Explore the complexity of contemporary media and culture with Kent’s Cultural Studies and Media with Journalism degree. Learn to question how information is interpreted and reacted to in our global society
Our combined subject degree offers an academically rigorous approach to the study of mediated cultural forms, practices and technologies and their vital social, political and economic implications alongside journalism skills. We examine a range of areas, from digital media and journalism, to the creative and cultural industries, to social identities and subcultures. In addition, you are introduced to some basic journalism skills like reporting and feature writing that position you well for a variety of careers in the media sector and beyond.
At Kent, Cultural Studies and Media is part of the School of Social Policy, Sociology and Social Research so you benefit from a large choice of specialist modules on race, social change, criminal justice or disability and the arts. You are taught by leading academics and have the opportunity to choose modules from a wide range of subject areas.
Our journalism modules are taught by working professionals in print, digital, radio and television journalism.
You begin with modules that offer an introduction to journalism skills and provide an overview of different cultural and sociological theories that address ‘culture’, ‘media’ and ‘society’ as part of a broader global and historical context. Your journalism skills are developed further in your second year.
You also learn how to conduct and apply qualitative sociological research that explores mass media and advertising; digital media technologies; news and journalism; television and film, to name a few.
In your final year of study, there is an option to take a dissertation module on a subject of your choice, which allows you to focus in detail on an area you are particularly passionate about.
Approximately 70% of the modules you take are from the discipline of Cultural Studies and Media with the remaining 30% of modules from Journalism.
The programme is entirely taught at the Canterbury campus, but you may select to study optional modules taught at the Centre for Journalism on the Medway campus. The Centre for Journalism offers a full range of editorial resources including audio and video editing, cameras and autocues, wire feeds from the Press Association, and video feeds from Reuters World News. We offer a free shuttle service between the campuses during term time to ease your commute.
You have access to a wide range of topical journals and books through our libraries at both Canterbury and Medway.
At the Kent Student Media Centre we provide excellent studio facilities and an editing suite. You may use these together with your peers to create your own digital, television or print media content and gain some useful professional skills along the way. You may even want to join Kent’s newspaper InQuire or our student television station KTV. There are also a number of student-led societies relating to your interests such as:
There are events available throughout the year for students from the School of Social Policy, Sociology and Social Research. These may include:
The Centre of Journalism also offers a variety of events that include socials, seminars and masterclasses and they have previously hosted:
Please also see our general entry requirements.
BBB
5 GCSEs grade C or above.
The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis.
If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.
Distinction, Distinction, Merit in Health and Social Care or Public Services.
34 points overall or 15 points at HL
Pass all components of the University of Kent International Foundation Programme with a 60% overall average.
International students should visit our International Student website for further specific information. International fee-paying students who require a Student visa cannot study part-time due to visa restrictions.
Please see our English language entry requirements web page.
If you need to improve your English language standard as a condition of your offer, you can attend one of our pre-sessional courses in English for Academic Purposes before starting your degree programme. You attend these courses before starting your degree programme.
Duration: 3 years full-time, 6 years part-time
The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.
On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘elective’ modules from other programmes so you can customise your programme and explore other subjects that interest you.
What is news? What sources are trustworthy? Writing news reports – who, what, when and why and the inverted pyramid. Distinguishing between comment, conjecture and fact. Understanding how news organisations are structured.
Spin, PR and the news factory: How the news industry is being re-shaped, the spread of misinformation, and the importance of fact-checking. Introduction to journalism ethics and the code of practice. Objectivity, balance and bias. Understanding campaigns and committed journalism. Public interest v. interests of the public. The future of journalism: social media, citizen journalism, and the state of the industry.
This module introduces students to discussions and debates surrounding modern culture. It looks at why culture has always been such a contested sphere and has a decisive impact on society at large. Students will look at culture in the widest sense, ranging from 'the arts' to the banalities of everyday life in our consumer society; at how culture has expressed and organised the way people think and live from the days of 'protestantism' to those of post-punk. Books, magazines, radio, TV, movies, cartoons, fashion, graffiti, the cult of celebrity, youth subcultures and pop music will be used to understand class, history, sexuality, colonialism, revolution, conflict and globalisation.
Contemporary culture is 'now-time' culture, but when did 'now' begin - and will it be over before the course starts? This module focuses on analysing contemporary culture and media and aims to demonstrate the range of possible interpretations that mediated culture can be open to. It raises questions about how culture can be viewed from aesthetic, political, ethical and economic perspectives. What is culture really for? Is it product or a process? Who owns it? Is it for fun or is it deadly serious? In order to think through contemporary issues such as gender relations, sexuality, multiculturalism and otherness, and what they might imply about our changing perceptions of space, place, and belonging, we'll be taking a case study approach to a range of cultural products and objects, media and institutions, and post-modern practices of communication. This module aims to understand the transformation of culture and media and everyday life we are living through and the way it changes who we are.
The course introduces students to the language of film, from aspects of mise-en-scène (setting, performance, costumes, props, lighting, frame composition) to framing (camera movement, shot scale, lenses), sound (fidelity, volume, timbre) and editing (from requirements for spatial orientation through matches on action, eyeline matches and shot-reverse-shot structures to temporal manipulations through ellipsis and montage). The study of these elements enables students to understand the spatial and temporal construction of films, as well as the stylistic, expressive and/or dramatic functions of specific strategies.
This module provides an overview of the British political system, focusing on recent political and constitutional developments. It will investigate topics such as the roles of Parliament, the Prime Minister and Cabinet, political parties, and the electoral system. It will assess key issues facing democratic government and institutions within the UK, analysing for example the role of Europe, the challenges posed by devolution, the Treasury and the National Health Service. There will also be discussion of contemporary political behaviour, including the issue of political participation.
This module introduces students to historical and contemporary issues in journalism, including fourth estate theory and the role of journalists in representative democracies. It uses case studies of key developments in the media to introduce students to core research and writing skills for undergraduates, giving them a toolkit for critical study of media and journalism. The module develops skills which will be used in later academic work and extended projects throughout the programme.
This module introduces students to the key elements of the British political system. That system has undergone a number of important changes in recent years, and the module enhances students' understanding of what these changes consist of, why they have taken place and what their implications are. Focusing on changes in the power to shape and make policy decisions, the module explores the shifting role of key actors such as the legislature and media, and at the exercise of policy authority at the sub-national, national and international levels. The module also considers changes in the relationship between citizens and political authorities, and particularly on shifting patterns of individual engagement with politics. Throughout, the module is designed to enhance students' critical skills in being able to analyse changes in policy authority within a political system.
The module aims to develop the understanding of the policy making process and the role of the different actors within the wider context of the tools and limits of the ability of the UK national government to influence behaviour. It has a particular focus on processes of social control as they relate to social policy. Learning will be centred around two main tasks:
i. Understanding the links between social policy and the regulation of behaviour e.g. the uses and outcomes of incentives, sanctions and educative communication to promote behavioural changes sought by policy makers.
ii. Taking topical examples of policy issues, contextualised analysis of the policy making process, its 'stages', key actors and institutions will be used to explore how and why particular policy options emerge and evolve. A central concern will be to help students understand the nature of support and opposition for particular policy proposals and the implications for developing alternative policies.
Crime is a major social and political issue and the source of much academic and popular debate. Key criminological issues will be examined during the course of the module within their wider sociological and social policy context. There will be a particular focus on understanding the nature and extent of crime and victimisation, analysing public and media perceptions of crime, and exploring the relationship between key social divisions (age, gender and ethnicity) and patterns of offending and victimisation.
This course is designed to provide students with an introduction to the ways sociologists attempt to document and explain the social experience of everyday life. Each week the category of 'social experience' is held up for analytical scrutiny in relation to a particular component of ‘everyday life’. The course aims to illustrate the value of sociology for helping individuals to better understand the contents and conditions of their social experience of the world. It also aims to document the ways in which sociological theories and methods have developed in correspondence with the evolution of modern societies. The curriculum will include topics such as: Sex, Gender and Sexuality, Racial and Ethnic Identities, Risk and Society, Crime and Deviance, Health, Media, Religion or Family.
Sociology is the study of human societies. It is a discipline committed to the attempt to map out and explain the constitution of society. It also aims to attend to and explain the distinctive character of people's social experience of the world. Sociologists operate from the premise that, by working to explain human characteristics and behaviours in social terms and as relative products of society, they stand to offer insights into some of the major forces that determine our thoughts and behaviours. They work under the conviction that human beings are fundamentally social beings and are products of distinct forms of society. This course is designed to provide you with a basic introduction to Sociology. A particular focus is brought to how sociologists venture to understand the social structures and determinant social forces that shape our living conditions and life chances. It also outlines some of the ways in which such matters are addressed as problems for sociological theory and empirical sociological research.
The curriculum will include topics such as:
What is Sociology?
Theories and Theorizing
Methods and Research
Cities and Communities
The State, Social Policy and Control
Globalization
Work, Employment and Leisure
Inequality, Poverty and Wealth
Stratification, Class and Status
This module is designed to help students understand and critique the numbers and research they encounter in their everyday lives. The first half of the course focuses on teaching the knowledge and skills need to critically evaluate factual quantitative claims. Each lecture uses example quantitative claims, largely drawn from the news media, to teach a particular quantitative skill. For example, highlighting a statistic based on a biased sample to teach students the principles of sampling. The seminars build on the content of the lectures and aim to teach students the practical, computer-based skills needed to evaluate quantitative claims.
The second half of the module is based around students conducting their own research, and also brings in qualitative skills element. Students apply the critical and quantitative skills they have learned to conducting their own mixed-methods project.
You have the opportunity to select elective modules in this stage.
Develop a deeper understanding of how feature writers tailor content to suit defined readerships and publications. How and why opinion is used by journalists in a range of articles, including reviews and columns. How defamation law and the Editors' Code of Practice guide the use of opinion in features. How journalists create distinctive, compelling narratives in columns, reviews and travel pieces including the selection of angles and use of language. The importance of photography and other visual elements as storytelling tools. Writing styles of notable feature writers and interviewers. How the internet has changed the output of reviewers and columnists. Research tools used by feature writers. Carrying out original research.
The difference between news stories and features. A range of different feature styles including news reactive features, interviews, reviews and columns. A range of UK and international publications. Understanding how features are targeted at different readerships, and the range of styles employed by feature writers. Writing styles of notable feature writers. The tradition of feature and non-fiction writing in the UK and America and analysing the styles of key writers. Research tools used by feature writers and carrying out original research. How feature writers respond to the news agenda to develop timely, original and compelling articles. How to pitch feature ideas to editors.
Indicative topics are:
• The impact of social research upon both social theory and policy-making.
• The primary epistemological and ontological debates and how these affect the research question, method and design.
• The steps in designing a qualitative research project and criteria for assessing its quality as applied to positivist as well critical theorist approaches.
• Ethical considerations in social research and the process of ethical clearance within the University.
• The use of sampling techniques in qualitative research, the main problems with establishing valid samples and how different sampling approaches can undermine the validity of the research findings.
• The variety of qualitative research techniques available to social scientists and their relative advantages and disadvantages in understanding the social world. These include interviewing, visual, comparative/historical, and discourse analytic approaches.
This module introduces and applies ideas in critical, cultural and communications theory to debates and issues surrounding media and popular culture, focusing on such themes as cultural elitism, power and control, the formation of identities, the politics of representation, and the cultural circuit of production and consumption. It investigates the relationship between the development of contemporary society and societal values and the changing technological basis of mediated culture.
This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community.
If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of "teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor.
You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally, you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson.
This module aims to develop standard research skills into a quantitative research skillset that will enable the student to work with data, from working with different types of datasets/variables to analysing this data and presenting it in oral and written form.
Learning will be orientated towards:
• Learning ways to work with and manipulate datasets to make them ready for statistical analysis (i.e. to create tidy data)
• Critically understanding the limitations of simple (OLS) regression, with particular emphasis on endogeneity/confounding and causal heterogeneity;
• Learning a number of advanced methods for investigating the social world through quantitative research (e.g. associative and causal methods). For each method, students will first consider the rationale for the method (its strengths and limitations), and then use the method in hands-on statistical analysis sessions using appropriate statistical software (e.g. R);
• Learning how to communicate and present data and quantitative analysis (e.g. with various types of data visualisations)
This module provides students with an understanding of the concept of social status: how it differs from (and interacts with) other aspects of social stratification, such as power, class, and material circumstances. Students will explore theories for why human beings value social status so highly, and why they often take such dramatic steps to avoid losing it. The module will examine how considering social status concerns helps us to understand a variety of important social phenomena, encompassing health, violence, education, cultural participation, morality, and identity. Students will become familiar with the empirical tools researchers have used to understand the role of status, along with the strengths and weaknesses of different approaches.
The aim of this module is to provide students with a critical understanding of the nature and extent of crime and deviance in contemporary society, and the main ways in which they can be explained and controlled. Focusing upon contemporary sociological theories of crime against a background of the classical ideas within the field, this module will provide undergraduates with an opportunity to engage with the most up-to-date debates in an area of great interest in contemporary society.
Environmental issues have become central matters of public concern and political contention. In this module we shall consider explanations for the rise and social distribution of environmental concern as well as the forms of organisation that have been adopted to address environmental questions, including the emergence of global environmental issues and the responses to them. The development of environmental protest, environmental movements and Green parties are central concerns, but we shall also consider the 'greening' of established political parties and political agenda. Is it realistic to expect the development of a global environmental movement adequate to the task of tackling global environmental problems. The approach is broadly comparative and examples will be taken from Europe (east and west), North America, Australasia and south-east Asia.
This module introduces students to the sociological approach to understanding and critiquing mental health. It begins by outlining historical definitions of mental health; and how policy and practice have changed over time from incarceration in large institutions to present-day community care. Sociological perspectives of mental illness (for example, labelling and social causations of mental ill-health) are considered alongside psychiatric and psychological approaches to treating people with mental illnesses. The module then looks at social inequalities in relation to opportunities to recover, including gender and race, as well as other 'actors'. Please note, as this is not a clinical module material covered will not include in-depth investigations of specific diagnoses of mental illnesses.
The module will be organised around the following themes:
• The history, development and structure of the institutions of the CJS
• Current issues facing the CJS
• Crime, crime control and social exclusion
• Crime prevention and community safety
Within the organisation of the module students will be encouraged to cooperate on issues based around the above themes and to participate verbally within the context of class discussions, group presentation and class debate.
The key focus of this course is to provide students with a good understanding of issues surrounding gender and the labour market in a comparative sociological perspective. The course is designed around the core research questions in the gender inequality literature in relation to work-life balance in the context of family, company, the labour market and the welfare states. The module starts off examining the key questions of whether there is a gender wage gap and each week discusses the potential explanation of why there is a gender gap, starting with the preference theory – women earn less because they make bad choices in their lives, moving on to more structural problems restricting women's choices. We also examine some of the key methods which gender inequality research has used recently
This module focuses on poverty and inequality and how such social security policies impact upon them. Students will analyse the nature, extent and causes of poverty and inequality, with reference to the UK. The module will make students aware of current issues in welfare reform as it relates to groups vulnerable to poverty including: people who are unemployed; people who are sick or disabled; older people; children; lone parents; people from Black or minority ethnic groups. The module also shows how social security policies encompass different principles of need, rights and entitlement for users of welfare services.
Contraception, abortion, and teenage pregnancy are the subjects of public controversy in Britain. This module takes these aspects of 'reproductive health' as its main examples. We will consider why contraception, abortion and teenage pregnancy became the subject of policy-making, and look at how policy about them has changed over time. Attention will be drawn to areas of debate that are currently particularly controversial, to encourage students to consider the ways in which policy could develop.
TThis module provides a broad introduction to welfare services in modern Britain, with a focus on England. Successful students will improve their understanding of the recent history and current organisation of the following areas of social welfare provision. These include education, health, social care, and housing.
The module starts with a basic mapping and description of key institutions and issues. It then moves on to: The policy-making process: paying for welfare services; social policy implementation by government and professions; assessing the impact of social policies.
The teaching will emphasise debates, arguments and controversies. Students will learn how to put together an argument and persuade others.
This course will provide students with a sociological understanding of the changing and central importance of individualization for contemporary society, situated both in historical and global comparative terms. The fracturing of collective bonds and assumptions and the casting of individuals into a 'life of their own making' is driven by a combination of economic, technological and cultural forces and is becoming apparent across the globe. This has provoked concern with the implications for social order, mental health and even the future of families and populations. The neglected theme of individualization allows us to examine changing social norms, the changing boundaries of private and public, the management of social order and cohesion in increasingly diverse societies and how anxieties concerning these developments may be overstated or misplaced. At the same time, this module will also emphasize the importance of attending to the ethical and practical implications of unchecked individualization in a variety of contexts and through different case studies.
This module aims to get students to think about their place in their social worlds, and in particular the importance of our ethnic and racial backgrounds and identities in shaping this sense of belonging. What is the nature of ethnic ties and membership? How do understanding of ethnic group identity and membership influence our interactions with one another, and structure our opportunities in the wider society? How do our ethnic backgrounds intersect with our gender, religion, and sexuality? These issues are now critical in multi-ethnic societies such as Britain, where our use of ethnic categories and terms are central to societal organization and function, whether in the census or in everyday interactions. But given the dizzying speed with which our societies are become super-diverse, via various forms of migration, and interracial and interethnic unions, the terms and categories we use are much less 'obvious' than they may have been in the past. Membership in ethnic groups themselves is now increasingly contested, and we also question what we mean by terms such as ‘minority’ or ‘BME’.
This module will introduce students to the analysis of health policy focusing on recent policy changes in the UK and identifying the major influences which have shaped these policies. There have been considerable changes in health service policy and health policy in the UK over the last decade involving changes to existing policies and the development of new policy themes. The latter have included the rise and fall of policies aimed at social inequalities and the decline in life expectancy in some areas; the increasing emphasis on 'nudging' lifestyle change and on wellbeing in public health policy; a continued focus on the views and/or the voice of the user and the public and increasing emphasis on democratizing the health service and co-production; the re-emergence of the importance of environmental health policy; the marketisation and privatisation of health care in the context of a reduction in public funding; the introduction of managerialism and the attempts to regulate the medical profession and the effectiveness of priority setting agencies such as NICE with their emphasis on evidence based decision making . This module provides an analysis of these recent policy developments. It is theoretically informed and the approach taken lays emphasis on the interplay of powerful structural interests such as the influence of professional medicine and other occupational groups, the media (including the social media), the pharmaceutical industry, the food industry, commercial health care companies, the State and the socio-political values associated with the government in power, patient’s groups, the third sector and the wider global environment.
The module provides students with an understanding of the contested cultural meanings underpinning crime. Too often criminology is satisfied taking definitions of criminality at face value, when really it means very different things to different people and in different contexts. The module examines how media representations propagate particular perceptions of crime, criminality and justice. It goes on to consider the manner in which those who 'offend' experience and interpret their own behaviour, which may be focused on the attainment of excitement or indeed on attaining their own conception of justice. The module explores these contradictions in a world where crime, control and the media saturate everyday life. In doing so it considers a diverse range of concepts; youth culture, hedonism, hate crime, risk taking, moral panics, the image, emotionality and consumerism. We examine the nature of a late-modern society where criminality inspires great fear and resentment, whilst at the same time it provides imagery which is harnessed to produce entertainment and sell a range of consumer goods. Students will become familiar with cutting edge research and theory in the fields of Cultural Criminology, Visual Criminology, and Media and Crime, placing issues such as music, photography, street gangs, extreme sports, newspapers and nights on the town in new and exciting contexts.
The module introduces students to a range of case studies and topics – both historical and contemporary – that are analysed through the framework of state crime. Beginning with a theoretical introduction to this framework, students will learn to integrate their understanding of state-perpetrated atrocity with a criminological analysis of the nature of state violence, the objectives and driving forces of state crime, the denial of state crime, and the potential avenues for accountability and justice. It will examine not only state crime but examples of resistance to state crime in the form of protest, documentation, legal challenges and artistic and media responses. The module will allow students to understand the potential to resist state crime and the limits of that potential in complex circumstances.
This module will provide students with an understanding of both the art and science of philanthropy (that is 'voluntary action for public good'), culminating with students distributing philanthropic funding to local community causes. Exploring the role of philanthropy in contemporary society, students would be encouraged to critically examine who gives in society and why. We will examine the mechanisms of giving, and how and why philanthropy impacts on all parts of civil society. We explore the economic, social and moral frameworks of giving, debating notions of worthy and unworthy causes, and how social policy shapes philanthropic giving, as well as how philanthropy helps shape and drive social policy. As part of this module students will be facilitated to reflect on and make their own giving decisions, exploring the role of the philanthropist and how to define philanthropic impact. The module concludes with students ‘becoming’ philanthropists, distributing small grants to local organisations and evaluating these giving decisions.
Social care is of central significance in the support of a range of vulnerable adults, forming one of the key services of the welfare state, albeit often with a lower profile than the closely related field of health care. In this module we trace the historic evolution of social care services (including recent processes of deinstitutionalisation and interactions with other welfare services). The role of the state is analysed in relation to the now well established 'mixed economy of welfare' present in social care. We consider in more depth the main groups of service users, namely vulnerable older people, those with mental health problems, physical or learning disabilities and informal carers. Also examined are key issues relating to user participation and empowerment, personalisation and adult protection/safeguarding. These issues are set within wider contexts of inequalities and diversity and UK (devolved) services within comparative context.
This course critically examines the historical role that animals have played in the making of modern society and the current nature of human/nonhuman relations in contemporary cultures. Students will also be introduced to intersections of race/class/gender and species. The final part of the course considers collective action and social policy as it relates to past and present efforts to challenge problematic aspects of human/nonhuman relations.
The course aims to develop an empirically grounded and theoretically engaged understanding of how social experience from the Global South informs, corrects and extends contemporary sociological theorisation and norms of sociological investigation. The module consists of three parts: 1) By putting the Global South and its power struggle in historical context, the module starts with critical examination on the blind spots of our presumed 'global' or ‘cosmopolitan’ social outlook. It problematises the once taken-for-granted universality of Eurocentric norms and discusses what good social research should look like. It also provides in-depth critique on the socio-political limitations of alternative theorisation from the Global South. 2) After establishing a solid historical and conceptual understanding of key debates, this module uses region-specific lectures (e.g. China, India and Africa) to deepen understanding on the Global South’s views on universality and difference, resistance and subversion, national and transnational solidarities. 3) This module concludes with methodological and conceptual reflections on mainstream sociology.
This module will examine the impact of digital technology on our social and cultural lives. It will concentrate on how the Internet in particular has challenged some of our more traditional notions of identity and self, the body, relationships, community, privacy, politics, friendship, war and crime, economics, among others. Lectures will show how some of the basic components of culture such as notions of identity, space, the body, community, and even the very notion of what it is to be human, have been complicated by the rise of virtuality and cyberspace. We will also examine these issues through case study phenomena unique to digital culture, currently including gaming, music, cybersex and social networking
This module will examine the impact of digital technology on our social and cultural lives. It will concentrate on how the Internet in particular has challenged some of our more traditional notions of identity and self, the body, relationships, community, privacy, politics, friendship, war and crime, economics, among others. Lectures will show how some of the basic components of culture such as notions of identity, space, the body, community, and even the very notion of what it is to be human, have been complicated by the rise of virtuality and cyberspace. We will also examine these issues through case study phenomena unique to digital culture, currently including gaming, music, cybersex and social networking
The course is concerned with the relatively new ideas of living in a 'risk society' which theoretically capture the heightened sensitivity within Western societies to the numerous 'risks' which shape our lives. The course will explore different dimensions of risk's impact on everyday life, and then examine key ways in which political culture is being reorganised around risk aversion. The course will suggest that heightened perception of risk is here to stay, and is leading to a reorganisation of society in important areas.
Indicative lecture List
1. Britain, Europe and the New Risk Society
2. An Integrated Approach to Understanding Risk
3. Risk and the Interpersonal: Risky Relationships
4. Risk and the Family: Children and the Curbing of Activity
5. Risk and Public Life: the Terrorist Threat
6. The Risk Management of Everything
7. Accidents, Blame and the Culture of Inquiries
8. The Precautionary Principle
9. 'Compensation Culture'
10. Towards Global Risk Aversion?: The Case of Japan
11. Course Summary
Work and economic life is one of the central themes of sociology. Work allows us to think about class, gender, race and issues of identity. Work defines how people live their lives and is a major constituting factor in identity formation. In recent years work has changed enormously with the rise of globalisation, of deindustrialisation and the ending of old certainties which used to underpin working lives. This module examines how sociology and sociologists have looked at the issue of work in the past as well as in contemporary societies. It charts the theoretical background to the assumptions sociologists make about work as well as the methods they use to investigate work and employment. The module will focus on issues industrialisation, deindustrialisation, notions of career and identity and places and spaces of work. A major part of this module is the discussion of innovative ways of looking at work including through visual methods and approaches, and in addition it will draw on material from the arts and humanities.
This module will enhance your CV, particularly if you are hoping to work in the public or voluntary sector. You will be supported to undertake three placements in a variety of volunteering roles, both on and off campus; attend four lectures on the voluntary sector and complete a reflective learning log to help you think about your experiences and the transferable skills you are gaining.
The following 2 units are compulsory:
• Active community volunteering
• Project Leadership
Plus 1 unit selected from the following:
• Active university volunteering
• Training facilitator
• Mentoring
• Committee role
All students taking this module are expected to attend four sessions that provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. These sessions last one hour each and are spaced evenly throughout the academic year
Images of 'trim, taut and terrific' bodies surround us in contemporary consumer culture. They look down on us from billboards, are increasingly central to advertisers' attempts to sell us clothes, cosmetics, cars, and other products, and pervade reality television programmes based on diet, exercise and 'extreme’ makeovers. These trends have occurred at the same time that science, technology, genetic engineering and medicine have achieved unprecedented levels of control over the body: there are now few parts of the body which cannot be remoulded, supplemented or transplanted in one way or another. In this course we explore how culture represents and shapes bodies, and also examine how embodied subjects are themselves able to act on and influence the culture in which they live. We will seek to understand the relationship between the body and self-identity, embodiment and inequalities, and will explore various theories of the body. In doing this we range far and wide by looking at such issues as work, music, sex/gender, cyberbodies, Makeover TV, film, transgender, sport, music, work and sleep. Embodiment is the enduring theme of this course, though, and we will explore its many dimensions via a range of disciplinary and interdisciplinary perspectives, and by asking and addressing a range of questions such as ‘How and why has the body become increasingly commodified?’, ‘Why has the body become increasingly central to so many people’s sense of self-identity?’, ‘If we live in a culture that has been able to intervene in the sizes, shapes and contents of the body like never before, have people have become less sure about what is ‘natural’ about the body, and about how we should care for and treat our bodily selves?’
Images of 'trim, taut and terrific' bodies surround us in contemporary consumer culture. They look down on us from billboards, are increasingly central to advertisers' attempts to sell us clothes, cosmetics, cars, and other products, and pervade reality television programmes based on diet, exercise and 'extreme’ makeovers. These trends have occurred at the same time that science, technology, genetic engineering and medicine have achieved unprecedented levels of control over the body: there are now few parts of the body which cannot be remoulded, supplemented or transplanted in one way or another. In this course we explore how culture represents and shapes bodies, and also examine how embodied subjects are themselves able to act on and influence the culture in which they live. We will seek to understand the relationship between the body and self-identity, embodiment and inequalities, and will explore various theories of the body. In doing this we range far and wide by looking at such issues as work, music, sex/gender, cyberbodies, Makeover TV, film, transgender, sport, music, work and sleep. Embodiment is the enduring theme of this course, though, and we will explore its many dimensions via a range of disciplinary and interdisciplinary perspectives, and by asking and addressing a range of questions such as ‘How and why has the body become increasingly commodified?’, ‘Why has the body become increasingly central to so many people’s sense of self-identity?’, ‘If we live in a culture that has been able to intervene in the sizes, shapes and contents of the body like never before, have people have become less sure about what is ‘natural’ about the body, and about how we should care for and treat our bodily selves?’
This module aims to enable students to design and conduct their own piece of research. This can be primary research where students collect and analyse their own data, or it can be library based, where students research existing literature or re-analyse data collected by others. The research can be about a particular policy or policy area, social problem, social development, or matter of sociological interest. The dissertation will usually be set out as a series of chapters. In order to assist students with designing and writing a dissertation a supervisor – a member of staff in SSPSSR - will have an initial meeting with students (during the summer term of Year 2 where possible) and then during the Autumn and Spring terms students will have at least six formal dissertation sessions with their supervisor. These may be held individually or with other students. In addition there will be two lectures by the module convenor which will also support students' progress, workshops on bibliography development (Autumn term) and data analysis (Spring term).
This module aims to develop a critical understanding of one of the most important intellectual and political issues of our times, namely, 'globalisation' and global social change. In so doing, this module poses a number of key questions: what is globalisation, and what forms does it take? How does globalization reconstitute our relationship to society? How is globalisation experienced across the world, and what power relations does it create? This module presents contemporary modes and challenges of doing sociology in an increasingly complex and interdependent world. Students will critically evaluate contending theories of globalisation, and explore key topical debates in global issues, including the impact of global economic treaties on poverty, trade, and urban growth in the Global South; the flows, opportunities, and conflicts in the creation of global culture, and resistance to global forces and power relations in the form of anti-globalisation movements.
This course will introduce students to the sociological analysis of prisons and penal policy. The module is organised around the general theme of a discussion of current debates in the criminology and sociology drawing on both theoretical and empirical research. More specific themes covered will include:
- The historical development of imprisonment
- An investigation of the growing 'crisis' of imprisonment
- An examination of the reasons for the growth of imprisonment in both the UK and America
- The imprisonment of women and ethnic minority groups.
- An exploration of issues impacting on the experience of imprisonment
- A discussion on the future of imprisonment
The course discusses the main approaches which have developed in urban sociology through an exploration of some of the major themes. These themes include urbanisation under capitalism, planning, post-industrialism, globalisation, social differentiation, multiculturalism, protest and social movements, and comparative urbanism (Asian and African contexts). Approaches considered within these will include Marx, Weber, the Chicago School, the Manchester school, and post-modernism.
This module provides an introduction to the major issues and controversies that have shaped key developments in contemporary social theory. It surveys the development of social theory through the second half of the twentieth century and up to the present day. Following on from the SO408 module on 'classical' social theory, it questions the distinction between the 'classical' and the ‘contemporary’ so as to highlight the intellectual decisions, values and problems involved in the packaging of social theory under these terms. It also provides critical introductions to the following theorists and issues: Talcott Parsons and his legacy; Symbolic Interactionism up to Goffman and beyond; The Frankfurt School: Critical theory and the crisis of western Marxism; Jurgen Habermas and the decline of the public sphere; Michel Foucault and a his understanding of ‘power’; Pierre Bourdieu and the reproduction of inequality; From Modernity to Post-modernity?; The feminising of social theory; Globalisation, networks and mobilities; New challenges for the twenty-first century.
This module covers key issues and debates in the sociology of religion in order to interrogate the significance of religious faith and belief in the modern world. After an introductory lecture, the module is organised into two closely connected parts. Firstly, it explores classical statements on the sources, meaning and fate of religion in modernity by examining the writings of Karl Marx, Emile Durkheim, Max Weber and Georg Simmel, and using their analyses to interrogate current events (e.g. 'prosperity Pentecostalism' and also violent responses to transgressions of what religions consider to be sacred). The emphasis here is on developing in students the knowledge and skills necessary to appreciate and engage critically with the significance of religion for the development of sociology, and with key statements about the modern fate of religion in and beyond the West. Second, the module explores in some detail core issues concerned with and associated with the secularisation debate. Here, we look not only at conventional arguments concerning secularisation and de-secularisation, but also at the significance of ‘the return of the sacred’ in society, civil religion, the material experience of religion, and the manner in which religious identities and habits are developed in the contemporary world. This enables us to develop new perspectives on the viability of religion in current times.
This module will involve students undertaking quantitative research in a real world setting, while simultaneously reflecting on the process of undertaking real-life quantitative research (through a log), culminating in an assessed report on their work. This real world setting can be of the form of an individual research project, working in a support role with an academic or within a placement organisation. Students will receive support by a supervisor and receive lectures covering such topics as:
- Turning an organisation's ideas into a viable research project;
- Good practice in undertaking quantitative research projects (e.g. data security, data management, replicability);
- Ethics in applied quantitative research (certainty/uncertainty, power, and 'usefulness');
- Reflecting on research practice (linked to the assessments below).
This module introduces and applies ideas in critical, cultural and communications theory to debates and issues surrounding media and popular culture, focusing on such themes as cultural elitism, power and control, the formation of identities, the politics of representation, and the cultural circuit of production and consumption. It investigates the relationship between the development of contemporary society and societal values and the changing technological basis of mediated culture.
This module aims to develop a critical understanding of one of the most timely and pressing issues of recent times, namely, migration, and its relationship to politics of identities, belonging and citizenship in global societies. It aims to introduce students to key themes and issues related to the social experience of migration in a diversity of contexts. Over the course of the term, we will debate and critically explore the ways in which migrants, refugees and diaspora communities shape their societies of settlement and origin and how they have become key actors of a process of 'globalisation from below' at different social and spatial scales. We will critically discuss key concepts and theories deployed to analyse contemporary processes of migration, transnationalism and diaspora and assess their relevance across a wide range of migration case studies. Examples of the central questions this module will address are: what are the main drivers of contemporary migration? To what extent can migrants become transnational citizens? What is the link between migration and homeland development in third world countries? How are gender, class and race relations affected by migration?
This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community.
If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of "teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor.
You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally, you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson.
This module will look at disability in the arts, covering theatre, film and visual art. The students will engage with the historical representation of disability within the arts and the way in which disability scholars have critically engaged with it. The students will also look at arts institutions (i.e. theatres, cinemas and galleries) and the disabling barriers within those institutions that prevent the full participation of people with impairments in the arts. This will culminate in an 'accessibility review', whereby the students analyse the adjustments made by arts institutions for people with impairments and the extent to which they are effective. Finally, the students will engage with examples of contemporary disabled artists whose impairments informs the aesthetic qualities of their work.
The module seeks to explore how novels and plays are adapted and interpreted for the screen. We will analyse how certain texts lend themselves to multiple reshaping, such as Laclos' Dangerous Liaisons. We will also analyse lesser-known works that have gone on to become feature films, such as Arthur Schnitzler’s Dream Story, filmed as Eyes Wide Shut. Adaptations directed by internationally recognized filmmakers such as Roman Polanski, Vittorio De Sica, Francis Ford Coppola, Stanley Kubrick, and Pier Paolo Pasolini will be examined with a view to eliciting and understanding their particular approach to, and filmic vision of, written texts.
This is a module about the intersection of colonial power relations, anti-colonialism, postcolonialism, feminism, and identity politics in literature that interrogates the influence of imperialism on a sense of self. It considers the writing of a number of authors from Algeria, Morocco, Nigeria, Cuba and India. In light of the complex relationship between coloniser and colonised, we consider the ideology of many of these writers, as well as the ways in which their politics are articulated in their writing, whether fiction or non-fiction. We also examine to what extent this literature is representative of other postcolonial concerns such as nationhood and national consciousness, hybridity and assimilation, and exile and alienation within the larger context of cultural theory. Particularly significant is our interrogation of the violence inscribed in both the colonial system and the colonised's fight for independence as seen from the perspective of Frantz Fanon in Black Skin, White Masks (1952), A Dying Colonialism (1959), and The Wretched of the Earth (1961).
Studying the primary and secondary texts in English, we bring awareness to the reading scene of the translation process as an important development in the transnational study of comparative literature in a globalised world. In so doing, we acknowledge the significance of indigenous languages and dialects as signifiers of subject-hood in conflict with the coloniser's language. By exploring a variety of anti-colonial resistance and liberation discourses in relation to the development of current postcolonial thinking, the module also offers an insight into the history of the discipline of Postcolonial studies.
Indicative topics are:
• The changing patterns of foreign news coverage in the post war period, with particular reference to the developing world (colonial, cold war and 1990s)
• Case studies of foreign disasters and the media interpretation; Biafra, Ethiopia, Rwanda, Asian Tsunami.
• The role of citizen journalism in the coverage of faraway disasters
• The media understanding of types of disaster and complex emergencies, with reference to aid efforts and humanitarian intervention.
• The growth and emergence of NGOs, their use of marketing and communication techniques
• The role of the media in raising awareness for charitable fundraising.
• 24 hour news and the CNN effect
Indicative topics are:
• How conflict reporting has developed from the 1930s to the digital multimedia reporting of the 21st century
• Journalism, patriotism and propaganda: war as a severe test of journalistic integrity and independence
• Embeds, independents and reporters' security
• Reporting terrorism
• The political impact of war reporting
Students will build on and integrate their knowledge, skills and experience by undertaking an independent research project in the form of a supervised dissertation. Research can be undertaken in a broad range of areas, however it is expected that the content of the thesis will demonstrate clear links to other elements of the programme, for example, focusing on an aspect of the cultural and/or institutional role of journalism. The finished dissertation/project will therefore represent the synthesis and culmination of the skills and knowledge gained elsewhere on the programme.
This module will allow students to gain knowledge of television production from the planning stage through to its execution. During the Autumn term they will learn the language of television, camera work, scripting, organising a production, how to pitch a segment for a broadcaster, filming, editing, organising a crew and directing a live TV programme. They will then produce a TV segment in the genre of their choice (e.g. current affairs, music, arts, cooking etc) with support from their peers and academic staff.
This module will give students an introduction to the skills and habits specialist journalists need in a digital age, as well as encouraging them to develop their own specialism in journalism. It will including studying and critically analysing the key issues and debates in a specific subject area, communicating complex ideas in a simple and engaging way to a general audience, building contacts and expertise, and a critical look at the jobs market for specialists.
This module seeks to investigate some of the most pressing ethical issues in contemporary media culture and the mediated arts. Topics may include: violence in video games, nudity on the screen and in advertising, anti-heroes and villains in fiction, propaganda and manipulation, sexism and racism in humour, shock value in the news and in contemporary art. To answer the many moral questions that arise in this context students will examine basic notions such as truth, objectification, voyeurism, exploitation, offence, harm, gender, and stereotype.
This module provides students with an understanding of the concept of social status: how it differs from (and interacts with) other aspects of social stratification, such as power, class, and material circumstances. Students will explore theories for why human beings value social status so highly, and why they often take such dramatic steps to avoid losing it. The module will examine how considering social status concerns helps us to understand a variety of important social phenomena, encompassing health, violence, education, cultural participation, morality, and identity. Students will become familiar with the empirical tools researchers have used to understand the role of status, along with the strengths and weaknesses of different approaches.
The module provides students with an understanding of the contested cultural meanings underpinning crime. Too often criminology is satisfied taking definitions of criminality at face value, when really it means very different things to different people and in different contexts. The module examines how media representations propagate particular perceptions of crime, criminality and justice. It goes on to consider the manner in which those who 'offend' experience and interpret their own behaviour, which may be focused on the attainment of excitement or indeed on attaining their own conception of justice. The module explores these contradictions in a world where crime, control and the media saturate everyday life. In doing so it considers a diverse range of concepts; youth culture, hedonism, hate crime, risk taking, moral panics, the image, emotionality and consumerism. We examine the nature of a late-modern society where criminality inspires great fear and resentment, whilst at the same time it provides imagery which is harnessed to produce entertainment and sell a range of consumer goods. Students will become familiar with cutting edge research and theory in the fields of Cultural Criminology, Visual Criminology, and Media and Crime, placing issues such as music, photography, street gangs, extreme sports, newspapers and nights on the town in new and exciting contexts.
This course critically examines the historical role that animals have played in the making of modern society and the current nature of human/nonhuman relations in contemporary cultures. Students will also be introduced to intersections of race/class/gender and species. The final part of the course considers collective action and social policy as it relates to past and present efforts to challenge problematic aspects of human/nonhuman relations.
The course aims to develop an empirically grounded and theoretically engaged understanding of how social experience from the Global South informs, corrects and extends contemporary sociological theorisation and norms of sociological investigation. The module consists of three parts: 1) By putting the Global South and its power struggle in historical context, the module starts with critical examination on the blind spots of our presumed 'global' or ‘cosmopolitan’ social outlook. It problematises the once taken-for-granted universality of Eurocentric norms and discusses what good social research should look like. It also provides in-depth critique on the socio-political limitations of alternative theorisation from the Global South. 2) After establishing a solid historical and conceptual understanding of key debates, this module uses region-specific lectures (e.g. China, India and Africa) to deepen understanding on the Global South’s views on universality and difference, resistance and subversion, national and transnational solidarities. 3) This module concludes with methodological and conceptual reflections on mainstream sociology.
This module will examine the impact of digital technology on our social and cultural lives. It will concentrate on how the Internet in particular has challenged some of our more traditional notions of identity and self, the body, relationships, community, privacy, politics, friendship, war and crime, economics, among others. Lectures will show how some of the basic components of culture such as notions of identity, space, the body, community, and even the very notion of what it is to be human, have been complicated by the rise of virtuality and cyberspace. We will also examine these issues through case study phenomena unique to digital culture, currently including gaming, music, cybersex and social networking
The course is concerned with the relatively new ideas of living in a 'risk society' which theoretically capture the heightened sensitivity within Western societies to the numerous 'risks' which shape our lives. The course will explore different dimensions of risk's impact on everyday life, and then examine key ways in which political culture is being reorganised around risk aversion. The course will suggest that heightened perception of risk is here to stay, and is leading to a reorganisation of society in important areas.
Indicative lecture List
1. Britain, Europe and the New Risk Society
2. An Integrated Approach to Understanding Risk
3. Risk and the Interpersonal: Risky Relationships
4. Risk and the Family: Children and the Curbing of Activity
5. Risk and Public Life: the Terrorist Threat
6. The Risk Management of Everything
7. Accidents, Blame and the Culture of Inquiries
8. The Precautionary Principle
9. 'Compensation Culture'
10. Towards Global Risk Aversion?: The Case of Japan
11. Course Summary
Images of 'trim, taut and terrific' bodies surround us in contemporary consumer culture. They look down on us from billboards, are increasingly central to advertisers' attempts to sell us clothes, cosmetics, cars, and other products, and pervade reality television programmes based on diet, exercise and 'extreme’ makeovers. These trends have occurred at the same time that science, technology, genetic engineering and medicine have achieved unprecedented levels of control over the body: there are now few parts of the body which cannot be remoulded, supplemented or transplanted in one way or another. In this course we explore how culture represents and shapes bodies, and also examine how embodied subjects are themselves able to act on and influence the culture in which they live. We will seek to understand the relationship between the body and self-identity, embodiment and inequalities, and will explore various theories of the body. In doing this we range far and wide by looking at such issues as work, music, sex/gender, cyberbodies, Makeover TV, film, transgender, sport, music, work and sleep. Embodiment is the enduring theme of this course, though, and we will explore its many dimensions via a range of disciplinary and interdisciplinary perspectives, and by asking and addressing a range of questions such as ‘How and why has the body become increasingly commodified?’, ‘Why has the body become increasingly central to so many people’s sense of self-identity?’, ‘If we live in a culture that has been able to intervene in the sizes, shapes and contents of the body like never before, have people have become less sure about what is ‘natural’ about the body, and about how we should care for and treat our bodily selves?’
The module aims to enable students to conceive and execute a major research project in the field of cultural studies. Students attend a Summer term group meeting with the module convenor to explore and discuss ideas for research and the submission of a draft title and plan, which is to be completed during the long vacation prior to the module beginning. In the Autumn term they will receive feedback on this plan and proposal from their supervisor and/or the module convenor. They will then be required to attend a series of meetings with their assigned supervisor throughout the Autumn term and at the end of that term submit a Literature Review for assessment. In the spring term, research and writing of the dissertation continue under the guidance of the supervisor and at the end of the term, the completed assignment is submitted.
The course discusses the main approaches which have developed in urban sociology through an exploration of some of the major themes. These themes include urbanisation under capitalism, planning, post-industrialism, globalisation, social differentiation, multiculturalism, protest and social movements, and comparative urbanism (Asian and African contexts). Approaches considered within these will include Marx, Weber, the Chicago School, the Manchester school, and post-modernism.
The 2021/22 annual tuition fees for this programme are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.
We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.
Search scholarshipsKent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details.
You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.
Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.
At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence.
The scholarship will be awarded to any applicant who achieves a minimum of A*AA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.
We use a variety of teaching methods, including lectures, case study analysis, group projects and presentations, and individual and group tutorials. You gain the following subject-specific skills:
For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours. The precise breakdown of hours will be subject dependent and will vary according to modules. Please refer to the individual module details under Course Structure.
Methods of assessment will vary according to subject specialism and individual modules. Please refer to the individual module details under Course Structure.
Sociology at Kent was ranked 22nd out of 102 and 1st for research quality in The Complete University Guide 2021.
Sociology at Kent was ranked 1st for research quality in The Complete University Guide 2021 and The Times Good University Guide 2021.
Journalism at Kent was ranked 3rd overall in The Guardian University Guide 2021 and 2nd for graduate prospects in The Times Good University Guide 2021.
Our graduates have gone on to work in:
The University has a friendly Careers and Employability Service, which can give you advice on how to:
Our graduates develop substantial transferable skills that are valued in a range of professions.
These skills include:
You can also gain extra skills by signing up for our Kent Extra activities, such as learning a language or volunteering.
The Centre for Journalism has long-standing relations with the journalism organisation, The Kent Messenger Group, and other media institutions like Sky News, BBC News and Associated Newspaper.
The Centre may be able to facilitate work experience placements for students.
This course page is for the 2021/22 academic year. Please visit the current online prospectus for a list of undergraduate courses we offer.
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