History and Sociology BA

History

Key information

Duration:
3 years full time
Typical A-level offer:
ABB-BBB
UCAS code:
VL33
Start date:
September 2018

By combining history and sociology, you study central questions about society, and explore how they apply to key moments in time.

At Sussex, you engage directly with artefacts of international interest in relation to social history. The Mass Observations archive, with journal entries that give a snap-shot of everyday life in the 1940s, is housed at The Keep, a state-of-the-art archive conservation building located next to our campus.

Plus you learn from leading experts in both fields. Our research influences ground-breaking debate and attracts a range of specialists to campus.

The facilities at Sussex provide a wonderful location for creative and positive learning. I really couldn't have picked a better course.”Will Hammond
History and Sociology BA

Entry requirements

A-level

Typical offer

ABB-BBB

GCSEs

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

Other UK qualifications

Access to HE Diploma

Typical offer

Pass in 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

30 points overall from the full IB Diploma.

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

Typical offer

DDM

Subjects

The BTEC Level 3 Extended Diploma would normally be in Health & Social Care, IT or Public Services.

GCSEs

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

Scottish Highers

Typical offer

ABBBB

Welsh Baccalaureate Advanced

Typical offer

Grade B and BB 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

30 points overall from the full IB Diploma.

European baccalaureate

Typical offer

Overall result of at least 75%

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 do consider applicants who have studied 1 or more years of Higher Education in China at a recognised degree awarding institution or who are following a recognised International Foundation Year.

If you are interested in applying for a business related course which requires an academic ability in Mathematics, you will normally also need a grade B in Mathematics from the Huikao or a score of 90 in Mathematics from the Gaokao.

Applicants who have the Senior High School Graduation may be eligible to apply to our International Foundation Year, which if you complete successfully you can progress on to a relevant undergraduate course at Sussex. You can find more information about the qualifications which are accepted by our International Study Centre at  http://isc.sussex.ac.uk/entry-requirements/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 5.5.

France

Typical offer

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

Germany

Typical offer

German Abitur with an overall result of 2.2 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 H2,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 78/100.

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 at least 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 7.5.

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?

  • 93% for overall satisfaction for History (National Student Survey 2016).
  • History at Sussex is ranked 1st for the quality of its research outputs (2014 Research Excellence Framework)
  • Sociology at Sussex was ranked 2nd for employment prospects in the UK (The Guardian University Guide 2018).

Course information

How will I study?

You are taught by practicing historians in lectures, seminars and digital skills workshops – helping you to become a critical historian. You study:

  • world history from 1500 to 1900
  • areas of continuity and change
  • the effects of digital media on our world.

You also develop practical history skills, and learn how historians use evidence to evaluate historical perspectives.

You are also introduced to key themes and perspectives in sociology. You explore sociological work examining aspects of contemporary British life and beyond. This includes social diversity, class and gender inequalities.

Modules

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

Core modules


Customise your course

Our courses are designed to broaden your horizons and give you the skills and experience necessary to have the sort of career that has an impact.

Gain programming skills and apply them to areas such as digital media, business and interactive design. Find out about our Year in Computing

How will I study?

You develop your critical skills, examining the different ways historians approach the past, and how global connections shape the histories of human rights, democracy and migration.

You can specialise by region, such as modern Britain, Europe or China. To develop your research skills you carry out a research project, that tackles historical on topics including Thatcher’s Britain or the American Civil War.

In Sociology, you learn to frame sociological questions and apply appropriate social research methods to find answers. Topics include:

  • deviance, childhood and everyday life
  • medicine, health and migration
  • sociological theory, political institutions and action.

Modules

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

Core modules

Options


Customise your course

Our courses are designed to broaden your horizons and give you the skills and experience necessary to have the sort of career that has an impact.

Gain programming skills and apply them to areas such as digital media, business and interactive design. Find out about our Year in Computing

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.

“I have benefited from meeting students from all over the world, and being able to find out their view of history and society.” Hannah DavenportHistory BA
Studied abroad in Tokyo

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.

“I’ve grown in confidence, learnt new skills, and have a better understanding of what’s out there at the end of my university experience.” Joanna ClarkHistory and Sociology BA
Press Office Assistant, Sainsbury's

How will I study?

You choose your special subject and work with an expert, handling primary sources and relevant materials. You also work on your dissertation (an original archive-based project that you choose) with a tutor.

You’ll study how past and present perspectives interact in areas of controversy and debate and develop your comparative historical understanding.

In Sociology, you study contemporary sociological theoryand gain an understanding of social change. You can specialise in topics such as:

  • alternative societies
  • the sociology of care, identity and fun
  • development, human rights and security.

Modules

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

Core modules

Options

Find out more about studying History at the University of Sussex

“My work on love led to me helping Masterchef host Gregg Wallace trace his family history on Who Do You Think You Are?” Professor Claire LanghamerProfessor of Modern British History

Fees

Fees are not yet set for entry in the academic year 2018. Note that your fees, once they’re set, may be subject to an increase on an annual basis.

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.

Find out about typical living costs for studying at Sussex

Scholarships

Details of our scholarships are not yet set for entry in the academic year 2018.

Careers

Graduate destinations

98% of­ Department of History students were in work or further study six months after graduating. Recent History graduates have started in varied jobs, including:

  • account manager, Novo Energy
  • research and social policy internship, Brighton and Hove Community Works
  • coordinator of professional services, Sponsors for Educational Opportunity.

(HESA EPI, Destinations of Leavers from Higher Education Survey 2015)

Your future career

With a History and Sociology degree, you gain analytical, communication, writing and research skills. This means you can go into sectors such as:

  • publishing and the media
  • charities, local government and health and social welfare
  • heritage and museums.

We also offer sessions to help you apply for graduate schemes and jobs. Recent events have included workshops on:

  • the Civil Stream Fast Stream programme
  • the National Government Development Programme in local government.

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

A Sociology of 21st Century Britain

  • 15 credits
  • Autumn Teaching, Year 1

This module will use contemporary Britain as an empirical base for exploring wider sociological perspectives. As an introductory degree level sociology module the emphasis is on developing a sociological sensibility to the social world. The questions that will be posed throughout the module are how are sociological explanations derived? how do different people come to different conclusions about similar social phenomena? what is distinct about sociological explanations - as opposed to those from other disciplines?

The relationship between empiricism and theory will be explored using examples from recent sociological research. The topics chosen broadly reflect established key themes in sociology however the exemplar material will be drawn from studies no older than five years. We shall be looking at how sociologists have interrogated a range of issues in 21st century Britain including work and employment, family, sport, intimacy, life online, nationalism, death and wealth. 

The first engagement with degree level sociology should be exciting and the module is designed to demonstrate the capacity of sociology to explore the social world in interesting, challenging and critical ways.

The Early Modern World

  • 30 credits
  • Autumn Teaching, Year 1

This module introduces you to what may be an unfamiliar period of history by exploring some of the central themes of early modern history, and the various ways in which they have been debated by historians. It also equips you with the writing and research skills essential for a successful university career.

Focusing on the period between 1500 and 1700, debates over social polarisation, cultural differentiation, cultures of Protestantism, the context of the English civil war, issues of gender, and the meanings of monarchy and republicanism will be examined.

Themes and Perspectives in Sociology I

  • 15 credits
  • Autumn Teaching, Year 1

Modern sociology developed in the 19th century in tandem with the rise of industrial capitalist society. It had a number of key concerns that reflected the structure of – and changes in – society at the time. These concerns have continued to preoccupy sociologists in the context of contemporary societies, which have redefined key categories and experiences.

This module looks at such themes and at sociological perspectives on them as they have developed in both classical and contemporary forms of the discipline.

Making the Familiar Strange

  • 15 credits
  • Spring Teaching, Year 1

Your studies in this module are based on the question - how do sociologists do sociology?

In this module, you are introduced to epistemological and methodological issues in sociology.

From your engagement with epistemology, methodological questions arise. You address these questions, largely demonstrated through examples.

As part of the module, you explore particular epistemological approaches and reflect on worked examples of these.

You do this by counterpoising classic sociological studies with contemporary examples - critically examining the similarities and differences in epistemological and methodological approaches.

The examples you look at in this module open up space for discussion about appropriate ways of understanding social phenomena with particular ontological and epistemological frames.

The Making of the Modern World

  • 30 credits
  • Spring Teaching, Year 1

This module will introduce a period of momentous social, political and cultural change in British and European history by focusing on some of the key debates that have preoccupied its historians.

Historical controversies over events such as the British Union, the Industrial Revolution, the Enlightenment, and the French Revolution will be examined and used to introduce various historiographical approaches.

You will consider central themes such as gender, popular culture, conceptions of the state (from absolutism to democracy), sociostructural and demographic change, and empire and nationalism, which will give you a range of perspectives on the past and issues of continuity and change.

Themes and Perspectives in Sociology II

  • 15 credits
  • Spring Teaching, Year 1

Modern sociology developed in the 19th century in tandem with the rise of industrial capitalist society. It had a number of key concerns that reflected the structure of – and changes in – society at the time. These concerns have continued to preoccupy sociologists in the context of contemporary societies, which have redefined key categories and experiences.

This module looks at such themes and at sociological perspectives on them as they have developed in both classical and contemporary forms of the discipline.

Doing Social Research: working with quantitative data

  • 15 credits
  • Autumn Teaching, Year 2

The aim of this module is to introduce students to different ways of designing and doing social research. In this part we focus on basic features of quantitative survey research, both analysing other people's research (using secondary data) and creating your own. In Part II we focus on different methods of qualitative data collection and analysis. The aim of the module is to give you important skills for life as well as the labour market, and more prosaically to prepare you to carry out project work in the third year. In both halves of this module you build up activities week by week to carry out a kind of 'pilot' or 'mini-project' on a topic of your choice. This is more closely supported than in year 3: you will discuss ideas for the project in your workshops; you will be helped to apply for ethical review; you will have formative feedback on your proposals and your research instruments (in this case surveys) and lots of help in workshops to bring it all together.

Ideas of History

  • 15 credits
  • Autumn Teaching, Year 2

In this module, you learn about the revival of classical ideas and politics during the Renaissance and Reformation, the debate between ancients and moderns in the 17th and 18th centuries, and the nature of modern political thought as it developed from the middle of the 19th century to the present day.

The aim is to give you an ability to place modern ideas about politics in their historical context, through the study of central figures and themes whose writings continue to be cited in political argument.

The authors considered include: Machiavelli, Milton, Hobbes, Locke, Harrington, Mandeville, Montesquieu, Hume, Rousseau, Smith, Bentham, Hegel, Constant, Tocqueville, Marx, Weber, Lenin, Gramsci, Schmitt, Arendt, Chomsky, and Rawls.

You look at:

  • virtue and security
  • the origins of democracy
  • absolutism and empire
  • perpetual peace
  • reason of state and amoral politics
  • the debate about commerce, luxury and markets
  • the size of the state and its form of government
  • the nature of liberty and the means of maintaining it
  • totalitarianism and slavery in politics
  • modern democracy, philosophy and the modern state
  • civil liberty, war and empire.

Doing Social Research: working with qualitative data

  • 15 credits
  • Spring Teaching, Year 2

You will be introduced to thinking about how to conduct sociological research using different methods. In this part you will focus on qualitative approaches. You will be introduced to debates in the social sciences related to research design, epistemology and studying sensitive and ethical issues, and will get practical experience in key methods for gathering and analysing qualitative data including interviewing, participant observation and textual analysis. Assessment will include a mini- or 'pilot' project carried out using one method.

Global History 1500-2000: Trade, Science, Environment and Empire

  • 15 credits
  • Spring Teaching, Year 2

In this module, you look at how global history has helped us understand the past, the present and the future.

You'll study how societies and communities have interacted with each other through history, and explore the emergence of an integrated global society.

You look at:

  • communication and war
  • race, slavery and anti-slavery
  • colonial encounters and environments
  • civil and human rights
  • global order and disorder
  • empire, science, trade and environment.

You also study the emergence of the 'great divergence,' the widening gap in the 19th century between living standards in the Atlantic basin and those in the rest of the world, and the global expansion of European empires.

Beyond the Vote: Citizenship and Participation in Sociology

  • 15 credits
  • Autumn Teaching, Year 2

Citizenship and participation is a module looking at the sociology of political involvement beyond the vote. It introduces different forms and sites of citizenship in the contemporary state - in relation to welfare, health, work, consumption, family life and the city or urban community - and also considers different expressions of social or civic activism, from volunteering to violent protest. The use and limitations of direct democratic experiments is examined, through analysis of various types of deliberative forum and citizen polling, and we consider the appeal of notions of 'responsibility' and 'choice'. You will learn through examining specific cases each week.

Classical Sociological Theory

  • 15 credits
  • Autumn Teaching, Year 2

The aim of this module is to provide a reasonably comprehensive introduction to classical sociological theories and theorists and issues arising from their work. We will cover classical sociological theory from its origins in the Enlightenment period to the post World War II period. The module is concerned with these broad movements of thought with a focus on specific theorists and a close reading of extracts from classic texts. You will acquire an in-depth knowledge of the work of major classical sociological theorists.

History Short Period: America in the 20th Century

  • 15 credits
  • Autumn Teaching, Year 2

This module probes the social, political and economic development of the United States since the end of the Reconstruction era. It is organised on a broadly chronological basis with primary stress on key topics such as:

  • the emergence of racial segregation in the south
  • the construction of a modern, industrial society
  • the emergence of the United States as a 'great power'
  • progressive reform
  • the economic crisis of the 1930s
  • the American experience in World War II and the ensuing Cold War
  • the civil rights and 'New Left' movements of the 1960s, and the concomitant rise of conservativism.

Notable themes include the growth of federal power, the steady erosion of localism, the development of a corporate-dominated consumer society, the limitations of modern liberalism and the political influence of American religion.

The module will apprise you with landmark political change, such as the failure of populism and the changing Republican party constituency in the South, as well as important legal rulings such as Brown v Board of Education, and Roe v Wade. A close analysis of the New Deal, a transformational moment in 20th-century US history, frames an extended assessment of the rise and fall of the so-called 'New Deal order'.

In addition, you will become familiarised with critical historiographical debates over the role of American labour, the impact of war on American society and culture, and the growth of the imperial presidency.

Although the focus is primarily on domestic events and structural trends, the United States' growing engagement with the wider world receives full attention.

History Short Period: Britain in the 20th Century

  • 15 credits
  • Autumn Teaching, Year 2

This module concentrates on British history since 1914. You will be introduced to some of the major themes in the social, cultural and to a lesser extent, economic and political, history of 20th-century Britain, and will critically examine the most important contributions and debates within the historiography of each topic.

You will also be introduced to some of the sources available to the historian of this period. We will cover a number of topics including war, work, leisure, youth culture, and immigration, in a broadly chronological fashion.

Fundamentally, the module aims to equip you with the knowledge and skills necessary to a historical understanding of Britain across the 20th century.

History Short Period: Europe in the 20th Century

  • 15 credits
  • Autumn Teaching, Year 2

The module addresses the long sweep of European history from the First World War to the present.

While essentially chronological in structure, it hinges around the apparent contrast between the two halves of the century. On the one hand, the history of 20th-century Europe in particular has been overshadowed by the disastrous events of the first half of the century. On the other, and from a bird's eye point of view, the second half of the century seemingly forms the prosperous 'happy ending' to what has sometimes been called the 'Age of Extremes'. The extent to which Europe has escaped the influence of the first part of the century will therefore be one of the key questions of the module.

Alongside this consideration of the overall narrative structure of 20th-century European history, you are invited to take a broad comparative approach. The module identifies specific themes of overall importance and explores how they emerge within particular national trajectories. The module therefore ranges across Europe as a whole, cutting across distinctions of east and west, north and south, and encompasses a way of approaching certain events that is designed to draw out common features across the continent over the last century.

History Short Period: South Asia Since 1880

  • 15 credits
  • Autumn Teaching, Year 2

This second-year module examines the history of South Asia since 1880. It concentrates on the impact of colonialism on the Indian subcontinent and on the formation of the modern South Asian states of India and Pakistan.

The culture of colonialism, the nature of the colonial state and the emergence of nationalism are themes which are explored. Gandhi and his nonviolent struggle for Indian independence emerges as one of the defining moments of Indian nationalism.

The key themes of the module are colonialism, nationalism and the emergence of the postcolonial nation states of India and Pakistan. The module is taught by lectures and seminars.

History Short Period: The Middle East and North Africa since 1908

  • 15 credits
  • Autumn Teaching, Year 2

In this module, you examine the key political, social, cultural and economic themes in Middle Eastern and North African history since 1908.

You look at the:

  • politics of reformism
  • impact of World War One
  • rise of pan-Arab nationalism
  • impact of World War Two
  • foundation of Israel
  • end of British and French Empires
  • Suez and the politics of pan-Arabism
  • rise of political Islam.

Migration and Integration (Aut)

  • 15 credits
  • Autumn Teaching, Year 2

In this module, you examine key questions and theoretical approaches related to the process of migration, the integration of migrants and their children in their societies of settlement, and their ongoing connections to the home communities.

These aspects are addressed in comparative perspective and illustrated with studies from Western Europe and North America.

Looking at the experience of documented and undocumented migrants, low-skilled and high-skilled workers, intra-European mobility and lifestyle migration, you:

  • develop an appreciation for the increasing variety and complexity of migration and integration patterns.
  • explore discussions of migrants' integration at destination and their 'home'-oriented ties and practices, evaluating the possibility, benefits, and constraints of living in more than one society.

You learn about:

  • the determinants and process of migration, highlighting the role of networks in migration decisions, routes, and destinations.
  • the context of reception by looking at state responses and attempts to control migration, and reactions to newcomers from the local population.
  • patterns of integration of migrants and their children.
  • theoretical models and studies on how migrants settle and fare in their host society, from an economic and socio-cultural perspective.
  • recent, transnationalist, approaches that bring migrants' home society into focus and emphasise the continuity of ties with the place of origin.
  • migrants' cross-border practices, activities and identities
  • how migration transforms home communities.

You also question if integration in the host society and transnational engagement are competing or compatible processes.

Sociology of Everyday Life

  • 15 credits
  • Autumn Teaching, Year 2

The aim of this module is to encourage you to think sociologically about everyday life, by 'making the familiar strange'. You are asked to suspend any taken for granted assumptions you have about the rules and routines of social life, and instead to question these patterns of behaviour from the perspective of an external observer.

The module will introduce you to some of the key theories of interpretivist social theory, such as ethnomethodology and symbolic interactionism, and encourage you to look for the unspoken rules and norms of behaviour that govern social life in different contexts. Thus the substantive topics to be covered include the home and domestic routines, interaction on the street, shopping and consumption, eating and drinking rituals, time and schedules, shyness and embarrassment, holidays and leisure, and the sociology of sleep. There will be a session about (and where possible, a visit to) the Mass Observation archive, which you will be encouraged to use as a source of data. An exercise will be set each week relating to the topics; the collection of these exercises will be submitted as part of the assessment task. You will also be asked to give a non-assessed presentation on a text from one week of the module.

Sociology of Medicine and Health

  • 15 credits
  • Autumn Teaching, Year 2

The module begins by considering the relationship between socio-economic inequality and health outcomes industrialiSed countries, especially in Britain. You then examines the role played by the state, and the National Health Service in particular, in the heath of the nation. The position of medical and health professionals is also analysed in order to understand processes of professionalization and medicalization. Attention then turns to medicines themselves, how they are tested for safety and effectiveness by the pharmaceutical industry and how this process in regulated by governments. The implications of pharmaceuticals and drug prescribing for public health will be carefully scrutinised. You will also gain sociological insights into reproductive technologies and some of the health and social implications of the 'new genetics'. Finally, the module discussed lay public and mass media perspectives on medicine.

The African American Experience

  • 15 credits
  • Autumn Teaching, Year 2

This module examines the history of African-American political, cultural, and social developments from 1863 to the present.

Its principal goal is to familiarise you with the debates that African Americans have had among themselves between emancipation and the present day, thus establishing a deep historical understanding of the ongoing freedom struggle in the late twentieth and early twenty-first centuries.

It assesses intraracial arguments over the relationship of blacks to the US government in war and peace, over racial and class identities, and over diverse tactics and strategies for the advancement of the race.

Although particular attention is given to the longrunning campaign to destroy de jure segregation in the southern states (culminating in the successful nonviolent direct action campaigns of the 1960s), the module is predicated on the demonstrable fact that racial prejudice was a national, not a regional, phenomenon.

Lectures and seminars analyse the connections between African American history and culture. Emphasis is given to well-known black leaders like Booker T. Washington, Marcus Garvey, and Martin Luther King Jr., but female activists and the unsung black masses themselves also receive close attention.

1953: Monarchs and Murders

  • 15 credits
  • Spring Teaching, Year 2

In 1953 the British press and public were fixated on two events unfolding in the nation's capital. The first was the coronation of the new monarch, Elizabeth II. The second was the discovery of serial killer, John Christie's, murder victims at a house in North Kensington.

In this module, you explore what these two parallel events tell us about society and culture in Britain in the 'New Elizabethan Age.' 

You look at: 

  • the tension between tradition and modernity in Britain
  • concerns about sexuality, race and national decline
  • the resilience of the British monarchy
  • the status of empire in Britain during the mid-century
  • the press coverage of the Christie murders
  • the impact of Commonwealth immigration on British society in this period.

Power, Deviance and Othering

  • 15 credits
  • Spring Teaching, Year 2

The module falls into two parts. In the first part, the concepts of crime, deviance and social control will be considered alongside the exploration of the sociological explanations for the existence of crime and deviance in society. The module will also critically examine the data sources used to support these perspectives. In the second part of the module, these perspectives will be applied to the study of substantive areas of deviance comprising institutions of social control (the police, the courts and prisons); the distribution of crime and the use of official statistics; the mass media; juvenile delinquency; mental illness; and sexuality.

Race: Conflict and Change

  • 15 credits
  • Spring Teaching, Year 2

This module will examine and explore the issues of race, racism, racial conflict and race relations in contemporary Britain (Please note: although we will mainly refer to Britain, examples from other countries in Europe and the West will be frequently used). Beginning with colonial discourses of the racial 'other', the post-1945 period following the start of mass colonial immigration to Britain, through to the present day you will examine the various historical, social, political, economic and cultural forces and processes through which the concept of race and the racialised subject have been constructed, shaped and changed over time.

The module is taught through lectures and seminars, each focusing on a particular historical, social, political, cultural or theoretical topic, issue and problem related to race in Britain. These range from: the construction and status of race through various discourses and contexts of colonialism, immigration and multiculturalism, issues of identity, representation, power, equality and difference, the relationship between race and other social-political identifications, categories and divisions such as nationality, class, gender, ethnicity and religion, the relationship between race and the law, crime and civil unrest, the history of racial conflict and the development of anti-racist activism, policies and legislation, forms of cultural politics, expression and resistance and, finally, current issues and debates concerning the status of race in Britain.

Resistance Movements in Conflict & War

  • 15 credits
  • Spring Teaching, Year 2

The module will examine the sociology of war by investigating the intersection between violence, politics, social and economic issues, and human rights. It will be a sociological and criminological exploration of various groups throughout history who have 'broken the law' in order to achieve some type of positive social change.

The module will explore a range of interesting academic theories and concepts, including social movement theory, resistance theory, and other related issues around collective behaviour, rational choice theory, and framing, for example.

These theories will be put into context by studying various groups who achieved what is now generally deemed to be positive social change throughout history, including various resistance movements against the Third Reich during the second world war, and Nelson Mandela and the African National Congress.

The module will also examine changing political and social values, ideologies and goals of resistance movements, where support and condemnation have been attached to the same group over a relatively short period of time, including the Khmer Rouge in Cambodia and the Taliban in Afghanistan.

Sociology of Globalisation (Spr)

  • 15 credits
  • Spring Teaching, Year 2

This module looks at the social, cultural, political and economic aspects of globalisation. The module will examine the meaning and definition of globalisation and its history since premodern times to the present day. It will assess perspectives on globalisation from globalist to sceptical and at the critical theories of sociologists such as Bauman and Bourdieu. It will examine the growth of global media corporations and discuss whether these impose western cultural imperialism or if global culture is more heterogenous and hybrid because of globalisation. We will look at causes and patterns of migration and whether migration has the negative effects it is often portrayed as producing. The module will examine the experience of globalisation in global cities. We will assess whether the world economy has been globalised and globalisation is a solution to global inequality and poverty. The module will examine whether globalisation has eroded national democracy and autonomy and whether it leads to neoliberal policies being imposed on nation-states. We will discuss global social movements and global protest. We will assess the balance of global power between states such as the USA and China and at the future of war and conflict globally.

Time and Place 1851: Science, Empire and Exhibitionism

  • 15 credits
  • Spring Teaching, Year 2

In 1851, the census results revealed that Britain's population stood at about 20 million, having more than doubled in the first half of the century. But what was more astonishing was that the majority of the British people now lived in towns and cities. At mid-century, Britons were living in what one contemporary observer called 'the age of great cities'.

This course will examine life in Victorian town and cities by using contemporary poetry, novels and journalism to analyse people's experiences of modernity. The Great Exhibition at the Crystal Palace was, in many ways, an exhibition of the things the Victorians perceived as having changed their world, from cheap, manufactured consumer goods, to the latest scientific discoveries and devices, and above all the wealth of the expanding empire.

The sciences and technologies that were exhibited in 1851, and which made the exhibition itself possible, are central topics for this course. However, the Exhibition put the Victorians themselves on display, allowing large crowds from diverse classes to meet in public and celebrate their sense of themselves as a unified, modern nation. This course will subject the Victorians' self-congratulatory sense of themselves to close critical scrutiny.

Time and Place 1937: Mass Observation

  • 15 credits
  • Spring Teaching, Year 2

This module explores the diverse ways in which the everyday lives of so-called ‘ordinary people’ were documented and analysed across the middle years of the twentieth century. The module spins around a case study of the British group, Mass Observation, an organisation established in 1937 with the aim of creating ‘anthropology of ourselves’. Its approach was eclectic but included social investigation, often based in particular localities, the accumulation of diaries, and the collection of responses to a monthly questionnaire called a ‘directive’.

Following the establishment of the Mass-Observation Archive at Sussex University in the 1970s, a new Mass-Observation Project emerged which continues to generate life histories up to the present. Taken as a whole this material offers mediated access to the ways in which individual men and women experienced, perceived and remember the profound social cultural, political and economic shifts of the twentieth century. It also demonstrates clear shifts in the value attached to lived experience and allows us to explore the interrelatedness of social research practices and historical context.

Throughout the module the research practices and findings of Mass Observation are set alongside the work of documentary filmmakers and photographers, journalists, state-sponsored organisations and social scientists. What does their work tell us about the changing nature of mid-twentieth century Britain and who, ultimately, has the authority to represent the lives of ordinary people?

Time and Place 1957: Ghana's Independence and Africa's Postcolonial Dream

  • 15 credits
  • Spring Teaching, Year 2

You explore African economic, political and intellectual history and examine influential writings by economists, anthropologists and political scientists. You also look at key texts in postcolonial thought and literature. 

In this module you study topics, including: 

  • paths to decolonisation and the heritage of colonialism
  • African capitalism and socialism
  • military governments and dictatorships in the 1970s
  • capitalism and apartheid in South Africa
  • the uneven trajectory of Pan-Africanism
  • agriculture, industry and economic growth
  • the World Bank, neoliberalism and structural adjustment policies in the 1980s
  • the political economy of war and state failure
  • the challenges of HIV and Ebola.

Time and Place 1992: Fortress Europe

  • 15 credits
  • Spring Teaching, Year 2

In this module, you analyse how national policies in the 20th century have contributed to shaping refugee policies in the European Union. 

You examine how Europe has dealt with large numbers of people seeking help, and why there has been some resistance with the creation of restrictive legislation.  

You explore:

  • the reasons for this ever more stringent approach
  • its implementation from drafting restrictive legislation to setting up especially trained police forces guarding the borders
  • how refugees are housed and treated once they have crossed the border, legally or illegally
  • (political) self-organisation by refugees to safeguard their interest
  • the chances of being granted asylum or even integrated into the host society.

Time and Place 2008: The Spectacle of the Beijing Olympics

  • 15 credits
  • Spring Teaching, Year 2

In this module, you explore the socio-spatial transformation of Chinese cities, with particular emphasis on Beijing, Tianjin and Shanghai.

You analyse each city's history, its multi-layered society, its distinctive culture, its politics and economics, and its evolving position in national, regional and global frameworks. 

You look at major Chinese events including the Beijing Olympics.

You also examine how Beijing's political power has been constructed, how it is expressed, maintained and reproduced, and will also analyse how citizenship is defined, investigating the relationship between Beijing citizens, migrants and foreign settlers.

Time and Place: 1796: Lithography and the Mass Produced Image

  • 15 credits
  • Spring Teaching, Year 2

Time and Place: 1831: Slave Revolts

  • 15 credits
  • Spring Teaching, Year 2

In August 1831, Nat Turner launched the most significant slave revolt in American history. Murdering 60 whites in a bloody spree, Turner's revolt convulsed the region. Seventy two hours later, militia units crushed the revolt. The backlash was frenzied with at least one hundred enslaved people executed by local militiamen. Yet despite Turner's subsequent execution, neither the rebel slave nor the insurrection he initiated could be entirely exorcized from the minds of contemporary southerners.

In December 1831, 60,000 enslaved people in western Jamaica rebelled against the island's slaveholding elite. It was the final, and one of the largest, revolts in the history of Caribbean slavery.

These revolts laid bare the revolutionary capability of enslaved people, they exposed the enmity that most slaves bore toward their masters, and they visibly revealed that enslaved people would adopt desperate means to secure their freedom. They also demonstrated how enslaved peoples utilized evangelical and small-scale trading networks to mobilize communities. And the revolts exposed how rebel leaders exploited national and transatlantic tensions over the future of slavery and harnessed direct action to the political tide of anti-slavery in Britain and America. But the frenzied backlash also revealed white anxieties over slavery, the nature of race, and the longeveity of slavery. As enslaved rebels demonstrated their rage against slaveholders and their aspirations for freedom, whites responded with fear, resentment, and paranoia to the rebel threat. Some condemned outside agitators, notably vocal abolitionists and evangelical liberals, while others redoubled their commitment to racialized slavery.

This module will address:

  1. the role of enslaved peoples (and the concept of 'agency') in shaping liberation movements in a comparative context
  2. the factors underpinning the disintegration of Jamaican slavery and its defense in America
  3. the growth of anti-slavery in the Anglophone Atlantic and the expansion of abolitionist sentiment in Britain and the USA
  4. white slaveholding identities and meanings attached to slave ownership, including anxieties surrounding the loss of white racial authority during and after the revolts
  5. the value of comparative methodologies for understanding historical change.

In short, the module examines the material, political, psychological, and gendered parameters to racial slavery and emancipation within the early nineteenth-century Atlantic world and considers the rise and fall of slavery in two key settings.

Time and Place: 1861: The Coming of the American Civil War

  • 15 credits
  • Spring Teaching, Year 2

In this module you explore the causes of the American Civil War.

You study:

  • President Polk's decision to go to war against Mexico in 1846
  • the Compromise of 1850
  • the demise of a national party system that had held the Union together since the 1830s
  • the rise of North-South tensions in the wake of the Kansas-Nebraska Act
  • the sources of southern proslavery nationalism in the 1850s
  • the rise of the antislavery Republican Party
  • the South's response to Lincoln's election.

Time and Place: 1938: Kristallnacht

  • 15 credits
  • Spring Teaching, Year 2

During the night of 9 November 1938, SS and SA forces launched an assault on German Jews, their property, their synagogues, and their businesses. This so-called ‘Kristallnacht’ can be understood as a violent rehearsal for the Holocaust, which Nazi Germany implemented three years later. It also marks the end of over a century of a prolific and (mostly) peaceful co-existence between Jews and Christian non-Jews.

In this module, you learn about the relationship between Jews and Christian non-Jews since the early 19th century. You look at the complex processes of political emancipation, of social integration, and of cultural adaptation through which Jews became an integral part of the German political, social and cultural life. At the same time, these processes changed Jewish religious, economic, social and cultural life.

You'll focus on the period from the mid-19th century to the beginning of the Holocaust, emphasising Jewish life in Imperial and Weimar Germany, as well as under Nazism. You'll discuss issues of Jewish identity along with aspects of modern anti-Semitism.

Time and Place: 1942: Holocaust

  • 15 credits
  • Spring Teaching, Year 2

This module offers an opportunity to study the attempt by the Nazis to create a new world order by annihilating the Jews of Europe and targeting other groups – including gay people, gypsies and people with disabilities – for discrimination and death. It provides a multilayered examination of the transition from prejudice to exclusion, to extermination, placing the Holocaust within the broader conceptual framework of genocide in the 20th century. 

The module will consider issues such as: how was the so-called 'Final Solution to the Jewish problem' put into effect? Why is 1942 a key year in the development of the Final Solution? What part was played by the perpetrators across occupied Europe? It will deal with the reaction of the victim, and explore possibilities of resistance. It will ask whether is it accurate to characterise most people as bystanders, and will discuss the rescue options. The module will also deal with question of justice and memory.

Studying what happened will inevitably raise many questions about why it happened. The module will pay close attention to how it was possible for such a plan of mass murder to be carried out so effectively in such a short time at the hub of western civilisation; a plan which relied on the active involvement of many people and the acquiescence of even more.

Time and Place: 1984: Thatcher's Britain (Observing the 1980s)

  • 15 credits
  • Spring Teaching, Year 2

George Orwell's 1949 novel 1984 describes a totalitarian government bent on total manipulation. For many on the left, Margaret Thatcher's government represented elements of an 'Orwellian' state, in which the social democratic consensus established after the end of the Second World War was replaced by a free-enterprise economy and a centralised state. For those on the political right, the 1980s Thatcher governments championed the reassertion of individualism, British nationalism and a retreat from the so-called 'nanny state' in which the fight against the 'enemy within' was as important as the fight against the enemy without. In cultural terms, most writers point to the 1980s as being marked by creative pessimism, with 'anti-Thatcherism' the dominant cultural theme.

This course will examine key events of the 1980s and reflect upon whether Margaret Thatcher's most famous quote, 'There is no such thing as society', is a suitable epitaph for the 1980s. Topic studied include: the 1982 Falklands War; the 1984 miners' strike; the reemergence of mass unemployment, peaking in 1986 at over 3.5 million; privatisation of industry and challenge to trade union power; and the violent mass protest against the Community Charge in 1990.

Rather than producing a top-down political history of the period, this course is interested in exploring the wide variety of evidence available to the contemporary historian. It is built around the 'Observing the Eighties' project which includes oral histories from the British Library and holdings of the Mass Observation Archive and ephemera from the University of Sussex.

Time and Place:1780 The Gordon Riots: Blood Community and Retribution - London 1780

  • 15 credits
  • Spring Teaching, Year 2

History Special Dissertation

  • 30 credits
  • Autumn & Spring Teaching, Year 3

This is a final-year module, which will require you to address an historical problem in depth. You will set your own research project and its questions, resolve those questions by means of a module involving the design of a research outline and the carrying out of your own research on primary historical sources. You will also develop the skills necessary to write an extended piece of written work based on this (usually archival) research.

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.

Death of Socialism

  • 30 credits
  • Autumn Teaching, Year 3

This module looks at the contemporary condition of socialism following the collapse of state socialism in Central and Eastern Europe and elsewhere, the erosion of the central principles of Western social democracy and the prevalence of free market and capitalist ideas at the start of the century. Is socialism a relevant, feasible or desirable idea in contemporary society? Or is it dead, merely a historical relic of the 20th century?

We will start by looking at the two predominant conceptions and experiences of socialism of the twentieth century - ­ Marxist and social democratic socialism. What are the main features of these models of socialism? You will then examine criticisms of socialism from liberals and libertarians ­ such as Hayek and Nozick ­ and from new social movements ­ such as the women's movement and the green movement. What critical points are raised by these perspectives and how telling are they? We will look at reasons for the collapse of state socialism in the late 1980s and at attempts in the West to rethink socialism during an era in which neo­liberalism was a predominant force. Do liberal and new social movements' criticisms and the collapse of state socialism suggest that socialism is dead? Do attempts to redefine socialism (as market socialism or radical democratic socialism) escape the criticisms of liberals and the new social movements and the problems experienced under old social democracy and state socialism? Or do they indicate that the era of socialism has well and truly passed?

In the final two topics we shall address this question a little more. We will examine the attempt of New Labour and current European social democrats to respond to the crisis of social democracy and will ask whether there is anything remaining of socialism in such attempts. And we shall examine theses such as that of Fukuyama: that the day of socialism has passed and that capitalism has won the battle.

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.

Sociology of Care: caring and work (Aut)

  • 30 credits
  • Autumn Teaching, Year 3

Explore the question of how and why people 'care' for each other and who gets 'cared for' in different social settings.

You study concepts and theories from a range of perspectives including feminist social theory, sociology of nursing, health and illness and disability studies.

You explore experiences of care giving and receiving by family and professionals through a range of empirical cases.

You will also study debates about:

  • the value and cost of care work and emotional labour
  • the commodification of care
  • the implications of new populations in need of care
  • the concept of vulnerability and its intersection with care needs and provision
  • the meaning of care across the life course with particular reference to people with specific disabilities or chronic health conditions.

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.

Sociology Research Proposal

  • 30 credits
  • Autumn Teaching, Year 3

The aim of this module is to give you direct experience of carrying out a small-scale research project, from the initial stages of design to the final stages of presenting your findings. It is intended to consolidate and build upon the knowledge base gained from the DSR research methods module in the second year, as you will use these skills to research a topic of your choice. You will be assessed on how well you interpret and apply the relevant methodological issues to your research design, manage the practical side of the project, and reflect on the effectiveness of your chosen strategies. You work mainly through independent study, under the guidance of a supervisor. The assessment consists of a research proposal, presentation and 8000-word written report.

The Cultural Life of Capital Punishment (Aut)

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you look at sociological, criminological, socio-legal and cultural approaches in order to study capital punishment.

You will engage with a 'cultures of punishment' perspective on the death penalty, drawing on capital punishment scholars such as David Garland (2010), Austin Sarat (2001) and Franklin Zimring (2003).

This perspective emphasises the need to understand the symbolic meanings generated by punishment and how these relate to social change.

You also study capital punishment in its historical and contemporary contexts. After establishing this theoretical framework, you study a broadly chronological approach from the nineteenth-century to the present.

You explore the following topics:

  • spectacle and public execution
  • the campaign to end public executions
  • mid twentieth-century abolitionism
  • public views on capital punishment in England
  • American reinstatement of the death penalty
  • cultural portrayals of capital punishment
  • women and the death penalty
  • 'new abolitionism' and the innocence movement in the United States
  • European cosmopolitan identity and the campaign for worldwide abolition
  • current use of the death penalty worldwide with a focus on Singapore, Japan and China.

You mainly focus on European countries and the United States, although the final topic includes a wider international dimension.

Special Subject: Britain and the Second World War

  • 30 credits
  • Autumn & Spring Teaching, Year 3

This module concentrates on the impact of the Second World War on social, cultural, economic and political relations in Britain 1938-45. The extent to which the war had a profound impact on British society is the subject of vigorous debate among historians in secondary literature. A complicated historiography exists for many of the topics included in this module, and the reasons for this changing interpretation of the past will be explored.

The topics covered by this module include:

  • 1930s appeasement
  • civil defence and preparation for war
  • civilian evacuation
  • the Blitz
  • the fall of Chamberlain and the Churchill coalition government
  • Dunkirk evacuation
  • war economy
  • rationing
  • agriculture
  • women in factories and auxiliary services
  • combatants' experience
  • D-Day landings
  • American service personnel in Britain
  • Beveridge report and the post-war welfare state
  • the General Election of 1945.

The emphasis of 'Special Subjects' is to examine a particular period in detail using primary sources and subsequent monographs and articles.

Primary sources include: Parliamentary Papers, government publications, contemporary social investigation and comment, contemporaneous essays and monographs, oral historical accounts, memoirs and diaries, films, paintings, poems, photographs, etc. Subsequent analysis focuses on secondary sources, in the form of books and articles.

Special Subject: Domesticity and its Discontents: Women in Post-War Britain

  • 30 credits
  • Autumn & Spring Teaching, Year 3

This module explores the history of women in Britain from the end of the Second World War to the rise of Second Wave Feminism, with a particular focus on the 1950s. The fifties have been associated with the 'new look' in fashion, a movement back into the home and the efflorescence of women's and girls' magazines. Recent historiography, however, points to more complex social and economic experiences: the period is increasingly seen as one of contradiction and instability. Historians are beginning to ask new questions about femininity, desire and representation in the period, and there is a wealth of comparatively unexplored source material available allowing ample opportunities for original essay and dissertation research.

This module will cover a number of topics including girlhood, sexuality, prostitution, crime, migration, motherhood, employment, domesticity, politics and pleasure, locating these within the wider context of post-war British history.

You will be introduced to a range of source material including social surveys, film, parliamentary papers, magazines, oral history, autobiographies and the Mass Observation Archive, and will be instructed in the use of these sources.

The module aims to equip you with the knowledge and skills necessary to a historical understanding of the complex social position of women in the period, the broader context of postwar Britain and the nature of historical representation and change. Our key focus is upon the ways in which historians set about interpreting and understanding the past. What kinds of 'evidence' do they use, and what are the problems involved in using these various kinds of evidence?

Special Subject: End of Empire: Nationalism, Decolonisation and the British Raj in India 1937-1950

  • 30 credits
  • Autumn & Spring Teaching, Year 3

You will examine the national movement in late colonial India in the context of decolonisation. Concentrating on the last phase of colonial rule you will examine the changing relationship between the Indian National Congress and the Raj and discuss the different imaginings of the Indian nation both by political parties such as the Congress and the Muslim league and also peasants, workers and women. Gandhi and his non-violence movement emerges as a key feature of the period. His ultimate failure and the resulting partition of India is an important focus of the module. Partition violence and the upheaval of the years leading up to the creation of the democratic Republic of India in 1950 will also form part of the study.

In seeking to redress the elitist bias in Indian history the module draws upon subaltern historiography in order to understand popular consciousness at the time of decolonisation. The perspectives of colonial policy makers such as Lord Mountbatten, Viceroy at the time of independence and other important government functionaries will also be considered. Decolonisation was presaged on may things, but most importantly on Britain's role in the changing world. The creation of the Republic of India was to make India into the largest democracy in the world. The first term will concentrate on general issues related to the subject while in the second term emphasis will be placed on the use of primary sources that throw light on the issues raised in the first term.

Special Subject: Genocide

  • 30 credits
  • Autumn & Spring Teaching, Year 3

Genocide, the term and the concept, was invented by Raphael Lemkin at the end of the Second World War in an attempt to intellectually grasp the horrors of what Churchill called a 'crime without a name': the Shoah. And it was Raphael Lemkin who in 1948 succeeded to get the UN General Assembly to ratify the Genocide Convention to prevent similar crimes in the future. Since then the term has become widely used in public and in academic scholarship describing mass murders as far back as the Assyrian Empire, but the practice did not come to an end with the Shoah turning the concept of genocide into a pivotal analytical tool in understanding the violent history of the 20th century.

Throughout the module you will combine an in-depth analysis of various genocides with an investigation of genocide as a generic concept. In the first part, you will examine the international discussion leading up to the adoption of the Genocide Convention and the Shoah as the event which not only shaped the specific content of the convention but also guaranteed the necessary support at the General Assembly. In the second part you will analyse case studies ranging from the killing of the Herero and Nama in German South West Africa to Darfur focussing mainly but not only on the social dynamics that lead to mass killings, the motivation of the perpetrators and the construction of the victim groups. In the last part, you will examine and contrasts various recent definitions of what constitutes genocide, exploring their merits and limitations and discussing alternative concepts.

Special Subject: Gone with the Wind? The Civil War in American Memory

  • 30 credits
  • Autumn & Spring Teaching, Year 3

The ongoing sesquicentennial commemoration of the Civil War in the United States highlights the continuing capacity of that sanguinary conflict to generate controversy in the present.

This module provides you with a detailed examination of the war's impact on generations of Americans since 1865. It focuses specifically on the construction of southern white, African American and official unionist memories of the Civil War. These three key strains of historical memory evolved in the late nineteenth century under the press of postbellum reconciliation between North and South and the concomitant growth of a segregated society. They took a variety of forms, notably the potent and profoundly racist 'Lost Cause' memory of the Confederate cause which underpinned the Jim Crow South for more than half a century, a marginalised African-American 'counter-memory' which sought to keep alive remembrance of emancipation and black military service in the armed forces of the United States, and an official national memory which depicted the Civil War as a tragic brothers' war which nevertheless had the effect of unifying and strengthening the United States in preparation for its emergence on the world stage as a Great Power.

The module will focus on the impersonal social and economic forces at work in the construction of these distinctive and frequently intertwined memories as well as the inherently political activities of different groups involved in the memory-making process. These groups include southern white women who founded the United Daughters of the Confederacy, the veterans themselves who contributed significantly to sectional reconciliation, novelists, poets and historians of all kinds, filmmakers and dramatists, and politicians with a wide range of vested interests. The module will introduce students to a broad range of illustrative 'texts' in order to familiarise them with the diverse manifestations of Civil War memory – not only writings by Ulysses S. Grant, Carl Sandburg, and Douglas Southall Freeman but also monuments such as the Lincoln Memorial in Washington, DC; movies like Gone With the Wind and Glory; and commemorative events including the ill-fated centennial of the 1960s which was moulded by both the Cold War and the modern civil rights movement.

In many respects the module functions as a detailed case study in historical memory, a concept of growing interest to historians and one that has already generated a rich secondary literature. You will be encouraged to engage closely with this broader literature in order to make cross-national comparisons and to apply at least a modicum of theory to the primary and secondary texts at their disposal.

Special Subject: Modernism

  • 30 credits
  • Autumn & Spring Teaching, Year 3

This module looks at the history of political and aesthetic modernism. Particular attention is paid to the relation between demands for political revolution on the one hand, and demands for cultural innovation and artistic experimentation on the other.

Authors and artists include Baudelaire, Marx, Rimbaud, Kafka, Cezanne, Adorno and Beckett. Movements include impressionism, postimpressionism, anarchism, communism, surrealism and situationism.

No detailed prior knowledge of art or literature is required; slides, AV material, and films will be used where appropriate.

Special Subject: Religion and the Emergence of Modern Science, 1620-1880

  • 30 credits
  • Autumn & Spring Teaching, Year 3

In this module, you analyse religion and examine how the emergence of modern science effected faith between 1620 and 1880. 

You question whether religion and science are incompatible, and gain an insight into the history of science, the history of religious thought and the connection between historical events and key debates in modern times.

Special Subject: The Century of the Gene

  • 30 credits
  • Autumn & Spring Teaching, Year 3

At the beginning of the 20th century no-one knew anything about genetics (the word itself had yet to be coined), yet by the century's end you could buy cheap, do-it-yourself genetic tests on the internet. You will investigate the ways in which advances in scientific knowledge have affected our sense of ourselves, so that the very phrase 'human nature' has increasingly come to mean something fixed by our genes.

The language of genetics has had a powerful effect on political dismodule; the eugenic ideal of creating a superior type of human was supposed to have died with Hitler, yet seems to live on in routine genetic testing and screening, and in the fantasy of 'designer babies'. The idea of a genetic blueprint, and of being able to read, and perhaps edit and re-write, the DNA 'code', has shaped popular culture from television and cinema to novels and computer games.

You will examine a broad and diverse range of primary sources, from accessible scientific texts to science fiction (novels, TV and movies), to examples of how the mass media report science, in order to track the often imaginative uses of ideas like cloning, mutation and genetic engineering.

No knowledge of biology is needed for this module.

The goal is for you to understand the ways in which non-expert publics have understood genetics. Biology's grip on the public imagination helped it become the defining science of the 20th century. Genetics redefined the public sphere in 20th century because of the promise, or threat, that it would reshape humans and the world we live in.

Special Subject: The Civil Rights Movement

  • 30 credits
  • Autumn & Spring Teaching, Year 3

The civil rights movement was one of the most remarkable and important developments in twentieth century American history.

Focusing primarily on the period from the Second World War up until the end of the 1970s, you chart the course of African Americans’ fight against racial discrimination and segregation across the nation as a whole, and its impact upon American society and politics.

From the beaches of northern France to the Supreme Court, from the National Mall to the wooden shacks of the black rural South and urban ghetto streets, African Americans’ fight for racial equality and economic justice transformed many of the nation’s key institutions.

You also explore the various developments that shaped the course of black protest, including:

  • migration and urbanization
  • domestic anticommunism and anticolonial struggles worldwide
  • suburbanization and the white conservative resurgence
  • divisive struggles over foreign policy at home
  • the fight over affirmative action and busing in the 1970s.

Throughout the module, you learn about the key organisations, debates, events, and leaders of the civil rights movement, and the Black Power movement that followed it. You also engage with the major historiographical debates concerning the period.

The course concludes by considering the relationship between the historical reputation of Martin Luther King and ‘master’ narrative of the period, and conservatives’ efforts to roll back the gains made by African Americans in the decades since.

Special Subject: The European Experience of the First World War

  • 30 credits
  • Autumn & Spring Teaching, Year 3

The First World War was a pivotal event in 20th century history, which, on the eve of its centenary, provokes intense public interest and academic inquiry. This 'Special Subject' module is inspired by the vibrant cultural history in the field of First World War studies and takes a thematic approach in order to examine the European experience of the conflict in a comparative and transnational manner. Within the context of the larger political and military framework the module will explore the physical and emotional dimension of the war experience of both soldiers and civilians across Europe.

Weekly themes will include:

  • the myth and reality of war enthusiasm
  • combat and killing in industrial war
  • fear and trauma in the trenches
  • religious faith and rituals in war
  • mass death and bereavement
  • artistic responses to the conflict
  • motherhood and marriage in war
  • notions of courage and heroism
  • labour and forced labour
  • the dynamics of violence
  • atrocities, rape and genocide
  • and also the controversial issue of the memory of the war across Europe.

This module offers a fresh and challenging analysis of the conflict with a particluar emphasis on the human experience of war between 1914 and 1918.

Special Subject: War, Atrocities and the Making of International Humanitarian Law

  • 30 credits
  • Autumn & Spring Teaching, Year 3

Contemporary Social Theory (Spr)

  • 30 credits
  • Spring Teaching, Year 3

This module provides a critical assessment of the some of the most prominent sociological theorists in the late 20th century. This period can be described as post-classical in the sense that the various schools of classical sociological theory associated with Marx, Weber, Durkheim and their later followers gave way to a range of new approaches such as those linked to post-structuralism, such as Foucault - as well as to new interpretations of the classical approaches, such as social constructionism, western Marxism and critical theory. The central aim of the module is to show how contemporary thinkers have understood the major transformations in modern society (ie from industrial to post-industrial society, globalisation, new social movements such as feminism, environmental movements, identity politics). This will involve a consideration of some of the most important debates in sociological theory, such as the debates about modernity versus postmodernity, structure versus agency as well as the influence of psychoanalytic social theory emanating from feminist theory and from post-structuralism.

The weekly topics include: social constructionism; Foucault and govementality; Habermas and critical theory; recognition theory (Honneth); marxism after postmodernism; Bourdieu and recent French sociology; poststructuralism and psychoanalysis: Derrida, Lacan, Deleuze; Bauman's postmodern ethics; network theory: Latour and Castells; theories of modernity; cosmopolitanism and social theory; culture and social theory (performativity, Alexander).

Development, Human Rights and Security (Spr)

  • 30 credits
  • Spring Teaching, Year 3

Human rights, development and security are essential to current international social and political concerns and are becoming ever more interlinked. This module sets out to consider from a critical perspective recent intellectual developments in the field with a view to answering contemporary social and political questions through analytically rigorous and empirically grounded approaches. The module is comprised of three core sections: development, human rights and security, each of which cover pressing current affairs informed by classical and contemporary theory. It will take you through the evolution of development theory starting with the classical approaches and ending with intellectual challenges from post-development theory and feminism. It will then move onto an equally critical analysis of the intellectual evolution of human rights and its contemporary application before exploring the topical themes of securitisation, terrorism and transnational Islam in the post-9/11 period.

Migration, Identity, and Home

  • 30 credits
  • Spring Teaching, Year 3

Europeans have become increasingly mobile in recent years.

In this module, you explore how being part of the European Union affects the lives and identities of ordinary European citizens 'on the move'.

Specifically, you examine intra-European forms of mobility, tracing the experiences of different categories of EU citizens who take advantage of the 'freedom of movement' or aspire to do so, from Erasmus students and holiday makers to professionals, lower-skilled workers, and lifestyle migrants.

Drawing on migration and Europeanisation studies, you look at whether and how cross-border mobility affects Europeans' sense of identity, and engenders forms of belonging beyond the 'national'.

Sociology Project

  • 30 credits
  • Spring Teaching, Year 3

The aim of this module is to give you direct experience of carrying out a small scale research project, from the initial stages of design to the final stages of presenting your findings. It is intended to consolidate and build upon the knowledge base gained from the DSR research methods module in the second year, as you will use these skills to research a topic of your choice. You will be assessed on how well you interpret and apply the relevant methodological issues to your research design, manage the practical side of the project, and reflect on the effectiveness of your chosen strategies. You work mainly through independent study, under the guidance of a supervisor. The assessment consists of a research proposal, presentation and 8,000 word written report.

Surveillance, Security and Control

  • 30 credits
  • Spring Teaching, Year 3

In this module, you examine key developments and controversies in surveillance and security.

You focus on the deployment of surveillance in diverse contexts including:

  • crime control
  • national security
  • welfare
  • border control
  • consumption.

You are introduced to a range of historical, theoretical and empirical contexts that advance your understanding and the critical analysis of surveillance in society.

Through specific case studies - including DNA databases; the Snowden Affair; the 'internet of things' and military surveillance - you are encouraged to analyse contemporary surveillance trends in the light of shifting constellations of power, politics, resistance and control.

The Body: current controversies and debates

  • 30 credits
  • Spring Teaching, Year 3

The body has recently become a key focus for sociological theorising and research. Much of this work has focused on defining the body as a socially constructed phenomenon, and exploring how it is produced through various social and cultural practices and discourses, and categories such as gender, class, race and sexual orientation. However, the body is also highly politically charged; a key site at which oppression is meted out, and is a focus of regulation and governance at individual, group, national and international levels. Bodies, and particularly women's bodies, are also at the nexus of some of the most controversial debates of our time.  

This module looks at the politics of the body from a sociological point of view, exploring themes of embodiment and power through a variety of controversial issues such as HIV/AIDS, sexual violence, sex work, abortion, cosmetic surgery and eugenics. You will think through various debates in relation to a broad canon of theories from feminism and sociology, around notions such as rights, bodily autonomy and integrity, structures and discourses, and the formation and regulation of identities. Gender will be a central thread throughout, and attention will be paid to how it intersects with other social categories such as class, 'race', sexual orientation, age, and (dis)ability.
 
 

Return to top of page