Registry
Module Specifications
Archived Version 2022 - 2023
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Description This module introduces students to concepts and theories from social studies and examines how they inform analyses of modern societies. In particular, the notion of the 'sociological imagination' is central to encouraging students to develop a critique of both macro and micro social phenomena. Students consider the question of 'what is sociology'?; what are its origins; its key terms and concepts and how sociological concepts, such as socialisation, social class, globalisation and gender are usefully applied to make sense of our experiences in the world. | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Explain the core concepts of the theoretical perspectives examined within the module. 2. Debate and defend a theoretically informed social analysis of a chosen topic within a seminar context. 3. Recognise the key determinants of social change. 4. Write a concise and logical seminar report. 5. Apply contrasting theoretical perspectives to social questions within a written assignment. 6. Reference assignments and seminar reports according to the Harvard System. | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities 1. Sociological Perspective-Enlightenment & Founding Fathers2. Capitalism3. Religion and Rationality4. Changing Social Structures-The Family5. Globalization6. Stratification and Social Class7. Sex, Gender and Sexual orientation8. Race, Ethnicity and Migration9. Risk Society10. Politics, Power, & Social Movements | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes |
AFU | Age Friendly University Programme |
CS | BA in Communication Studies |
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