Module Directory

This module situates different theoretical approaches within sociology in historical and contemporary context. We will explore the relevance and value of social theory for understanding global social, political and economic change.

To understand social theory, it is useful to have a good understanding of world-changing social processes and their history, including the rise of British empire and European and North American colonization, and the expansion of human rights over the past 200 years.

The aims of this module are:

• to understand social theory in historical, global context.


• to critically explore the ideas of major 19th and 20th century social theorists through engagement with the primary writing of key sociologists.

By the end of this module, students will be expected to be able to:

1. situate the work of social theorists in historical context by exploring major historical developments including the racial, economic and imperial origins of European colonialism and the influence of gender, economic and racial equality movements from abolitionism in the 18th century to colonial independence movements in the 20th-century.

2. understand and critically analyse the ideas of major 19th and 20th century social theorists through engagement with the primary writing of key sociologists.

3. understand how social theorists have studied gender divisions, global inequalities, racial and ethnic identities and oppression over modern history, from the revolutionary era of the 1770s to 1790s to the present.

This module is divided into two sections. In the autumn term, we focus on major social and political developments during the 19th century. We offer a decolonial perspec-tive of the ideas of three pioneers of social thought: Marx, Durkheim, and Weber. Although we think that it is important and valuable to discuss some of these early thinkers' major concepts and theories, we also think that it is crucial to situate their own viewpoints in the context of their own racial, economic and national privilege, through reading critical reinterpretations of their work by Nicole Curato, Julian Go and others, and through considering whether economic, national and racialized ad-vantages contributed to their reputation as the leading 'fathers' of the sociological canon. We will ask: what is a scholarly 'canon' and why are some scholars seen as be-ing inside it, while other scholars are relegated to the periphery?

In spring term, we focus on important thinkers and sociological trends in the late 19th-century to early 20th century onwards, including Black feminist theory; neo-Marxist criticisms of capitalism; post-colonial theory, and theories of social stigma. The mod-ule's overarching aim is encourage you to engage in theoretical thinking, writing and discussion, not just report on the ideas of the theorists. We will do this through read-ing the theorists' original writing, through 'book clubs', and through engaging with key concepts and themes

Most modules in Sociology are divided into lectures of around 50 minutes and a class of around 50 minutes. Some are taught as a 2hr seminar, and others via a 50-minute lecture and 2-hr lab.

Please note that you should be spending up to eight hours per week undertaking your own private study (reading, preparing for classes or assignments, etc.) on each of your modules (e.g. 32 hours in total for four 30-credit modules).

The lectures provide an overview of the substantive debates around the topic of the week, while the classes will give you the opportunity to reflect on your learning and actively engage with your peers to develop your understanding further.

The lecture and classes will take place face-to-face. You are strongly encouraged to attend the classes as they provide an opportunity to talk with your class teacher and other students. The classes will be captured and available via Listen Again. However, if you want to gain the most you can from these classes it is very important that you attend and engage. Please note that the recording of classes is at the discretion of the teacher.