IF3070 - Identity, Power and Society (2019/20)
|Module approved to run in 2019/20
|DELETED (This module is no longer running)
|Identity, Power and Society
|Credit rating for module
|School of Social Professions
|Total study hours
|Running in 2019/20(Please note that module timeslots are subject to change)
|No instances running in the year
This module aims to:
1. Introduce the use of sociological theories to explore the relationship between society and individuals.
2. Provide opportunities for reflection on relevance of key theories to individuals and contemporary society.
3. Extend academic and independent reading skills and understanding of key terminology.
4. Develop academic speaking (discussion and presenting skills).
5. Develop digital skills by the use of the VLE and production of presentation aids.
The syllabus will introduce a number of sociological theorists. Their ideas will be studied through engagement with core texts. There will be a focus on understanding the contexts the theorists were living in with a view to developing a historical perspective.
Students will reflect on the relevance of the theories to themselves and contemporary society.
There will be a focus on reading strategies and developing independent reading habits.
Students will learn how to articulate their understanding and reflections using appropriate terminology and academic language. They will be guided through the process of preparing and delivering an academic oral presentation supported with appropriate visual aids. Developing confidence and appropriate use of language in academic speaking will be a key aspect of the syllabus.
Theorists / theories may change but an indicative syllabus could include a selection from the following:
Modernity and society
Durkheim and cooperation
Sociology of emotions
Goffman and identity
Foucault and power
Marx, Weber and capitalism
‘Hidden’ voices – Marianne Weber, Eleanor Marx (feminist standpoint)
Simmel and money
Learning Outcomes LO1 - Lo4
Balance of independent study and scheduled teaching activity
Reading is set in advance; students review, discuss and reflect on the reading in class. The sessions are interactive and aimed at critically engaging with the ideas. In-class activities may also include close reading and note making, collaborative and individual writing, reflection, planning and confidence-building activities. (60 hrs).
Students are encouraged to develop independent reading around the topics covered. They will engage in ongoing guided and self-directed study to enable them to complete required assessment components (90 hrs).
Module information, class notes, assessment details and learning resources are available on weblearn. Students are encouraged to contribute to discussion board threads. They are required to post formative assessment and engage with formative feedback via weblearn. Online quizzes are used to aid engagement and self-assessment of reading comprehension.
Narrative text and discussion (face to face and online) are used to encourage reflection on the module content. Demonstration of this reflection is required in the assessment (LO2). Students are also required to reflect upon progress and develop work through formative assessment and feedback.
At the end of the module students should be able to:
1. Explain the ideas of some key theorists, demonstrating an understanding of their contexts.
2. Relate the theories to themselves and contemporary society.
3. Deal with extensive reading texts effectively.
4. Deliver a digital oral presentation using relevant terminology.
Formative assessment is ongoing. A short assessment-preparation task will be submitted to weblearn and given feedback mid-module. Students will be guided on how to use the feedback to feed forward into the summative assessment.
Summative assessment will consist of an oral presentation (100%).
Students taking a reassessment in the summative component will do so by means of an equivalent coursework submission.
Bancroft A and Fevre R (2016) Dead White Men Walking & Other Important People (2nd edition) London: Palgrave
Giddens A. and Sutton P (2017) Sociology (8th edition) Cambridge: Polity Press
Haralambos M (2008) Sociology: themes and perspectives (7th edition) London: Collins
Haralambos M, Pilkington A and Yeo A (2009) Sociology in Focus for AQA A2 Level (2nd edition) Gosport: Causeway
Giddens A (2014) Essential Concepts in Sociology Cambridge: Polity Press
Van Emden J (2016) Presentation Skills for Students 3rd edition London: Palgrave
Burns T and Sinfield S (2016) Essential Study Skills 4th edition London: Sage
Websites: Study Hub https://learning.londonmet.ac.uk/studyhub/, news websites e.g. The Guardian
Additional resources are distributed in class and posted on the weblearn VLE. These are regularly updated and selected according to students’ needs, interests and pathways and to reflect current events.