University of the West of England
MODULE SPECIFICATION
Code: UPSNQU-30-3 Title: The Family, Community and Crime Version: 1
Level: 3 UWE credit rating: 30 ECTS credit rating: 15
Module type: Standard
Owning Faculty: SSH Field: Sociology and Criminology
Valid from: September 2009 Discontinued from:
Contributes towards: Awards up to BA/BSc
Pre-requisites: None
Co-requisites: None
Excluded combinations: None
Learning outcomes:
On completion of the module students are expected to demonstrate:
1. A critical sociological understanding of theories of the Family and Community (Components A and B)
2. In-depth insight into the role of the family in social policy and policies relating to the regulation of crime and community cohesion (Component B)
3. A critical appreciation of changing family forms, kinship networks and intimate relationships (Components A and B)
4. An ability to synthesise sociological theories with analysis of family life and its intersections with broader community/criminal networks (Components A and B)
5. A critical understanding of the roles and relationships between families, communities, crime and deviance (Components A and B)
6. An appreciation of the complex roles and emotions of families and communities and their perceptions/experiences of crime (Component B)
Syllabus outline:
The lecture and seminar series will focus on the following areas which are indicative of the content of the module:
• The Sociological Imagination and Family Life
• The Social Imaginary and Family Ideals
• Changing Social Policies, Families and Community Cohesion
• Family, poverty and dangerous neighbourhoods
• The roles of mothers, fathers and children; changing family forms; same sex parenting, intimacy.
• Male Joblessness and Crime
• Weighing up evidence in the case of fatherless families and the incidence of crime
• Godfathers and the Fraternity: Patriarchy and Criminal families
• Sociological explanations for our responses to the denigration of an ideal.
• Killing mothers and mothers who kill 1.
• Killing mothers and mothers who kill 2.
• Beyond the prison? Loving ‘bad’ boys and ‘wild ‘girls.
• Silent witnesses? Speaking out against child-hood sexual abuse and the consequences for family dynamics
• Researching Families, Communities and Crime
Teaching and learning methods:
This course will be delivered through a combination of weekly one hour lectures, workshops, seminars and optional one-to-one tutorials. Materials will be supplied on the Blackboard System
Reading Strategy:
Students will be encouraged to read widely using a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given on Blackboard. There are some excellent books published in this subject area. Students will be encouraged to buy at least one book. A list of recommended titles will be provided in the Module Handbook and updated annually.
Indicative Reading List:
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
Amato, P (l998) ‘More than Money? Men’s contribution to their children’s lives’, in A. Booth and A. Creuter (eds) Men in Families: When Do They Get Involved? What Difference Does it Make? Lawrence Erbaum: New Jersey
Anderson, M (l971) ‘Family, household and the Industrial revolution’, in M. Aderson (ed) Sociology of the Family, Harmandsworth: Penguin
Barlow, A., Duncan, S and James, G (2002) ‘New Labour and family policy in Britain’, in A Barrett, M and McIntosh, M (l982) The Anti-Social Family, London: Verso
Beck, U. and Beck-Gernsheim, E. (l995) The Normal Chaos of Love, Cambridge: Polity Press
Bowen G.I. and Chapman, M.V. (l996) ‘Poverty, Neighbourhood Danger, Social Support and the Individual Adaptation Among At Risk Youth in Urban Areas’, Journal of Family Issues (17) pp. 641-666
Cooper, D. (l972) The Death of the Family, Harmondsworth: Penguin
Dennis, N. and Erdos, G. (l992) Families Without Fatherhood, London: Institute for Economic Affairs
Gambrill, E. and Paquin, G. (l992) ‘Neighbors: A Neglected Resource’, Child and Youth Services Review, (14) pp 253-272
Gillies, V. et al (2001) ‘Pulling Together, Pulling Apart: the Family Lives of Young People’, London: Family Policy Studies Centre/ Joseph Rowntree Foundation
Laing, R. D. (l971) The Politics of the Family and Other Essays, London: Tavistock
Parsons, T. (l956) Family: Socialisation and Interaction Process, London: Routledge
Young, M. and Willmott, P. (l975) The Symmetrical Family, Harmondsworth: Penguin
Assessment
Weighting between components A and B A: 40% B: 60%
First Assessment Opportunity
Component A
Description of each element Element weighting
Individual Seminar Presentation (20-25 minutes) with 40%
1500 word accompanying written piece
Component B
Written Assignment (4,000 words) 60%
Second Assessment Opportunity: attendance at taught classes is not required
Component A
Description of each element Element weighting
Individual Presentation (20-25 minutes) with 40%
1500 word accompanying written piece
Component B
Written assignment 4,000 words 60%
SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is required
Specification confirmed by… ………………… Date ……………………………
(Associate Dean/Programme Director)