Level 4 2011-12

Dr Martin King, Clive McGoun

and Dr Claire Worley

Department of Social Work &

Social Change, Faculty of Health,

Psychology & Social Care

Identities: Gender and Ethnicity

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Hello and welcome to the Identities unit. Please take the time to go through the

information here as it contains useful material. We hope that you enjoy the unit!

Teaching team

The unit will be delivered by the following members of the Department for Social Work and Social

Change:

Dr Martin King - Principal Lecturer 0161 2472541 m.king@mmu.ac.uk

Clive McGoun - Senior Lecturer 0161 c.mcgoun@mmu.ac.uk

Dr Claire Worley - Senior Lecturer 0161 2472146 c.worley@mmu.ac.uk

Location and Time

The unit will be delivered on Tuesday mornings between 10 and 1 on the Didsbury campus at

MMU. Room details to follow.

E-learning

We will be using Moodle, the university’s e-learning site, to facilitate your learning. The moodle

webpages will contain information about the unit, suggestions for reading, announcements about

the unit, web links and attachments, as well as discussion forums which will be linked to the unit.

Unit overview

The unit examines the ways in which identity is constructed, re-constructed and communicated,

with a particular focus on aspects of gender and ethnicity. The curriculum is guided by the following

questions and issues: what is identity; where does a sense of identity and belonging come from; the

relationship between individual and social identities; uncertainty and diversity in the construction

and maintenance of social and cultural identities; a critical understanding of the formation of ethnic

and gendered identities; an exploration of the social and political impact of the same and;

understanding the role of the mass media in the construction and representation of ethnic and

gendered identities.

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Learning outcomes

On completion of the unit, the students will be able to:

1. Demonstrate an understanding of the concepts of identity and belonging 2. Critically examine the relationship between individual, social and cultural identities 3. Identify the ways in which ethnic and gendered identities are formed and maintained 4. Contextualise debates around ethnicity and gender in relation to media constructions and

representations. 5. Effectively demonstrate the cognitive and key transferable skills appropriate to Level 4 of the

programme (see Part One of the Definitive Document).

Teaching and Learning Strategy

The unit will be taught through a combination of lectures, seminars and tutorials, every Tuesday

morning during term time. The sessions will be student centered and a wide variety of approaches

will be used in order to encourage and involve you, for example: small group discussions of set

reading; shared group research and presentations; viewing and discussing video and DVD extracts;

guest speakers, debates; small and large group discussions of controversial issues. You will be given

support and advice about researching and planning your assessments in the seminars, as well as

feedback. Students will also have the opportunity to individual and group tutorials throughout the

unit.

In order for you to successfully engage with the unit and meet the learning outcomes, you are

required to complete specific tasks prior to your seminars. This is likely to include reading and

analysing key texts, participating in online discussions, and undertaking reading and writing tasks. In

addition to the work undertaken in preparation for seminar sessions, students are expected to

undertake additional independent study related to the unit. We will provide guidance and direction

for this in lectures and seminars.

Teaching schedule

Date

Topic Lecturer

18/10/2011 Introducing identity Clive McGoun

25/10/2011

Identity in the Mirror Clive McGoun

01/11/2011

Identity as Performance (1) Clive McGoun

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08/11/2011 Identity as Performance (2) Clive McGoun

15/11/2011 Writing for the Social Sciences - Formative Essay

Clive McGoun

22/11/2011

Identity as Story Clive McGoun

29/11/2011

Identity and the Unconscious Clive McGoun

06/12/2011

Postmodern Selves (1) Clive McGoun

13/12/2011

Postmodern Selves (2) Clive McGoun

Winter break

10/01/2012

Tutorials Martin King and Clive McGoun

17/01/2012

Case study 1: Who are we? Britishness (1)

Claire Worley

24/01/2012

Case study 1: Who are we? Britishness (2) Martin King

31/01/2012

Case study 2: Health and Social Care (1) Martin King

07/02/2012

Case study 2: Health and Social Care (2) Claire Worley

14/02/2012

Case study 3: Representation (1) Martin King

21/02/2012 Case study 3: Representation (2) Martin King

28/02/2012

Case study 4: Families (1) Claire Worley

06/03/2012

Case study 4: Families (2) Claire Worley

13/03/2012 Case study 5: Equalities (1)

Martin King

20/03/2012 Case study 5: Equalities (2)

Claire Worley

Spring Break

17/04/2012 Revisiting theory

Martin King

24/04/2012 Applying theory

Claire Worley

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01/05/2012 Applying theory

Martin King

08/05/2012 Assignment Support Tutorials

Claire Worley

15/05/2012 Assignment Support Tutorials

Martin King

Assessment

The assessment will consist of two parts; further guidance will be given in the lectures:

Part 1: Essay (50%) 2,000 words (Learning outcomes 1, 2 and 5)

An essay demonstrating a critical understanding of the key theoretical concepts of the unit.

ESSAY HAND IN DATE: Friday 27th January 2012

Part 2: Portfolio (50%) (Learning outcomes 3, 4 and 5)

A case study exploring the ways in which gender and ethnic identities are constructed and

represented in the mass media.

PORTFOLIO HAND IN DATE: Friday 18TH May 2012

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Assessment Criteria

An approach to defining levels

Table A Learner performance levels

Level Features Criteria to be met

1 Encompasses fundamental knowledge and skills appropriate to the topic. Involves the demonstration of understanding, the ability to outline and discuss, select relevant information and summarise arguments.

Criteria 1 to 6 in Table B.

2 Involves the study of theory and its practical application at greater depth and breadth. This is achieved by an extension of knowledge and skills through the use of appropriate conceptual frameworks and research findings. This level is epitomised by synthesis and holistic understanding in addition to the features required at Level 1. Students will be able to contextualise data and explain relationships between bodies of knowledge.

Criteria 1 to 8 in Table B.

3 This level encompasses all the Level 1 and 2 attributes but is further characterised by critical evaluation and critical thinking in a particular topic area. Students will be able to explain and critique arguments and justify conclusions.

All ten of the criteria in Table B.

Table B Assessment criteria for written academic work

1 There should be a clear focus on the topic of the assignment, beginning with an outline of the approach taken and an indication of the context.

2 Relevant theory and related knowledge should be included.

3 Information should be supported from published sources and referenced correctly.

4 Knowledge should be applied appropriately to the topic under discussion.

5 The line of argument/discussion should be coherent and the assignment concluded appropriately.

6 There should be evidence of appropriate and up-to-date reading to support the arguments/discussion in breadth and depth.

7 There should be awareness of the wider issues/implications of the assignment reflected in the assignment.

8 There should be evidence of an analytical/problem-solving approach to the assignment.

9 There should be critical evaluation of the ideas and material which includes independent comment.

10 Synthesis/innovative thinking should be a feature of the assignment.

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An approach to defining levels: Level descriptors

Grade Level 4 Level 5 Level 6

1st

70 - 100

Capacity to explain inter-relationships between concepts and application in practice. Recalls knowledge from many sources. Accurate referencing.

Capacity to apply concepts in novel inter-relationships. Demonstrates depth of reading. Well referenced.

Capacity to synthesise new ideas. Justifies argument based on an extensive range of literature. Well referenced.

2.1

60 - 69

Capable of relating a concept to one or more sub concepts and of applying insights to theory and its practical application. Accurate referencing.

Accuracy in explanation of concepts and their inter-relationships. Accuracy in reflection on arguments advanced. Well referenced.

Capacity to evaluate and reframe arguments. Capacity to reflect on and to apply new insights to topic under discussion. Well referenced.

2.2

50 - 59

Able to discuss and compare concepts and their application to theory.

Evidence of referencing.

Capacity to relate concepts and explore inter-relationships. Capacity to apply problem solving to topic under discussion. Evidence of referencing.

Capacity to analyse concepts and reframe arguments and to apply insights. Critique of arguments under discussion needs strengthening. Evidence of referencing.

3rd

40-49

Accurate recall of facts. Demonstrated observation, communication and reporting skills. Evidence of referencing.

Largely descriptive discussion of concepts. Competence in understanding research findings. Evidence of referencing.

Largely explanatory treatment of concepts. Critique of arguments or justification of conclusions needs strengthening. Evidence of referencing.

R

39 and below

Recall or application of facts applied to topic area needs strengthening. Self expression and referencing need further work.

Accurate recall but discussion of concepts needs strengthening. Further development of arguments need. Referencing needs further work.

Largely descriptive. Arguments need greater accuracy and development. Critique and application of theory to practice needs further work.

Before submitting assessment work you should consider the following

Presentation, grammar and referencing

Use relevant reading

Presentation of logical balanced argument pertinent to the question

Discussion rather than description

Clear appropriate introduction and conclusion

Submission of coursework

When submitting your essay, YOU MUST adhere to the Faculty procedures for the submission of essay.

Please refer to the online programme handbook for the current guidance.

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Essential reading list

Recommended for purchase: Woodward, K. (ed) Questioning Identity: Gender Class, Ethnicity, 2nd

edition, London, Routledge.

Set reading will be suggested each week. In addition, the following sources are useful.:

Barker, C. (1999). Television, Globalisation and Cultural Identities. Milton Keynes, Open University Press. Du Gay, P., J. Evans, et al. Eds. (2000). Identity: A Reader. London, Sage/OUP. Bauman, Z. (2004). Identity: Conversations with Benedetto Vecchi. Cambridge, Polity. Gauntlett, D. (2002). Media, Gender and Identity. London, Routledge. Hall, S. and P. du Guy, Eds. (1996). Questions of Cultural Identity. London, Sage. Weedon, C. (2004). Identity and Culture: Narratives of Difference and Belonging. Maidenhead, Open University Press. Woodward, K., Ed. (1997). Identity and Difference. London, Sage. Walby, S. (1997) Gender Transformations London: Routledge. Brah, A. et al. (2003) Thinking Identities: Ethnicity Racism and Culture London: Macmillan.

Examples of journals

Ethnic and Racial Studies Ethnicities The Journal of Gender Studies Feminist Review Men and Masculinities

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Learning Support and Student Services

The Faculty’s Student Support Officer offers advice and support in relation to academic (or

personal) problems. The service includes study skills, assignment planning, referencing, signposting

to other university services etc.

In addition, Zinnia Mitchell-Smith and Helen Ogilive provide specific support aimed at students on

the BA (Hons) social Care degree.