One 3,000 word essay weighted at 40% (LO's1, 2, 3, 8)

One two-hour unseen exam under examination conditions weighted at 60% (LO's 4, 5, 6, 7, 8)

Key Information Set:
40% coursework
60% exam

This module enables students to explore key issues in the study of the Criminal Justice system with particular emphasis on Britain together with some comparative material from other European countries and the USA. A major focus will be on sociological approaches to policing societies, police cultures, crises in the Criminal Justice system, custodial and non-custodial forms of punishment, victims and survivors of crime. The module offers the opportunity to explore the relationship between the Criminal Justice System and social divisions in society with particular emphasis on social class, gender, race and age. This theme is explored further in the second part of the module which shifts the focus from crime to the more blurred boundaries of social deviance and dissidence. Through an in-depth analysis of specific subcultures, social movements and other forms of collective social action students are introduced to a range of theoretical approaches and forms of conceptualisation which explain and describe (a) how particular behaviours are demonised, criminalised or medicalised; (b) different forms of collective response and resistance; and (c) the dynamics of social movements in the global North and South in relation to the state, global institutions, and global civil society.

Whole group lectures, supported by seminars. Seminars will support students' learning through encouraging students to engage with the major themes and ideas introduced in lectures and through promoting the further development of subject and other key skills. In addition, seminars will support and guide students in the use of independent study time in order to prepare for workshops, and in order to fulfil assessment requirements. Students will also be provided with a Blackboard learning environment with additional learning and teaching resources, and a discussion board. Directed study schemes form an explicit part of the independent learning strategy, requiring students to work on particular materials, issues and concepts. Students are also encouraged to seek individual tutorial guidance to support their learning and/or to prepare for assessment as required.

Key Information Set:
20% scheduled learning and teaching activities comprising:
Lectures
Seminars
Formative assessments

80% guided independent learning activities comprising:
Guided reading and research
Personal tutorials
Preparation for scheduled sessions
Completion of assessment tasks

Amoor, L. (ed.) (2005) The Global Resistance Reader
Croall, H. (2011) Crime & Society in Britain, Harlow: Pearson.
Della Porta, D. et al (eds.) (2009) Social Movements in a Globalising World.
Gelder, K. (ed.) (2005) The Subcultures Reader.
Goode, E. and Ben-Yahuda, N. (2009) Moral Panics.
Haenfler, R. (2010) Goths, Gamers and Grrrls: deviance and youth subcultures.
Muncie, J. and D. Wilson (eds) (2004) Student Handbook of Criminal Justice & Criminology, London: Cavendish Publishing.
Sanders, A. et al (2009) Criminal Justice, Oxford: Oxford University Press.
Tierney, J. (2009) Key Perspectives in Criminology, Maidenhead: Open University Press

The library and e-brary
Blackboard
Lecture and seminar rooms with Powerpoint presentation and DVD playback facilities
Seminar rooms suitable for group work
PCs with student access to email, internet and word-processing