Anthropology and Spanish
(BA) Anthropology and Spanish
Entry for 2011
This course is set at Level 6 in the national Framework for Higher Education Qualifications.
This programme aims to:
1. Develop the intellectual and practical skills of students in the analysis, interpretation and understanding of ethnographic data and their understanding of anthropological theory.
2. Prepare students for employment in a wide range of contexts (including employment abroad), or for further study and a career where anthropological skills and understandings will be applied.
3. Enable students to engage in life-long learning, study and enquiry and to appreciate the value of education for society.
4. Develop the linguistic skills of students in one non-English European language, and to enable them to operate in that language on an advanced level.
5. Develop an understanding of the relationship between cultural and scientific-technological developments in Europe.
6. Encourage an understanding of the emergence of Modern Europe.
7. Contextualise students anthropological training within a European context.
Course Learning Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
A. Knowledge and Understanding
A1. Students will graduate from this programme with a comprehensive knowledge of the broad field of social anthropology and detailed knowledge of a number of specialised areas within the discipline.
A2. Students will understand the major contemporary theoretical debates in social anthropology and be aware of the history of the discipline and how theoretical interests have developed.
A3. They will have knowledge of a wide range of ethnographic material and the ways in which anthropological theory can be used to understand this material.
A4. They will also understand the ethical issues involved in anthropological research and analysis.
A5. Depending on the choice of optional courses, students will gain a detailed knowledge of the role of anthropological thinking in a range of specific contexts which manifest the wide ranging nature of the contemporary discipline and which have relevance for the career profiles of anthropology graduates.
A6. In addition, they will have a near-native competence in one European language (other than English), will have a knowledge of the most important aspects of European culture (including aspects of the scientific and technological development since the Renaissance), and they will be familiar with some of the major critical approaches to interpretation and some of the major elements of cultural theory.
Assessment takes a number of forms.
1. Unseen exams test students recall, their ability to respond to questions in a time-bound context and their capability of recognising in advance the key issues which a particular body of literature generates.
2. Essays and Dissertations allows the student to demonstrate their ability to identify intellectual issues which can be addressed through varying lengths of papers and address these issues through research and analysis and written presentations.
3. Portfolios allow the student to present a range of presentational devices and develop appropriate skills.
4. Language orals will test students linguistic abilities.
Teaching and Learning Methods Used to Enable Outcomes to Be Achieved and Demonstrated
Three broad methods of teaching are employed: lectures, workshops/seminars and tutorials.
1. Lectures are used to ensure that students are made aware of a broad range of anthropological data as well as providing occasions for a display of what anthropological analysis is capable of.
2. Workshops/seminars are based around smaller groups of students and provide opportunities for students to consolidate their command of relevant knowledge as well as advancing through discussion and presentation their understanding of anthropological issues.
3. Tutorials allow students to discuss their own written work on a one to one basis and thus to improve their command of anthropology and identify how to improve their analytical skills.
B. Intellectual Skills
When students complete the course, they will command a number of intellectual skills. These include:
B1. The ability to reason critically.
B2. The ability to synthesis and evaluate data.
B3. The ability to identify problems and strategies for solving these problems.
B4. The ability to analyse and interpret academic and other data.
B5. The ability to demonstrate and exercise independence of thought.
B6. The ability to respond to issues identified by others.
B7. The ability to read, write and communicate in one European language in addition to English
B8. The ability to operate on a high intellectual level in one European language in addition to English.
The various assessment modes test students intellectual skills in various ways and to various extents. All assessment modes (unseen exams, essays, dissertations, portfolios, course essays) identify students ability to synthesis and evaluate data, analyse and interpret academic and other data and reason critically. Unseen exams also test the ability of students to respond to issues identified by others whilst essays and dissertations also test the ability of students to identify problems and strategies for solving these problems.
Teaching and Learning Methods Used
Whilst lectures provide a means of imparting knowledge to students and providing demonstrations of analysis and interpretation, seminars/workshops and tutorials provide an arena for students to develop their own skills. Through presentations to seminars students develop their skills in identifying problems and suggesting solutions as well as reasoning critically and synthesising data. Participation in these events allows others to develop their analytical and critical skills both through engaging in discussion and argument and through learning from the example of others. Through tutorials and the written work associated with tutorials, students are able to refine their analytical skills and experiment in developing independence of thought and analysis.
C. Practical Skills
By the end of this programme students will have developed a range of practical skills. They will be able to:
C1. Identify ways in which anthropological approaches can assist in practical contexts.
C2. Relate particular practical issues to the wider body of anthropological knowledge.
C3. Design approaches to deal with such issues.
C4. Identify ways in which anthropology can offer alternative ways of conceptualising practical issues.
C5. Engage in further training in anthropology or cognate disciplines.
C6. Speak, read and write in one European language (in addition to English), to a level sufficient to live and work abroad.
C7. Be able to word process in English plus another European language.
C8. Carry out basic translation between English and another European language.
These skills are tested in various ways, but the particular pattern of optional courses taken by students in Level 3 obviously affects the degree to which specifically practical skills are assessed. Unseen exams test students ability to address these issues in a highly time-bound context whilst essays and dissertations provide means of assessing their abilities in greater depth. Oral and unseen exams will also test linguistic competence.
Teaching and Learning Methods Used
Throughout the programme in lectures, seminars/workshops and tutorials, students are encouraged to reflect on the practical implications of academic anthropology and the study of European culture. Specific optional courses allow students to address these issues in greater depth. Throughout the programme, students are encouraged to relate their training to the world in which they live. This is particularly true of elements in their level 1 courses where students have to engage in joint projects focused on aspects of contemporary British society. The contextual teaching of literary-artistic and scientific-technological aspects of European history will help them to critically assess present day social and technological change. The Year abroad will allow them to evaluate the content of their academic studies against their own intercultural experiences, and thus to gain an additional perspective on the academic content of their degree.
D. Transferable Skills
Throughout the programme students are encouraged to develop transferable skills which can be used outside the narrow confines of academic study. On completion of the programme students will:
D1. Be able to accurately precis arguments, discussions and bodies of data.
D2. Be able to recognise the nature of theoretical argument.
D3. Be able to come to conclusions as to the relative merits of different theoretical approaches.
D4. Be able to communicate effectively both verbally and in writing.
D5. Have command of basic presentational skills involving the use of verbal and visual media
D6. Be able to carry out basic research activities using a range of sources (libraries, archives, virtual media).
D7. Be able to work alone and in groups.
D8. Know how to organise ones time effectively through self-management.
D9. Have knowledge of basic principles of translation.
D10. Possess basic interpreting skills between English and one other European language.
Various methods are used to assess the extent to which students have developed such skills. The various modes of examination are means of assessing the degrees to which students can precis arguments, discuss theory, manage their time and communicate through writing. Assessed essays and dissertations provide means through which further skills such as the ability to carry out basic research activities are achieved whilst the assessment of group work provides a means of measuring students ability to work in groups.
Teaching and Learning Methods Used
1. Lectures are a means by which effective communication is demonstrated, lecturers displaying models of good practice in terms of verbal presentation, and the use of visual and computer aids.
2. Through seminars, students develop their presentational skills whilst at the same time being encouraged to improve their skills in discussion and working as teams.
3. Seminars/workshops also encourage students' ability to precis and summarise arguments and bodies of data whilst tutorials provide arenas in which students are able to discuss in detail their own work and research.
Full-time course composition
Please note that the University will use all reasonable endeavours to deliver courses and modules in accordance with the descriptions set out here. However, the University keeps its courses and modules under review with the aim of enhancing quality. Some changes may therefore be made to the form or content of courses or modules shown as part of the normal process of curriculum management.
The University reserves the right to make changes to the contents or methods of delivery of, or to discontinue, merge or combine modules, if such action is reasonably considered necessary by the University. If there are not sufficient student numbers to make a module viable, the University reserves the right to cancel such a module. If the University withdraws or discontinues a module, it will use its reasonable endeavours to provide a suitable alternative module.