Anthropology and Cultural Studies BA

Anthropology

Key information

Duration:
3 years full time
Typical A-level offer:
AAB-ABB
UCAS code:
LR6X
Start date:
September 2018

Anthropology gives you an in-depth understanding of cultures and societies across the world. It helps you grasp your place in the world, so you can make a difference.

Combining anthropology and cultural studies gives you the opportunity to develop a critical understanding of the history and theory of culture, its heritage, policy and practice.

The wide range of modules has made me appreciate the complex reality of everyday life across different cultures and periods.”Izumi Kershaw
Anthropology and Cultural Studies BA

Entry requirements

A-level

Typical offer

AAB-ABB

GCSEs

You should have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

Extended Project Qualification

We take the EPQ into account when considering your application and it can be useful in the summer when your results are released if you have narrowly missed the conditions of your offer. We do not routinely include the EPQ in the conditions of your offer but we sometimes offer alternative conditions that include the EPQ. If you wish to discuss this further please contact Admissions at ug.enquiries@sussex.ac.uk

Other UK qualifications

Access to HE Diploma

Typical offer

Pass the Access to HE Diploma with 45 level 3 credits at Merit or above, including 24 at Distinction.

Subjects

The Access to HE Diploma should be in the humanities or social sciences.

International Baccalaureate

Typical offer

32 points overall from the full IB Diploma.

Pearson BTEC Level 3 National Extended Diploma (formerly BTEC Level 3 Extended Diploma)

Typical offer

DDD

GCSEs

You should have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

Scottish Highers

Typical offer

AABBB

Welsh Baccalaureate Advanced

Typical offer

Grade B and AB in two A-levels.

GCSEs

You should have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

International baccalaureate

Typical offer

32 points overall from the full IB Diploma.

European baccalaureate

Typical offer

Overall result of at least 77%

Other international qualifications

Australia

Typical offer

Relevant state (Year 12) High School Certificate, and over 85% in the ATAR or UAI/TER/ENTER. Or a Queensland OP of 5 or below.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Austria

Typical offer

Reifeprüfung or Matura with an overall result of 2.2 or better for first-year entry. A result of 2.5 or better would be considered for Foundation Year entry.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Belgium

Typical offer

Certificat d'Enseignement Secondaire Supérieur (CESS) or Diploma van Hoger Secundair Onderwijs with a good overall average. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Bulgaria

Typical offer

Diploma za Sredno Obrazovanie with excellent final-year scores (normally 5.5 overall with 6 in key subjects).

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Canada

Typical offer

High School Graduation Diploma. Specific requirements vary between provinces.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

China

Typical offer

We usually do not accept Senior High School Graduation for direct entry to our undergraduate courses.

However, we may consider you if you have studied one year or more of Higher Education in China at a recognised degree awarding institution, or if you are following a recognised International Foundation Year.

If you want to apply for a business-related course which requires an academic ability in Mathematics, you normally also need a grade B in Mathematics from the Huikao or a score of 90 in Mathematics from the Gaokao.

If you have the Senior High School Graduation, you may be eligible to apply for our International Foundation Year. If you successfully complete an International Foundation Year, you can progress on to a relevant undergraduate course at Sussex.

Check which qualifications the International Study Centre accepts for the International Foundation Year.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Croatia

Typical offer

Maturatna Svjedodžba with an overall score of at least 4-5 depending on your degree choice.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Cyprus

Typical offer

Apolytirion of Lykeion with an overall average of at least 18 or 19/20 will be considered for first-year entry.

A score of 15/20 in the Apolytirion would be suitable for Foundation Year entry. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Czech Republic

Typical offer

Maturita with a good overall average.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Denmark

Typical offer

Højere Forberedelseseksamen (HF) or studentereksamen with an overall average of at least 7 on the new grading scale.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Finland

Typical offer

Finnish Ylioppilastutkinto with an overall average result in the final matriculation examinations of at least 6.0.

France

Typical offer

French Baccalauréat with an overall average result of at least 13/20.

Germany

Typical offer

German Abitur with an overall result of 2.0 or better.

Greece

Typical offer

Apolytirion with an overall average of at least 18 or 19/20 will be considered for first-year entry.

A score of 15/20 in the Apolytirion would be suitable for Foundation Year entry. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Hong Kong

Typical offer

Hong Kong Diploma of Secondary Education (HKDSE) with grades of 5, 4, 4 from three subjects including two electives. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Hungary

Typical offer

Erettsegi/Matura with a good average.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

India

Typical offer

Standard XII results from Central and Metro Boards with an overall average of 75-80%. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Iran

Typical offer

High School Diploma and Pre-University Certificate.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Ireland

Typical offer

Irish Leaving Certificate (Higher Level) at H1,H2,H2,H3,H3.

Israel

Typical offer

Bagrut, with at least 8/10 in at least six subjects, including one five-unit subject.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Italy

Typical offer

Italian Diploma di Maturità or Diploma Pass di Esame di Stato with a Final Diploma mark of at least 81/100.

Japan

Typical offer

Upper Secondary Leaving Certificate is suitable for entry to our Foundation Years. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Latvia

Typical offer

Atestats par Visparejo videjo Izglitibu with very good grades in state exams.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Lithuania

Typical offer

Brandos Atestatas including scores of 80-90% in at least three state examinations (other than English).

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Luxembourg

Typical offer

Diplôme de Fin d'Etudes Secondaires.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Malaysia

Typical offer

Sijil Tinggi Persekolahan Malaysia (STPM). As well as various two or three-year college or polytechnic certificates and diplomas.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Netherlands

Typical offer

Voorereidend Wetenschappelijk Onderwijs (VWO), normally with an average of at least 7.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Nigeria

Typical offer

You are expected to have one of the following:

  • Higher National Diploma
  • One year at a recognised Nigerian University
  • Professional Diploma (Part IV) from the Institute of Medical Laboratory Technology of Nigeria
  • Advanced Diploma

You must also have a score of C6 or above in WAEC/SSC English.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Norway

Typical offer

Norwegian Vitnemal Fra Den Videregaende Skole - Pass with an overall average of 4.

Pakistan

Typical offer

Bachelor (Pass) degree in arts, commerce or science.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Poland

Typical offer

Matura with three extended-level written examinations, normally scored within the 7th stanine.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Portugal

Typical offer

Diploma de Ensino Secundario normally with an overall mark of at least 16/20. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Romania

Typical offer

Diploma de Bacalaureat with an overall average of 8.5-9.5 depending on your degree choice.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Singapore

Typical offer

A-levels, as well as certain certificates and diplomas.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Slovakia

Typical offer

Maturitna Skuska or Maturita with honours, normally including scores of 1 in at least three subjects.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Slovenia

Typical offer

Secondary School Leaving Diploma or Matura with at least 23 points overall.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

South Africa

Typical offer

National Senior Certificate with very good grades. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Spain

Typical offer

Spanish Título de Bachillerato (LOGSE) with an overall average result of at least 8.0.

Sri Lanka

Typical offer

Sri Lankan A-levels.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Sweden

Typical offer

Fullstandigt Slutbetyg with good grades.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Switzerland

Typical offer

Federal Maturity Certificate.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Turkey

Typical offer

Devlet Lise Diplomasi or Lise Bitirme is normally only suitable for Foundation Years, but very strong applicants may be considered for first year entry. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

USA

Typical offer

We look at your full profile taking into account everything you are studying. You must have your high school graduation diploma and we will be interested in your Grade 12 GPA. However, we will also want to see evidence of the external tests you have taken. Each application is looked at individually, but you should normally have one or two of the following:

  • APs (where we would expect at least three subject with 4/5 in each)
  • SAT Reasoning Tests (normally with a combined score of 1300) or ACT grades
  • and/or SAT Subject Tests (where generally we expect you to have scores of 600 or higher). 

We would normally require APs or SAT Subject Tests in areas relevant to your chosen degree course.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

My country is not listed

If your qualifications aren’t listed or you have a question about entry requirements, email ug.enquiries@sussex.ac.uk.

English language requirements

IELTS (Academic)

6.5 overall, including at least 6.0 in each component

IELTS scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test.

If you are applying for degree-level study we can consider your IELTS test from any test centre, but if you require a Confirmation of Acceptance for Studies (CAS) for an English language or pre-sessional English course (not combined with a degree) the test must be taken at a UK Visas and Immigration (UKVI)-approved IELTS test centre.

Find out more about IELTS.

Other English language requirements

Proficiency tests

Cambridge Advanced Certificate in English (CAE)

For tests taken before January 2015: Grade B or above

For tests taken after January 2015: 176 overall, including at least 169 in each skill

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced.

Cambridge Certificate of Proficiency in English (CPE)

For tests taken before January 2015: grade C or above

For tests taken after January 2015: 176 overall, including at least 169 in each skill

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency.

Pearson (PTE Academic)

62 overall, including at least 56 in all four skills.

PTE (Academic) scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test. Find out more about Pearson (PTE Academic).

TOEFL (iBT)

88 overall, including at least 20 in Listening, 19 in Reading, 21 in Speaking, 23 in Writing.

TOEFL (iBT) scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test. Find out more about TOEFL (iBT).

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

AS/A-level (GCE)

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English

French Baccalaureat

A score of 12 or above in English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language.

Grade B or above in English as a Second Language

German Abitur

A score of 12 or above in English.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language.

Hong Kong Diploma of Secondary Education (HKDSE)

 Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only: 70%

Council for Indian School Certificate Examinations (CISCE) - English: 70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Malaysian Certificate of Education (SPM) 119/GCE O-level

If taken before the end of 2008: grades 1-5 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades 1-6 in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt English-speaking countries

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirements. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries

  • Antigua and Barbuda
  • Australia
  • Bahamas
  • Barbados
  • Belize
  • Canada**
  • Dominica
  • Grenada
  • Guyana
  • Ireland
  • Jamaica
  • New Zealand
  • St Kitts and Nevis
  • St Lucia
  • St Vincent and the Grenadines
  • Trinidad and Tobago
  • United Kingdom
  • USA

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

Admissions information for applicants

Transfers into Year 2

Yes. Find out more about transferring into Year 2 of this course. We don’t accept transfers into the third or final year.

If your qualifications aren’t listed or you have a question about entry requirements, email ug.enquiries@sussex.ac.uk.

Why choose this course?

  • Ranked 7th in the UK for Anthropology (The Times and Sunday Times Good University Guide 2018).
  • Social sciences at Sussex is ranked 39th in the world (Times Higher Education World University Rankings 2018).
  • Learn from experts who influence debate on topics such as gender, migration, economic and political processes, religion, health and reproduction.

Course information

How will I study?

You are introduced to the unique ways through which anthropologists understand humans. And ask, how can we make sense of diverse social and cultural practices across different contexts and times? You gain knowledge about the theory, methodology and applications of anthropology.

Through practical activities, lectures, reading and seminars you explore what is exciting about a cultural studies approach. By exploring the ideas of key theorists, you gain insights into the complex nature of everyday life.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Core modules

How will I study?

You receive training in the research methods, techniques and skills that are used by anthropologists in the field. You learn about key areas in anthropology, such as the anthropology of politics, religion and ritual, and culture and representation.

You explore popular culture, engaging with debates about class taste, identity and cultural power. Work by geographers, anthropologists or cultural studies scholars is also drawn on in different modules to open up the theme of culture and space.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Core modules

Options

Study abroad (optional)

Apply to study abroad – you’ll develop an international perspective and gain an edge when it comes to your career. Find out where your course could take you

“America is a great place for road tripping! I’m experiencing what it’s like to go to college here and I’ve learnt how other people view life.” James AckroydAnthropology BA, studied abroad at Arizona State University, US

Placement (optional)

A placement is a great way to network and gain practical skills. When you leave Sussex, you’ll benefit from having the experience employers are looking for. Find out more about placements and internships.

Please note

If you’re receiving – or applying for – USA federal Direct Loan funds, you can’t transfer to the version of this program with an optional study abroad period in any country or optional placement in the USA. Find out more about American Student Loans and Federal Student Aid

How will I study?

You build on the knowledge you acquired in previous years to understand more advanced topics. You’ll learn from leading international scholars, and can study areas including:

  • the anthropology of South Asia, Africa or Latin America
  • the anthropology of performance, environment, medicine and the body
  • human rights, development and advanced theory.

In Cultural Studies you choose from a range of diverse options, taught by specialists in Sociology, Geography, Anthropology, Media and Cultural Studies. Subjects include alternative societies, globalisation, landscape, and everyday life.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Options

In research on Greece I explored people’s expression of identities through dance. In teaching I also want students to question various kinds of performance.Jane Cowan
Professor of Social Anthropology

Fees

UK/EU students:
Fees are not yet set for entry in the academic year 2018. The University intends to set fees at the maximum permitted by the UK Government (subject to continued satisfaction of the Teaching Excellence Framework). For the academic year 2017, fees were £9,250 per year.

The UK Government has confirmed that if you’re an EU student applying for entry in September 2018, you’ll pay the same fee rate as UK students for the duration of your course, even if the UK leaves the EU before the end of your course. You’ll also continue to have access to student loans and grants. Find out more on the UK Government website

Channel Islands and Isle of Man students:
The University aligns fees for Channel Islands and Isle of Man students with fees for UK/EU students. These fees are not yet set for entry in the academic year 2018. We intend to set fees at the maximum permitted by the UK Government (subject to continued satisfaction of the Teaching Excellence Framework). For the academic year 2017, fees were £9,250 per year.
International students:
£15,500 per year
Study abroad:
Find out about grants and funding, tuition fees and insurance costs for studying abroad
Placement:
Find out about tuition fees for placements

Note that your fees may be subject to an increase on an annual basis.

Find out about typical living costs for studying at Sussex

Scholarships

Our focus is personal development and social mobility. To help you meet your ambitions to study at Sussex, we deliver one of the most generous scholarship programmes of any UK university.

Careers

Graduate destinations

100% of Department of Anthropology graduates were in work or further study six months after graduating (HESA EPI)Recent Anthropology graduates have taken up jobs such as:

  • recycling adviser, Resource Futures
  • young refugees caseworker, British Red Cross
  • events co-ordinator, Médecins Sans Frontières.

(Department of Anthropology careers database)

Your future career

You gain transferable skills in communication, research and understanding cultural difference. You can use your Anthropology and Cultural Studies BA in a range of areas, including:

  • charity, development and environment sectors
  • politics and the Civil Service
  • research and further study.

At Sussex you can attend careers events tailored to your subject. There are drop-in sessions, talks and workshops, often with industry representatives and potential employers. Our careers support also continues after you’ve graduated.

Working while you study

Our Careers and Employability Centre can help you find part-time work while you study. Find out more about career development and part-time work

The Sussex approach to Cultural Studies has proved invaluable in my current job as a youth development worker.”Katie Myerscough
Youth Development Worker

Key Concepts in Anthropology

  • 15 credits
  • Autumn Teaching, Year 1

This module provides an overview of the big questions that anthropologists have contributed to and the different theoretical paradigms and concepts that they have developed or adopted. The aim is to provide you with a rapid overview of the discipline. It begins with two weeks examining the concepts of Society and Culture and their varied conceptualisations, followed by weeks that take in turn the key characteristics and assumptions of

  • British structural functionalism
  • methodological individualism and agency
  • French structuralism
  • British structuralism
  • marxism, ideology and hegemony
  • discourse and power/knowledge
  • poststructuralism
  • 'practice' and phenomenology.

Practising Cultural Studies

  • 30 credits
  • Autumn Teaching, Year 1

Learn to use cultural studies' approaches to explore life in the globalised world of the 21st century.

The first few weeks are devoted to describing, debating and historicising some key areas of cultural life – home, work, leisure, city. In the second half of term, you're introduced to contested cultural ideas and debate concepts such as taste, individualism and humanity. Using cross-cultural and historical skills (developed in the first half of the module), you explore issues pertinent to these concepts.

You'll be guided in focused cross-disciplinary study through carefully directed research tasks and reading on these topics.

The Anthropological Imagination

  • 15 credits
  • Autumn Teaching, Year 1

We aim to convey a sense of anthropology as an exciting, 'living' subject, alive to the concerns of different communities and populations living across the globe. You'll also experience it as cutting edge in terms of the research conducted by anthropologists at Sussex, as we actively engage with issues of social, cultural and global transformation.

The module structure revolves around five core themes considered central to the subject. These capture anthropological thinking about culture, identity and representation:

  • kinship, self and body
  • economy as culture
  • religion
  • politics
  • work on the global-local interface.

Culture Across Space and Time

  • 15 credits
  • Spring Teaching, Year 1

This module examines the relationship of culture to place, difference and identity. Drawing on key theoretical debates and case studies, culture will be explored in the context of social change and crises, incorporating topics such as:

  • the impact of globalisation and transnationalism on everyday life
  • the impact of consumption on behaviour and life choices
  • the changing relations of multiculturalism, racism and marginalisation
  • and the representation of culture in public spaces.

Throughout the module cultural issues will be deciphered through the prism of racial, ethnic, class and gender relations at local and global levels.

Culture and the Everyday

  • 15 credits
  • Spring Teaching, Year 1

Explore 'doing culture' in everyday life.

If the 'everyday' refers to the mundane, the unremarkable – to the forms of life routinely taken for granted – it is also through the practices of everyday life that we experience who we are, how our lives are invested with meanings, and how we engage with change.

In the modern world (especially in the developed north), it's difficult to think about cultures of everyday life without also considering the media and its contribution to the structuring of daily life, its varied use in daily life, and its discursive construction and engagement with aspects of everyday life. We introduce you to critical approaches to everyday life, including those engaging with media, before concentrating on a series of case studies.

Topics are likely to be organised around 'embodiment' and 'mobility' and could include getting dressed, meal times, time for love, driving and shopping. We provide historical and cross-cultural material and encourage study of other cultures. You'll also have the opportunity to reflect on your own experiences.

The Anthropology of Exchange, Money and Markets

  • 15 credits
  • Spring Teaching, Year 1

This module introduces you to how anthropologists conceptualise, research, and generate new understandings of the human activities that comprise economic life.

Studying economic life from an anthropological view requires us to rethink concepts such as work and leisure, poverty and wealth, gifts and commodities, money and markets, and the term 'economy' itself. Therefore, economic anthropology enables us to critique some of the universalisms of mainstream economics through which capitalism has become naturalised.

Traditionally, economic anthropology has been concerned with systems of exchange, non-industrial economies, and livelihood systems. In addition to covering these topics, we will examine issues of contemporary concern such as:

  • class, money, debt and shopping
  • factories, fair trade, globalisation and bioeconomies
  • new strategies and practices of resistance.

Worlds and Selves

  • 15 credits
  • Spring Teaching, Year 1

You’re introduced to interdisciplinary anthropological perspectives concerning subjectivity and “being-in-the-world”.

This involves anthropological engagements with gender and queer theories, epistemologies of race and ethnicity, and existential and psycho-social perspectives.

Through this you explore literature that considers people’s senses of self and their senses of the world around them. In doing so the module aims to open up questions pertaining to the nature of “being” in the world, to examine relations between people, places and other entities, such as animals, organic matter and “things”.

We consider this when it comes to thinking about social worlds and life experience.

You’ll aim to develop practical tools for reflexive understanding as a method for ethnographic insight.

Ethnographic Research Methods

  • 15 credits
  • Autumn Teaching, Year 2

In this module, you are introduced to practical, theoretical and ethical issues surrounding ethnographic research in anthropology, and the social sciences more generally.

You explore methodological concerns around research design and implementation - through a series of workshops on epistemology, methodology, and ethics.

You are introduced to a range of qualitative research methods, including the research interview, participant-observation, and various participatory research methods. You also get an introduction to the analysis of qualitative data, and key issues of writing and representation.

For this module, you are assessed on a group research project. In this project, you design and conduct an independent piece of ethnographic research around a key anthropological theme, while reflecting on and applying the theoretical and practical insights gained through the module.

Religion and Ritual

  • 15 credits
  • Autumn Teaching, Year 2

This module is concerned with the explanation of religious and ritual phenomena.

It explores the key theoretical issues by examining ethnographic material that deals with - among other things - initiation, myth, witchcraft, symbolism and religious experience.

There is also some treatment of more 'secular' rituals such as carnival and Christmas.

The focus is as much on how people believe as on what they believe; on why they perform rituals as much as what these rituals look like.

It explores both classic texts and more recent accounts, to give students a sense of where particular arguments have come from and where they are going.

Theory Taste and Trash A

  • 30 credits
  • Autumn Teaching, Year 2

This module introduces cultural studies students to theories of good taste and popular culture. It gives a historically-­rooted account of how the study of popular culture came to be established in British higher education, and considers the key theoretical approaches that helped to shape those studies. The module explores the meeting of popular culture and 'the academy', and the intriguing questions it continues to pose concerning hierarchies of taste, questions of value, and definitions of educational worth.

A series of lectures will offer you a historical overview and an introduction to the influence of key writers, theorists and approaches, while the module seminars will encourage you to engage critically with significant texts in the field (from writers such as Hall, Bourdieu and Bakhtin). You will test the interpretive frameworks these texts offer by undertaking some case study analyses of contemporary popular cultural texts and practices (in fields such as television, music, the leisure industries and youth culture).

Politics and Power

  • 15 credits
  • Spring Teaching, Year 2

You explore forms of power by drawing on political anthropology and social theory.

In Western societies the term 'politics' tends to imply a narrow range of activities and institutions, typically those focused around parties, government and the state.We use the term 'political' in a much wider sense, and link it to the operations of power.

Power is not a thing, but an aspect of a vast range of relationships from the most local to the global.

There can be no neat boundaries around this field of study. Instead our intention is to explore the way the analysis of power has widened and deepened over the last fifty years, and to suggest continuity with economic and cultural processes that you are studying in other modules.

Cities and Urban Lives

  • 15 credits
  • Spring Teaching, Year 2

In this module, you are introduced to literature and debates in the fields of urban anthropology and anthropology of the city.

You explore historical processes of urbanization, focusing on the spatial, cultural, political and social characteristics of the modern cities, as well
as looking at the experiences of everyday urban life in cities across the world.

You undertake a comparative analysis of the diversity of urban forms and experiences based on specific case studies, to engage with theories ascribing universal characteristics to modern urban society and culture.

Topics covered in this module include:

  • Urban Anthropology and Anthropology of the City: methodological and epistemological challenges
  • From Nomadism to Modern City: the long march of urbanization
  • Pre-modern cities: spiritual economies and cosmopolitan spaces
  • The Colonial and the Colonised City: the spatialization of hierarchies
  • Capitalism, (de)industrialization and the modern city: urban economies
  • Modern Urban Cultures: from street corner society to urban gangs
  • Modern Urban Politics: revolutions, revolts and protests
  • Globalisation, neo-liberalism and the city: the (re)making of class privilege and exclusion
  • Post-modern cityscapes: skyscrapers, shopping malls and slums
  • Materialities of urban life-worlds: crowds, traffic, leisure, etc.

Culture and Representation

  • 15 credits
  • Spring Teaching, Year 2

In this module, you focus on the anthropological master trope of 'culture' and on the political dimensions of representing culture or 'cultures'.

You consider how anthropological understandings of 'culture', as well as anthropologists' modes of analysing and representing it in anthropological work, developed over the 20th century, partially in conversation with other disciplines.

You also examine how 'culture' operates as a key idea in the public domain, used by politicians, community and human rights activists, artists, scientists, museum curators and others, in relation to a wide range of issues and debates when distinctions between 'ourselves' and 'others' are at stake.

Finally, you look at some activities within the cultural domain (such as music, dance, theatre, verbal artistry), which have a performative dimension. You consider how anthropologists have approached these activities to address questions about structure and agency, embodiment, experience, art and aesthetics, creativity, power and protest.

 

Culture and Representation

  • 15 credits
  • Spring Teaching, Year 2

In this module, you focus on the anthropological master trope of 'culture' and on the political dimensions of representing culture or 'cultures'.

You consider how anthropological understandings of 'culture', as well as anthropologists' modes of analysing and representing it in anthropological work, developed over the 20th century, partially in conversation with other disciplines.

You also examine how 'culture' operates as a key idea in the public domain, used by politicians, community and human rights activists, artists, scientists, museum curators and others, in relation to a wide range of issues and debates when distinctions between 'ourselves' and 'others' are at stake.

Finally, you look at some activities within the cultural domain (such as music, dance, theatre, verbal artistry), which have a performative dimension. You consider how anthropologists have approached these activities to address questions about structure and agency, embodiment, experience, art and aesthetics, creativity, power and protest.

Culture, Race and Ethnicity

  • 15 credits
  • Spring Teaching, Year 2

In this module, you examine the relationship between ideas of culture, race and ethnicity, both historically and in contemporary society.

You'll study a range of empirical examples that demonstrate how the concepts have been used - sometimes separately, sometimes in interlocking ways - in political projects or movements. Particular focus will be placed on the construction of 'whiteness'.

Examples may include:

  • the use of race in nineteenth century colonial administration
  • the politics of ethnicity in post-war London
  • the rise of the new right in contemporary Europe.

Ethnographic Field Research

  • 15 credits
  • Spring Teaching, Year 2

Gender, Space and Culture

  • 15 credits
  • Spring Teaching, Year 2

Why is space important to our understanding of communication? How do subjects travel through space in order to construct narratives of identity? How are spaces moralised, sexed and gendered? How do they accrue significance or symbolism?

In the last decade there has been a convergence across many academic disciplines to comprehend spatiality. Social spaces are never empty or static, they are full of the shifting dynamics of power and politics. On this module you will study to what extent gender is articulated in public and private spaces, so that they may be considered to be predominantly feminine, masculine, queer or transgendered. You will also examine how spaces and places are dynamic, unstable and mutable in relation to competing social differences. We will look at a variety of sites of the everyday, from the domestic to the visual, from bodies to landscape and virtual realities using key theoretical concepts such as 'performativity', 'representation' and 'transectionality' to interpret how our culture is thoroughly imbued with gendered and spatialized assumptions.

Topics may include: thinking about gendered journeys such as package holidays or migration; the boundaries and borders of the self; the national and the global; social inclusion and exclusion; and representations of the feminized underclass, or the masculinized professional. We will also consider queer cultural geographies as represented in films; 'freaky bodies' and transexuality online; and the spatial politics of protest on the streets and in the home.

Visual Anthropology

  • 15 credits
  • Spring Teaching, Year 2

In this module, you become familiar with theories and applications of visual anthropology.

You have the opportunity to study complex legacies of visual representation in anthropology as well as contemporary, activist visual work. You explore cross-overs between anthropological and other relevant visual epistemologies in the social sciences.

You also undertake visual research projects.

Alternative Societies (Aut)

  • 30 credits
  • Autumn Teaching, Year 3

Socologists often analyse and criticise the world, and this module examines the alternative societies implied by sociological assessments and criticisms. We will look at alternative societies such as:

  • communist and other kinds of non-capitalist and non-market societies
  • libertarian and decentralised societies
  • communes and alternative types of living.

The module will cover areas such as alternative education, alternative economies and co-ops, participatory types of political organisation, non-patriarchal society, non-racist society, alternative societies for developing countries, green and sustainable societies, societies without work, society without borders, media, technology and alternative societies, and the politics of transition to alternatives. We will look at the role of sociology as critical, utopian and normative.

Anthropology of Fertility, Reproduction and Health

  • 30 credits
  • Autumn Teaching, Year 3

The module uses social and cultural perspectives to examine academic and policy work in the area of reproduction, sexuality and health. It draws on the insights of medical anthropology, especially in relation to the body, gender and power, to critically reflect on reproduction, sexuality and health issues across the global North and South. A particular concern is with the existence and experience of sexual and reproductive inequalities in diverse social and cultural settings. Contrary to popular belief, reproduction is a process which is as much about men as it is about women, and is studied in the context of, for example, male fertility/infertility, masculinity, fatherhood and male sexual health. The module builds upon the theoretical perspectives introduced in the second year on kinship, procreation, social reproduction, sexuality, personhood, reproductive technologies, human rights and applied anthropology.

Anthropology of Migration

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you engage closely with the anthropology of migration.

You cover topics such as:

  • migration, development and modernity
  • transnationalism and diaspora
  • belonging and home
  • multiculturalism and cultural identity
  • refugees and asylum seekers
  • borderlands and the state.

And through these topics, you explore the ways in which anthropologists have critically engaged with debates surrounding migration - from early work on the South African Copperbelt, to contemporary work which interrogates the nature and politics of mobility and immobility.

Anthropology of the Body

  • 30 credits
  • Autumn Teaching, Year 3

This module explores the body from an anthropological perspective and considers how different societies and cultures conceptualise and experience the human body. In recent years, anthropologists and other academics have become increasingly interested in the body, including authors such as Foucault and Bourdieu. Some draw upon Merleau-Ponty's phenomenological approach with its emphasis on the senses, while others attempted to resolve the tensions between experience and agency. The module asks how the body represents a challenge for anthropological research, and explores recent ethnographic contributions to this field. We consider the body as a site on which social and cultural processes are inscribed, where power relations converge and are articulated and as a site where agency is performed. Materials are drawn from both non-Western and Western societies.

This module will be assessed by a 5,000-word essay.

Consuming Passions

  • 30 credits
  • Autumn Teaching, Year 3

This module explores consumption practices within specific social, cultural and historical contexts. It will build upon other modules you have undertaken throughout your degree and enable you to draw interim conclusions to processes through which people make sense of objects – and other culturally significant things – and how they are appropriated into everyday life. It also explores consumption as a basic human activity through which people engage with and understand their position in the world. It will locate social, historical and culturally specific consumption practices within wider processes of identity-creation and differentiation. Finally, consumption will be discussed in the context of the development of 'consumer cultures' and globalisation.

'Consuming Passions' will take a dynamic and deliberately interdisciplinary approach to a number of key concepts central to the study of 'culture'. It will draw upon and critically examine the variety of ways in which cultural and sub-cultural groups acquire, interpret, use and develop such things as film, music, food, sexuality, fashion, literature and art, and include the study of material and visual cultures.

The weekly topics are related and have been chosen deliberately to interact with one another in intriguing and unexpected ways. You are strongly encouraged to make original and imaginative leaps and connections during seminar discussions and in both your coursework and your extended essays, in which you may also re-examine, in greater depth, some of the topics you may have encountered in earlier modules.

Cultures of Colonialism

  • 30 credits
  • Autumn Teaching, Year 3

This module introduces you to the colonial practices, discourses and cultures across the nineteenth century British Empire and their legacies. It examines the British metropole and its colonies within a single analytical framework, tracking the exchange of people, ideas and objects along the networks that connected them. Initially you will cover the main approaches to the study of British colonialism, including traditional imperial history and postcolonialism. The latter part of the module investigates cultural, social and political impacts of British colonialism at specific sites across the empire, including India, North America and New Zealand.

Cultures of Colonialism

  • 30 credits
  • Autumn Teaching, Year 3

Current Themes in the Anthropology of Latin America

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you develop a framework for understanding current social, cultural and political issues in Latin American.

Throughout the module, you engage with anthropological understandings of a number of key ideas including:

  • indigeneity
  • race
  • gender
  • colonialism
  • nation states
  • the environment.

Each week is centred on ethnographic pieces that offer interesting reflections on contemporary issues as well as anthropological theory.

You begin with a basic history of the continent that sets up some of the key issues that underpin the current cultural and social diversity of the region.

This includes both the dichotomy between the European 'conquerors' and indigenous groups, as well as the introduction of African slaves and notable distinctions based around urban and rural living, and nation states and their peripheries.

In doing this, the emphasis is on including both European-based understandings of events and ideas - but also local, alternative understandings of the world, particularly in the form of Amazonian cosmology and ideas of perspectivism.

This cultural and historical knowledge then gives you the foundations from which to look at key contemporary issues including:

  • race and identity
  • rural to urban migration
  • cities, slums and current attempts to 'pacify' and control them
  • music and festivals
  • the Latin American diaspora and the creation of transnational cultures and communities.

Throughout the course, the heterogeneity of Latin America is emphasised, while you explore some basic ideas and theoretical approaches to the continent and its people. This allows you to find a topic or idea that interests you and that can form the core of your own 5,000 word essay.

Documentary, Reality TV and 'Real Lives'

  • 30 credits
  • Autumn Teaching, Year 3

During this documentary module you'll analyse documentary production in its historical and cultural context and focuses on new developments in documentary production, reality TV formats, feature documentary and alternative documentary production. In addition we'll address emerging documentary production in the developing world.

The module covers foundational thinking in documentary; theorisations of different modes of documentary; reality TV; debates over documentary's truth claims; the boundary between documentary and fiction; dramatisation and reconstructions; and international independent documentary production.

Environmental Anthropology

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you consider the cross-cultural study of relations between people and their environment.

Like the focus of many environmental movements, much recent work in ecological anthropology has been crisis-driven.

Whilst covering this literature, the focus of this module will be broader, taking a wider perspective, including the context in which the research itself is being done. Current work on the human dimensions of deforestation, or global climate change, for example, can be informed and strengthened by an understanding of the century-old intellectual lineage of the underlying issues.

Therefore, in this module you cover the evolution of environmental anthropology, using ethnographic exemplars that relate to contemporary environmental issues, whilst at the same time probing debates such as:

  • the Nature-Culture trap, and beyond
  • Ecology and Social Organisation
  • the Politics of Natural Resources and the Environment (including environmental anthropological contributions to mining, resource conflict etc.)
  • knowing (and the limits to knowing) and researching the environment.

Identity and Interaction

  • 30 credits
  • Autumn Teaching, Year 3

This module explores microsociological theories of the self, social identity and social interaction, drawing particularly on Symbolic Interactionism and Goffman's dramaturgical theory. The aim is to show how the ostensibly private world of individual selfhood is created and shaped by social processes, culture and interaction order.

The first half of the module examines different approaches to understanding identity: from the philosophy of mind and personhood, through theories of group membership and categorisation; narrative and biographical models of the 'storied self'; performativity; and poststructuralist ideas about identity fragmentation, multiplicity and the discursive constitution of subjectivities.

The second part of the module looks in detail at two related theories of social interaction - Symbolic Interactionism and Goffman's dramaturgy - and their empirical applications, using illustrative examples from published studies. Topics covered here include: role-making, taking, play and conflict; meanings, gestures and symbols; strangers and outsiders; Goffman's theatrical analogy; behaviour in public places (etiquette, civility and interaction rituals); deviant and stigmatised identities; the negotiated order of institutional life; and secrecy, lies, betrayal and deception.

The module will be assessed by a 6,000 word essay, in the form of either a critical commentary on the social formation of one type of social identity or a reflexive portfolio of self-identity.

Landscape, Nature and Representation

  • 30 credits
  • Autumn Teaching, Year 3

Science and the Media

  • 30 credits
  • Autumn Teaching, Year 3

Scientific controversy makes for a good story but it is also an important site of enquiry for media and science students. From human cloning to the internet, science and technology make up a central aspect of the form and content of the contemporary media. Science communication, public engagement with science, and scientific imaginaries, are key components of both factual and fictional genres from the press and the cinema, to the arts and science policy. Understanding the media as a central feature of contemporary science and techno cultures, and science and technology as central to media cultures, equips successful students with the ability to evaluate some of the key contemporary issues in society.

Using historical and contemporary case studies such as nuclear energy and biotechnology, the module might include any of the following issues:

  • fact and fraud
  • hypes and hopes
  • media publics and science
  • science and art
  • science communication and public engagement with science
  • relationships between science practice and science fiction
  • cultures of news production and science reporting
  • science as culture

The module considers the relationship between scientific cultures and key institutions in the UK and globally. These include (for example) Hollywood, the Wellcome Trust and the Science Media Centre. The role of science fiction and feminist interventions in science and technology studies also provide cross cutting aspects of the course.

Sociology of Fun (Aut)

  • 30 credits
  • Autumn Teaching, Year 3

This module introduces you to the idea of a sociology of fun, where fun will be treated as a key component of modern social relations. This is a completely new area of sociological enquiry – you will be involved in social science as it is being developed.

Whilst there is a large literature on well-being, psychological and physical health and leisure – addressed in the module – there is almost no social scientific literature on experiences of fun. Early work on 'fun morality' disappeared by the end of the 1950s, as concerns about the longer term implications of good health, well-being and (more recently) happiness – related to discourses of the productive worker – came to dominate writing on the positive and negative aspects of our socio-emotional lives.

This module addresses a central theme – that the under representation of fun in literature is because of a social representation of it as frivolous and fleeting. Throughout the module this is counterpoised with data illustrating the importance placed on fun by a variety of people in a variety of settings.

Here fun will be presented as something distinct from well-being and happiness due to the temporal impermanence of the phenomenal experience. But fun resonates through the telling and re-telling of the experience of having fun – which in itself stimulates fun.

The Anthropology of Africa

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you are introduced to contemporary anthropological approaches in culture and society in Africa.

The guiding thread of the module is an exploration of the relationship between macro and micro levels of analysis in understanding of African society, through a selection of thematic lenses such as:

  • economy
  • politics
  • religion
  • health
  • gender
  • conflict
  • power.

The assessment for this module is a 5,000-word essay.

Anthropology Thesis

  • 30 credits
  • Autumn & Spring Teaching, Year 3

During your final year you are required to undertake an individual project based on original research, which culimates in a ten thousand word dissertation. Whilst some of you may wish to conduct fieldwork for your dissertation (which we anticipate would be done during the spring / summer of Y2), others may choose to work on secondary sources. In order to prepare for this work, you will have been given methodological training in the module 'Ethnographic Methods' (TB1, Y2). By the end of TB1, Y2, you will be allocated a supervisor, who will help them prepare for their research, and supervise their project as they write it up over a course of regular meetings during Y3.

Anthropology of Islam and Muslim Societies

  • 30 credits
  • Spring Teaching, Year 3

The module introduces you to anthropological debates concerning Islam and Muslim societies. Focusing on the complex and diverse experiences of being Muslim in different ethnographic contexts, it explores intersections between religious practice - Islamic knowledge, authority, prayer, ritual and piety and political, economic, social and cultural processes. On the basis of ethnographic studies, the module questions whether 'Islam' can be considered as a unified experiential and analytical category, and how anthropologists have participated in the production of Islam as a specific field of study. The module considers actual instances or expressions of religiosity and how these are the ground of everyday contestations and, at times, conflict between different sects and groups.

Body and Society: Representing Women

  • 30 credits
  • Spring Teaching, Year 3

From the 1970s onwards, women artists, curators and cultural theorists have actively intervened in contemporary politics. In contesting images of women and representations of the gendered body, they have challenged regimes of power and knowledge. In this course you will consider the role of gender in critical writing as well as in art practice.

Comedy and Cultural Belonging

  • 30 credits
  • Spring Teaching, Year 3

Comedy is, above all, a cultural form that invites its audiences to feel that they belong – to a social community, a class, a locality, a nation, a subculture, a gender, a sexual identity, an ethnic group, a community of interest, or a complex intersection of several of these.

This module explores the relationship between comedy and belonging by considering a number of conceptual fields, such as:

  • theories of the comedic
  • questions of identity formation
  • notions of representation and stereotyping
  • structures of power and resistance
  • the sexual politics of jokes
  • concepts of carnival and excess
  • the idea of a 'national sense of humour'
  • the use of comic strategies by 'minority' groups
  • the complexities of camp
  • the role of class in cultural consumption.

The initial focus is on 20th-century British popular comedy. The comic texts and practitioners studied might include Alan Bennett, Mike Leigh, Victoria Wood, the music hall tradition, the Ealing comedies, the Carry On films, Morecambe and Wise, The League of Gentlemen and The Royle Family.

Development, Business and Corporate Social Responsibility

  • 30 credits
  • Spring Teaching, Year 3

This module explores the role of business in development and the rise of the corporate social responsibility (CSR) movement.

In recent years, the private sector – transnational corporations (TNCs) in particular – have become increasingly important players in the development process. The business and development movement has emerged as part of the dramatic rise of CSR over the past decade – providing a new vision for the role of business in society as 'corporate citizen'. Development institutions (such as DFID and the UN, as well as global NGOs) have become increasingly interested in mobilising businesses, not only as donors, but as partners in development. At the same time, ethical trading initiatives, the fairtrade movement and pro-poor enterprise models offer different opportunities for harnessing the power of the market in the service of development.

We will explore a number of key questions concerning the role of business in development and the rise of the CSR movement, from the perspective of both its proponents and opponents.

Everyday Life and Technology

  • 30 credits
  • Spring Teaching, Year 3

The module investigates the overlapping technological, cultural and social dimensions of technology (particularly communication technologies, but also other domestic technologies) as they are encountered in everyday life. It explores these issues through an investigation of historical and contemporary examples (the telephone, the radio, the television, the mp3 player, the fridge, the computer and the internet) and discusses how domestic technologies are socially shaped, re-shaped, experienced and consumed. During the module you will consider major theoretical approaches to the study of everyday technologies as well as debates about their consequences and significance.

Human Rights

  • 30 credits
  • Spring Teaching, Year 3

This module focuses less on human rights rules and laws, and more on the assumptions of human rights, and the historical context and issues around their operation and implementation.

It draws from a new and growing literature on the sociology and anthropology of human rights that seeks to move beyond the assumptions of legal positivism (rights as being 'read off' from lists of human rights covenants) in order to develop the 'legal realist' argument. This argument focuses upon the living law of the operation of courts, the police, and the everyday understandings that citizens give to notions such as truth, justice, and morality.

Performing the Urban: postcolonial perspectives

  • 30 credits
  • Spring Teaching, Year 3

Performance cultures provide a unique insight into urban and social transformation. Addressing urban dance, music and language scenes, among other things, this module opens up a range of debates on the relationship between performance cultures and the urban. This in-depth exploration engages critically with theoretical perspectives on performance and and addresses the main frames through which performing the urban can be understood. You will, for example, consider the history of urban performance cultures and how they are made in different places. Developing these intellectual tools, you will enter into a series of applied discussions on performance culture’s relation to youth politics, multiculture and cosmopolitanism, and cultural technologies whilst considering the intersection of these topics with race, class and gender. You will consider how we might understand contemporary urban politics and perhaps even counter stories of its demise. You will discuss the multicultural and diasporic formation of urban performances, and how the use of YouTube by urban musicians might be similar or different to the use of sound systems or pirate radio. In the final session, you will look out to consider the future of performance cultures in the context of the urban, and indeed how the weeks’ prevision discussions prefigure different futurities.

This module will engage with a range of materials of interest to UK, EU and international students. Discussions on the relation of time to performance culture will draw on examples of changing language use in urban places. Analyses of space will engage with performances of the ‘hood, ghetto and post-code. The evaluation of struggle will consider the politics of riots/uprisings in addition to more mundane expressions of racialised, classed and gendered resistance drawn form urban ethnographies. The analysis of multiculture and cosmopolitanism will engage with the biographies of singer songwriters such as Prince, MIA and Wiley in addition to South Asian dance music. The analysis of transforming relationships between performance culture and technology will include a comparative exploration of sound systems, pirate radio and online music videos.

The module’s engagement with music, digital media, film, and everyday cultural practices, will be of interest to undergraduate students in cultural studies, media and communications, and music and film, in addition to students from wider social science and humanities disciplines. In particular it will build on MFM second year modules on ‘culture, race and ethnicity’, ‘digital cultures’, ‘gender, space and culture’, ‘media, memory, history’ and ‘sound culture and society’; and joint second-year cultural studies modules such as ‘cities and urban lives’ and ‘culture and performance’.

Overall, the module will provide you with the substantive, historical and theoretical means to analyse and engage with the complexities inherent in performing urban culture.

Subjects covered include:

  1. An introduction to urban performance culture, including an outline of foundational studies on urban culture.
  2. Key theoretical perspectives through which urban performance culture has been addressed, in particular focusing on ‘performativity’, vernacular and dialogue.
  3. A discussion of performance cultures in time, their relation to the past and the creative transformations they undergo.
  4. An evaluation of how performance culture is constituted in space (in particular urban space).
  5. An critical discussion of performance culture as a site of political struggle and how this intersects with class, race and gender.
  6. An analysis of performance culture as a manifestation of multiculture and cosmopolitanism.
  7. An analysis of the transforming relationships between urban culture and technology.
  8. An evaluation of the future of urban culture.

Race, Ethnicity and Identity

  • 30 credits
  • Spring Teaching, Year 3

This module focuses on theories of race, ethnicity and identity. You will apply diverse approaches to race, ethnicitiy and identity to historical and contemporary ethnographic contexts.

As well as examining the ways in which racial and ethnic identities have been constructed across time and space, we interrogate these constructions with specific reference to:

  • the development of anthropology
  • slavery and colonialism
  • scientific racism
  • postcolonial political regimes
  • postcolonial feminism
  • conflict and genocide
  • identity-based mass violence
  • diaspora, transnationalism and the Black Atlantic
  • contemporary understandings of race and racism in its myriad forms
  • multicultural lives and hybridity.

You are assessed by a 7,000-word dissertation.

The Anthropology of Europe

  • 30 credits
  • Spring Teaching, Year 3

Anthropology is generally thought to be the study of non-European societies, but actually has a long and significant history of research on societies within Europe. This module examines this European tradition, focusing particularly on how anthropologists have tried to understand the sociocultural transformations of Europe since World War II. The guiding theme is an exploration of the relationship between macro and micro levels of analysis in our understanding of European society: what are the relationships between Europe and its constituent regions, nation states, communities? How do broader trends within European society and politics impact upon the everyday life of Europeans today?

The Anthropology of Food

  • 30 credits
  • Spring Teaching, Year 3

Understanding Contemporary India

  • 30 credits
  • Spring Teaching, Year 3

This module introduces you to some key contemporary debates in the study of South Asian societies, with a focus on India.

Starting with an interrogation of anthropological representations of South Asia, the module will explore debates about caste and hierarchy, leading to a discussion of everyday experiences of caste and its changing meaning and importance in contemporary India. It will question why bonded labour, patronage, inequality and poverty are so persistent in one of the world’s fastest growing regions. It will explore how neoliberal policies and ideologies are reshaping South Asian subjectivity and society.

The module will then turn to the politics of identity as shaped by class, caste and religious affiliations. It will explore the rise of the middle classes and its links with consumption, urban restructuring and the new enterprise culture, as well as its implications for growing inequalities of class and wealth. It will look into religious and communal identity formation and conflict, and will explore the nature of popular religion in South Asia. Finally, the module will look at the role of the state and politics in the making of contemporary South Asia. The state will be considered as a key actor in the shaping of neoliberal policies and ideologies, as a terrain of patronage and politics, and as the deliverer of new social welfare policies.

This module will be assessed by a 7,000-word dissertation.

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