Advanced Sociological Theory, presents learners with an eclectic array 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 (during the COVID pandemic); families in crisis; youth subcultures; domestic abuse & perpetrator behaviour; moral panics; nationalism & politics of the disenfranchised working classes; Race and educational inequalities (Critical Race theory); health inequalities; Theorising the war on terror and Counter Terrorism Measures.

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.
Learners will have the opportunity to submit formative assessment as part of the module, this will be in the form of a short plan of their journal article. Learners will receive formative feedback on submission, during workshops

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.
Learners will have the opportunity to submit formative assessment (in the form of a plan for their journal article & receive formative feedback) that informs the final coursework.

1. Demonstrate critical knowledge of one substantive theory encountered on the module supported with relevant, wider reading.

Knowledge and understanding; communication; learning

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

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.

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.
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
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:
Telford, L & Wistow, J., (2019) ‘Brexit and the Working Class on Teesside: Moving Beyond Reductionism’: Capital & Class. 1-20.
Virdee, S & McGeever, B., (2017) ‘Racism, Crisis, Brexit’: Ethnic and Racial Studies. 41(10): 1802-1819.
Goodwin, M & Heath, O., (2016) ‘The 2016 Referendum, Brexit and the Left Behind’. The Political Quarterly. 87(3): 323-332.
Cohen, S., (2002). Folk Devils and Moral Panics. Routledge
Young, J. (2009) ‘Moral panic: Its origins in resistance, resentment and the translation of fantasy into reality’, The British Journal of Criminology, 49(1), pp. 4–16.
Young J. (2011) Moral panics and the transgressive other. Crime, Media, Culture, 7(3), pp.245-258.
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)
Castells, M. (2010) The power of identity: The information age, economy, society and culture. Oxford: Wiley-Blackwell
Harvey, D. (2003) The new imperialism. Oxford: Oxford University Press
Martin, T. (2014) ‘Governing an unknowable future-the politics of Britain’s Prevent policy’, in Critical Studies on Terrorism. 7(1): 62-78
Bazian, H. (2012) ‘Muslims-enemies of the state: the new counter-intelligence program (COINTELPRO)’, in The Islamophobia Studies Journal. 1(1): 163-206
Miller, D. and Sabir, R. (2012) ‘Counter-terrorism as counter-insurgency in the UK “war on terror”’, in Whyte, D. and Poynting, S. (eds.) Counter Terrorism and State Political Violence. London: Routledge. pp. 12-32
Sabir, R. (2017) ‘Blurred lines and false Dichotomies-Integrating counterinsurgency into the UK ’ s domestic ‘ war on terror’, in Critical Social Policy . 37(2):1 – 23
Delgado, R. & Stefancic, J. (2000) Critical race theory: The cutting edge. 2nd edition. Philadelphia: Temple University Press
Gillborn, D. (2008) Racism and education: coincidence or conspiracy. Routledge.
Ladson-Billings, G. (1998). ‘Just what is critical race theory and what’s it doing in a nice field like education?’, in International Journal of Qualitative Studies in Education. 11: 7-24
Tate, W.F. (1997) ‘Critical race theory and education: history, theory, and implications’, in Review of research in education. 22: 195-247