Students will write a 4,000 word short journal article that outlines how a sociological theory (encountered on the module) can be applied to critically understand a societal issue on the module. For example, the societal issue chosen could focus on inequalities, minority communities or experiences, representations of particular groups within the media or Government, a pertinent news story, and/or a recent official response that has emerged to a societal issue

The 4,000 words should also contain a Title, 4-5 ‘key words’ and adopt Harvard referencing.

The assessment will take the format of a short academic article which will support learners to develop a writing style that adheres to conventions within academic sociology.
Students will write a 4,000 word short journal article that outlines how a sociological theory (encountered on the module) can be applied to critically understand a societal issue on the module. For example, the societal issue chosen could focus on inequalities, minority communities or experiences, representations of particular groups within the media or Government, a pertinent news story, and/or a recent official response that has emerged to a societal issue

The 4,000 words should also contain a Title, 4-5 ‘key words’ and adopt Harvard referencing.

The assessment will take the format of a short academic article which will support learners to develop a writing style that adheres to conventions within academic sociology.

Advanced Sociological Theory, presents learners with a variety of contemporary sociological theories and recent areas of sociological debate. The module encourages learners to engage with current sociological theories and demonstrate their ability to analyse, apply and reflect on the relevance and application of specific theories to a pressing societal issue encountered on the module. The pressing societal issues covered on this module are determined by current trends in societal debates so are subject to change to ensure relevance. Learners can expect to study a variety of sociological theoretical approaches that may include for example: the relationship between self and society; how people interact in public spaces; families; youth subcultures; personal and public violence; moral panics; intersectionality; sexuality and gender; race; health and well-being; educational inequalities and disadvantages.

The module will be taught via a series of lectures and seminars.

Learners will engage in independent study outside of taught sessions, this will include, preparation for taught sessions, key readings. Undertaking this preparation will give learners a deeper understanding of the theories and pressing societal issues under discussion.
Learners will engage in group discussions, drawing on conventional academic resources, such as journal articles, books, policies, parliamentary debates, alongside archive and social media sources. there will be one taught assessment guidance session.

-Burkitt, I (2008). Social Selves: theories of self and society. Second edition. Ebook
-May V., (2013). Connecting Self to Society: Belonging in a Changing world. Ebook
-Mead, GH and Morris, CW., (1972). Mind, Self and Society from the standpoint of a social behaviourist.
-Neary A., (2018). ‘New Trans Visibilities: working the limits and possibilities of gender at school’: Sex Education. 18 (4).
-Hines, S., and Sanger, T., (2010). Transgender Identities: Towards a Social Analysis of Gender Diversity. Ebook
-Hall, M and Hearn J., (2018). Revenge Pornography: Gender, Sexuality and Motivations. Ebook
-Beasley, C., (2005). Gender and Sexuality: Critical Theories; Critical Thinkers. Ebook.
-King, A., and Almack, K., (2019). Intersections of Ageing: Gender, Sexualities: Multidisciplinary International Perspectives. Ebook
-Morgan, D (2009.) Acquaintances: The Space between Intimates and Strangers. OUP
-Goffman, E (1971). Relations in Public: Micro Studies of the Public Order. New York. Basic Books.
-Goffman, E (1963). Behaviour in Public Places: Notes on the social organisation of Gatherings. Greenwood Press Publishers. Westport Connecticut
• -Hylton, K (2009) Race and Sport: Critical Race Theory. Ebook
• -Collins PH., ‘Science, Critical Race Theory and Colour-Blindness’: The British Journal of Sociology. 66 (1)
• -Marmot, M (2016). The Health Gap: The Challenge of an Unequal World. Bloomsbury
• -Marmot M., Allen, J., Boyce, T., Goldblatt, P., Morrison, J., (Feb 2020) ‘Health Equity in England’: The Marmot Review 10 years on. Available at: https://www.health.org.uk/publications/reports/the-marmot-review-10-years-on
• -Finch, J., (2007). ‘Displaying Families’: Sociology. 41 (1)
• -Dermott E and Seymour, J., Displaying Families: A new Concept for the Sociology of Family Life. Routledge
• -Morgan, D (2011) ‘Locating ‘Family Practices’: Sociological Research Online:
• -Morgan DHJ., (1996). Family Connections: An introduction to Family Studies. Polity
• -Ribbens McCarthy J., and Edwards, R., (2012). Key Concepts in Family Studies. Sage
• -Reay, D., (2017). Miseducation: inequality education and the working classes. Bristol. Polity
• -Reay, D., (2018). ‘Working Class Educational Transitions to University the limits of success’: European Journal of Education. 53 (4)
• -Glover Williams, A., Finlay, F., (2019). ‘County Lines: how gang crime is affecting our young people’; Archives of Disease in Childhood:
• -Windle, J., Moyle, L., Coomber, R., ‘Vulnerable’ kids going Country: Children and Young People’s involvement in County Lines Drug Dealing’: Youth Justice. 20 (1-2)
• -Hall, S., Jefferson, T., (2006). Resistance through Rituals: youth subcultures in post-war Britain: Ebook.
• -Walby, S., Towers, J., Francis, B., (2014). ‘Mainstreaming Domestic and Gender-Based Violence into Sociology and the Criminology of Violence’: The Sociological Review. 62 (2)
• -Walby, S., Towers, J., Francis, B., (2016). ‘Is Violent Crime Increasing or Decreasing? A new methodology to measure repeat attacks making visible the significance of gender and domestic relations’: British Journal of Criminology: 56 (6)
• -Walby S., Towers, J., (2018). ‘Untangling the Concept of Coercive Control: Theorising domestic violent crime’: Criminology and Criminal Justice. 18 (1)
• -Cohen, S., (2002). Folk Devils and Moral Panics. Routledge

Blackboard virtual learning environment will be used to house teaching materials & readings.
Electronic coursepack will contain links to PDFs of relevant module readings.
Classrooms suited for learners with disability and suited to group work and discussion.

1. Demonstrate critical knowledge of one substantive theory encountered on the module supported with relevant, wider reading.
Knowledge and understanding; communication; learning

2. 2. Produce a sophisticated critical account of how one or more relevant sociological theories encountered on the module can be used to inform our understanding of a societal issue encountered on the module.
Knowledge and understanding; application; enquiry

3. Demonstrate an ability to identify the strengths and limitations of the theoretical perspective in question to the societal issue under investigation.
Analysis; reflection

Advanced Sociological Theory facilitates critical inquiry and application of a sociological theory to a particular pressing societal issue encountered on the module. The societal issues under investigation are subject to review to ensure relevance. Learners can expect to encounter a variety of sociological theoretical approaches that may include for example: the relationship between self and society; how people interact in public spaces; families; youth subcultures; personal and public violence; moral panics; intersectionality; sexuality and gender; race; health and well-being; educational inequalities and disadvantages.