Level 4 2011-12
Identities: Gender and Ethnicity
Dr Martin King, Clive McGoun and Dr Claire Worley
Department of Social Work & Social Change, Faculty of Health, Psychology & Social Care
Hello and welcome to the Identities unit. Please take the time to go through the information here as it contains useful material. We hope that you enjoy the unit! Teaching team The unit will be delivered by the following members of the Department for Social Work and Social Change: Dr Martin King - Principal Lecturer
0161 2472541
m.king@mmu.ac.uk
Clive McGoun - Senior Lecturer
0161
c.mcgoun@mmu.ac.uk
Dr Claire Worley - Senior Lecturer
0161 2472146
c.worley@mmu.ac.uk
Location and Time The unit will be delivered on Tuesday mornings between 10 and 1 on the Didsbury campus at MMU. Room details to follow.
E-learning We will be using Moodle, the university’s e-learning site, to facilitate your learning. The moodle webpages will contain information about the unit, suggestions for reading, announcements about the unit, web links and attachments, as well as discussion forums which will be linked to the unit.
Unit overview The unit examines the ways in which identity is constructed, re-constructed and communicated, with a particular focus on aspects of gender and ethnicity. The curriculum is guided by the following questions and issues: what is identity; where does a sense of identity and belonging come from; the relationship between individual and social identities; uncertainty and diversity in the construction and maintenance of social and cultural identities; a critical understanding of the formation of ethnic and gendered identities; an exploration of the social and political impact of the same and; understanding the role of the mass media in the construction and representation of ethnic and gendered identities.
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Learning outcomes On completion of the unit, the students will be able to: 1. 2. 3. 4. 5.
Demonstrate an understanding of the concepts of identity and belonging Critically examine the relationship between individual, social and cultural identities Identify the ways in which ethnic and gendered identities are formed and maintained Contextualise debates around ethnicity and gender in relation to media constructions and representations. Effectively demonstrate the cognitive and key transferable skills appropriate to Level 4 of the programme (see Part One of the Definitive Document).
Teaching and Learning Strategy The unit will be taught through a combination of lectures, seminars and tutorials, every Tuesday morning during term time. The sessions will be student centered and a wide variety of approaches will be used in order to encourage and involve you, for example: small group discussions of set reading; shared group research and presentations; viewing and discussing video and DVD extracts; guest speakers, debates; small and large group discussions of controversial issues. You will be given support and advice about researching and planning your assessments in the seminars, as well as feedback. Students will also have the opportunity to individual and group tutorials throughout the unit. In order for you to successfully engage with the unit and meet the learning outcomes, you are required to complete specific tasks prior to your seminars. This is likely to include reading and analysing key texts, participating in online discussions, and undertaking reading and writing tasks. In addition to the work undertaken in preparation for seminar sessions, students are expected to undertake additional independent study related to the unit. We will provide guidance and direction for this in lectures and seminars.
Teaching schedule Date
Topic
Lecturer
18/10/2011 Introducing identity
Clive McGoun
25/10/2011 Identity in the Mirror
Clive McGoun
01/11/2011 Identity as Performance (1)
Clive McGoun
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08/11/2011 Identity as Performance (2)
Clive McGoun
15/11/2011 Writing for the Social Sciences - Formative Essay
Clive McGoun
22/11/2011 Identity as Story
Clive McGoun
29/11/2011 Identity and the Unconscious
Clive McGoun
06/12/2011 Postmodern Selves (1)
Clive McGoun
13/12/2011 Postmodern Selves (2)
Clive McGoun
Winter break
10/01/2012 Tutorials
Martin King and Clive McGoun
17/01/2012 Case study 1: Who are we? Britishness (1)
Claire Worley
24/01/2012 Case study 1: Who are we? Britishness (2)
Martin King
31/01/2012 Case study 2: Health and Social Care (1)
Martin King
07/02/2012 Case study 2: Health and Social Care (2)
Claire Worley
14/02/2012 Case study 3: Representation (1)
Martin King
21/02/2012 Case study 3: Representation (2)
Martin King
28/02/2012 Case study 4: Families (1)
Claire Worley
06/03/2012 Case study 4: Families (2)
Claire Worley
13/03/2012 Case study 5: Equalities (1)
Martin King
20/03/2012 Case study 5: Equalities (2)
Claire Worley
Spring Break
17/04/2012 Revisiting theory
Martin King
24/04/2012 Applying theory
Claire Worley
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01/05/2012 Applying theory
Martin King
08/05/2012 Assignment Support Tutorials
Claire Worley
15/05/2012 Assignment Support Tutorials
Martin King
Assessment The assessment will consist of two parts; further guidance will be given in the lectures:
Part 1: Essay (50%) 2,000 words (Learning outcomes 1, 2 and 5) An essay demonstrating a critical understanding of the key theoretical concepts of the unit.
ESSAY HAND IN DATE: Friday 27th January 2012
Part 2: Portfolio (50%) (Learning outcomes 3, 4 and 5) A case study exploring the ways in which gender and ethnic identities are constructed and represented in the mass media.
PORTFOLIO HAND IN DATE: Friday 18TH May 2012
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Assessment Criteria
An approach to defining levels
Table A Learner performance levels Level
Features
Criteria to be met
1
Encompasses fundamental knowledge and skills appropriate to the topic. Involves the demonstration of understanding, the ability to outline and discuss, select relevant information and summarise arguments.
Criteria 1 to 6 in Table B.
2
Involves the study of theory and its practical application at greater depth and breadth. This is achieved by an extension of knowledge and skills through the use of appropriate conceptual frameworks and research findings. This level is epitomised by synthesis and holistic understanding in addition to the features required at Level 1. Students will be able to contextualise data and explain relationships between bodies of knowledge.
Criteria 1 to 8 in Table B.
3
This level encompasses all the Level 1 and 2 attributes but is further characterised by critical evaluation and critical thinking in a particular topic area. Students will be able to explain and critique arguments and justify conclusions.
All ten of the criteria in Table B.
Table B Assessment criteria for written academic work 1
There should be a clear focus on the topic of the assignment, beginning with an outline of the approach taken and an indication of the context.
2
Relevant theory and related knowledge should be included.
3
Information should be supported from published sources and referenced correctly.
4
Knowledge should be applied appropriately to the topic under discussion.
5
The line of argument/discussion should be coherent and the assignment concluded appropriately.
6
There should be evidence of appropriate and up-to-date reading to support the arguments/discussion in breadth and depth.
7
There should be awareness of the wider issues/implications of the assignment reflected in the assignment.
8
There should be evidence of an analytical/problem-solving approach to the assignment.
9
There should be critical evaluation of the ideas and material which includes independent comment.
10
Synthesis/innovative thinking should be a feature of the assignment.
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An approach to defining levels: Level descriptors Grade st
1
70 - 100
2.1 60 - 69
2.2 50 - 59
rd
3
40-49
R 39 and below
Level 4
Level 5
Level 6
Capacity to explain interrelationships between concepts and application in practice. Recalls knowledge from many sources. Accurate referencing.
Capacity to apply concepts in novel inter-relationships. Demonstrates depth of reading. Well referenced.
Capacity to synthesise new ideas. Justifies argument based on an extensive range of literature. Well referenced.
Capable of relating a concept to one or more sub concepts and of applying insights to theory and its practical application. Accurate referencing.
Accuracy in explanation of concepts and their interrelationships. Accuracy in reflection on arguments advanced. Well referenced.
Capacity to evaluate and reframe arguments. Capacity to reflect on and to apply new insights to topic under discussion. Well referenced.
Able to discuss and compare concepts and their application to theory. Evidence of referencing.
Capacity to relate concepts and explore inter-relationships. Capacity to apply problem solving to topic under discussion. Evidence of referencing.
Capacity to analyse concepts and reframe arguments and to apply insights. Critique of arguments under discussion needs strengthening. Evidence of referencing.
Accurate recall of facts. Demonstrated observation, communication and reporting skills. Evidence of referencing.
Largely descriptive discussion of concepts. Competence in understanding research findings. Evidence of referencing.
Largely explanatory treatment of concepts. Critique of arguments or justification of conclusions needs strengthening. Evidence of referencing.
Recall or application of facts applied to topic area needs strengthening. Self expression and referencing need further work.
Accurate recall but discussion of concepts needs strengthening. Further development of arguments need. Referencing needs further work.
Largely descriptive. Arguments need greater accuracy and development. Critique and application of theory to practice needs further work.
Before submitting assessment work you should consider the following Presentation, grammar and referencing Use relevant reading Presentation of logical balanced argument pertinent to the question Discussion rather than description Clear appropriate introduction and conclusion
Submission of coursework When submitting your essay, YOU MUST adhere to the Faculty procedures for the submission of essay. Please refer to the online programme handbook for the current guidance.
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Essential reading list Recommended for purchase: Woodward, K. (ed) Questioning Identity: Gender Class, Ethnicity, 2nd edition, London, Routledge.
Set reading will be suggested each week. In addition, the following sources are useful.: Barker, C. (1999). Television, Globalisation and Cultural Identities. Milton Keynes, Open University Press. Du Gay, P., J. Evans, et al. Eds. (2000). Identity: A Reader. London, Sage/OUP. Bauman, Z. (2004). Identity: Conversations with Benedetto Vecchi. Cambridge, Polity. Gauntlett, D. (2002). Media, Gender and Identity. London, Routledge. Hall, S. and P. du Guy, Eds. (1996). Questions of Cultural Identity. London, Sage. Weedon, C. (2004). Identity and Culture: Narratives of Difference and Belonging. Maidenhead, Open University Press. Woodward, K., Ed. (1997). Identity and Difference. London, Sage. Walby, S. (1997) Gender Transformations London: Routledge. Brah, A. et al. (2003) Thinking Identities: Ethnicity Racism and Culture London: Macmillan. Examples of journals
Ethnic and Racial Studies Ethnicities The Journal of Gender Studies Feminist Review Men and Masculinities
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Learning Support and Student Services The Faculty’s Student Support Officer offers advice and support in relation to academic (or personal) problems. The service includes study skills, assignment planning, referencing, signposting to other university services etc. In addition, Zinnia Mitchell-Smith and Helen Ogilive provide specific support aimed at students on the BA (Hons) social Care degree.
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