Studying at York
Inequality, Intersectionality and Resistance - SOC00065I
- Department: Sociology
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
Module summary
This module adopts an intersectional lens to introduce you to key issues in the sociology of inequalities and resistance in relation to three key social divisions, from race, social class, religiosity, gender, age, sexuality to (dis)ability. Our intersectional lens will also allow us to think about the ways in which different social divisions are connected and work together to affect people’s experiences of inequalities
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
How do we understand lived experiences and patterns of social inequality in our society and how can we challenge them? This module adopts an intersectional lens to introduce you to key issues in the sociology of inequalities and resistance in relation to three key social divisions, from race, social class, religiosity, gender, age, sexuality to (dis)ability. Our intersectional lens will also allow us to think about the ways in which different social divisions are connected and work together to affect people’s experiences of inequalities. The module not only describes social inequalities but also explores and evaluates attempts to change and challenge them.
Module learning outcomes
Demonstrate a sociological understanding of specific social divisions and inequalities
Apply social theory and sociological concepts to case studies and examples in the study of inequalities
Analyse the intersections between different forms of social division and inequalities; for example race/ethnicity, class, religion, gender, age, sexuality, (dis)ability
Evaluate attempts to challenge social inequalities and achieve social change
Develop your ability to make critical arguments supported by evidence and examples in your writing
Engage critically and in-depth with a piece of sociological literature
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
For formative work - short written assessment: critical review - students will receive written or verbal feedback on how to improve their skills in areas that will contribute towards their summative assessment. Both formative assessments provide practice for the summative tasks, which entail an observational exercise and are in line with MLO 5-6.
For summative work - Essay - students will receive an overall mark and grading according to clearly defined criteria for assessing their knowledge, skills and abilities in line with MLO 1-6. They will also receive written feedback showing areas in which they have done well, and those areas in which they need to improve that will contribute to their progress
Indicative reading
Back, L, and Solomos, J. (eds.) (2000) Theories of Race and Racism: A reader. Psychology Press.
Bourdieu, P. (1984) Distinction, Harvard University Press.
Bruce, S. (2002) God is Dead: secularization in the West, Blackwell, Oxford.
Dorling, D. (2011) Injustice: Why social inequality persists. Policy Press.
Garner, S (2010) Racisms, Open University Press.
Lawler, S. (2014) Identity (2nd Edition) Cambridge: Polity Press.
Payne G (2006) Social Divisions, UK: Palgrave Macmillan.
Skeggs, B (2003) Class, Self, Culture, Routledge.