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Human Rights and Criminology BA(Hons)

Attendance UCAS code Year of entry
3 years full time LLH2 2018
6 years part time Apply direct to the University 2018

Why choose this course?

Does gender affect human rights? How does race affect social justice?

This course has a specific focus on understanding the social, psychological and personal contexts of human rights crime.

The course is taught in collaboration with the Centre for Human Rights and Social Justice Practice at Kingston University. You will be encouraged to develop an active and practical approach to learning by undertaking community based volunteering, and work experience with advocates and campaigners.

The focus on practical projects will develop your skills in research, complex problem-solving, project management, negotiation and communication. The course has flexible modules so you can study a combination of politics, criminology, sociology and history to suit your own areas of interests.

Kingston's proximity to central London enables you to participate in lectures, workshops, talks and political events in the capital and expand your knowledge beyond the classroom.

Foundation year - Social Sciences

If you are thinking of returning to education after a break you could apply for our foundation year course. This course will provide you with the academic and transferable skills you need to study an undergraduate degree in any of the Social Sciences. At Kingston these include Criminology, Sociology, Psychology, Economics and Politics.

Throughout the year-long course, you can study a range of these subjects, allowing you to get a better idea of which ones you prefer. It'll guide you in the direction of a social sciences degree that you're particularly interested in. The foundation year will develop your independent study skills and help you to better understand your academic ability, a potential career path and how to develop the skills that employers look for in graduates.

What you will study

In Year 1, you will be introduced to key concepts in criminology and human rights, to understand and engage with issues in crime and justice. There is a focus on developing key study skills, such as the ability to read critically.

In Year 2, you will continue to develop your study skills, and engage in comparative analysis. You will take two core modules in Securing Human Rights, and Policing and Punishment. You will also start to specialise in your main interests through a choice of flexible modules.

In Year 3, you will undertake an advanced research project with a real focus on expanding your research skills. You will also choose from a range of specialist modules such as Crimes of the Powerful and The Politics of Crime in the Black Atlantic.

Module listing

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Year 1 (Level 4)

  • This module provides an introduction to some of the major strands in radical political thought, in both their historical and contemporary contexts. We will be looking at some of those ideas and ideologies which have emerged throughout recent history, and which have sought to bring about widespread political, social and economic reform. We will be examining the ideas themselves, and the ways in which they were seeking a fundamental change in the existing system. We will also be placing the ideas in the particular political and social contexts of their time, and will study some of the people and movements who have been key in developing these radical arguments. However, we will also focus on the contemporary relevance of radical thought, and consider whether these ideas have purchase in today's world. As such, this module is well-suited to both Politics and History students, and forms a core module for all those taking Politics, International Relations and Human Rights.

    This module is also aimed at preparing new students for their time at university, and will provide advice and training regarding academic skills and personal development.

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  • This module is core for students doing Politics or International Relations full fields and Human Rights as a half-field (either internal or external). It can be taken as an option by some students in related fields who are interested in learning about human rights. The module outlines the central themes in the history and evolution of human rights and introduces students to theoretical debates within the field. Through case studies of particular forms of human rights violations, it evaluates the political and legal structures in place to address these violations and assesses the degrees of success human rights actors have with enforcement. Over the spectrum of international, regional and local institutions and mechanisms, this module explores a range of organisations working within the field of human rights and looks at how they operate. This module embeds employability skills relevant to the field of human rights by providing students with the opportunity to apply their conceptual knowledge to practical situations designed to simulate working for human rights organisations. As an introduction to the subject, this module looks at the relationship between theory and practice within the field of human rights, and uncovers the challenges faced in defending, protecting and promoting human rights in the 21st Century.

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  • This module will introduce students to a range of theoretical perspectives and debates that inform criminology, and which underpin their learning throughout the criminology programme. Theories will be evaluated in relation to academic scholarship, empirical evidence, popularity and application in crime policy and practice, and in relation to their geographical, social, cultural, historical locations.

    Students will learn about a changing and dynamic field of study, which has encompassed both positivistic and social analyses of crime and criminalisation. They will learn to evaluate criminological theory in relation to a range of intellectual movements. They will be encouraged to understand criminological theory in relation to shifts across allied subjects like sociology, gender studies, critical race studies, social policy, politics and psychology.

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  • This module will provide students with an introduction to the institutions, processes and legal foundations of the criminal justice system in England and Wales. The module is core to the undergraduate degree. The module familiarises students with the language and reasoning of the criminal law and the structure and chronology of the criminal justice process. There is an emphasis on the development and practice of key academic skills especially information retrieval.

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Year 2 (Level 5)

  • This module is a core requirement for students taking Human Rights at level 5, and can also be taken as an option by students in related fields. The module introduces the contested and evolving relationships between the theory and practice of securing human rights.

    It starts with an overview of key frameworks and mechanisms designed to secure rights at the international, regional and domestic levels.  A central feature of the module is to introduce key critical themes, from which issues can be dissected and analysed through a range of contemporary and international case-studies.

    Themes may include:

    • Human Rights, Security and Forced Migration', which analyses the way in which the issue of forced migration brings together a variety of legal, political and security debates.
    • The Politics of Human Rights in Development', which examines the recent convergence of the fields of human rights and development (inclusive of ‘the right to development' and the proliferation of ‘rights-based approaches to development').
    • Rights in the aftermath? Truth, Justice and Reconciliation', which examines the globalization of transitional justice discourses and the propagation of different mechanisms (ranging from International Criminal Tribunals, to national truth commissions, to local justice initiatives).
    • And, ‘Indigenous Peoples, Rights and Beyond' that engages with central issues surrounding indigenous peoples' claims, whilst also probing the gravity of particular contested issues (such as ‘the right to self-determination' and broader ‘sovereignty' challenges).

    The module concludes by asking: what is the future for human rights? 

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  • This module provides students with a critical insight into key issues and controversies in the delivery of justice, social control and punishment.  It encourages students to think critically about the role of the state in the regulation of behaviour and provides an overview of key changes that have occurred in the field of crime control and criminal justice. The first part of the module is dedicated to developing understanding of the concepts of ‘policing' and the ‘police'. Key issues confronting contemporary policing are explored together with an enhanced awareness of the historical context within which contemporary policing has developed.
    Debates about policing are situated within broader debates of social control and governance, with a critical appreciation of the police function and role. It also considers the implications of globalisation for policing both at an organisational and conceptual level. The second part of the module provides students with the opportunity to undertake a critical examination of contemporary debates on the purpose of punishment. Students will be introduced to a range of theoretical perspectives and debates on the use of punishment to address criminality and will consider the purpose of punishment in modern societies. This will be accompanied by an examination of different forms of punishment including an in-depth exploration of the use of imprisonment and comparative penal systems.

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  • Available options will vary each year depending on staff specialism.

    • ‘Development' is a troublesome term. While the notion of development as a discrete project for improving human well-being emerged in the aftermath of World War II, the notion of making planned interventions towards ‘social progress' and the ‘greater good' arose much earlier, in step with the global system itself. Whilst the post-war development project seems now to be in jeopardy, there is still little consensus over what development actually is: whether it is a ‘one size fits all' measure of progress, or whether more than one path is possible, and desirable; whether development as a project is meant to include everybody or whether it necessarily involves ‘winners and losers'; what scale and conception of society and economy we're talking about; how current projects relate to more long-standing processes and structures that gave rise to the global system; and whether in fact development goals (however defined) should intersect with an ethics of social justice, equity and equality, and anti-oppression.

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    • This module is a core module for Full-Field Politics & International Relations students and Half-Field Politics students. It can be taken as an option by Half-Field International Relations and Human Rights students.

      The module offers a critical introduction to the foundations of modern political thought. It is organised around an examination of the work of several major political philosophers and the concepts associated with their writings. Beginning with an exploration the origins of modern political theory in Machiavelli, it goes on to look at debates about of human nature, the state, and property within social contract theory, and the development of political thought in the nineteenth and twentieth centuries by thinkers such as Mill, Marx, and Rawls. The module will examine a number of core political concepts, including freedom, justice, gender, equality, democracy, and tolerance, and address the central questions of moral and political philosophy: How should we act? How can we live together? Why should we obey the state? Throughout the module students will be encouraged both to challenge the arguments and assumptions of the thinkers that they study and to consider their contemporary relevance.

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    • This module will introduce students to the controversies and debates over slavery and other forms of violence committed against groups of people in the modern world and their responses seeking emancipation. Beginning in 1492 with the development of a modern racism, it looks at the destruction of indigenous peoples in the Americas, the subsequent development of US Slavery, and the struggles of African Americans into the twentieth century. These cases will be revisited from the perspective of gender, and compared to other forms of structural oppression of colonised peoples and workers.

      The module will consider the challenges in identifying the standpoint of the oppressed and study examples of how ‘subaltern' oppressed groups enter politics.   There are case studies of different historical and contemporary movements for emancipation, exploring some of their key debates and the challenges of constructing unity whilst respecting diversity. The module as a whole will encourage the critical analysis and assessment of the various interpretations that have been put forward and facilitate the development of students' research skills, ability to work together and communicate their ideas.

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    • Contemporary international politics involves a plethora of global actors, institutions and processes that provide governance at an international level.  They help to regulate the behaviour of states, maintain stability in global politics and encourage cooperation between.  Moreover, in an increasingly inter-connected world, global governance mechanisms provide the starting point for a fuller sense of international community – a platform for the peaceful resolution of disputes and an environment in which human rights and international development goals might be realised. 

      At the same time, contemporary global governance mechanisms are also affected by important limitations, with states demonstrating the frequent tendency to pursue their own narrow national interests, rather than working towards a global common good.  Students taking this module examine these themes by exploring different theory perspectives and by learning about the characteristics of the existing global governance structures. 

      The module begins by introducing students to some of the key tools for understanding and analysing international politics. International relations theory has played valuable role in helping us to understand the nuances and underlying processes that influence state behaviour and the development of foreign policy.  It follows on by introducing students to the study of the organisation and processes of international relations in a wider sense, examining the ways in which international development policy is formulated and the systems of global governance are organised.

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    • This module begins with a survey of the main sweep of historical, political and economic developments, social actors and movements that gave shape to Latin American politics from its colonial beginnings to the early modern era.  The over-arching theme in the first teaching block is the contentious development of the nation-state and national economy in the global system, the legacy of which continues to shape the political landscape of the region.  In the second teaching block, students will engage with substantive themes in contemporary Latin American politics, and examine current flashpoints in regional politics through the eyes of a range of actors.  We explore and evaluate the range of new forms of participation that have emerged since the 1990s to contest the limitations of formal democracy under neoliberal globalization: from the barrio to factories, communities taking root on occupied land and urban spaces, constituent assemblies, popular assemblies and UN summits – or if all else fails, the streets.  We end by examining national and regional development strategies that emerged at the beginning of the 21st century as a response to the perceived failure of neoliberalism, and ask, is there a new politics emerging in the region?

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    • This module is a Level 5 option that introduces students to the multi-faceted entity called ‘Europe' and looks at key political, social and cultural trends in today Europe, including its geo-political role in a globalised world. Teaching block one focuses on political parties and party families, the growth of populism and of xenophobic parties. Attention is also paid to changing patterns of political participation and the rise of protest politics, which is analysed via a variety of case studies such as environmental organisations, feminist groups and student anti-tuition fees protest. Teaching block two starts by asking a key question: what is Europe? followed by equally important questions such as how Europeans feel about Europe today? Why is Euro-scepticism on the rise throughout Europe? It also investigates European integration and European Union enlargement: does an integrated Europe still make sense as a political project? Was the euro a good idea? Should Turkey be part of the EU? By posing these questions, the module attempts to capture different voices of contemporary Europe in order to equip students with solid grounding to make sense of what is happening in the contemporary world.

      The module will be delivered through lectures and seminars.

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    • Crime, Media, and Policy is designed to provide second year undergraduate students with a critical introduction to the field of crime and the media.  The module provides a historical foundation to the subject before reviewing key media and criminological debates against twenty-first century concerns about crime and deviance. The syllabus develops to explore criminological theory, crime in media culture and the complex interactions between consumers and producers.  The module is designed to provide students with the knowledge, understanding and skills to critically engage with debates about crime news reporting, media and moral panic, media constructions of women and children, crime fiction, film and television crime drama, crime and surveillance society, and crime online.  Direction to core factual material and substantive material will be provided via StudySpace, with weekly lectures and seminars used to explain and explore key concepts, and present visual material for dissemination and discussion.   

      On completion of the module you should be able to demonstrate that you have an understanding of the concepts of crime and deviance within the media, and the ability to engage critically with debates and developments within this controversial sphere of criminological theory and public policy. You should also be able to undertake a content analysis and show that you can apply appropriate context and theory to set questions on crime, media and associated policy.

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    • This module will enable students to contextualise criminology's past and present engagement with diversity and discrimination. The relationship between crime and discriminatory processes will be explored within different contexts such as within the law, prisons and cultural practices (eg FGM).  The responses of the criminal justice process to diversity will also be discussed and evaluated with regard to institutional racism and domestic abuse. In addition, students will critique the gendered social construction of the categories of ‘offender' and ‘victim', this will be further challenged by the exploration of female membership and affiliation with criminal gangs and their perpetration of crimes, and male victims of sexual violation.

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    • This module considers what is understood by the term youth, as a social category and life stage, and explores young people's lived experiences. As such, it examines the history of youth culture and subcultures and styles, and critically considers the notion of ‘problem' youth and societal responses to this including intervention and multi-agency working. Bringing together sociological, criminological and cultural studies theory from Level 4, the module considers youth from both an individual and structural view point. We will also look at how we have come to deal with young offenders in the youth justice system and considers the contradictory messages about welfare, diversionary measures, human rights, punitive justice, managerial and crime prevention discourses and strategies.

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    • MODULE SUMMARY (INDICATIVE)

      What kind of criminologist are you? How does this relate to the kind of research that you want to conduct? This module will focus on exploring different ways of approaching criminology, ranging from ‘interventionist' criminology to critical criminology, left realism and theoretical research. We will assess how these different approaches relate to different kinds of criminological method. We will build on your existing research skills, developed at level 4, by extending your academic engagement with methods and particularly the distinct kinds of data that they produce. You will be asked to reflect critically on a particular criminological theme, then you will be guided through producing a short piece of empirical research that tests one of the methods you have studied in an area of your own interest. Finally, this module will act as a bridge to level 6 by helping you to produce a research proposal for your final year dissertation. This will enable you to start thinking about and reading for your dissertation over the summer. Ultimately, on completion of this module you will have developed core research and employability skills around research methods, their implications and application, and will have demonstrated the ability to plan, design and conduct a piece of independent research.

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    • The module aims to develop your ability to apply economic analysis to a range of contemporary economic problems and policies.

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    • Through TV, newspapers, and other forms of media we are continually told that we live in a fast-moving globalised world. Yet whilst ‘globalisation' is now a common term, what it entails and how it affects our lives is often more difficult to discern.

      Focusing on the social, cultural, political and economic aspects of globalisation, this module exposes the different dimensions and implications of global social change. Opening with a critical examination of the meaning and competing definitions of globalisation, it moves on to examine: processes and theories of uneven global development, international inequality, the evolution and changing face of global capital, the significance of global environmental risk, the creation of global cultures and the transformation of local culture, migration and transculturalism, the rise of global cities and the urban experience, and the significance of global networks.

      Although not a pre-requisite, this module is also a good preparation for students wishing to study Migration and Social Transformation (SO6022) in level 6. The module will help to prepare students for a variety of professions in which knowledge and understanding of international and global social processes is relevant.

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    • This module focuses on historical and theoretical conceptualisations and methodological approaches to researching ‘race' and ethnicity in contemporary society. Key questions that are interrogated on the module are: In what ways do the researcher and participants' racial and ethnic identities impact on the research process? In what ways are race and ethnicity shaped, and in turn shape, the experiences of class, gender, sexuality and religion? How do they intersect with other forms of social difference to affect relations of power and privilege? What are the ethical dilemmas of doing such research? How are different social contexts shaped by, and shape, race and ethnicity? What are the ways in which individuals, groups and communities challenge racism in order to raise awareness and contribute to social change? Throughout the module students will work to expand their critical thinking and research skills, make meaningful connections between theoretical concepts and lived experience, and to better understand how experiences of race and ethnicity interact with broader social structures.

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Year 3 (Level 6)

  • This module is the 'capstone' module for all half-field Politics, International Relations or Human Rights students. Working in small groups, students will be provided with the skills and support necessary to embark upon, complete and present a final year research project. The initial focus of the module will be on small groups of students working to familiarise themselves with an area of staff research expertise, under close supervision of that subject matter expert. This will be made possible through the establishment of a range of staff-led, research-orientated 'reading groups', to which students will sign up. During the first half of the module, students will also receive training in project design and implementation, to complement and consolidate the research methods training received at Levels 4 and 5. The research skills and foundational subject knowledge acquired in the first part of the module will allow students to embark upon their own research project as the year progresses. Individual projects will reflect student interests and desired focus, but will remain embedded within one of the areas of Politics, International Relations and/or Human Rights offered by staff as an initial 'reading group'. The student-led research projects will be presented at the end of the year in an undergraduate academic conference: Themes and Issues in Politics, International Relations and Human Rights.

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  • The aim of the module is to introduce students to relevant issues within the realm of globalisation, terrorism and international crime: eg. terrorism, environmental crime, piracy, human trafficking, criminal networks, cybercrime. It will enable students to develop a detailed comprehension of the complexity of these criminogenic experiences.

    In the first part of the course, the module focuses on terrorism. It will be introducing students to a range of complex historical, political and social factors that have contributed to the articulation of terrorist practices. Students will have a chance to engage in the understanding of the reasons why certain practices emerge, the interaction between terrorist discourses and the media and how international law enforcement bodies work and interact.

    The second part of the module will present a critical overview of different organised and transnational crimes. Students will be offered a chance to explore the articulation, social control and impact of organised criminal behaviour at an international level. Students will understand the links between terrorist practices and other organised crime (eg. cybercrime or trafficking of humans).

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  • Available options will vary each year depending on staff specialism.

    • This module will be examining some deeply troubling events in recent history and politics and the various ethical, legal and political responses that they have generated. It has been argued that the Holocaust was a critical turning point, a catastrophe which required a fundamental ethical, legal and political rethinking of how the rights of human beings could be protected when states in the modern world engage in the systematic attempt to murder large numbers of people, including many of their own citizens. The module begins with reflections on the Nazi attempt to eliminate a whole group of people (the Jews) and to murder and enslave millions of others. It then considers a range of responses, including the Nuremberg trials, the Genocide Convention, and the Universal Declaration of Human Rights. It examines a number of cases of genocide and crimes against humanity that have nevertheless occurred subsequently. It evaluates the repeated failure for decades to halt or prevent these crimes and then considers the rethinking caused by the genocides in Yugoslavia and Rwanda, and the setting up of ad hoc tribunals and an International Criminal Court to prosecute perpetrators and provide justice to victims. It concludes with reflections on how much progress has been made in protecting citizens in a world of sovereign nation states and what forms of justice can work after such crimes have been committed. These are highly contested questions and the module is designed to encourage the critical analysis and evaluation of a wide range of arguments that have been put forward from a variety of perspectives.

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    • This module takes a critical look at the concepts of crime, power and class in the contemporary world, and the impact of ‘crimes of the powerful' on the struggle for human rights and social justice.

      The gaze of many political scientists and criminologists tends to be focused firmly ‘downwards', towards analysing the misdemeanours of the poor, the dispossessed, the underclass

      This module, in contrast, will focus ‘upwards', in an attempt to understand and explain deviant actions by states, corporations, and the ruling class more broadly. Through the use of case studies, presented by the teaching team but also generated by students, we will examine issues such as war crimes, torture, corruption, global supply chains, police abuses, and state terrorism. 

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    • Conceptions of self and other are deeply embedded in violent conflict, an activity which typically results in the most egregious violations of human rights.  Highly polarised identities often sit uneasily with a universal humanity.  Based on the broad theme of the universal versus the particular, this module explores the interaction between identity, violent conflict and the abuse of human rights.  It provides students with the opportunity to consider how protracted conflicts may be better resolved more effectively and human rights better protected.  The module blends theoretical discussion of political violence with an analysis of recent conflicts and the legal and institutional mechanisms which have emerged to reduce their detrimental impact on human rights.

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    • This module will focus upon ways in which the arts have intersected with ever changing political, social and historical circumstances. The arts are both influenced by and, ultimately, inseparable from the social and political context, cultural traditions and institutional frameworks within which they are created. As such, understanding and critiquing the standpoints and desires of those artists and groups involved in an engaged and political art practice, as well as their relationships to others within their specific world historical conditions, will form a central plank of the module. Mindful of working towards an inclusive curriculum, we cover a broad spectrum of material in terms of geographic locations, artistic genres and cultural and political approaches, illustrating key demands articulated by movements for liberation e.g. Socialist, radical, anti-colonial, post-colonial, anti-war, Black, feminist, Queer or intersections thereof. We combine this focus upon radical (re-) interpretations of problems of social injustice with the evolution of new approaches to artistic practice and their relationship to the formulation of collective identities. Therefore, students will be introduced to a range of applicable critical and social theory in order to broaden and deepen our understanding.

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    • Culture and politics are often taken for granted; we tend to assume we know what they are. However, when it comes to defining either culture or politics, much uncertainty arises. Does culture mean a collection of artefacts or a ‘web of meaning' as anthropologists would put it? Is culture part of a superstructure or part and parcel of hegemony? Is it part of structure which constrains human behaviour? What is politics? If the personal is political as feminists have claimed, is everything and anything politics? Is the distinction between the public and private no longer tenable? What is the relationship between culture and politics? Is there any? Is culture driving politics or the other way round? And where is identity situated in this relationship? The module explores these fundamental questions using identity politics as an overall framework.

      Identity politics is an umbrella term that refers to a type of politics which does not appear to be class based, such as environmental politics or the LGBT movement. While the traditional political parties are generally losing their members, these often single-issue based movements attract more participants, thus facilitating political participation of a different form. The central contention in the idea of identity politics is that the focus of politics has shifted from industrial values to post-industrial values (Inglehart), and that we are witnessing the rise and development of new types of politics in which identity and culture play as major a role as class position, if not a more important one. This is a contestable claim which deserves careful examination. For instance, is the idea of identity politics a form of ideology in the Marxist sense?

      The module use the idea of identity politics as a starting point to investigate culture and identity in today's politics through thematic studies and case studies.

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    • Cold War, Hot War examines various events in the Middle East from past to present and will provide a comprehensive outlook on a troubled area.

      It begins by studying the historical foundations in the region and then explores the impact of the Cold War on the region through case studies such as the Eisenhower Doctrine; the Baghdad Pact, the Suez Crisis and the 1973 war. All this would be assessed against the wider framework of nationalism and regional politics from the early 1950s to the collapse of the USSR in 1990s. Using primary documents we will then assess the consequences of the end of the Cold War on the current crisis and the rise of religiopolitics. The theme of nationalism and leadership will be further explored during the second half of the module, focusing on a number of case studies (Egypt, Syria, Jordan and Israel) their ‘hot wars', foreign policy and current upheavals and challenges.

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    • The module studies the role played by race in all aspects of the criminal justice systems in the United States and United Kingdom. It takes as its point of departure Professor Paul Gilroy's 1993 concept of the ‘Black Atlantic' as a cultural-political ‘space of hybridity' involving Africa, America, Britain and the Caribbean, and we use that concept to examine the extent to which crime and the criminal justice system have been politicised.

      The module concerns itself with the shifting politics of race within the criminal justice system. Among other topics, it explores historical representations of race and crime; press and media depictions of black male offenders; racial profiling and the ‘othering' of female offenders; and the commodification of prison that has led to the United States having the highest incarceration rates in the world.

      Other focal areas include racial disparities within the criminal justice system, the politics of punishment and sentencing, and empirical, theoretical, practical and policy issues. The module addresses issues of representation, the production of knowledge, the historical contexualisation of minority experiences in theoretical perspectives, and the ethical duties of criminologists working within minority experiences.

      The module includes a field trip to Bristol to explore the history of immigration and emigration as it relates to crime. 

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    • This is a level 6 optional module that draws upon both criminological and sociological debates and knowledges.

      Students will learn by observing and undertaking work-based practice. The principle underlying this module is that worksites are important contexts for students to test, validate, expand upon, supplement and enrich their academic learning.

      The module requires students to undertake a minimum of 40 hours of fieldwork in an organisational setting. The form that the fieldwork will take will depend upon the type of placement secured, but, typically it may involve interning, shadowing or volunteering in subject relevant placements (for example across social justice, criminal justice/crime prevention, welfare and support fields).

      Whilst in their placements students are encouraged to think about the social aspects of organisations and working life, including their structural forms, interpersonal relationships and their practices. Students will be supported in securing their placement at level 5 in preparation for the commencement of the module at level 6.

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    • This module will introduce the economic structure of developing countries, the specific challenges they face and their position in world economy today. It is an optional module for all Economics full-fields and Applied Economics. It should intrest all students who wish to acquire a good background in issues of growth and development in lower income countries and their significance for world economy.

      The will start by introducing theories of economic development amd measurement issues. It will examine some problems affecting all or groups of these countries, such as population growth, poverty, environment, income distribution, structural adjustment and volatile capital flows. It will also deal with policy issues specific to developing countries

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    • This research-led module explores the rise and impact of the Extreme Right in the 20th and early 21st centuries in Britain and in three other countries in Western Europe (namely France, Germany and Italy). It adopts a historical and comparative approach, and focuses on fascist, populist and authoritarian ideas, parties and movements in Britain and across Europe, and the challenges these posed for the liberal democratic state and its main institutions. The relationship between democracy and dictatorship proved to be a major source of controversy and change in the 20th century, and the question of how the liberal state 'managed' (or mis-managed and succumbed to) the threat from the Extreme Right has been a major theme in the historiography in recent years. In fact, such issues remain very prominent today. The first half of the course thus describes and analyses the historical developments, main patterns and key controversies engendered by these events and challenges in the interwar period. The second half of the course explores the extent to which these historical developments and the associated challenges were possibly replicated in the post-1945 period, especially with the more recent resurgence of the extreme Right across Britain and Europe in the early 21st century. 

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    • Many social theorists argue that the prospect of ‘endless war' will be an abiding feature of the 21st century. Terms such as ‘securitisation' and ‘militarisation' are increasingly used to describe the condition of contemporary societies, whether or not their armed forces are engaged in combat and/or ‘peacekeeping' roles in other parts of the world. As the lines between ‘war' and ‘peace' become increasingly blurred through the idea of the ‘war on terror' and so-called ‘hybrid' wars, the impact of past and present wars on our social imaginaries can often remain hidden or unexamined in the study of key sociological and criminological themes.

      This module aims to encourage students to develop a critical awareness of the ways in which war, militarism and militarisation influence contemporary social relations and culture.  Taking the UK as a primary case study in a variety of comparative contexts, this module will explore the effects of war in shaping nationhood, identity, class, gender, race, culture and citizenship in postcolonial European societies. The focus will be largely on civil societies and noncombatants although the political, social and cultural aspects of military institutions will be a significant component.

      While the module will be based within a sociological and criminological framework, a variety of disciplinary and methodological approaches will be used, including cultural history, social policy, visual analysis, media studies, gender studies, postcolonial studies and citizenship studies.

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    • Global migration has intensified rapidly since 1960, with the UNPD estimating an increase from 80 to 210 million by 2009. It has become a contentious political topic with far-reaching consequences for contemporary societies, and arguably for established sociological paradigms (e.g. methodological nationalism).

      The module will equip students to understand and investigate in depth the social dynamics of migration and its consequences, and enable them to offer informed and critical comment on contemporary debates (e.g. media coverage of migration, on the economics of migration, and on migration's consequences for social solidarity).

      It offers students the opportunity to build on interests and skills developed at Level 5 (e.g. in International Perspectives and Sociological Approaches), and broadens the department's offering at Level 6 to a new area of contemporary social relevance.

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    • Module Summary

      This module provides students with an opportunity to develop their own sociological specialism by conducting an extended and in-depth study on a topic of their choosing. Students will be tutored in the skills necessary to successfully complete a final year dissertation and will work with a staff supervisor to develop a critical understanding of their research topic. These skills, involving an ability to organise and plan work effectively and autonomously will enhance their employability.

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You will have the opportunity to study a foreign language, free of charge, during your time at the University on a not-for-credit basis as part of the Kingston Language Scheme. Options currently include: Arabic, French, German, Italian, Japanese, Mandarin, Portuguese, Russian and Spanish.

Most of our undergraduate courses support studying or working abroad through the University's Study Abroad or Erasmus programme.

Find out more about where you can study abroad:

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*5p per minute from a BT landline. Call charges from other providers may vary.

Location

This course is taught at Penrhyn Road

View Penrhyn Road on our Google Maps
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