This core module examines historical, sociological social problems and societies’ reactions to them.¿
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A key concern of this module is to examine the socio-cultural and historical circumstances in which these different social problems emerged, doing so will illustrate how these different social problems or more specifically, particular social groups emerged as ‘social problems’ or ‘deviants’ to be ‘managed’ by society.¿
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Students will be introduced to classical sociological theoretical debates about the consequences of disrupting social order, inequalities, power, oppression and social problems.¿
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The module gives students the opportunity to develop first-hand knowledge of some of these social problems with the use of primary archival sources. Some of the ‘social problems’ encountered on this module are likely to include:¿society’s varying reaction and social control of deviant women; managing the health of the population & the growth of female-oriented health & maternity professions. Other social problems discussed on the module focus on a variety of conflicts that emerge from social and political change. These are likely to include conflicts of race relations & immigration in post-war Britain; homosexual lives post decriminalisation; investigation of the role that religious divisions and socio-economic causes had on the Northern Ireland “Troubles”; divisions within mining communities, working class male identities and changing gender relations.¿

1. Essay composed of 1 x 2,500 words offering a critical appraisal of archive collections focusing on two social problems encountered on the module (meets learning outcome 3)¿
2. Two learning journal entries (750 words each) from a list of titles (meets learning outcomes 1&2)¿
*Learners need to pick four different social problems for their coursework. The Social Problems discussed in the learning journals and the essay need to be different. Learners will have the opportunity during this module, to submit formative coursework in the form of a short essay plan as part of the module and receive formative feedback.¿

2500 WORDS ESSAY WITH A FOCUS ON TWO SOCIAL PROBLEMS ENCOUNTERED ON THE MODULE

TWO LEARNING JOURNAL ENTRIES 750 WORDS EACH

The module is designed to accommodate both distance and face to face learners as we acknowledge some students will not be able to attend timetabled sessions, thus we have included the flexibility of viewing sessions both remotely and asynchronously.¿

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Asynchronous Delivery:¿¿

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- Asynchronous delivery of the module will be taught via a series of lectures and seminars.¿

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- Access to recordings of 13 x 1 hour lecture, 13 x 1 hour workshop¿¿

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Students will engage in independent study that includes completing the key readings, these readings will give students a deeper understanding of each of the social problems under discussion.¿

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Blackboard will be used to house teaching materials and readings. Recordings of ‘live’ lectures and seminars will be loaded to blackboard for students to revisit and review.¿
Electronic course packs will contain links to pdfs of readings relevant to each week’s topic.¿

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Tutors will provide online academic support and guidance to students throughout the module and will respond to student enquiries in a timely manner.¿
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Learners will have the opportunity to submit formative assessment (in the form of a plan for one of their portfolio responses) and will receive formative feedback) that informs the final essay.¿

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Learners will have access to a recording of one lecture of assessment support¿
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Throughout the module, students will be given both informal feedback and written summative feedback on their final assessment.¿
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Photographs of Archive sources are available on the blackboard site for learners.

Links and guidance on accessing archive sources will be provided on blackboard.¿

Blackboard virtual learning environment will be used to house teaching materials, recordings of taught sessions & readings.¿
An extensive digital library of various archive collections (sourced from Labour History Archive and Study Centre, Manchester, housed on the VLE, module page)¿
Digital Archives - Digital Panoptican and British Library¿
University Library¿
eLibrary Resources¿
Blackboard¿
Internet

Ussher, JM., (1991). Women’s Madness: Misogyny or Mental Illness?: Harvester Wheatsheaf.¿
Briggs, R., (1996). Witches and Neighbors. The Social and Cultural Context of European Witchcraft. London. Penguin Books.¿
Levack, BP., (1995). The Witch-hunt in Early Modern Europe. Second edition. London. Longman.¿
Sharpe JA., ‘The History of Crime in Late Medieval and Early Modern England: A review of the field’: Social History. 7 (2)¿
Perkin, J., (1989). Women and Marriage in Nineteenth Century England. London. Routledge.¿
Dolan, F., (2003). ‘Battered Women, Petty Traitors and the Legacy of Coverture’: Feminist Studies. 29 (2)¿
Thompson, EP., (1991) Customs in Common. Popular Cultures in England 1950-1750. London Merlin. Ebook¿
Hamilton, S., (eds). Criminals, Idiots, Women and Minors: Victorian writing by Women on Women. Ontario. Broadview Press.¿
Childs MJ., (1992). Labour’s Apprentices: working-class lads in late Victorian and Edwardian England. London. Hambledon.¿
Kirby, P., (2003). Child Labour in Britain 1750-1870. Palgrave MacMillan.¿
Higginbotham A (1989) "Sin of the Age": Infanticide and Illegitimacy in Victorian London: Victorian Studies. 32 (3)¿
Grey, DJR., (2013). ‘What Woman is Safe…?’: Coerced Medical Examinations, Suspected Infanticide and the Response of the Women’s Movement in Britain, 1871-1881: Women’s History Review. 22 (3)¿
Thompson FML., (1988). The Rise of Respectable Society: A Social History of Victorian Britain 1830-1900. London. Fontana.¿
Lewis, J., (ed). Labour and Love, Women’s Experience of Home and Family 1850-1940. Oxford. Basil Blackwell¿
Goulbourne, H., (1998). Race Relations in Britain since 1945. Basingstoke. MacMillan.¿
Dean DW., (1992). ‘Conservative Governments and the Restriction of Commonwealth Immigration in the 1950s: the problems of constraint’: The Historical Journal. 35 (1)¿
Bleich, E., (2006). ‘Institutional Continuity and Change: Norms, lesson-drawing, and the introduction of race-conscious measures in the 1976 British Race Relations Act’: Policy Studies: 27 (3)¿
Matthews, D., (2018). Voices of the Windrush Generation, The Real Story told by the People Themselves. Blink Publishing.¿
Rosenfeld, D., (2009). 'Heteronormativity and Homonormativity as Practical and Moral Resources: The Case of Lesbian and Gay Elders': Gender and Society. 23 (5)¿
Weeks, J., (1977). Coming Out, Homosexual Politics in Britain, from the Nineteenth Century to the Present. London. Quartet.¿
Humphries, L., 1975 [2008] Tearoom Trade, Impersonal Sex In Public Spaces. New York. Aldine de Gruyter.¿
Charles, N., and Harris, C., (2007). ‘Continuity and Change in Work-Life Balance Choices’: The British Journal of Sociology. 58. (2)¿
Sanders A and Wood IS., (2012). Times of Troubles: Britain’s War in Northern Ireland. Edinburgh University Press. Edinburgh.¿
Broad R., Downing, T., Elliston, C., Hinshelwood, I., Kossoff, A., Manwaring-White, S., Stuttard, I and Wood, A., The Troubles. London. MacDonald Futura Publishers¿
Donohue, LK., (1998). ‘Regulating Northern Ireland: The Special Powers Act, 1922-1972’: The Historical Journal. 41 (4) pp1089-1120¿
Prince S and Warner G (2012). Belfast and Derry in Revolt: a new History of the Start of the Troubles: Irish Dublin Academic Press

This core module examines historical, sociological social problems and societies’ reactions to them.¿Students are given the opportunity to develop first-hand knowledge of a variety of historical social problems with the use of primary archival sources.