This module provides students with an overview of the emergence of modern sociology as a discipline up until 1945 in the context of enlightenment thought, European patriarchy, industrialization and global colonialism. Students will have the opportunity to critically explore the strengths and limitations of classical sociological thought as a framework for responding to the social tensions accompanying modernization. This module promotes the development of criticality through assessment of classical sociological theory’s contemporary utility. It will support the development of study skills through guided engagement with primary texts and their contexts.
This module will provide students with a grounding in debates about questions of social order using a range of theoretical tools, including structure/agency, Marxism, pluralism, functionalism, critical legal theories and Foucauldian thought. It promotes the exploration of social decision making and the exercise of power through case studies of governmental forms and practices, including families, workplaces, ideological institutions and local & national emanations of the state. Students will be invited to critically engage with their own position(s) within diverse matrices of constraint and enablement, and to reflect on how social systems of power have shaped their own life course and subjectivities.
This module provides an introduction to sociological ideas about the interpersonal dimension of social life. It draws on ethnomethodological, ethnographic and symbolic interactionist theory and research to uncover the micro-structures of day to day communication. You will explore the political dimension of social change through engagement with sociological debates about embodied cognition and social identity, including gender, sexuality, ethnicity, consumption and community.
Building on the foundations laid in SOU401 The Birth of Sociology this module provides an overview of debates in sociological theory since 1945. Students will explore the iterative relationship between developments in sociological theory and postwar social change, including, but not limited to Feminism, the sexual revolution, secularization, the mediatization of society, decolonization and economic globalization. It will encourage the further development of critical thinking through engagement with the epistemological and ethical dimensions of the production of social theory.
This module introduces students to the theory and practice of sociological research. They will develop the tools and skills to begin to critically assess primary sociological research and to critically engage with claims to social knowledge in the media and wider society. It will encourage students to apply critical methodological thinking to their own beliefs about the social world.
This module gives students the opportunity to synthesize their learning from across the year. Students will examine ideas around citizenship, community, identity, belonging and social change within the context of the city around them. They take their learning out into different locations and apply it and engage with local and community actors who are ‘doing sociology’ around the city. In so doing, students will apply their sociological imaginations to make sense of the diverse local contexts of Birmingham and the surrounding region as well as their own place within this. Students will also be given the opportunity to reflect on their hopes and aspirations for the work related learning module (PLU512) at level 5, to identify potential host organisations and to consider how to align their learning objectives for work related experience with the principles, passions and skills development as sociologists.
- L300 Course Code
- 3 Years
- 96 Typical UCAS Tariff
Call our Clearing hotline now to see if we can offer you a place to start this September.
If on results day you wish to re-consider your choice and want to choose Newman University, you can apply to us over the phone, on LiveChat or through Whatsapp.
You can also join us on Saturday 20th August for an Open Day to look around the facilities and talk with subject and support staff. No need to book, simply turn up.
Find out more
You must achieve at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma; MPP at BTEC Extended Diploma) towards the total tariff.
Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9-M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.
Five GCSEs at grade 4 (or C) or above (or recognised equivalents), including English Language, are also required.
The University is not licenced by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.
Applying Direct Option
You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.
If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form
The full-time course fee for September 2022 is £9,250 per year.
The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).
Newman offers a well-stocked library including access to an extensive range of acidic journals and other materials. Students may wish to purchase some additional books for their own ongoing use and may wish to allocate around £50 per year for this.
Find out more about the other additional costs associated with our undergraduate degrees.
This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting. This module provides an opportunity for students wishing to attain National Professional recognition with the Teaching and Learning Academy (TLA) to complete an AMTLA project.
This module builds on the grounding in theory and practice of social research in ‘Introducing Social Research’ in year 1 and will enable students to deepen their theoretical understanding and practical skills in both quantitative and qualitative research. It will further develop study skills and criticality by systematically assessing and evaluating the methodological choices of published research. The module draws on expertise from across the university and wider professional networks by inviting active researchers to talk about their real-life research activities, and involve students in investigatory dialogue about the research process.
This module explores how micro and macro issues of power and governance are articulated at the interface of the global and the local. It will enable students to develop their practical thinking about the uses of sociological theory and research by applying classical and contemporary theories in depth to difficult problems of social and political organization. This module strengthens study skills and critical thinking by asking students to apply their sociological imagination to contexts across the state, private and third sectors, both nationally and internationally. Students will be asked to reflect on the ethical implications of sociological knowledge and practices of power - both hegemonic and critical.
This module introduces students to discourses around 'social problems', including poverty, unemployment, crime, everyday racism, family disorganisation, riots, extremism and terrorism. Students will critically examine how these conditions are positioned by the media, policymakers, activists and the general public and how discourses can either reflect and reinforce, or challenge and disrupt, inequalities around social class, race, gender and other dimensions. Students will continue to develop their theoretical toolkit for interrogating 'social problems', using constructionism, functionalism, social interactionism, social class, critical race and feminist theory. Students will also be asked to reflect on how certain categories of social problems are excluded from problematising discourses, such as the influence of money in politics and structural racism.
This module gives students the opportunity to exercise their methodological reasoning and practical skills in designing a research project. It allows students to synthesise their learning from across other modules by choosing topics, questions and approaches. They will develop employment-facing skills through practical reasoning and engagement with real world social problems. The module promotes collaborative reasoning and critical friendship through a supportive ‘flipped classroom’ workshop approach to identifying sociological questions and refining means of answering them. It provides students with formative feedback to prepare to complete an independent piece of research as part of their capstone module at level 6.
This module aims to develop students’ critical understanding of central debates concerning crime in contemporary society. It will focus on selected topics in relation to the social construction of crime and victimisation, and examine policy and agency responses to them. Students will asked to consider the social dimensions of different types of crime and the ways in which these are represented in the media, public opinion and official discourses. Crimes considered may include the regulation of sex work, alcohol and drug related offending, and youth crime.
This module provides students with the opportunity to explore an area of particular interest through undertaking a small-scale research project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge.
Introduces key theories, concepts and issues in the sociology of media and culture - building on classical and contemporary theories explored at level 4 deepening your engagement with key approaches associated with the ‘cultural turn’ in sociology. During this module you will have the opportunity to analyse case studies in the media and cultural industries using semiotic approaches to texts, the political economy of production and consumption of media, theories of the audiences, ideas about cultural globalisation and the social role of new media. You will be invited to draw connections between theories of the media and other aspects of contemporary society, to explore how social divisions such as class, ethnicity, gender and sexuality are played out in and through various media texts and practices.
Given the changing nature of children’s services in line with a neoliberalist agenda, understanding both how organisations and communities function and the roles that individuals play within each of those is important. Therefore students need to understand both the role of values at an institutional level, and how partnership working is developed and sustained across organisations and communities.
In this module, students will examine historical and contemporary perspectives on children and young people around the world. They will think about how childhood, family and youth are constructed through interactions between cultural representations and political and economic structures in differing social contexts. By comparing different situations, ideas and ways of doing things, students will reflect on how understandings of childhood, youth culture and identity, and transitions to adulthood are shaped by the histories, cultural values and power structures of the societies in which children and young people live. They will also reflect on what this means for how 'social problems' related to children and young people are interpreted and responded to in different contexts.
In this module, students will be asked to reflect on the development of sociology as a discipline, and to consider the future prospects for human society in the 21st century and beyond. The module will address some of the big, global issues which confront humanity - technological acceleration, authoritarian politics and climate change. By re-visiting the hopes and fears of classical and modern sociologists, and thinking about how their ideas and methods responded to the problems of their times, students will have the chance to review their learning over the whole of the degree, and to critically consider their own place as a future sociology graduate in a fast changing world.
This module will engage students in a detailed conceptual analysis of crime, space and place. Crime needs to be understood in relation to the private and public spaces in which it is located, such as the home, urban environments, rural environments, the school, shopping malls, parks, the prison, the street, neighbourhoods, and council estates. The module will explore how (and by whom) spaces are controlled and how this leads to perceptions within communities as to how to behave. Spaces (such as neighbourhoods) can become privatised, gentrified, gendered and racialised, leading to disproportionate policing and criminalisation. Students will critically examine how systems designed to reduce crime and provide safety in certain spaces – e.g. surveillance, affect criminal behaviour and people living in, or travelling through those spaces. Students will be encouraged take an ethnographic approach to understand the interaction between crime, place and space by exploring a real life space and relating this to theoretical frames.
This module will introduce students to classical and contemporary theories in the study of religion and encourage them to locate these theories within their cultural and political contexts. It will give students the opportunity to apply those theories to a range of empirical cases and connect them to debates in the sociology of religion around secularisation, fundamentalism, syncretism, new religious movements and spirituality and to broader sociological issues around globalisation, power, identity and ethics.