2014-15 Second Year Option Courses Handbook

Department of Sociology

DEPARTMENT OF SOCIOLOGY SECOND YEAR OPTION HANDBOOK

Contents: Choosing Option Courses Regulations Plagiarism Second Year Option Course Provisional List Option Course Outlines Disclaimer

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Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

DEPARTMENT OF SOCIOLOGY, GOLDSMITHS, UNIVERSITY OF LONDON

IMPORTANT NOTICE
We have supplied you with this options booklet so you have the opportunity to read about the Option Courses available to you. Please consider the courses carefully and take the opportunity to speak to staff, students and look at information on the VLE to help you make your decision. As we do not yet know when the core courses will be timetabled, please ensure you think carefully about an alternative (back-up) choice for each of your preferred options. While we endeavour to ensure you are able to take the options of your choice, this is not always possible either because of student numbers on popular courses or because of timetable restrictions that are beyond our control. Option choices will be accepted on a first come first served basis from: Monday 17 March 2014 until Friday 28 March 2014 You will be able to access this via MyGoldsmiths by logging in from the 17th March.

Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

DEPARTMENT OF SOCIOLOGY, GOLDSMITHS, UNIVERSITY OF LONDON SECOND YEAR OPTIONS COURSES 2014-15 The information in this handbook is for students entering their Second Year in September 2014 in: BA Sociology, BA Anthropology & Sociology, BA Media & Sociology, BA Sociology & Politics and BA Social & Political Sciences. CHOOSING OPTIONS COURSES You have to complete the online form indicating your option choices(s) via MyGoldsmiths between Monday 17 March 2014 and Friday 28 March 2014. Please remember that as allocations are made on a first come first serve basis it is advised you complete this as early as possible. If for any reason there is a problem with your selection we will get in touch with you via email so please ensure you check this daily. IMPORTANT INFORMATION All Options courses have a value of 15 credits and a duration of 1 term. Although we make every effort to make this booklet as accurate as possible options, course convenors and scheduling (term changes) may be subject to change/cancellation at any stage because of changing circumstances. Students are allocated to all Options courses on a first come, first served basis. Numbers on Options courses are limited and some fill up very quickly. It is in your interest to complete and return your forms on time. During the period from reading this handbook until you make your choices you should go and see the Options course convenors / lecturers during their Feedback and Consultation hours for further detailed information about the content, recommended reading and method of assessment for specific courses. Students from the previous year who have already attended courses are a further, useful source of information. You are also strongly advised to consult your academic adviser before completing your forms. You can consult your tutors during their feedback and consultation hours. Courses are regarded as viable, and therefore should be running, if they have a minimum of 8 students. The majority of courses will be regarded as full, and therefore closed to further admissions if they have a maximum of 40 students (some courses may be able to take a few more and some have more restricted numbers). If courses are either full or not running you will be transferred onto your next choice of course. It is important that you consider carefully your second choice before you make your selections. Because of timetabling and other issues, and because of intense competition for certain courses, once you have been allocated to Option courses you will not be allowed to change your Options choice, unless this is due to exceptional circumstances. (To accept a place on a popular course and then change your mind is to deprive another student of that place.) So read the course details in this handbook and choose your Options courses carefully. Make sure you consider possible timetable clashes with
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other core or options courses to avoid having to change your Options course later. If in doubt, consult your tutor. The best reason for choosing a particular Options course is that it interests you, but you may also want to consider the balance of your timetable, future career options, the particular course's mode of assessment, its compatibility with your other courses and Options choices. This handbook contains details about the Options course requirement of the Second year of each degree programme offered by the Sociology Department. Note this with extreme care - individual students are finally responsible for meeting the regulations and examination requirements of their degree programmes. You should read this section in conjunction with the full programme regulations of your degree. These are in your undergraduate handbook. If you are in any doubt about the regulations for your degree programme, you must consult your academic adviser. You should choose your Options courses sensibly across the Autumn and Spring Terms, bearing in mind all your other coursework requirements and workload for each term. The ideal situation would be for you to balance your workload so that you are covering an equal number of credits in each term. Remember that, in addition to coursework requirements and assessed work hand-in deadlines, you will have exam revision in the Spring Term. For BA Sociology students: it is strongly recommended that you choose one Option course in the Autumn and one in the Spring term. For joint degree students, similar recommendations apply in selecting your Options courses, it is strongly recommended that you balance your overall workload equally across the Autumn and Spring Terms, carefully taking into account the core / practice and options courses you have to do in both departments. For all students: in exceptional circumstances, you might be allowed to choose more than the advised number of Options courses for the Autumn Term only, but this is not recommended. Note the number of essays required for assessment of Options courses: Second Year Options courses are normally required to complete EITHER 2 x 1,750 word essays OR 1 x 3,500 word essay, please check individual course descriptions for more details.

Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

REGULATIONS (SOCIOLOGY OPTIONS COURSES) Please read the information below carefully in conjunction with the full regulations for your degree programme. In the second year courses to the value of 120 credits must be taken in the academic year. BA SOCIOLOGY You must choose two of the Second Year Sociology Options courses available next session, each with a value of 15 credits. BA MEDIA & SOCIOLOGY You must choose one of the Second Year Sociology Options courses available, next session, with a value of 15 credits. BA ANTHROPOLOGY & SOCIOLOGY You must choose one of the Second Year Sociology Options courses available, next session, with a value of 15 credits. BA SOCIOLOGY & POLITICS You must choose one of the Second Year Sociology Options courses available, next session, with a value of 15 credits. BA SOCIAL & POLITICAL SCIENCES You must choose two of the Second Year Politics Options courses available next session, each with a value of 15 credits. You cannot select from the Sociology courses listed in this handbook. PLAGIARISM (CHEATING). Copying or closely paraphrasing texts from whatever source without full referencing, correct indication of quotations and acknowledgement of the source is called plagiarism. Plagiarism is considered to be cheating and is dealt with formally by Goldsmiths. Plagiarism is a serious academic offence. If you do not cite fully your sources, you may end up presenting other peoples ideas as if they were your own. Plagiarism also includes copying, closely paraphrasing or not referencing properly documents from the Internet (including Web pages, any other downloaded documents, or documents from any other Internet archives or Internet services), other electronic sources (such as DVD/CD-ROM encyclopedias, other DVD/CD-ROMS, other digitally / electronically stored information, and electronic journals, magazines and newspapers). Copying from the work of other students is also plagiarism. You need to be very clear about what is meant by plagiarism. If in any doubt consult your tutor. Goldsmiths policy on plagiarism is set out as follows: All work submitted as part of the requirements for any examination of the University of London must be expressed in your own words and incorporate your own ideas and judgments. Each time you submit, you will be required to sign to confirm that you have read and understood the following. Plagiarism - this is the presentation of another persons thoughts or words as though they were your own - must be avoided, with particular care in course-work and essays and reports written in your own time.

Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

Direct quotations from the published or unpublished work of others must always be clearly identified as such by being placed inside quotation marks, and a full reference to their source must be provided in the proper form. Remember that a series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism just as much as a single unacknowledged long quotation from a single source. Unconscious plagiarism or unintentional plagiarism - including an unattributed quotation in your essay because you did not identify quotations in your notes - is as much an examination offence as deliberate plagiarism and will be dealt with in the same way as any other examination offence. Equally, if you summarise another person's ideas or judgments, you must refer to that person in your text, and include the work referred to in your bibliography. Unless specifically agreed and deemed as a collaborative project by all parties sharing work with other students will be regarded as plagiarism on the part of both the recipient and the originator. Failure to observe these rules may result in an allegation of cheating. You should therefore consult your tutor or course director if you are in any doubt about what is permissible. Recourse to the services of ghost-writing agencies (for example in the preparation of essays or reports) is strictly forbidden, and students who make use of the services of such agencies render themselves liable for an academic penalty. Professional word-processing services which offer correction/improvement of English should not be used. You should be aware that your work may be submitted to JISC or other available electronic tools for detection in accordance with Definition 28 of the Examinations regulations. IF IT IS PROVED THAT YOU HAVE PLAGIARISED AT THE VERY LEAST YOU WILL RECEIVE A MARK OF ZERO. PLEASE ALSO NOTE: You may not present substantially the same material in any two pieces of work submitted for assessment, regardless of the form of assessment. For instance, you may not repeat substantially the same material in a formal written examination or in a dissertation if it has already formed part of an essay submitted for assessment. This does not prevent you referring to the same texts, examples or case studies as appropriate, provided you do not merely duplicate the same material.

Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

SECOND YEAR OPTIONS COURSES 2014-15 Autumn Term 2014 Course Code SO52040A Course Title Culture, Representation & Difference Social Change & Political Action (Core course for BA Sociology & Politics & BA Social & Political Sciences) Nationalism, Fundamentalism, Cosmopolitanism Leisure, Culture and Society Space, Place & Power London Convenor Yasmin Gunaratnam Page # 10

SO52078C

Alberto Toscano

12

SO52091A SO52092A SO52097B SO52103A

David Hirsh Pam Odih Nirmal Puwar Caroline Knowles

14 15 17 18

Spring Term 2015 Course Code SO52094B SO52100A SO52101A SO52104A SO52106A Course Title Sex, Drugs & Technology Creative Cities Art & Society Japanese Culture & Society Sociology of Stories Convenor Marsha Rosengarten Alison Rooke Monica Sassatelli Tomoko Tamari Mariam MotamediFraser Page # 19 20 22 24 26

PLEASE NOTE: Options are provisional at the moment and may be subject to change or cancellation.
Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

OPTIONS COURSE OUTLINES The following pages provide outlines for the Second Year Options courses that we hope to be able to offer next session (please note we may have to change the provision if there are any changes in current staffing or other changes in circumstances beyond our control). These give you: The Course title The name of the course Convenor if known The term (Autumn or Spring) it is offered in Other summary information relating to programme regulations including any restrictions on participants. A brief description of the course content (including in some cases, weekly lecture titles) The learning outcomes of the course that a typical student attending all of the course and following its reading / class requirements should expect to have achieved by the end of the course Brief indicative / introductory reading which you can refer to in making your choices The assessment requirements of the course For further information about Options courses: Look at the Sociology Departments online Learning and Teaching webpages on the VLE by searching for the relevant option course pages. Detailed online course guides and weekly topics from this year may be available there for you to read. The course may either be listed separately, or will be listed in your degree pages. Contact the course Convenor during their feedback and consultation hours and discuss the course with them. They may also have more detailed course guides to show you. Talk to other students who have previously taken the course. You should in any case discuss carefully your Options choices with your Academic Adviser during their feedback and consultation hours.

Department of Sociology, Goldsmiths - Second Year Option Handbook 2014-15

SO52040A - CULTURE REPRESENTATION AND DIFFERENCE Convenor: Yasmin Gunaratnam Available as an Option for second year students Autumn Term 2014 Practices of representation are culture. They create meaning, communicate identity, and shape what is different, although never smoothly without contradictions, gaps or dissent. The course draws upon work from different disciplines including cultural studies, sociology and psychoanalysis to think critically about what representation is and how it works to secure meaning. We will examine a variety of approaches to representation as well as different forms of representation for example language, images, sociological ghosts and stories. Topics include class, disability and illness, sexualisation and racialised mixedness and hybridity. Key theorists that we will cover are Stuart Hall, Pierre Bourdieu, Avery Gordon and Robert McRurer. Across the course theory will be applied to examples from areas such as advertising, mass media, photography and other cultural forms. Teaching is scheduled in the form of an interactive one-hour lecture and one hour seminar. Learning Outcomes By the end of this course students will be able to: 1. Demonstrate understanding of a range of theoretical approaches to the concepts of culture, representation and difference 2. Apply sociological concepts and theories to the analysis of different aspects of cultural life, using relevant sociological terminology to communicate knowledge and understanding of course themes 3. Identify ethical and political questions that are raised by practices of representation, and show awareness of competing claims and positions 4. Demonstrate skills in sociological writing and cultural analysis Indicative/Introductory Readings Bourdeiu , P (1984) Distinction: A Social Critique of the Judgment of Taste, Chapter 3: 'The Habitus and the Space of Life-Styles' Gill, R. (2009) Beyond the Sexualization of culture thesis: An intersectional analysis of sixpacks, midriffs and hot lesbians in advertising, Sexualities 12 (2): 137-160. Gordon, A. (2008/1997) Ghostly Matters: Haunting and the Sociological Imagination. Minneapolis: University of Minnesota Press. Hall, S. 'The Work of Representation"' in Hall, S (ed) (1997) Representation: Cultural Representations and Signifying Practices, London: Sage. Karavanta, M., 2013. The injunctions of the spectre of slavery: affective memory and the counterwriting of community. Feminist Review, 104(1), pp.4260. McRobbie, A. (2004) Notes on What Not To Wear and post-feminist symbolic violence, Sociological Review 52(S2): 97-109. McRuer, R. (2006) Crip Theory: Cultural Signs of Queerness and Disability. New York and London: NYU Press. Introduction
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Tyler, I. (2013) Revolting Subjects: Social Abjection and Resistance in Neoliberal Britain. London: Zed books. Assessment Criteria You will need to: Demonstrate an ability to explain different theoretical approaches to the concepts of representation, culture and difference, citing a range of theorists and literature Show an active comparison and evaluation of these theoretical approaches, by relating them to wider disciplinary, political and ethical debates, historical evidence and/or empirical data Express ideas and arguments clearly, using sociological concepts and terminology Assessment: EITHER TWO ESSAYS of 1750 words each OR ONE ESSAY of 3,500 words.

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SO52078C SOCIAL CHANGE AND POLITICAL ACTION Convenor: Alberto Toscano Core course for BA Sociology & Politics and BA Social & Political Sciences Available as an Option to other Second Year students Autumn Term 2014

What is politics? For many people, the answer is simple: politics, as the management and organisation of the public good, is the province of government and parties. Its occurrences and machinations are played out, more or less openly, in parliaments, bureaucracies, elections, as well as in our newspapers and on our television and computer screens. Sociologists and social theorists have tended to adopt broader definitions of politics. While recognising the importance of parliamentary and institutional politics, Marxism, in particular, drew attention to the political content of economic activity, and in particular to the centrality of struggles over the means and relations of production linking the study of political exclusion to that of economic exploitation. More recently, social theory and cultural studies, influenced by the politics of feminism, environmentalism and civil rights, have sought to expand the domain of politics further, to include questions of sexuality, ecology, the body and race, as well as foregrounding the role of social movements in taking politics outside of its traditional arenas. In considering how we might think about the relation between politics, culture, and society this course focuses on the way sociologists, social historians and political theorists have reflected on the relationship between social transformations - including regime changes, shifts in class power, the emancipation of minorities - and the forms taken by political action. Each session will seek to present, analyse and criticise some of the crucial concepts that have been put forward to illuminate the forms taken by collective political action and to analyse its social bases, from hegemony to collective violence, from antisystemic movements to revolution. The course will begin by considering some of the perspectives on collective action provided by social history, considering issues such as the role of crowds in insurrections and the forms of solidarity and rebellion behind slave revolts and abolitionism. It will then consider some of the salient theoretical debates on the sources and subjects of transformative political action, from debates about the place of violence in social movements to discussions of the function of culture in political action. Throughout, attention will be placed on the relevance of concepts in political sociology to the study of contemporary movements for political change - from European student movements to the recent revolutions in the Arab world, from feminism to environmentalism. The course will both provide an analytical toolbox for approaching the sociological study of politics and serve as an introduction to some of the foremost positions in political sociology. Learning Outcomes To demonstrate the knowledge students have gained of key concepts in political sociology and the theory of social movements. To apply their understanding of the relation between social change and political action to specific cases and debates. To analyse political processes with conceptual tools drawn from the tradition of political sociology. To develop ways of writing and analysing contemporary political phenomena from a sociological perspective.
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Indicative Reading Georges Rud, The Crowd in the French Revolution (Cambridge: Oxford University Press, 1967) Hester Eisenstein, Feminism Seduced: How Global Elites Use Women's Labor and Ideas to Exploit the World (New York: Paradigm Publishers, 2010) Charles Tilly, The Politics of Collective Violence (Cambridge: Cambridge University Press, 2003) Antonio Gramsci, Selections from the Prison Notebooks, ed. Q. Hoare and G. Nowell Smith (London: Lawrence & Wishart, 1971) Donatella Della Porta and Mario Diani, Social Movements: An Introduction, 2nd ed. (Oxford: Blackwell, 2006) Springtime: The New Student Rebellions (London: Verso, 2011) Assessment: ONE ESSAY of 3,500 words.

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SO52091A: NATIONALISM, FUNDAMENTALISM & COSMOPOLITANISM Convenor: David Hirsh Available as an Option to Second Year students Autumn Term 2014 This course explores sociological theories of nationalism, fundamentalism and cosmopolitanism by looking at case studies drawn from the conflicts that followed the breakup of Yugoslavia, the anti-apartheid struggle in South Africa and the Israel/Palestine conflict. The course aims for a balance of theory and case study. In this way it anchors discussions of social theory to the actualities of particular social and historical situations. Topics will include: Imagined Communities: Narratives of Jewish, Arab and Palestinian nationalism; Human rights and national rights: Ethnic cleansing and nation-building in the Bosnia war; Ethnic and civic nationalism: the new South Africa as a model?; Beyond nationalism: The Palestinian Hamas and the Jewish settlers: national community and universal redemption; Cosmopolitan social theory and cosmopolitan law; Armed intervention: Bosnia and Kosovo; International solidarity, political difference and boycotts: the anti-apartheid movement; Peace processes: from above or below? The Oslo process, the Israeli peace movement and the Intifadas; New nations and laws of return; The ICTY and the Truth and Reconciliation Commission. Learning Outcomes By the end of the course: Students will be familiar with sociological theories of nationalism, fundamentalism and cosmopolitanism. They will be able to apply these theories to the conflicts in the former Yugoslavia, in Israel/Palestine and to the anti-apartheid struggle in South Africa. They will be able to compare and contrast key features of these three conflicts. They will have developed their writing skills and their research, reading and information gathering skills. Indicative Reading Anderson, B, Imagined Communities, 1995, London: Verso Arendt, H, The Origins of Totalitarianism, 1975, San Diego: Harvest Fine, R, Political Investigations: Hegel, Marx, Arendt, 2001, London: Routledge Hirsh, D, Law Against Genocide: Cosmopolitan Trials, 2003, London: Glasshouse Vulliamy, E, Seasons in hell - Understanding Bosnia's War, 1994, London: Simon and Schuster Zubaida, S, Islam - The People and the State, 1993, London: I. B. Tauris Al-Azmeh, A, Islams and Modernities, 1993, London: Verso Dawisha, AI, Arab Nationalism in the Twentieth Century, 2003, Princeton NJ: Princeton University Press Dershowitz, A, The Case for Israel, 2003, Hoboken NJ: John Wiley Assessment: TWO ESSAYS of 1,750 words each.

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SO52092A: LEISURE, CULTURE AND SOCIETY Convenor: Pam Odih Available as an Option to Second Year Students Autumn Term 2014 'Leisure is free time'. But is it? We need only think about the annual subscription to gymnasiums to recognise that leisure-time really isn't 'free-time'. 'Leisure is a marker for time away from work'. But we need only think of the time of the harried vacation to know that the clock-time of work never ceases to operate. In critical theory, leisure-time is defined as functionally dependent on the labour market system. Indeed leisure is revealed as big business, as leisure-time becomes ever more central to consumer culture. This course examines the interconnections between leisure, culture and society. Entitled 'leisure and the commodity form', the first part of the course examines capitalist development and the development of leisure. Critical theorists variously describe how new opportunities for leisure in the 20th century posed specific problems of social control over the industrial labour force. Capitalism's response to the dilemmas of controlling working class leisure and the need to absorb excess goods was 'consumerism'. The process of capitalist industrialization transformed leisure from a collective activity, embedded in occupational communities, into market based activities compatible with the dictates of the workplace. Several additional links between leisure, culture and society are made within this course. The state will be examined as a key agency in the moral regulation of leisure activity. By establishing certain forms of leisure as legitimate while others are classified as deviant, the capitalist state occupies the problematic role of 'primary agent of moral regulation'. The course progresses to examine the Frankfurt School and the seminal analyses of the 'culture industry'. Pop music, and the collection of entertainment industries dedicated to amusing the masses are seen as stifling the spontaneous activity of human imagination. The body provides an interesting point of reflection here. Critical theorists have variously identified how crucial similarities exist between the rhythms of the body at work and in leisure. We need only think of the routine precision of a step aerobics class or the rhythmical patterns invoked in a football stadium, to find resonances between the motions of the body at work and leisure. The later part of the course examines Cultural Studies treatment of 'free-time'. Leisure emerges here as 'an arena for cultural contestation between dominant and subordinate groups'. Feminist analysis, here, reveals the division of labour within and beyond, households as defining gender segregation in the experience of leisure time. Elsewhere, authors have examined community recreation, discrimination and the experiences of young ethnic minorities. Collectively these authors draw attention to the struggles and contestations, which define everyday leisure. In analysing the 'cultural work' done in legitimising and marginalizing leisure activities, this course fundamentally seeks to reveal how the study of culture and society are essential to understanding leisure. Learning Outcomes: 1. To acquire a critical understanding of key classical and contemporary perspectives in the sociology of leisure 2. To be able to apply key concepts, such as commodification, labour-process, capitalism, culture industry, 'gender', 'class', racism, and cultural reproduction, to contemporary conditions of leisure production 3. To acquire a sound empirical knowledge of key debates in the social construction of leisure 4. To develop an appreciation of recent transformations in capitalist modes of production and the leisure industry
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5. To acquire a critical understanding of the ways in which inequalities of race, class and gender define segregation in leisure activities Assessment Criteria: 1. To demonstrate their understanding of the major theoretical and conceptual problems of leisure cultural studies 2. To display their understanding of the differences and similarities between classical perspectives, but also demonstrate an understanding of the contemporary application of such perspectives 3. To question some of the main theoretical perspectives, particularly with regard to issues concerning consumer culture, culture industry, capitalism and the commodity form 4. To display an understanding of the significance of time and space to the construction of self, subjectivity and identity Assessment: One essay of 3,500 words Criteria: Demonstrate detailed knowledge and understanding of subject theme (i.e., its key concepts, theoretical contributions, critical enquiry). Students will also be required to incorporate into their essay, a case study analysis of a contemporary example of the essay theme

Key Readings: Aitchison, Cara., (2003); Gender and Leisure: Social and Cultural Perspectives. Routledge Bryman, A., (2004); The Disneyization of Society, London, Sage Publications Roberts, K., (2004); The Leisure Industries. Palgrave MacMillan Rojek, C., (1995); Decentring Leisure: Rethinking Leisure Theory. London:Sage Rojek, C., and Urry, J., (1997); Touring Cultures: Transformations of Travel and Theory. London: Routledge Rojek, C., (2005); Leisure Theory Principles and Practice. Palgrave MacMillan Urry, J., (1990); The Tourist Gaze: Leisure and Travel in Contemporary Societies. London: Sage, Fleming, S., (1993); 'Schooling Sport and Ethnicity; a Case Study', Sociological Review, Vol., 3(1) Wayne, M., (2003); Marxism and Media Studies. Pluto Press

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SO52097B: SPACE, PLACE & POWER Convenor: Nirmal Puwar Available as an Option to Second Year students Autumn Term 2014 How is space stabalised and de-stabalised? How do we imagine space? How is space invented? These questions will be considered from within different contexts, where space is understood to be invaded. The arrival of outsiders (on the grounds of not being human or the right kind of human) in places not demarcated for them will form the basis of several case studies on this course. The production, representation and performance of space will be central. Both theoretical readings and sociological fieldwork will form the basis of the learning. Students will consider a series of case studies from public and private domains. These will include cities, public spaces, political sites, national ceremonies and animals in the civic space. This course requires you to be active, productive and engaged both within and beyond class room settings. Extra-curricular events and talks from the Methods Lab at Goldsmiths will accompany the subject matter of this course. http://www.goldsmiths.ac.uk/methods-lab/ Learning Outcomes By the end of the course you will be able to: Demonstrate conceptual knowledge of different theoretical approaches to understanding space. Make use of research based studies you have learnt about. Deliver small scale field work in relation to space and society. Have knowledge of the moving relationship between theory and research. Exercise written and oral communication skills. Acquire the skills to work on a focused topic using concepts and research. Accomplish an inquisitive passion for understanding space through research. Indicative Reading N. Puwar (2004) Space Invaders: race, gender and bodies out place, Oxford: Berg. P. Gilroy (1991) There Aint No Black in the Union Jack Routledge. E. Balibar (2002) Politics & the Other Scene, Verso. E. Wilson (1992) The Sphinx in the City, Berkeley: University of California Press. D. Sibley (1997) Geographies of Social Exclusion, London: Routledge. S. Sassen (2000) Guests & Aliens, New Press. D. Haraway (1990) Simians, Cyborgs &Women: The Reinvention of Nature, Routledge. H. H. Pai (2008) Chinese Whispers: the story behind Britains hidden army of labour. D. Massey (1996) Space, place and Gender, Oxford: Polity Press. S. Sandhu (2010) Night Haunts: a journey through the London night, Verso. H. Lefebvre (2002) The Production of Space, Oxford: Blackwell Publishing. L. McDowell (1997) Capital Culture, Oxford: Blackwell Publishers. E. Grosz (2001) Architecture from the Outside, MIT Press. G. Agamben (2004) The Open: Man and Animal. Stanford University. Y. Tuan (2001) Space & Place: The Perspective of Experience, Minnesota Press. Puwar, N (2007) Social Cinema Scenes, Space and Culture, Vol. 10, No. 2, 253Assessment A theoretically informed case study (3,500 words) and active participation in the fieldtrips and workshops
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SO52013A: LONDON Convenor: Caroline Knowles Available as an Option to Second Years Autumn Term 2014 General Scope of the Course Unlike other option courses, most of the learning on this course takes place outside, through active engagement with the city in the form of guided walks. If being outside in uncertain weather is not for you, you are advised to choose another option. This is a visually oriented urban sociology course in which students are taught close observation of urban space in broader context and required to work through a combination of photography and writing. This course introduces students to key themes in sociology class, ethnicity, space, time, social inequalities, social change - through active engagement with the urban environment around New Cross in the first instance and then other areas of London. It combines some classroom/workshop time with city walks that embed observation of urban life with theories and debates that are important for understanding the city.While formally part of the Sociology Department course offerings this course is hosted by the Centre for Urban and Community Research along with its two MAs and Visual Sociology PhD, providing a rich context of urban scholarship experience for students. Unlike other courses it is short and intensive: it takes place over 5 x 4 hour sessions, for reasons of temperature and light grouped into the beginning of the first term (October). Learning Outcomes Demonstrate at the appropriate level understanding of key urban theories and debates in class discussion and written work Apply this understanding of urban theory to specific parts of London Demonstrate knowledge at the appropriate level of social inequalities and the ways in which cities sustain these Demonstrate at the appropriate level knowledge and understanding of the operation of globalization through London and the ways in which this inscribed in the citys built fabrics Demonstrate at the appropriate level knowledge and understanding of space and time and apply them to specific areas of London Demonstrate at the appropriate level knowledge and understanding of pastness and identify sins of this in specific parts of London Take their own photographs in developing the objectives above Indicative Reading list Amin, A , Massey, D and Thrift, N (2000) Cities for the Many not the Few, Bristol: The Policy Press Bridge, G & Watson, S (2002) A Companion to the City (2003) Oxford: Blackwell LeGates, R & Stout, F (2007) City Reader, London: Routledge Talling, P (2008) Derelict London, London: Random House Sandhu, S (2007) Night Haunts, London: Artangel and Verso Sinclair, I (2009) Hackney, that Rose Red Empire: A Confidential Report, London: Hamish Hamilton Assessment: 2,000 word paper with photographs- a micro-study study of a small area of London exploring one of the themes of the course and using key literature.
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SO52094B: SEX, DRUGS & TECHNOLOGY Convenor: Marsha Rosengarten Available as an Option to Second Year students Spring Term 2015 The course will cover contemporary approaches to the body and especially sexuality, beginning with an introduction to Foucaultian critiques and associated theories of performativity. It will provoke a series of questions about social constructionism and materiality, inviting students to evaluate more process oriented theories of performativity as well as those emphasising the productive work of speech acts (Butler). The terms drugs and technology in the title give emphasis to the way in which the body will be posed as always already engaged with phenomena that is more commonly deemed external. This conceptual approach will introduce students in second year to more contemporary debates and particularly debates that offer a more applied approach to inquiries of the body in relation to health, medicine and everyday technologies. Learning Outcomes: By the end of the course, students should be able to: demonstrate an understanding of historical and contemporary debates on sex and sexuality explain performative approaches to the study of sex in its associations with drugs (licit and illicit) and other technologies (eg internet). demonstrate a good understanding of social and political possibilities for intervening in contemporary deployments of sexuality and drug policy. critically apply theories and make use of empirical knowledge gained in analysing several substantive themes related to sex, drugs and technology. undertake critical analyses of contemporary social phenomena drawing on theories of performativity in relation to sex, drugs and technology. Indicative Reading: Abelove, H et al. (eds) The Lesbian and Gay Studies Reader London: Routledge Foucault, M. (1978) History of Sexuality, Volume I, transl. Robert Hurley, New York. Fuss, D. (1989) Essentially Speaking: Feminism, Nature & Difference, New York & London: Routledge. Halperin, David, M. (1995) Saint Foucault: Towards a Gay Hagiography, New York & Oxford: Oxford University Press. Harding, Jennifer (1998) Sex Acts: Practices of Femininity and Masculinity London, Thousand Oaks and New Delhi: Sage Publications. Laqueur, T.(1992) Making Sex: Body and Gender From the Greeks to Freud, Cambridge, MA and London, England: Harvard University Press Vance, C.S. (1984) Pleasure and Danger: Exploring Female Sexuality. Watney, S.1989) Policing Desire, Minneapolis: University of Minnesota Press. Weeks, Jeffrey (1989) Sex, Politics and Society. The Regulation of Sexuality since 1800. Assessment: ONE ESSAY of 3,500 words Students will be assessed according to: evidence of understanding and analysis of key debates on sex and sexuality achieving a level of independent thought appropriate to the second year in relation to the literature and in response to the essay question the use of a range of appropriate materials in the production of well formed arguments concerning the relationships between sexuality, identity and society.
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SO52100A: CREATIVE CITIES: ART, POLITICS & PRACTICE Convenor: Alison Rooke Available as an Option to Second Year students Spring Term 2015 This course is concerned with the economic, social and aesthetic role of art in urban social life. It will provide students with an overview of contemporary theoretical debates regarding the role of the arts and the creative economy in processes of urban renewal. The overall intention is not just to study texts but also to examine the ways in which the city is operationalised as an organising theme, a focus of study and a site of policy and practice. The course will introduce students to cultural theory with focus on the cultural politics of taste and aesthetics. It will also acquaint students with a range of sociological perspectives on the role of arts and creativity in urban life and expose them to a selection of studies concerned with arts, creativity and the city. Students will be invited to think critically about the ways that art is used in regeneration. What is art perceived to do or achieve in order to change an area? How do artists negotiate their roles as agents in redevelopment, regeneration and gentrification? What is the assumed role of the artist in relationship to matters of social exclusion, community cohesion and social dissent? The course will consider the ethical and political dimensions of these developments and explore the significant overlap between sociological research and socially-engaged arts practice. Learning Outcomes By the end of this course students will be able to Demonstrate a understanding of a range of theoretical approaches to the concepts of creativity and urban life Apply sociological concepts and theories to the analysis of cultural policy regarding urban renewal Critically analyse connections between social and cultural policy and arts practice in relation to urban life Reflect on the sociological significance of a variety of forms of socially engaged and public art in urban settings. Critically interrogate ideas of the urban and the social which prevail in debates regarding arts policy Demonstrate skills in sociological writing and cultural analysis Indicative Reading Back, L. 2007. The Art of Listening. Becker, H. 1982. H. Art Worlds Bishop, C. 2006. The Social Turn: Collaboration and Its Discontents Bishop, C. 2004. Antagonism and relational aesthetics, October 110: 51-79. Bourriaud, N. 2002. Relational Aesthetics Dijon: Les presses du rebel. Bourdieu, P. 1986. Distinction, A Social Critique of the Judgement of Taste. London, Routledge. Deutsche. R. 1988. Uneven Development: Public Art in New York City Evans. G. 2006. Measure for Measure: Evaluating Cultures Contribution to Regeneration Florida. R. 1982. The Rise of the Creative Class, Florida. R. 2005. Cities and the Creative Class Freestone R. and Gibbon. C. 2004. City Planning and the Cultural Economy Goodwin, P. 2009. Re-visioning Black Urbanism Fleming, T. 2007. Re-tooling the Creative Economy: New directions in creative
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regeneration. In T. Dowmunt et al [eds] Inclusion Through Media Keith, M. (2009) After the Cosmopolitan. Multicultural Cities and the Future of Racism. Routledge, London Landry. C. 1996. The Art of Regeneration: Urban Renewal through Cultural Activity Senie. H. 2003. Responsible Criticism: Evaluating Public Art Wallis, B. 1993. If You Lived Here: The City in Art, Theory, and Social Activism. Assessment Students will be assessed by either a: 3,500 word theoretically informed case study of a specific urban space or site of creative practice which demonstrates an understanding of the relevance of the debates raised by the course reading. Or 1,750 word report and 30 minute class presentation on a specific urban space or site of creative practice which demonstrates an understanding of the relevance of the debates raised by the course reading. Students are strongly encouraged to incorporate visual materials such as video or photography in their assessed work.

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SO52101A: ART AND SOCIETY Convenor: Monica Sassatelli Available as an Option to Second Year Students Spring Term 2015 Course Summary: The French sociologist Pierre Bourdieu once noted that 'sociology and art make an odd couple': indeed whilst sociological investigations on the arts and aesthetics can be traced back to the founders of the discipline, they remain, like their subject matter, a diverse and changing field. Nevertheless, in recent years the sociology of art has been emerging from its marginality, increasingly combining theoretical investigations with empirical research on contemporary artistic phenomena. We have witnessed a pluralization of the thematic scope hand in hand with the continuous reflection on what is art, part of the ongoing expansion and problematization of the definition of culture and key distinctions within it and an increased relevance of research on the arts as society. This course will introduce key themes and authors in the sociology of art, classical and contemporary. Each session is enshrined in a thematic approach that highlights crucial issues, such as, for example: is art about beauty? What is an artist? Is art beyond society? Should art be political? The course provides both an outline of theoretical approaches and an overview of major results and trends in empirical research; key case studies illustrate and interrogate the thematic core of each lecture. Lectures: 1.Introduction: society and art 2. Art worlds: art as society 3. Are artists born or made? 4. Around the artwork 5. Disenchantment and culture industry 6. Art and the sociology of taste 7. Aestheticization of everyday life and contemporary arts 8. Art and the city: public art and urban change 9. Art and the State: the politics of display 10. Conclusion: global arts? Learning Outcomes: To develop a critical understanding of key classical and contemporary approaches in the sociology of art To appreciate the variety of key issues in the sociology of art and how they have been conceptualized differently within diverse traditions of sociological analysis To be able to understand and engage with current debates in the theoretical reflection on art and aesthetics To be able to understand and engage with current debates and trends in sociological research on the arts Indicative reading:

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Becker, H.S., Faukner, R.R. and Kirshenblatt-Gimblett, B. (eds) (2006) Art from Start to Finish: Jazz, Painting, and other Improvisations. University of Chicago Press. Berger, J. (1972) Ways of Seeing. Penguin. Bishop, C. (2012) Artificial Hells, Participatory Art and the Politics of Spectatorship. Verso. Bourdieu, P. (1990) Photography: A Middle-Brow Art. Stanford University Press. DeNora, T. (2000) Music and Everyday Life. Cambridge University Press. Eyerman R. and McCormick, L. (eds) (2006) Myth, Meaning and Performance. Paradigm. Harrington, A. (2004) Art and Social Theory. Sociological Arguments in Aesthetics. Polity. Inglis. D. and Hughson, J. (eds) (2005) The Sociology of Art. Palgrave. Gell, A. (1998) Art and Agency. An Anthropological Theory. Clarendon. Gronow, J. (1997) The Sociology of Taste. Routledge. Harris, J. (ed.) (2011) Globalization and Contemporary Art. Wiley-Blackwell. Stallabrass, J. (2005) Art Incorporated, Verso, London 2005 Steinert, H. (2003), Culture Industry. Polity. Tanner, J. (ed.) (2003) The Sociology of Art: A Reader. Routledge. Assessment Criteria: To demonstrate their understanding of the major theoretical problems of a sociology of art To display their understanding of the difference and similarities between classical perspectives, as well as of the contemporary applications and advances To display an understanding of key criticisms to the different theoretical and empirical approaches in the sociology of art Assessment: One essay of 3500 words. Demonstrate detailed knowledge of subject matter (key concepts, themes, chronology, research results, criticisms) and ability to apply it to in-depth analysis of selected issues and/or case studies. Essay questions are provided. Alternatively, students are also encouraged to write their essay as a case study of a specific artist, artistic movement, or artwork or their choice, demonstrating an understanding of the debates raised by the course lectures and readings. Titles for case studies or amendments to the set questions have to be discussed and agreed with the course convenor in advance.

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SO52104A: JAPANESE CULTURE & SOCIETY Convenor: Tomoko Tamari Available as an Option to Second Year students Spring Term 2015 This course addresses a wider range of issues on Japanese culture and society and introduces you to both historical and contemporary cultural phenomena in various fields; consumer culture, food culture, architecture, film (incl. anime) and gender. The course will explore the modernization process of Japan from the late nineteenth century onwards, engaging with the advent of modern consumer society and new lifestyles. It will also look at western representations of Japan and the ways in which we can re-configure the idea/myth of Japanese uniqueness. The course will also examine contemporary Japanese society in terms of the expanding significance of Japanese popular culture and cultural industries. This course requires you to prepare for essay writing and a brief power point presentation for seminar discussion topics. Learning Outcomes By the end of the course students will be able to: Develop a critical knowledge about Japanese culture and society and its relation to the wider interdisciplinary context in sociology, cultural studies, history, architecture and gender studies. Acquire research method and individual/group based studies and develop analytical thinking. Critically read and comprehend scholarly literature and evaluate academic arguments. Exercise written and oral communication skills. Demonstrate conceptual knowledge and integrate into analytical arguments in both written form and oral presentation. Indicative Reading list Allison, A (1997) Japanese Mothers and Obento, The Lunch-Box as Ideological State Apparatus, Carole Couniham and Penny Van Esterik (ed.) Food and Culture: a Reader, London: Routledge: 296-313. Allison, A. (2009) The Cool Brand, Affective Activism and Japanese Youth, Theory Culture & Society 26(2-3): 89-111. Featherstone, M (2007) (Second Edition) Aestheticization of Everyday life, Consumer Culture and Postmodernism, London: Sage Publications: 64-92. Glick, C. (1985) Japans Modern Myths: Ideology in the Late Meiji Period, Princeton: Princeton University Press. Ian Buruma (2005) Inventing Japan, Phoenix. Kerrie L. MacPherson, K.L. (eds.) (1998) Asian Department Stores, London: Routledge. Lin, Z (2010) Introduction, Kenzo Tange and the Metabolist Movement: Urban Utopias of Modern Japan, London: Routledge: 1-15. Moist, K.M. and Bartholow, M. (2007) When Pigs Fly: Anime, Auteurism, and Miyzakis Porco Rosso, Animation 2 (1): 27-42.
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Miyoshi, M and Harootunian, H.D. (eds) (1993) Japan in the World, Durham and London: Duke University Press. Robertson, J. (1998) Takarazuka, Sexual Politics and Popular Culture in modern Japan, California: University of California Press. Said, A (1978) Orientalism: Western Conceptions of the Orient, New York: Pantheon. Sand, J. (2003) House and Home in Modern Japan: Architecture, Domestic Space, and Bourgeois Culture, 1880-1930, Cambridge (Massachusetts) and London: Harvard University Press (New edition 2005). Sato, B. (2002) The New Japanese Woman: Modernity, Media and Women in Inter-War Japan, London: Duke University Press. Silverberg, M (1991) The modern Girl as Militant in Gail Lee Bernstein (ed.) Recreating Japanese Women, 1600-1945, London: University of California Press: 239-266. Silverberg, M. (2006) Erotic Grotesque Nonsense: the Mass Culture of Japanese Modern Times, California: University of California Press. Susan J. Napier (2001) Princess Mononoke: Fantasy, the Feminine, and the Myth of Progress, Anime: From Akira to Hawls moving Castle: Experiencing Contemporary Japanese Animation, New York: Palgrave: 213-248. Tamari, T (2006) The Rise of the Department Store and the Aestheticization of Everyday Life in Early 20th Century Japan, International Journal of Japanese Sociology 15: 99-118. Assessment 1. An essay of 3,500 words, worth 70% of the overall course mark. 2. Oral presentation for 10-15 minutes, worth 30% of the overall course mark

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SO52106A: SOCIOLOGY OF STORIES Convenor: Mariam Motamedi-Fraser Available as an Option to Second Year students Spring Term 2015 In this course students will come to understand the complex relationships between stories and sociology, in both classic and contemporary social theory and in research. Stories will be understood as descriptive (representational), constitutive (ontological) and relational (ethical). Although stories are strongly associated - in sociology, and also in literature and history - with verbal narrative and narrative representation, this course will stimulate thinking and analysis of stories more broadly as what Mary Louise Pratt has called a 'contact zone' (Pratt 1992) between historically and geographically separate subjects and between different levels, scales and kinds of experience. Course topics such as Stories and the social, Fiction as method and Case stories will demonstrate ideas and discussions about how stories move across, divide, puncture and assemble diverse perspectives, spaces and temporalities of experience. Students will be introduced not only to the cultural and discursive dimensions of stories, but also to stories and storying as social, political, affective, visual, material and ethical. By discussing and investigating these different approaches to stories, students will be introduced to a range of theorists, debates and methods, inviting and supporting transdisciplinary thinking. In this course, students will learn to identify and recognise the different implications of a sociology of stories, a sociology and stories, and a sociology with stories. Thus, as well as addressing issues of representation, ontology, epistemology and ethics, the course will consider some of the methodological issues that are raised, appeased or aggravated by the use of stories in social research. These issues may include the problems of interpretation, power, reflexivity, truth and inter-subjectivity as they apply to textual data and to qualitative research. The course will provide opportunities for students to develop theoretical and methodological skills and knowledge that can be used to support their dissertation research. Learning Outcomes: By the end of the course students will be able to: Critically read, evaluate and synthesize scholarly literature on different theories and uses/practices of stories in sociological research and in social life; Apply this scholarly literature and key sociological concepts such as the social, representation and identity to understand the cultural and social forces that shape stories and storying Demonstrate an ability to work effectively, both independently and in collaboration, with an interdisciplinary set of concepts and readings from disciplines including sociology, history, anthropology and literary criticism. Effectively explore the theoretical, methodological and/or practical aspects of stories in relation to a particular research topic; Describe and express the concepts explored in the course clearly and effectively in both written form and in class presentations and discussions. Indicative Reading: Anim-Addo, J. and Gunaratnam, Y. (2013). Secrets and lies: Narrative methods at the limits of research, Journal of Writing in Creative Practice 5(3): 383-396. Bal, M. (1997) Narratology: Introduction to the Theory of Narrative. Toronto: Buffalo: University of Toronto Press.
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Benjamin, W. (1936/1999) 'The Storyteller: Reflections on Nikolai Leskov', Illuminations. London: Pimlico. Berger, J. (1995) Stories, in J. Berger and J. Mohr Another Way of Telling. New York: Vintage. Bhabha, H. K. (1990) DissemiNation: time, narrative, and the margins of the modern nation, in H. K. Bhabha (ed.) Nation and Narration. London and New York: Routledge. Cavarero, A. (2000) Relating Narratives: Storytelling and Selfhood, London and New York: Routledge. Cho, G. (2008) Haunting the Korean Diaspora: Shame, Secrecy and the Forgotten War. Minneapolis: University of Minnesota Press. Cruikshank, J. (2000) The Social Life of Stories: Narrative and Knowledge in the Yukon Territory. Lincoln and London: University of Nebraska Press. Das, V. (2007) Life and Words: Violence and the Descent into the Ordinary. Berkeley and London: University of Stanford Press. de Certeau, M. (1984) Story Time, in The Practice of Everyday Life. Berkeley and London: University of California Press. Frank, A. W. (2010) Letting Stories Breathe: A Socio-Narratology. University of Chicago Press. Hemmings, C. (2011) Why Stories Matter: The Political Grammar of Feminist Theory. Durham, NC: Duke University Press. Mitchell, W. J. T. (ed.) On Narrative. Chicago: University of Chicago Press. Motamedi-Fraser, M. (2012) Once upon a problem, The Sociological Review, 60: 84-107. Ricoeur, P. (1991) Life in quest of narrative, in D. Wood (ed) On Paul Ricoeur: Narrative and Interpretation. London: Routledge. Steedman, C (1986) Stories, in Landscape for a Good Woman. London: Virago. Assessment: Either: (i) 3,500 word essay Or (ii) one 1,750 words composition and one 1,750 word essay

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DISCLAIMER The information in this handbook was correct in March 2014. Whilst it is as far as possible accurate at the date of publication, and the College will attempt to inform students of any substantial changes in the information contained in it, the College does not intend by publication of the handbook to create any contractual or other legal relation with applicants, accepted students, their advisers or any other person. The College is unable to accept liability for the cancellation of proposed programmes or courses of study prior to their scheduled start; in the event of such cancellation, and where possible, the College will take reasonable steps to transfer students affected by the cancellation to similar or related programmes or courses of study. Goldsmiths will not be responsible or liable for the accuracy or reliability of any of the information in third party publications or websites referred to in this booklet. 'Force Majeure' Obligations of the University Goldsmiths undertakes all reasonable steps to provide educational services including teaching, examination, assessment and other related services, set out in its prospectuses and programme literature (Educational Services). However, except where otherwise expressly stated, Goldsmiths regrets that it cannot accept liability or pay any compensation where the performance or prompt performance of its obligations to provide Educational Services is prevented or affected by "force majeure". Force majeure" means any event which Goldsmiths could not, even with all due care, foresee or avoid. Such events may include (but are not limited to) war or threat of war, riot, civil strife, terrorist activity, industrial dispute, natural or nuclear disaster, adverse weather conditions, interruption in power supplies or other services for any reason, fire and all similar events outside our control.

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Goldsmiths Department of Sociology New Cross London SE14 6NW 0207 919 7707 sociology@gold.ac.uk