module specification

SH4003 - Culture, Society and Ethics (2024/25)

Module specification Module approved to run in 2024/25
Module title Culture, Society and Ethics
Module level Certificate (04)
Credit rating for module 30
School School of Social Sciences and Professions
Total study hours 300
72 hours Scheduled learning & teaching activities
18 hours Assessment Preparation / Delivery
210 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Coursework 40%   Case study response
Coursework 60%   Essay
Running in 2024/25

(Please note that module timeslots are subject to change)
No instances running in the year

Module summary

 This module aims to:
- Introduce relevant legislation, professional frameworks, codes of practice and official guidance in all areas of social inequalities
- Understand diverse identities and explore issues of stigmatisation, labelling, stereotyping and discrimination
- Consider that experience will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences
- Develop an understanding of the concepts of ethical & anti-oppressive practice and diversity in their sphere of work and to reflect on their own practice in seeking to address inequalities


 Some of the key areas include:
- Diverse identities - including class, race, gender, culture, language, sexual orientation, age and disability
- Legal framework, policy and professional frameworks in relation to in/equalities
- Issues of stigmatisation, labelling, stereotyping and discrimination
- Anti-oppressive practice
- Challenging inequalities and advocacy
- The philosophical and political underpinning of definitions of disability and specific learning needs
- Empowerment All LO1-4

Balance of independent study and scheduled teaching activity

Theoretical input will be through seminars and workshops.  Students will also benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as reflective tasks.

Reflection and discussion are key to teaching for all students and will be in the context of tutor-led sessions and exercises incorporated into web-based materials. 

Teaching and learning strategies and methods also focus on workplace skills and professionalism.

Learning outcomes

1. Describe relevant legislation and policy in the area of equalities and disability and identify how these relate to ethical practice in health and social care.
2. Demonstrate knowledge and understanding of diverse identities
3. Consider the impact of stigmatisation, labelling, stereotyping and discrimination
4. Identify their professional role in promoting anti-oppressive practice and challenging inequalities.


 BLOCH, A., & SOLOMOS, J. (2010). Race and ethnicity in the 21st century. Houndmills, Basingstoke, Hampshire, Palgrave Macmillan.

DANIELS, K., & MACDONALD, L. (2005). Equality, diversity and discrimination: a student text. London, Chartered Institute of Personnel and Development.

DWYER, P., & SHAW, S. M. I. (2013). An introduction to social policy. Thousand Oaks, CA, Sage.

KUMRA, S., & MANFREDI, S. (2012). Managing Equality and Diversity: Theory and Practice.

MANDELSTAM, M., & MANDELSTAM, M. (2013). Safeguarding adults and the law. London, Jessica Kingsley Publishers.

MORLEY, D., & STREET, C. (2014). Mixed experiences: growing up mixed race - mental health and well-being.

SEWELL, H.(2013),The Equality Act 2010 in Mental Health: a guide to implementation and issues for practice, London: Jessica Kingsley

THOMPSON, N. (2012). Anti-discriminatory practice: equality, diversity and social justice. Houndmills, Basingstoke, Palgrave Macmillan

THOMPSON, N. (2011). Promoting equality: working with diversity and difference. Basingstoke, Palgrave Macmillan.

WILKINSON, R. and PICKETT, K. (2010) The Spirit Level - Why Equality is Better for Everyone. London: Penguin