anthropology of Gender and Sexual Diversity
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
The aim of this module is to introduce students to a range of critical and
cross-cultural perspectives on sexual diversity and gender variance. Detailed
ethnographic case studies (including film) will be used to explore and engage
recent theoretical discussions of identity, sexuality and gender
transformation.
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
1 x 1000 word essay/presentation (25%)
1 x 4000 word essay (75%)
-------------------------------------------------------------------------------Indicative Content
Lectures:
 Introduction and Overview
 Ritualized Same-Sex Sexuality in Melanesia I
 Ritualized Same-Sex Sexuality in Melanesia II
 'Third Sex'/'Third Gender': Debating the Native American Two-Spirit II
 Gender is Burning or Camping it up in America I
 Gender is Burning or Camping it up in America II
 Global Desirings and Translocal Loves I
 Global Desirings and Translocal Loves II
 Diverse Relations: Re-Writing Kinship
-------------------------------------------------------------------------------Staffing
Dr JM Johnson
35024: Key issues in identity politics and policies: diversity in a postnational context
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
--------------------------------------------------------------------------------
28
Module Rationale
Introduces students to:
1. Key theoretical debates surrounding issues of cultural differences and in
equalities in local and global (post-national) contexts.
2. The main political movements reflected in, and fostered by these debates.
3. The ways in which these debates come to bear on issues of social policy and
provision.
-------------------------------------------------------------------------------Aims and Distinctive Features
The module is interdisciplinary and focuses on issues of cultural difference,
focused in particular on postcolonialism, multiculturalism and migration. Its
aim is to bring theoretical perspectives to bear directly on social policy issues
and examine how policy concerns inform theoretical perspectives.
-------------------------------------------------------------------------------Learning Outcomes
These modules have the following Learning Outcomes:
1: the key theoretical debates surrounding issues of cultural differences and
inequalities in local and global (post-national) contexts.
2: the main political movements reflected in, and fostered by these debates.
3: the ways in which these debates come to bear on issues of social policy and
provision.
-------------------------------------------------------------------------------Learning and Teaching Strategies
The following learning and teaching strategies are used within these modules:
35023 20 x 2 hour seminars & 35024 10 x 2 hour sessions
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within these modules:
35023
1 x 1500 word seminar paper and presentation 12%
1 x 3000 word assignment 35%
1 x 500 word essay - proposal and presentation 3%
1 x 5000 word essay 50%
35024
1 x 3000 word essay (70%)
1 x 1500 word essay (25%)
1 x essay proposal and presentation (5%)
-------------------------------------------------------------------------------Indicative Content
What do we mean by identity politics? The shape of identity politics, past and
present, in relation to such issues as postcoloniality, gender, age, sexuality,
29
disability, race and ethnicity. The interplay between policy and politics
around such issues.
-------------------------------------------------------------------------------Staffing Dr V Argyrou
-------------------------------------------------------------------------------Recommended Reading
B Parekh, Rethinking Multiculturalism: Cultural Diversity and Political
Theory Palgrave/Macmillan(2000)
I M Young, Justics and the Politics of Difference Princenton University
Press(1990)
M Lloyd, Beyond Identity Politics: Feminism, Power and Politics Sage(2005)
S Benhabib, The Rights of Others: Aliens, Residents, and Citizens Cambridge
University Press(2004)
W Kymlicka, Politics in the Vernacular: Naionalism, Multiculturalism and
Citizenship Oxford University Press (2001)
36144: The Body in Culture, Politics and Society
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Module Rationale
This interdisciplinary module is presented as an option for students on the
MA in Women's and Gender Studies (GEMMA) as a bespoke postgraduate
module to substitute for the offer of the undergraduate module Social Bodies
on that programme. The new module is designed to also be offered on the
MA in Popular Culture and the MA in Diversity Culture and Identity within
the Faculty of Arts and Social Sciences
-------------------------------------------------------------------------------Aims and Distinctive Features
The module engages with interdisciplinary work on the body as a medium
and the embodied subject in politics, culture and society, working through
cultural and historical comparative studies which develop the work of a
range of theorists such as Mauss, Freud, Foucault, Elias, Sennett, Arendt.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
30
 1:
How recognition of embodiment transforms theoretical debates
surrounding issues of cultural differences and inequalities in local
and global (post-national) contexts (MA 358359)
 2: How political movements and policy operate both upon and through
the medium of the body (MA 358359)
 3: How recognition of embodiment in the study of politics, culture and
society invokes questions of gender
 4: The module attends particularly to changes in the understanding
and representation of the body and how these are related to
transformations in power, knowledge and media, through a range of
textual forms (eg novels, film, public performance, images in
manuals, posters, advertising) (MA 880017).
-------------------------------------------------------------------------------Learning and Teaching Strategies
The following learning and teaching strategies are used within this module:
The module will be delivered through 2-hour weekly sessions, including the
option to attend weekly lectures delivered for the undergraduate module
36008 Social Bodies, but with separate seminars, module assessment and
reading list.
-------------------------------------------------------------------------------Assessment Strategies
The following assessment strategies are used within this module:
1
X 4,000-5,000 word essay.
Reassessment will take the same form as the initial assessment for this
module.
-------------------------------------------------------------------------------Indicative Content
- The body of culture - the essential constructedness of the body in
everyday life, through comparative studies engaging also with the mode of
representation.
- Anomalous bodies, social order and social control
- Manners, formalisation, and infomalisation in social life and cultural
representation
- The body as object and subject of power, surveillance and normalisation
31
- The body politic - the body of political community (eg. city, nation,
civilization) and its representation in a range of media forms and policy
contexts, in relation to power
- Racialisation of bodies in scientific representation, culture and politics
- Sexuation of bodies in scientific representation, culture and politics
- The question of technology and the body
- Modified bodies- the future of humanity or posthuman futures?
- Death, dying and the dead
-------------------------------------------------------------------------------Staffing
Dr MS Drake lecturer
-------------------------------------------------------------------------------Recommended Reading
Petersen, A. The Body in Question: A Socio-Cultural Approach (Routledge
2007)
Shilling, C. The Body in Culture, Technology and Society (Sage 2005)
Blackman, L. The Body (Berg 2008)
Falk, P. The Consuming Body (Sage 1994)
Miglietti, F.A. Extreme Bodies: The Use and Abuse of the Body in Art (Skira
2003)
Thomas, H. & Ahmed, J. Cultural Bodies (Routledge 2003)
Thomas, H. The Body, Dance and Cultural Theory (Palgrave 2003)
Balsamo, A. Technologies of the Gendered Body (Duke University Press 1997)
Sennett, R. Flesh and Stone: The Body and the City in Western Civilisation
(1994)
Bordo, S. Unbearable Weight: Feminism, Western Culture and the Body
(2003)
Arthurs, J. & Grimshawm, J. Women's Bodies: Cultural Representation and
Identity (1999)
Juvin, H. The Coming of the Body (2010)
Module Level
Level 7
Nature of Study
Taught Programme
Credits
20
European Credit Transfer Scheme
10
Probable Attendance
10
32
Location
Hull Campus
This module is not available as a
This module is available as a postgraduate training module
This module is availablhange students
14311: Modern Children’s Literature
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
1.1.1 Module Rationale
This is an addition to the MA Nineteenth-Century studies programme, which
is also available to English MA programmes in Creative Writing, English
Literature, Women, Gender and Literature, or Modern and Contemporary
Literature. This is now offered as a module in the MA in Nineteenth-Century
Studies, but is open to students from other MA programmes in the
department. It follows on from the English undergraduate module, 'Classics
of British Children's Literature'.
1.1.2 Aims and Distinctive Features
The module aims both to consider developments in children's literature
through the late nineteenth and twentieth centuries, and to explore different
critical approaches to a set of recommended texts. These will be arranged
around core categories, such as 'social realism', 'the school story,' 'the
children's adventure story,' 'fantasy writing' and 'children's poetry.'
1.1.3 Learning Outcomes
The module has the following Learning Outcomes:




1: Identify the most influential and enduring trends in late 19th and
20th century writing for children
2: Relate these trends to (mainly British) social and cultural
developments.
3: Evaluate a range of critical approaches to the study of children's
literature.
4: Demonstrate the ability to engage in extensive research and organize
this research into a coherent and structured essay.
33
1.1.4 Learning and Teaching Strategies
The following learning and teaching strategies are used within this module:

10 two hour seminars (weekly), mostly led by student presentations
followed by informal discussion and close reading of texts.
1.1.5 Assessment Strategies
The following assessment strategies are used within this module:


1) An analysis of a passage chosen by the student from a children's
book, which addresses the ambiguities of the genre in terms of
addressee and 'voice' (2000 words)
2) An essay on two texts or more, chosen from a set of questions set by
the tutor (3000 words)
1.1.6 Reassessment Strategy
As above
1.1.7 Arrangements for Revision and Private Study
No special arrangements will be needed: MA programmes assume long
periods of private study
1.1.8 Module Constraints
No pre/post-requisite requirements have been recorded for this module.
1.1.9 Indicative Content
Week 1: Introduction: themes, issues, critical approaches
Week 2: Animal Stories: a declining trend? From Beatrix Potter to Watership
Down
Week 3: The rise of the school story: from Tom Brown and Billy Bunter to
Harry Potter
Week 4: Social Realism from The Family from One End Street to Anne Fine
Week 5: Children's Poetry post-Lear: from Hilaire Belloc to Michael Rosen
Week 6: Richmal Crompton's Just William: the classic child hero?
34
Week 7: Adventure Stories: Arthur Ransome and Enid Blyton
Week 8: Domestic Fantasy : Mary Norton's The Borrowers; Tom's Midnight
Garden
Week 9: The comic fantasy from Dr Seuss to Roald Dahl
Week 10: Global Fantasy: Tolkien and Pullman
1.1.10 Staffing
Prof VR Sanders Co-ordinator
1.1.11 Recommended Reading
Avery, Gillian, and Julia Briggs, Children and Their Books (Oxford, 1989)
Bratton, J S, The Impact of Children's Fiction (Croom Helm,1981)
Brown, Penny, The Captured World: The Child and Nineteenth-Century
Women's Writing in England (Harvester Wheatsheaf, 1993)
Butler, Charles (ed), Teaching Children's Fiction (Palgrave Macmillan 2006)
Carpenter, Humphrey, Secret Gardens (Allen and Unwin, 1985)
Carpenter, Humphrey and Mari Prichard, The Oxford Companion to
Children's Literature (OUP 1984)
Cosslett, Tess, Talking Animals in British Children's Literature 1786-1914
(Ashgate 2006)
Coveney, Peter, The Image of Childhood (Penguin, 1967)
Dusinberre, Juliet, Alice to the Lighthouse: Children's Books and Radical
Experiments in Art (Macmillan, 1987)
Hunt, Peter, An Introduction to Children's Literature (OUP, 1994)
Hunt, Peter, Criticism, Theory, & Children's Literature (Blackwell 1991)
Hunt, Peter, Understanding Children's Literature (Routledge, 1999)
Jackson, Mary V, Engines of Instruction, Mischief and Magic (Scolar Press,
1989)
Jackson, Rosemary, Fantasy: The Literature of Subversion (Methuen, 1981)
Knoepflmacher, U C. Ventures into Childland: Victorians, Fairy Tales, and
Fantasy (University of Chicago Press, 1998)
Lurie, Alison, Boys and Girls Forever: Children's Classics from Cinderella to
Harry Potter (Penguin 2003)
Lurie, Alison, Don't Tell the Grown-Ups (Bloomsbury, 1990)
Nelson, Claudia, Boys will be Girls: The Feminine Ethic and British Children's
Fiction, 1857-1917 (Rutgers UP, 1991)
Nikolajeva, Maria, Children's Literature Comes Of Age: Toward a new
Aesthetics (Garland,1996)
Nikolajeva, Maria, Introduction to the Theory of Children's Literature
(Tallinn, 1996)
Nodelman, Perry, The Pleasures of Children's Literature (Longman, 1996)
Prickett, Stephen, Victorian Fantasy (Harvester, 1979)
Rose, Jacqueline, The Case of Peter Pan (Macmillan, 1984, revised 1992)
Simons, Judy and Shirley Foster, What Katy Read: Feminist re-readings of
'classic' stories for girls (Macmillan, 1995)
Stephens, John, Language and Ideology in Children's Fiction (Longman, 1992)
Thacker, Deborah Cogan, and Jean Webb, Introducing Children's Literature:
from Romanticism to Postmodernism (Routledge 2002)
Thwaite, Mary F., From Primer to Pleasure in Reading (1972)
Tucker, Nicholas, The Child and the Book (Cambridge UP,1981)
Tucker, Nicholas (ed), Suitable for Children? (1976)
35
Wullschläger, Jackie Inventing Wonderland (Methuen1995)
Zipes, Jack, Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales
(1979)
Zipes, Jack, Sticks and Stones: The Troublesome Success of Children's
Literature… (Routledge 2002)
22167: Sex(uality), Gender and the Law
Semester 1
Module Level 6 (MA students are permitted to take up to 20 credits at
undergraduate level 7)
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Module Rationale
The module reflects existing and emerging research interests of the team,
specifically: Tony Ward's research focus on evidence in cases of child sex
abuse and rape; Rob Clucas' interest in sexuality, gender and the law and the
intersection with religion, and Karen Harrison's work on paedophilia.
-------------------------------------------------------------------------------Aims and Distinctive Features
This module has the distinctive aim of contextualising modern questions of
sex, sexuality and gender against the background of a society and legal
system which has its roots in Judaeo-Christian norms. Questions of how we
live our lives well are popularly seen as issues of personal morality and state
interest. This law module's consideration of sex, sexuality and gender in our
society - topics of live contemporary debate within Christianity -- gives
appropriate attention to the two principal institutions which have had and
still have primary jurisdiction over the ordering of our lives: the Christian
religion and law.
One of the next steps identified by Jeremy Clines in Faiths in Higher
Education Chaplaincy (a report commissioned by the Church of England
Board of Education, 2008) is to consider whether there are ways of "including
'social, cultural, moral and spiritual development' topics in the curriculum in
a way that would help members of an academic community to develop a
sophistication of discourse in addressing religion and belief issues" (at p. 119).
This module, integrating historical and contemporary questions of law,
religion and ethics, might be seen as a contribution towards that goal.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1. Appreciate the role of law and religion/the Christian church within
society, within historical and contemporary contexts;
36
2. Extract information from some of the relevant primary texts studied on
the course.
3. Read complex primary and secondary materials and summarise the
key arguments;
4. Communicate arguments and ideas effectively.
5. Identify some concepts and debates in the areas of sex, sexuality and
gender;
6. Show an elementary awareness of how these issues relate to and differ
from one another;
7. Describe in basic terms one or more of the central positions taught on
the course.
8. Recognise at least one theory or ethical standpoint that has some
application to a problem raised;
9. Attempt to apply knowledge of one or more theory or ethical
standpoint to a particular problem;
10. Acknowledge the relationship of theoretical and ethical arguments to
some recurring legal and religious problems.
11. Recognise and discuss at a basic level some areas of theoretical and
conceptual debate about law and religion in the context of sex,
sexuality and gender;
12. Develop an opinion upon issues in this course that draws to some
extent upon approaches and ideas studied.
-------------------------------------------------------------------------------Seminars, 2-hour, x 10
-------------------------------------------------------------------------------Assessment Strategies
1 x 5000 word essay
-------------------------------------------------------------------------------Indicative Content
1. Introduction: legal norms and social challenges
2. History and context: sex and sexuality (including celibacy) and the
Christian church; The criminalisation and decriminalisation of homosexuality
in historical context
3. The public/private divide (is there an area of private life into which the law
cannot legitimately enquire?)
4. The church and contemporary issues of equality: gender (the ordination of
women priests and consecration of women bishops); homosexuality (of the
people and the priesthood) and same-sex partnerships
5. Conceptions of partnership, marriage and the family
6. Gay rights -- historical perspective and antidiscrimination legislation
7. Transsexualism and intersex
8. Consent - what is consent; what degree of competence is required;
heterosexual and homosexual ages of consent
9. Child sexual abuse
10. Sexual offences on trial
-------------------------------------------------------------------------------Staffing
37
Dr BR Clucas Co-coordinator
-------------------------------------------------------------------------------Recommended Reading
R v Brown
Civil Partnership Act 2004
Employment Equality (Sexual Orientation) Regulations 2003
Sexual Offences Act 2003
Equality Act (Sexual Orientation) Regulations 2007
Gender Recognition Act 2004
1998 Lambeth Conference Resolution 1.10
Issues in Human Sexuality
Some Issues in Human Sexuality: A Guide to the Debate
The Windsor Report 2004
http://www.anglicancommunion.org/windsor2004/index.cfm
Marcella Althaus-Reid and Lisa Isherwood (eds), 2005. Sexual Theologian.
London: Continuum Press.
Beckmann, Andrea, 2009. Ch 4 from The Social Construction of Sexuality and
Perversion: Deconstructing Sadomasochism. Houndmills, Basingstoke:
Palgrave MacMillan
Kate Bornstein 1994, Gender Outlaw. London: Routledge
Julia C. Davidson, 2008. Child Sexual Abuse: Media Representations and
Government Reactions. Abingdon: Routledge (available online via the Library
catalogue)
Peter Cane, Carolyn Evans, and Zoe Robinson, 2008. Law and Religion in
Theoretical and Historical Context. Cambridge: Cambridge University Press.
Richard Card, Alistair Gillespie and Michael Hirst. 2009. Sexual Offences.
Bristol: Jordans.
Stephen Cretney, 2006. Same-Sex Relationships: from "Odious Crime" to "Gay
Marriage". Oxford: Oxford University Press.
Alison Diduck and Felicity Kaganas, 2006. Family Law, Gender and the State
(2nd edition). Oxford: Hart Publishing.
Ronald Dworkin, 1977. Taking Rights Seriously (New Impression with a
Reply to Critics). London: Duckworth Press.
Ronald Dworkin (ed), 1977. The Philosophy of Law. Oxford: Oxford
University Press.
John Eekelaar, 2007. Family Law and Personal Life. Oxford: Oxford
University Press
Martha A. Fineman et al. (eds.). 2009. Feminist and Queer Legal Theory.
Aldershot: Ashgate.
Ian Jones, Kirsty Thorpe and Janet Wootton, (eds), 2008. Women and
Ordination in the Christian Churches. London: Continuum Press.
Diarmaid MacCulloch, 2009. A History of Christianity. London: Allen Lane.
38
Virginia Ramey Mollenkott, 2007. Sensuous Spirituality: out from
fundamentalism (revised & expanded edition). Cleveland, Ohio: The Pilgrim
Press.
F. Pollock and F.W. Maitland, 1968. The History of English Law. Cambridge:
Cambridge University Press.
James Rigney, (ed.), 2008. Women As Bishops. London: Continuum Press.
Carol Smart. 1995. Law, Crime and Sexuality. London: Sage.
Kenneth Stone, 2004. Practising Safer Texts. London: Continuum Press.
Susan Stryker and Stephen Whittle 2006. The Transgender Studies Reader
eds. New York and London: Routledge,
Carl Stychin. 2003. Governing Sexuality. Oxford: Hart.
Terry Thomas. 2005. Sex Crime (2nd ed.) Cullumpton: Willan.
Matthew Waites. 2009. The Age of Consent: Young People, Sexuality and
Citizenship. Basingstoke: Palgrave Macmillan.
Alan Wertheimer. 2003. Consent to Sexual Relations. Cambridge University
Press
Robert van de Weyer, 2004. The Anglican Quilt: resolving the Anglican crisis
over homosexuality. Alresford, Hants: O Books.
Jeffrey Weeks, 2003. Sexuality (2nd Ed). Abingdon, Oxon: Routledge.
22999: Foundations of Human Rights
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
The module aims to give students an understanding of key debates over
human rights, and especially of debates over how far rights should be
considered universal rather than culturally relative.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
 Demonstrate and present a sound knowledge and understanding of
the foundations and theories of international human rights, including
perspectives from jurisprudence, political philosophy and international
relations.
 Demonstrate critical thought on these issues by presenting informed
and reasoned arguments on the nature of human rights, the strengths
and weaknesses of different perspectives on them, and the application
of theories of human rights to specific legal and political issues.
 Undertake independent study and research.
 Effectively communicate their ideas and the results of independent
research.
-------------------------------------------------------------------------------39
Learning and Teaching Strategies
Two hour seminars, which will involve both staff led and student led
elements.
It is expected that each student will at some stage take a leading role and
present his/her ideas and research.
-------------------------------------------------------------------------------Assessment Strategies
5,000 word essay
-------------------------------------------------------------------------------Indicative Content
 Introduction to key debates;
 Human rights in historical perspective;
 Twentieth-century debates;
 Human rights in international relations;
 Human rights, crime and punishment
-------------------------------------------------------------------------------Staffing
Prof M la Torre Lecturer
Dr A Ward Co-ordinator
Mr J Quirk Lecturer
-------------------------------------------------------------------------------Recommended Reading
Thom Brooks (ed) (2008).
The Global Justice Reader
Oxford: Blackwell
Douzinas, C. (2000). The End of Human Rights. Oxford: Hart
Dunne, T, and Wheeler, N.J. (eds.) (1999) Human Rights in Global Politics.
Cambridge UP
Finnis, J. (1980) Natural Law and Natural Rights. Oxford: Clarendon
Freeman, M. (2002) Human Rights: An Interdisciplinary Approach.
Cambridge: Polity
Gewirth, A. (1982) Human Rights: Essays on Justification and Applications.
Chicago UP
Jones, P. (1994) Rights. London: Macmillan
Rawls, J. (1973) A Theory of Justice. Oxford UP.
Risse, T., Ropp, S.C. and Sikkink, K. (eds.) The Power of Human Rights.
Cambridge UP
Steiner, J, and Alston, P. (2000) International Human Rights in Context (2nd
ed.). Oxford UP
40
14222: Family Matters (running subject to sufficient numbers)
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
The aim of this module is first to establish what was regarded as 'normal' for a
family living in nineteenth-century Britain, and then to trace the changes that
gradually arose in the period. Norms for all social classes will be considered,
in relation to motherhood, fatherhood, and the role of children in relation to
education and employment. Students will consider the effects of legislation
on family life (for example changes to the laws on marriage, divorce and
incest), and explore the representation of the family in literary texts.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
 Demonstrate familiarity with changing nineteenth-century concepts of
the family.
 Apply their knowledge of the legal and cultural attitudes to the family
to their reading of nineteenth-century texts and paintings.
 Identify and evaluate recent research developments in the field.
 Analyse the language of different types of text and offer observant
close readings.
-------------------------------------------------------------------------------Learning and Teaching Strategies
10 weekly two-hour seminars to work closely on specific texts and hear
research presentations.
-------------------------------------------------------------------------------Assessment Strategies
Research Exercise of 2000 words (40%)
Essay of 3000 words (60%)
The research-based essay will not be required until after the Christmas break.
-------------------------------------------------------------------------------Indicative Content
The 'normal' Victorian family; Victoria and Albert as role models; roles of the
father and mother; children, education and work; the Factory Acts and
children as street-sellers; sibling relations; the Law and the family; marriage
and divorce: the Matrimonial Causes Act, and Deceased Wife's Sister
legislation; the stepfamily and the orphan; the representation of family life in
novels by Dickens, George Eliot and the Brontes; 'Harriet Martineau's
Autobiography'; the family in children's literature; the family in Victorian
genre painting; family case histories, such as the Bensons, Stephens, or Ellen
Terry's family.
-------------------------------------------------------------------------------Staffing
41
Prof VR Sanders Co-ordinator
-------------------------------------------------------------------------------Recommended Reading
Bronte, Anne, 'Agnes Grey' (1847) and 'The Tenant of Wildfell Hall' (1848);
Bronte, Charlotte, 'Jane Eyre' (1847) and 'Villette' (1853); Bronte, Emily,
'Wuthering Heights' (1847); Dickens, Charles, 'Dombey and Son' (1848) and
'Bleak House' (1853); Eliot, George, 'The Mill on the Floss' (1860); Martineau,
Harriet, 'Harriet Martineau's Autobiography' (1877); Mayhew, Henry,
'London Labour and the London Poor' (1861); Stephen, Leslie, 'The
Mausoleum Book', ed. Alan Bell (Oxford: Clarendon Press, 1977)
36932: Ethnographic Practice (M)
Semester 1
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Aims and Distinctive Features
A practical introduction to the deployment of ethnographic methods in
applied and general research. Issues are taken from anthropological literature
and from past and ongoing research projects.
-------------------------------------------------------------------------------Learning and Teaching Strategies
5 x 2 hr seminars
-------------------------------------------------------------------------------Assessment Strategies
1 x 3000 word essay
-------------------------------------------------------------------------------Staffing
Dr JM Johnson Lecturer
36939: Philosophical Issues in Applied Social Research
Semester 1
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Aims and Distinctive Features
This module addresses the major philosophical issues underlying social
research. It presents and enables students to critically evaluate the different
theoretical traditions informing the development of social research through
engagement with a range of case study materials.
42
-------------------------------------------------------------------------------Learning and Teaching Strategies
5 x 2 hour seminars
-------------------------------------------------------------------------------Assessment Strategies
1 x 3,000 word essay
-------------------------------------------------------------------------------Staffing
Dr V.Argyrou
35702: The Research Interview
Semester 1
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Module Rationale
To provide students with practical skills as part of their research training.
-------------------------------------------------------------------------------Aims and Distinctive Features
This module will introduce the research interview as a means of data
collection; distinguish between interviews with greater or lesser degrees of
structure; explore which is good interview practice and seek to develop
interviewing practice and seek to develop interviewing skills in a variety of
research situations. The course will consist of a mixture of lectures, guest talks
by researchers and practical sessions. The practical sessions will involve
group participation in a number of exercises which will develop your
interviewing skills by allowing you to interview, be interviewed and observe
and interview.
-------------------------------------------------------------------------------Learning Outcomes
 Understanding of the links between specific interviewing techniques,
theoretical paradigms and research questions
 Development of practical skills in structured, unstructured and focus
group interviewing
 Development of self as a reflexive practitioner
 Ability to relate personal experience to research literature
-------------------------------------------------------------------------------Learning and Teaching Strategies
10 hours of lectures/workshops
-------------------------------------------------------------------------------Assessment Strategies
2500 word reflexive account of two of the three practical exercises carried out
in class
43
-------------------------------------------------------------------------------Indicative Content
To introduce you to the process of interviewing in social research and to
develop skills in interviewing. The course will consist of a mixture of lectures,
guest talks by researchers and practical sessions. The practical sessions will
involve group participation in a number of exercises which will develop your
interviewing skills by allowing you to interview, be interviewed and observe
an interview.
-------------------------------------------------------------------------------Staffing
Dr JD Seymour
-------------------------------------------------------------------------------Recommended Reading
Arksey H and Knight P (1999) Interviewing for Social Scientists, An
Introductory Resource with Examples, London: Sage
Oakley A (1981) 'Interviewing women: a contradiction in terms', pp 30-61 in
Roberts H (ed) Doing Feminist Research, London Routledge
Robson C (1993) Real World Research: a Resource for Social Scientists and
Practitioner-Researchers, Blackwell
Shakespeare, P (1993) 'Performing' pp 95-105 in Shakespeare P, Atkinson D
and French S (eds) Reflecting on Research Practice, Issues in Health and Social
Welfare, Buckingham: Open University Press
35703: Survey Methods and Questionnaire Design
Semester 1
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Module Rationale
This module provides students from across the University with training in
questionnaire designs and the planning and execution of a survey. It meets
benchmark guidelines in a number of disciplines for such training as such the
module is an important part of the University's Postgraduate Training
Scheme. It is also highly significant in aiding many departments to gain ESRC
postgraduate training recognition.
-------------------------------------------------------------------------------Aims and Distinctive Features
The module aims to introduce students to the theoretical and practical issues
involved in the designs of questionnaires and the successful execution of
survey work. As well as giving them increased research skills in line with
many disciplines’ benchmarks it also, through practical, group work
improves their broader transferable skills of communication (both verbal and
written).
--------------------------------------------------------------------------------
44
Learning Outcomes

Explain the value and importance of survey research and
questionnaires as research tool.
 Plan and design a questionnaire survey recognising the nature of a
target population, sampling techniques and different approaches to
questionnaire distribution and collation.
 Explain the importance of pilot surveys.
 Design a questionnaire which is both user and computer friendly.
 Explain the relationship between the concepts and operational
measures involved in designing questionnaires and using them in
survey work.
-------------------------------------------------------------------------------Learning and Teaching Strategies
10 x 1 hour seminars
-------------------------------------------------------------------------------Assessment Strategies
1 piece of coursework - 2500 words
-------------------------------------------------------------------------------Indicative Content
1. Why do we use surveys?
2. The processes of hypothesis formation
3. Drafting a questionnaire
4. Constructing a sampling framework
5. Meeting your research aims - different types of questions
6. Completing the draft questionnaire - a practical class
7. Practical piloting exercise
8. Reflections on piloting - issues of questionnaire design
9. Survey techniques - postal, telephone, face to face and other survey
practices
10. Survey management - using id codes, reminder letters and other
techniques
-------------------------------------------------------------------------------Staffing
Dr RE Butler & Dr R Finn
-------------------------------------------------------------------------------Recommended Reading
de Vaus DA (1990), Surveys in social research, London, Allen and Unwin
Foddy W (1993), Constructing questions for interviews and questionnaires:
theory and practice in social research. Cambridge, Cambridge University
Press.
Hoinville G and Jowell R (1978), Survey research practice, London,
Heinemann
Oppenhein A (1992), Questionnaire Design, Interviewing and Attitude
Measurements, London, Pinter
45
Payne S (1980) The art of asking questions, Princeton, NJ, Princetown
University Press
49048: Postgraduate English for Academic Purposes
Semester 1
Module Level 7
Credits 20
European Credit Transfer Scheme 10
--------------------------------------------------------------------------------Module Rationale
This module has been designed to meet the specific needs of overseas arts and
humanities based students studying at postgraduate level.
-------------------------------------------------------------------------------Aims and Distinctive Features
This module aims to familiarise postgraduate arts and humanities based
students who are not native speakers of English with the special features of
English in academic contexts. Classes focus on both written and oral skills,
especially academic style, rhetorical functions, avoiding plagiarism,
paraphrasing and referencing, presentation skills and summarising a text.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: Be able to recognise appropriate academic style and produce it in their own
texts.
2: Be able to produce high-level texts conforming to academic conventions.
3: Be able to summarise, paraphrase and synthesise texts accurately and with
regard to the nuances of language.
4: Take part effectively in group discussion and give presentations to a high
standard.
-------------------------------------------------------------------------------Learning and Teaching Strategies
 Three hours of face-to-face contact time per week.
 Pair-and group-work in small language classes
 Access to the Merlin EAP VLE to support studies.
 Regular critical reading tasks.
 Regular writing tasks.
 Communicative activities and discussions.
 Presentation input and practice.
-------------------------------------------------------------------------------Assessment Strategies
 Group discussion (15%).
 Presentation (30%)
 Written summary (15%)
 2000-word extended essay (40%)
-------------------------------------------------------------------------------46
Module Constraints
Mandatory constraints: The students' first language must not be English.
-------------------------------------------------------------------------------Indicative Content
The course covers all areas expected from a university EAP course
(approaching academic texts, listening, essay writing, referencing and quoting
conventions, seminar skills, presentation skills), as well as specific work on
grammar and pronunciation. A full syllabus is available upon request.
-------------------------------------------------------------------------------Staffing
Mrs KA Dobson
Semester Two Module Options
36127: Current Perspectives on Gender and Development
Semester 2
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
This module both extends and further develops themes explored throughout
Encountering Development: Why Gender Matters. It aims to extend students'
knowledge and understandings of contemporary issues in gender and
development in a global context, providing an in-depth critical perspective on
development issues from a gendered perspective. This module is
proportionately student-led, some themes collectively chosen and developed,
dependent on individual areas of expertise or interest. Nevertheless, key areas
for analysis include theoretical and practical approaches to gender analyses,
feminist critiques of post-modernity and neo-coloniality, the nature of
globalisation and the place of masculinities and male identities within GAD.
Other issues covered can include, for example, gendered dimensions of health
and reproduction, macro and micro impacts of AIDs, macro-micro linkages in
political mobilisation, the place of children and concepts of childhood within
development, and indigenous peoples and the impacts of development. There
is a focus throughout upon analyses of both theoretical syntheses and
ethnographic research within specific regional and cross-cultural contexts.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
47
Building upon the outcomes for Encountering Development, students
completing this module will be further sensitised to a range of perspectives
relevant to policy dimensions of governments and non-governmental
agencies in developing countries. They will have an understanding of both
historical trends and current development theories and approaches, with
emphasis being placed on deeper explorations of gender analyses of
development.
Through student participation in the design of a proportion of this module,
and through their selected presentations, students are given the opportunity
to develop areas of individual interest, and summarise and synthesise their
ideas and hypotheses, which in turn can inform their MA dissertation topics.
Students will be in a position to critically analyse diverse linkages between
seemingly different areas of global change and development discourses from
a gendered perspective.
-------------------------------------------------------------------------------Learning and Teaching Strategies
Weekly 2 hour seminars over 12 weeks. Through a combination of lectures,
films, seminar discussions and presentations, the students are able to gain an
holistic perspective of a range of key theoretical and substantive gender and
development issues pertaining to the above learning outcomes.
-------------------------------------------------------------------------------Assessment Strategies
One essay of 3,000 words (60% of total marks) and one seminar presentation
(5% of total marks) with accompanying written report of 1500 words (35% of
total marks). The essay requires knowledge of a range of both theoretical and
substantive issues covered throughout the module. The presentation and
report requires the students to critically analyse and synthesise key theories
and concepts within their chosen topic area, present these coherently and
with a clear critical engagement and produce a report on the presentation
themes and analyses.
-------------------------------------------------------------------------------Module Constraints
It is highly recommended that students take Encountering Development: why
gender matters in semester one.
-------------------------------------------------------------------------------Indicative Content
Please note that these topics can vary each year and eleven are selected by
course members:
1. Module Planning Meeting
2. Gender mainstreaming and the Millennium Development Goals: the future
of GAD, gender equality and women's empowerment?
3. Gender and development in Western contexts: north-south linkages
4. Gender, development and Islam
5. Feminist critiques of postmodernity and neo-coloniality
6. The place of masculinities and male identities within gender and
development
7. Gendered Dimensions of Health and Reproduction
48
8. Macro-micro impacts of AIDS for gender and development
9. Gender, development and political mobilisation
10. Queering development: is sexuality a GAD issue?
11. The place of children and concepts of childhood within development
12. Indigenous peoples and the impacts of development
13. Gender, development and the lifecourse: the role of aging in development
discourses
14. Gendered dimensions of health and reproduction
There will be a focus upon analyses of both theoretical syntheses and
ethnographic research within specific regional, cross-cultural contexts.
-------------------------------------------------------------------------------Staffing: Dr S.M.Clisby
-------------------------------------------------------------------------------Recommended Reading
Key Journal: Gender and Development, Routledge/Oxfam
Introductory Texts:
Allen & Thomas (eds.) (2000) Poverty and Development into the 21st Century,
OU Press, Oxford
Cleves Mosse, (1993) Half the World, Half a Chance, Oxfam, Oxford
Henshall Momsen (2004/2010) Gender and Development, Routledge, London
Jackson & Pearson (eds.) (1998) Feminist Visions of Development: Gender
Analysis and Policy, Routledge, London
March, C. et al. (1999) A guide to gender-analysis frameworks, Oxfam, Oxford
Rai, S. (2002) Gender and the Political Economy of Development: from
nationalism to globalisation, Polity, Oxford
Visvanathan et al. (eds) (1997) The Women, Gender & Development Reader,
Ze Books, London
35025: Key issues in identity politics and policies II: cultural and practices of
in/equalities
Semester 2
Module Level 7
Credits 20
European Credit Transfer Scheme 10
1.1.12 Module Rationale
Introduces students to:
1. key theoretical debates surrounding issues of differences and inequalities
49
related to age, gender, sexuality and disability. The main political movements
reflected in, and fostered by these debates.
3. The ways in which these debates come to bear on issues of social policy and
provision.
1.1.13 Aims and Distinctive Features
The module is interdisciplinary and focuses on issues of difference and
diversity centred around aspects of personal identity. Its aim is to bring
theoretical perspectives to bear directly on social policy issues and examine
how policy concerns inform theoretical perspectives. The module includes
presentations and dialogue with academics who are involved in the front line
of policy development and implementation outside of the University.
1.1.14 Learning Outcomes
The module has the following Learning Outcomes:



1: the key theoretical debates surrounding issues of cultural differences
and inequalities related to age, gender, sexuality and disability.
2: the main political movements reflected in, and fostered by these
debates.
3: the ways in which these debates come to bear on issues of social
policy and provision.
1.1.15 Learning and Teaching Strategies
The following learning and teaching strategies are used within this module:

10 x 2 hour seminars
1.1.16 Assessment Strategies
The following assessment strategies are used within this module:

1 x 5000 essays.
1.1.17 Reassessment Strategy
As above.
50
1.1.18 Arrangements for Revision and Private Study
Weeks 11 and 12 in each semester allocated specifically for revision and
private study.
1.1.19 Module Constraints
No pre/post-requisite requirements have been recorded for this module.
1.1.20 Indicative Content
1. Introduction: the personal is political
2. Growing up and Growing old: Identity Issues in the Life Course
3. Anti-ageism in theory and practice
4. All things being equal: does gender still matter?
5. Socio-Legal Aspects of Gender in/equalities
6. Sexualities
7. Sex and Social Justice: from the 19th to the 21st Centuries
8. Disabilities and Identity Practices
9. Enabling Change and Transformation
10. Student Reflections and Review
22118: Human Rights Violations
Semester 2
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Module Rationale
This module is one of the core elements of the MA/LLM in Criminology and
Human Rights. The module provides an essential link between the legal and
criminological elements of the degree, by considering how a criminological
perspective can shed light on violations of international human rights law,
and how far legal definitions of international crimes are appropriate for
criminological purposes. The module will also be of interest to international
law students who have some prior knowledge of criminology and who wish
to gain a broader perspective on international human rights, humanitarian
and criminal law.
-------------------------------------------------------------------------------Aims and Distinctive Features
The overall aim of the module is to introduce students to criminological
perspectives on human rights violations. The module is distinctive in its
combination of legal and criminological perspectives, and in focussing on
international crimes which are not discussed in depth in other criminology
modules. In discussing criminological perspectives attention will also be
given to cognate disciplines including anthropology, international relations,
political science and social psychology. Forms of crime to be studied will
include torture, state terrorism (disappearances, death squads, etc.), war
51
crimes and genocide. Human rights violations by parties to internal armed
conflicts, and the complicity of states in human rights violations by organized
crime groups, paramilitaries and corporations, will also be considered.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
 Demonstrate and present a sound knowledge and understanding of
the extent and possible causes of major human rights violations.
 Demonstrate critical thought on these issues by presenting informed
and reasoned arguments about the causes of human rights violations
from a criminological perspective.
 Demonstrate a broader understanding of these issues in the context of
criminology, international law, and relevant aspects of related
disciplines such as anthropology, social psychology and international
relations.
 Undertake independent study and research.
 Effectively communicate their ideas and the results of independent
research.
-------------------------------------------------------------------------------Learning and Teaching Strategies
Weekly two hour seminars
Independent study and research by finding information on recent events
relevant to the topic (much of the relevant literature is readily available on the
internet). Students will be expected to communicate their findings to the
seminar and to engage in critical discussion of them from a criminological
point of view.
-------------------------------------------------------------------------------Assessment Strategies
5,000 word essay
-------------------------------------------------------------------------------Indicative Content
1. Human rights and the concept of crime
2. Corruption, organized crime and human rights
3. State-corporate crime
4. State terrorism
5. Torture
6. War crimes
7. Genocide
8. State crime and criminological theory
-------------------------------------------------------------------------------Staffing
Prof PJ Young & Dr L Michael Lecturers
Dr A Ward Co-ordinator
--------------------------------------------------------------------------------
52
Recommended Reading
Textbook
Green, P. and Ward, T. (2004) State Crime. London: Pluto
Select Further Reading
Bauman, Z. (1989) Modernity and the Holocaust. Buckingham: Open UP
Browning, C. (1992) Ordinary Men. New York: HarperPerennial.
Cohen, S. (2001) States of Denial. Cambridge: Polity.
Fein, H. (ed.) (1992) Genocide Watch. New Haven: Yale.
Kauzlarich, D. and Kramer, R.C. (1998) Crimes of the American Nuclear State.
Boston: Northeastern U.P.
Milgram, S. (1974) Obedience to Authority: An Experimental View. London:
Tavistock.
Peters, E. (1996) Torture. Philadelphia : University of Pennsylvania Press.
Rummel, R.J. (1994) Death By Government. London: Transaction.
Shay, J. (1985) Achilles in Vietnam. New York: Touchstone.
14120: Gender in Popular Culture
Semester 2
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Aims and Distinctive Features
The aim of this module is to analyse the concepts of masculinity and
femininity developed in recent popular fiction and film. The module will
consider theoretical perspectives on popular fiction relevant to writing and
gender (the relationship between high art and popular fiction, reviewing
patterns and canon formation). The seminars will combine the discussion of
masculinity and femininity with an introduction to the critical theories
developed around the various subgenres. The module will analyse texts
belonging to a number of genres central to contemporary popular fiction and
film: crime fiction, chick lit and ladlit, war stories and Real Crime narratives.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
1: demonstrate familiarity with the terminology and key concepts concerning
genre theory and the critical analysis of popular fiction.
2: correlate the depiction of gender in relation to the audiences, themes and
critical theories of the various subgenres.
3: analyse and compare individual texts from the perspective of gender and
ideology.
4: take part in an informed discussion on the relationship of popular fiction
with the canon and with expressions of high culture.
53
-------------------------------------------------------------------------------Learning and Teaching Strategies
The module will be taught by means of ten two-hour seminars, consisting
mainly of student-led presentations followed by group discussion. The
module will include three film viewings in addition to the seminar sessions.
-------------------------------------------------------------------------------Assessment Strategies
Two 2,500 word comparative essays.
-------------------------------------------------------------------------------Indicative Content
The module will cover a range of genres currently dominating popular fiction
with the aim of investigating how gender interacts with genre, how different
aspects of masculinity and femininity are highlighted when addressing
separate, generically determined audience segments. Because of popular
fiction's explicit commercial interest popular genres try at once to reflect and
comment on contemporary social developments. As forms of fiction and film
developing outside of high literature and high art, however, popular novels
and films can also experiment with transgressing accepted or politically
correct images of gender.
An introductory section will discuss the theoretical position of popular
culture, including the linked and at times oppositional topics of popular
fiction, pulp fiction, cult fiction and the canon. The popular genres and works
under discussion are all characterized by a rapid transfer between media,
from print to screen. They also share links with journalism, so that their
reflection in journalistic articles will be investigated, while the power,
function and process of reviewing in establishing new authors and genres will
be traced. Finally, critical perspectives regarding the existence of an active or
passive readership will be investigated.
Of the popular genres under consideration, the new categories of Chick Lit
and Ladlit have undoubtedly been recent publishing phenomena. Here
gender will be considered in a postfeminist framework, and links with social
change and consumerism will be investigated. The interaction between high
culture and popular culture will be investigated via another recent subgenre,
the sequels to canonical romantic novels by female authors such as Jane
Austen and Rebecca du Maurier, while the current popularity of war
narratives will reflect a specific perspective on masculinity. A final section of
the module will be devoted to crime fiction including the journalistic
perception of the male and female criminal in a Real Crime narrative and
recent British novels and films.
Week 1: Introduction - Between the canon and the market place: Bestsellers
and pulp fiction.
Week 2: Introduction - The role of the readers (book club phenomenon,
fanzines, internet discussion lists) and reviewers.
Week 3-4: Chick Lit and Ladlit as postfeminist phenomena.
Sex and the City (Candace Bushnell)
About a Boy (Nick Hornby)
Week 5: The afterlife of the female canon
54
Rebecca (Daphne du Maurier) and Rebecca's Tale (Sally Beauman)
or
Pemberley: or Pride and Prejudice Continued (Emma Tennant)
Week 6: Soldiers' stories: Masculinity in the SAS Novel
Bravo Two Zero (Andy McNab)
Film: Dog Soldiers. (Neil Marshall, 2002)
Week 7: Real Crime: The representations of male/female notorious characters
in crime fiction's unsavoury subgenre
Happy Like Murderers (Gordon Burn - on Fred and Rosemary West, 1998)
Week 8: British Crime Fiction:
The Long Firm (Jake Arnott)
Week 9: The British crime caper film
Sexy Beast (Jonathan Glazer, 2000)
or
Lock, Stock and Two Smoking Barrels (Guy Ritchie, 1998)
Week 10: Conclusion - gender in popular culture; progressive or
traditionalist?
Essay preparation
-------------------------------------------------------------------------------Staffing
Dr SA Vanacker
-------------------------------------------------------------------------------Recommended Reading
Arnott, Jake, The Long Firm Hodder and Stoughton(2000)
Baker, Brian, Masculinity in Fiction and Film: Representing Men in Popular
Genres Continuum(2006)
Baumgardner, Jennifer, and Richards, Amy, Manifesta: Young Women,
Feminism, and the Future Farrar, Straus and Giroux(2000)
Bloom, Clive, Bestsellers: Popular Fiction Since 1900 Palgrave
Macmillan(2002)
Bloom, Clive, Cult Fiction: Popular Reading and Pulp Theory
Macmillan(1996)
Burn, Gordon, Happy as Murderers Faber and Faber(2001)
Bushell, Candace, Sex and the City Abacus(2004)
Ferriss, Suzanne, and Young, Mallory, Chick Lit: The New Woman's Fiction
Routledge(2006)
Hermes, Joke, Re-Reading Popular Culture Blackwell(2005)
Hollows, Joanne, Feminism, Femininity and Popular Culture Manchester
University Press(2000)
Hornby, Nick, Fever Pitch Penguin(1992)
McNab, Andy, Brave Two Zero Corgi Adult(2002)
55
Modleski, Tania, Feminism without Women: Culture and Criticism in a
"Postfeminist" Age Routledge(1991)
Paizis, George, Love and the Novel: The Poetics and Politics of Romantic
Fiction Houndsmill, Macmillan(1998)
Palmer, Jerry, Potboilers: Methods, Concepts and Case Studies in Popular
Fiction Routledge(1991)
Showalter, Elaine, 'Ladlit'. In On Modern British Fiction Oxford University
Press(2005)
Whelehan, Imelda, Overloaded: Popular Culture and the Future of Feminism
The Women's Press(2000)
Whelehan, Imelda, The Feminist Bestseller: From Sex and the Single Girl to
Sex and the City Palgrave Macmillan(2005)
14731: Research Skills, Methods, Methodologies II
Semester 2
Module Level 7
Credits 20
European Credit Transfer Scheme 10
-------------------------------------------------------------------------------Module Rationale
Research skills, methods and methodologies form a crucial part of
postgraduate study, and involve both the acquisition of these skills and their
application in the choice of appropriate methods and methodologies for
research purposes. The module is designed to enhance students' research
capabilities by providing them with the requisite knowledge and skills to
conduct research at postgraduate level and beyond, in particular in relation to
preparing for the writing of a thesis. This module will be offered to students
on the MA in Women, Gender and Literature, the MA in Nineteenth-Century
Studies, and the MA in Modern and Contemporary Literature, the MA in
English, and the M Res, as well as PGTS students.
-------------------------------------------------------------------------------Aims and Distinctive Features
The aim of the module is to familiarize students with the appropriate research
skills, methods and methodologies necessary to prepare a postgraduate
dissertation. The module will provide students with a forum for discussion of
their individual research.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
 Prepare appropriately for the writing of a closely-focused study on an
appropriate area of research.
 Organise material to ensure that it displays a governing argument and
a well-structured outline.
 Present their research to high scholarly and academic standards.
 Use advanced research methods involving a large variety of library
facilities and electronic sources.
 Locate other bespoke information.
56

Choose research methods and sources appropriate to their object of
study.
 Outline their project to and test their arguments against their peers
(and tutors) in oral presentations.
 Prepare students for undertaking MPhil/PhD research.
-------------------------------------------------------------------------------Learning and Teaching Strategies
Learning will take place through a mixture of seminars, presentations, smallgroup work and independent learning. The practical advice on planning,
structuring and organising students' research projects will be provided in
interactive workshops with reference to the students' own work in progress.
-------------------------------------------------------------------------------Assessment Strategies
An in-house conference (20%) with handout (10%)
A Report on the conference (20%)
A Research Project Portfolio (50%)
All parts of the coursework must be passed.
-------------------------------------------------------------------------------Indicative Content
1. Oral history
2. Quantitative data
3. Exploring theoretical frameworks
4. Identifying resources for research projects in English
5. Identifying the form of the project and how to construct a governing
argument
6. Preparation for conference presentations and organisation of conference
7. Preparation for the research project portfolio
8. Introduction to the peer review process and publishing and research
progression in English
9. Writing academic CVs
10. Self-directed learning and preparation for in-house conference
-------------------------------------------------------------------------------Staffing
Dr E Boyle
-------------------------------------------------------------------------------Recommended Reading
Griffin, G (ed.) (2005), Research Methods for English Students
Davies, M (2006), Practical research methods for media and cultural studies.
14121: Hystorical Fictions: Gender and Sexuality in neo Victorian
Literature
57
Semester 2
11/12 Session, Semester 2
20 credits (ECTS 10 credits)
1.1.21 Module Rationale
Specialist research field of new member of staff; new module for MA in
Women and Gender in Literature.
1.1.22 Aims and Distinctive Features
The aim of this module is to explore the gender politics of neo-Victorian
fiction, from the 1980s and 90s to the historical metafiction of the 21st century.
The distinctive feature of the module is its attention to recently published
fiction.
1.1.23 Learning Outcomes
The module has the following Learning Outcomes:




1: demonstrate an informed understanding of the diversity of
contemporary historical fiction writing.
2: identify, conceptualise and analyse the role of the gender and
sexuality in the neo-Victorian novel and their impact on the cultural
construction and representation of 'Victorian' identities, characters,
plots, and conceptual categories.
3: show familiarity with a range of critical theory approaches to the
subject and be able to apply some of these to the analysis of selected
texts.
4: synthesise their research on any aspects of the module in oral and
written form.
1.1.24 Learning and Teaching Strategies
The following learning and teaching strategies are used within this module:

The module will be taught by means of ten two-hour seminars, and
will in the main be led by student presentations. Two film viewings
will be compulsory; further film and documentary viewings will be
optional. Students will be required to read and prepare critical theory
extracts throughout.
58
1.1.25 Assessment Strategies
The following assessment strategies are used within this module:


One presentation (with handout and bibliography) (30%)
One extended analytical or creative 4,000 word essay (70%) (if creative,
an analytical component is mandatory)
1.1.26 Reassessment Strategy
As above (presentation to be given to module leader).
1.1.27 Arrangements for Revision and Private Study
Students will be encouraged to make use of office hours for essay
consultation. The Easter vacation will provide a break for reading, revision,
and essay preparation.
1.1.28 Module Constraints
No pre/post-requisite requirements have been recorded for this module.
1.1.29 Indicative Content
This module explores the construction of gender and sexuality in neoVictorian culture, i.e. contemporary text and films set in the Victorian period
or re-envisioning Victorian texts and personalities. Starting briefly with a
discussion of the origins of the genre in the 1960s, its hybrid nature, and the
complex relationship of 'neo-Victorianism' to 'Victorianism', the historical
novel, popular culture, and postmodernism, the module is organised into
themed sessions which explore central concerns and generic paradigms of
contemporary neo-Victorian fiction: gender and sexuality as embodied in
Angela Carter's Nights at the Circus (1984) and Belinda Starling's The Journal
of Dora Damage (2006); race, science and the gaze as reflected in Barbara
Chase-Riboud's Hottentot Venus (2003), Rachel Holmes' biography of Saartjie
Baartman (2007) and Suzan-Lori Park's Venus (1990); class and desire as
explored in Jane Harris's Observations (2006). We will also look at the role
inheritance - literary, cultural, and familial/ancestral - plays in neo-Victorian
fiction in constructing identity, as illustrated in John Harwood's The
Ghostwriter (2006). We will discuss the generic hybridity of neo-Victorian
literature and its interfaces with other genres, such as biofiction and crime
literature. Much of neo-Victorianism is concerned with crime and detection,
and this will be examined in relation to Margaret Atwood's Alias Grace (1997)
and Kate Summerscale's The Suspicions of Mr Whicher (2008), texts about
real-life crimes and female criminals. Although this is a module on literature,
the metafictional strategies of two films - Christopher Nolan's The Prestige
59
(2006) and Neil Burger's The Illusionist (2006) will also be considered. We will
also discuss the issues arising from adaptation, as illustrated by Andrew
Davies's 2005 BBC version of Sarah Waters's novel Fingersmith (2003). Three
of the sessions will be convened by PhD students, on Fingersmith and thirdwave feminism, Lesbianism and Emma Donoghue's The Sealed Letter, and
myth, fairytale and A. S. Byatt's Possession (1990).
Qualitative Research Theory and Practice
Semester 2
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Aims and Distinctive Features
The course will introduce students to the philosophical and ethical
viewpoints of qualitative research's supporters and critics. It looks at the
nature of qualitative data and its sources. Students are introduced through
practical classes to the practicalities of data handling, storing, coding and
analysing. This will be done both by hand and with the use of the computer
package. The practicalities of writing up reports using qualitative data will
also be explored in the context of the ethical and practical constraints authors
can find themselves in.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
 Demonstrate and understanding of the purpose of, and philosophical
approach to qualitative research methods.
 Explain the nature of qualitative data and how to record it.
 Show a critical awareness of the practicalities of coding and analysing
data, both by hand and with the aid of computer softwares.
 Demonstrate an ethical, theoretical and practical awareness of the
processes involved in writing up qualitative research reports and
articles.
 Have an awareness of the ethics of qualitative research
-------------------------------------------------------------------------------Learning and Teaching Strategies
10 X 1 hour seminars
-------------------------------------------------------------------------------Assessment Strategies
Students complete a single 2,500 word essay on the theory and practice of
qualitative research.
-------------------------------------------------------------------------------Indicative Content
1. Qualitative research - its advocates and critics
60
2. Data collection - data sources and research tools
3. Data recording/filing - the theory
4. Data recording/filing - the practical class
5. Coding data - the theory
6. Coding data - practical class
7. Computer analysis - workshop 1
8. Computer analysis - workshop 2
9. Writing up qualitative data - the theory
10. Writing up qualitative data - practical class
-------------------------------------------------------------------------------Staffing Dr RE Butler
-------------------------------------------------------------------------------Recommended Reading
Bazeley P and Richards L (2001), The NVivo qualitative project book, London,
Sage
Carson D et al (2001), Qualitative marketing research, London, Sage
Hay I (ed) (2001), Qualitative research methods in human geography. Oxford
University Press
Marks L (ed) (2000), Qualitative research in context, Henley on Thames:
Admap
Silverman D (2002) (2nd ed), Interpreting qualitative data: methods for
analyzing talk, text and interaction, London, Sage
Travers M (2001), Qualitative research through case studies, London, Sage
Weinbery D (ed) (2001), Qualitative research methods, Malden, MA,
Blackwell
36945: Central Issues in Applied Social Research
Semester 2
-------------------------------------------------------------------------------Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Aims and Distinctive Features
This module is open in content to enable students from a diverse range of
backgrounds with research interests across a wide spectrum to negotiate
relevant issues to be addressed, within a basic framework. This follows the
basic premise that social research is a practical activity which cannot be
elevated into disciplinary form. It uses the research process to define the
content by students' active selection of relevant issues through investigation
and discussion. The module is divided into three sections to accommodate
61
this process: discussion of what social research is and of why, how and under
what conditions it is undertaken, followed by discussion of selected issues in
inquisition and exploration, and finally of issues in interpretation and
analysis.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
The module is designed to facilitate students' active approach to their own
education through informed discussion of issues in social research, which will
be reflected in the exact form of assessment that is decided.
-------------------------------------------------------------------------------Learning and Teaching Strategies
Students will attend 10 x 1 hour weekly workshops in which they will
contribute to discussion and negotiate relevant issues to be covered within the
module's framework.
-------------------------------------------------------------------------------Assessment Strategies
1 x 3,000 word written assessment (100%)
-------------------------------------------------------------------------------Indicative Content
Issues in formulation: Funding, formulating and framing research
Issues in inquiry and exploration: Discourse as a resource, Ethics and
emancipatory research
Issues in analysis and interpretation: Objectivity versus standpoint
epistemology?, Meaning, culture and interpretation
-------------------------------------------------------------------------------Staffing
TBA
-------------------------------------------------------------------------------Recommended Reading
Reading will depend on the selection of issues for discussion, but useful texts
are:
Peter T. Knight, Small-Scale Research: Pragmatic Inquiry in Social Science and
the Caring Professions (London: Sage, 2002)
Alan Bryman, Social Research Methods (Oxford: Oxford University Press,
2004)
35704: Quantitative Data Analysis
Semester 2
Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------62
Module Rationale
This module provides students from across the University with training in
quantitative data analysis. It meets benchmark guidelines in a number of
disciplines for such training and as such the module is an important part of
the University's Postgraduate Training Scheme. It is also highly significant in
aiding many departments to gain ESRC postgraduate training recognition.
-------------------------------------------------------------------------------Aims and Distinctive Features
This module aims to develop the ability to use, present and interpret
numerical data in order to communicate aspects of social life to others in an
effective and informative way. In this way it improves students' transferable
skills in the areas of communication and analysis meeting many disciplines
benchmarking criteria.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
 Explain and put to effective use a number of techniques appropriate
for exploratory numerical data analysis.
 Critically interpret and evaluate the results of such analyses.
 Understand the nature of variables and levels of measurement.
 Effectively describe a single variable through measures of dispersion,
central tendency and graphical depiction.
 Explain the nature of association - how it can be measured and the
relationship between pairs of variables.
 Understand the dangers of sampling error and the limitations of
statistical data and its analysis.
-------------------------------------------------------------------------------Learning and Teaching Strategies
10 x 1 hour lectures
------------------------------------------------------------------------------Assessment Strategies
1 x 2500 word essay
------------------------------------------------------------------------------Module Constraints
The following specific constraints apply to this module:
Concurrent Module Must be Taken
35705: Computing with SPSS
Indicative Content
1. Introduction: statistics and the social sciences
2. Univariate descriptive statistics 1 - measures of central tendency
3. Univariate descriptive statistics 2 - measures of dispersion
4. Summarising univariate analysis - a practical revision session
5. Bivariate analysis 1 - cross tabulations
63
6. Bivariate analysis 2 - standardised measures of association
7. Bivariate analysis 3 - simple linear regression theory
8. Bivariate analysis 4 - calculating regression line equations
9. Bivariate analysis 5 - correlation
10. Workshop on interpreting and presenting statistics and graphs
-------------------------------------------------------------------------------Staffing
Dr I Brennan
-------------------------------------------------------------------------------Recommended Reading
Devore J and Peck R (1994), Introductory Statistics, West Publishing
Company
Harper EM (1991), Statistics Pitman Publishing
March C (1988), Exploring Data: an introduction to social scientists, Polity
Press
Rose D and Sullivan O (1996), Introducing data analysis for social scientists second edition, Open University Press
Siegal S and Castellan JN (1988), Nonparametric statistics for the behavioural
sciences, McGraw Hill
35705: Computing with SPSS
Semester 2
-------------------------------------------------------------------------------Module Level 7
Credits 10
European Credit Transfer Scheme 5
-------------------------------------------------------------------------------Module Rationale
This module provides students from across the university with training in
computer assisted statistical analysis. It meets benchmark guidelines in a
number of disciplines for such training and as such the module is an
important part of the University's Postgraduate Training Scheme. It is also
highly significant in aiding many departments to gain ESRC postgraduate
training recognition.
-------------------------------------------------------------------------------Aims and Distinctive Features
The module aims to enable students to use the Statistical Package for the
Social Sciences (SPSS) on personal computers, in the user friendly
environment of Windows in order to successfully record data and carry out
univariate and bivariate analysis upon it.
-------------------------------------------------------------------------------Learning Outcomes
The module has the following Learning Outcomes:
64



Code and input questionnaire or other statistical data.
Transform and recode data into new variables as appropriate.
Produce univariate and bivariate statistical analysis of any given data
set.
 Produce graphical depictions of any given data set.
 Edit and transfer computer output to word documents for the
production of professional reports.
-------------------------------------------------------------------------------Learning and Teaching Strategies
10 x 1 hour computer practical classes
-------------------------------------------------------------------------------Assessment Strategies
Production of computer output, making use of all the SPSS univariate and
bivariate functions covered in the modules, to analysis the patters in a data set
(2,500 words).
-------------------------------------------------------------------------------Specific Module Constraint Details
The following specific constraints apply to this module:
Concurrent Module Must be Taken
35704: Quantitative Data Analysis
-------------------------------------------------------------------------------Indicative Content
1. Creating and understanding a data set
2. Labelling data and creating simple, univariate graphs
3. Univariate summary statistics and recording data
4. Compiling a report on a single variable
5. Bivariate analysis 1 - contingency tables and graphs
6. Bivariate analysis 2 - chi squared
7. Bivariate analysis 3 - creating scatterplots and line graphs
8. Bivariate analysis 4 - editing scatterplots/regression lines
9. Bivariate analysis 5 - correlation statistics
10. Compiling a report on bivariate analysis
-------------------------------------------------------------------------------Staffing: Dr I Brennan
-------------------------------------------------------------------------------Recommended Reading
SPSS Programme Manuals
Pallant, J (2001), SPSS survival manual: a step-by-step guide to data analysis
using SPSS for Windows (version 10), Open University Press.
Howitt D and Cramer D (2001), A guide to computing statistics with SPSS
Release 10 for Windows.
65
Kinnear PR and Gray CD (2000), SPSS for Windows made simple: Release 10,
Psychology, Hove
66