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Criminology |
The School of Sociology and Criminology offers Single Honours, Dual Honours and Major/Minor routes in Criminology and contributes to an LLB in Law with Criminology. Core modules in Years 1 and 2 provide students with a thorough grounding in the subject and the skills needed to study it successfully at university level. All our teaching is informed by the latest research in Criminology. Third year modules in particular are focused on areas in which members of staff have a specific research interest. We offer a wide range of elective modules at all three levels of study. Most of these modules are available as freestanding electives for students on other programmes and deal with issues of interest to students studying subjects closely related to Criminology such as Psychology, Law, Forensic Science and Sociology. More information about all our modules is available from the relevant module leader.
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-10010 | Understanding Crime | C | M | 7.5 | 15 | |
| This module introduces students to criminology as a discipline and equips you with the skills needed to study the subject successfully at university level. Early lectures and tutorials are concerned with the development and current scope of the discipline of criminology, and with the development of basic study, research, writing and referencing skills. Later on the focus shifts to the development of different theoretical approaches in criminology, and to their respective strengths and weaknesses as ways of understanding particular types of crime. The module also contains a number of lectures and tutorials dedicated to issues of measurement in criminology and some basic numerical concepts such as the idea of a 'rate'. The production of crime statistics is considered along with alternative ways of measuring crime, such as the use of victimization surveys and self-report studies. In addition to traditional lectures, learning activities in sessions for all students include the use of an electronic voting system to stimulate discussion, encourage active learning, identify learning needs and provide feedback to students on their progress. Other sessions involve the self, peer and tutor assessment of written work. Tutorial activities include specially designed exercises, group discussions and presentations. Use will also be made of the University's virtual learning environment (KLE) to give access to a range of learning resources and facilitate online discussions. | ||||||
| CRI-10011 | Murder | EP | C | 7.5 | 15 | |
| This module is based on an extended case study of murder. Its aim is to look at 'murder most foul' - as Shakespeare's Hamlet described it - from a range of perspectives in law, the humanities and the social sciences. We will consider why some forms of violent killing are treated as murder while others are not; how murder is currently defined in English law (and why); how criminologists and other social scientists have attempted to explain murder and understand those who commit it; how a murder case (and a 'murderer') is constructed and processed by the criminal justice system; and, finally, how murder is reported in the media and represented in creative work from Shakespeare's 'Hamlet' to contemporary television drama. By putting all these perspectives together, we will attempt to gain a more complete understanding of murder, and violent crime more generally, and why they occupy such a prominent place in the politics and culture of the early 21st century. The module involves a range of activities including lecture and tutorial classes and a conference where groups of students will be able to present their work on an aspect of the case study. The assessment for the modules consists of a mixture of group and individual tasks and provides students with the opportunity to develop important team-working, problem-solving and presentation skills. | ||||||
| CRI-10012 | Psychology and Crime | EP | C | 7.5 | 15 | |
| The possible relationships between psychology and crime have generated a significant amount of public interest in recent years (which is manifested in examples such as the proliferation of films, TV programmes and books on issues such as serial murder). This module will explore some of the ways in which psychological perspectives contribute to the day to day operation of Criminal Justice and our engagements with both perpetrators and victims of crime. It will go on to explore some of the ways in which the relationship between crime and psychology may (or may not) live up to expectations influenced by popular representations of psychology and crime. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-10013 | Criminal Justice: Process, Policy, Practice | C | C | 7.5 | 15 | |
| This module will look at the organisations and individuals who attempt to deliver 'Criminal Justice'. The module will offer a brief overview of the nature and development of the Criminal Justice 'System', the various Agencies that this 'system' is comprised of and their formal roles and responsibilities in the delivery of 'justice'. Agencies examined could include The Ministry of Justice; The Police Service; The Prison Service; The Probation Service; The Courts Service; The National Offender Management Service; The various Inspectorates and Ombudsmen who oversee/monitor these agencies and the Criminal Justice Voluntary Sector and various private sector organisations. As well as providing an overview of the formal roles of these agencies, this module will examine the various responsibilities and aims of each agency, their similarities and common purposes, differences and potential contradictions. The module will also examine the wider factors that have influenced the nature and organisation of these agencies and the relationships between them (including the historical/social context; the Organisational/Managerial context and the growing emphasis on performance, Process, Best Practice and Best Value). The module will be delivered through a mixture of lectures and small group tutorials, and will also involve visits to Magistrates or Crown Courts to observe them in operation. The module is assessed using a mixture of individual written work and online activities (using the Keele Learning Environment). | ||||||
| CRI-10014 | Investigating Crime: Criminological Perspectives | EP | M | 7.5 | 15 | |
| This module is concerned with the social history of modern investigative techniques. It will examine the emergence of criminal justice bureaucracies and of detective work as a specialism within them. It will go on to take a critical, sociological look at the development, impact and limitations of a range of technologies - motor vehicles, ICT, psychological and DNA profiling and technologies of regulation and surveillance - in the context of the investigation of crime and criminal justice practice more generally. | ||||||
| CRI-10015 | Punishment: Beyond the popular imagination | EP | M | 7.5 | 15 | |
| This module will introduce students to a range of debates about the nature of punishment and its representation in popular culture. It will introduce students to a range of formal and informal sanctions before focusing on physical punishments (most notably corporal and capital punishments) and the emergence of the use of imprisonment. It will consider the arguments for and against different forms of punishment, the reasons why so many societies have moved away from the use of corporal and capital punishments and why a number of societies have retained (or in some cases re-introduced) them. It will also examine the nature of contemporary systems of punishment based on imprisonment, the challenges they face and the alternative forms of punishment that have emerged in the second half of the 20th century | ||||||
| CRI-10016 | The Third Sector: Making a Difference? | EP | C | 7.5 | 15 | |
| This module allows students to volunteer with charitable and community organisations and receive 15 credits towards their degree. Working in partnership with KeeleSU Volunteering students will identify a volunteering opportunity, receive training, volunteer with the organisation and reflect on their experiences. Students will also learn some of the theory and practices relating to voluntary and non-profit organisations and will about the distinctive features of the voluntary 'third' sector. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-20006 | Criminology - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20007 | Criminology - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20016 | Crime and Justice in a Global Context | C | M | 7.5 | 15 | |
| This modules provides a comprehensive introduction to, and looks in detail at how criminology has tried to understand the effects on crime and criminal justice of globalisation and other processes of social change associated with the coming of late modernity. The focus will be on issues and problems related to terrorism, state crimes, war crimes, and crimes against humanity. This module is also a free standing elective and is particularly suitable for students in the social sciences and in particular sociology students. | ||||||
| CRI-20017 | Building Safer Communities | EP | C | 7.5 | 15 | |
| It is almost impossible to avoid hearing the word 'community' when the subject of what is to be done about crime and disorder is discussed. In political and policy debates, as well as in media and everyday consideration of these issues, 'the community' is a term used and abused as both a source of problems and a resource to be drawn upon in designing solutions to them. This module considers the ways in which 'communities' are constructed, managed, mobilised and responsibilised both as sites of crime problems and as potential sources of crime prevention solutions. The module will engage critically with the term 'community' asking if the term retains any meaning in late modern societies and, if so, what it means for those who find themselves governing and being governed under such headings. The module considers efforts to 'build safer communities' on three levels. Firstly it explores top-down efforts to manage crime and disorder that have been structured around the notion of 'the community' as a site of governance. Secondly, the module explores attempts to responsibilise and mobilise more local agencies and organisations under the 'community' banner, relocating some responsibility in locally-based 'Partnerships' who become tasked with knowing the specific problems of 'their' communities and acting to minimise them. Thirdly, the module engages with debates around the responsibilisation of individuals as part of variously defined communities, whether they be construed on geographic, racial, interest or any other lines. The enduring appeal of the notion of community will be explored alongside these three approaches, as well as the problems caused by conceptualising society and individuals in community terms. The module asks broad questions that underpin the use of the term, including; Who or what constitutes a community? Who defines which communities exist? How does central and local government intervention (directly or indirectly) promote the interests of some communities over others? Are communities always inclusive? | ||||||
| CRI-20018 | Crime, Culture and Conflict 1700-1914 | EP | M | 7.5 | 15 | |
| Crime, Culture and Conflict is designed to allow students to critically analyse the history of criminal justice in England and Wales during the period 1750-1914. In doing so, the module provides the academic context for understanding the major debates, theories and issues relating to the contemporary criminal justice system. The module is structured around three key themes: the social construction of crime and criminalisation, the public versus the private sphere and competing perspectives on the history of crime and the development of the criminal justice system. These three themes share an important strand of continuity within this module - that of popular culture and resistance. This framework is employed to demonstrate that history is always a matter of contestation and interpretation, and that there can never be one definitive 'truth' about historical events or developments. The process of excavating new historical sources is a continuous one, and as new research takes place alongside existing acccounts, critical reflection, perhaps even re-evaluation and re-interpretation, is often called for. | ||||||
| CRI-20022 | Mental Health and Offending | EP | M | 7.5 | 15 | |
| Are mentally disordered offenders "mad" or "bad"? Should they be "treated" or "punished"? What is the relationship between "mental health" and offending? These are just some of the questions that this exciting new second year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround forensic mental health. The module begins by introducing students to the variety of different ways in which mental health has been classified, understood and responded to. We start by tracing the history of the asylums and psychiatry through to the deinstitutionalisation of the mentally ill and move towards 'care in the community'. Subsequent political and public responses to a small number of high profile offences by the mentally ill in the 1990s are considered before the current framework of services for mentally disordered offenders is outlined. This will enable students to engage with the development of criminal justice and health responses to mentally disordered offenders and consider the theoretical and practical challenges that are raised by our attempts to identify and target so called 'dangerous' people. The problems surrounding treatment and making accurate predictions of risk will also be explored. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-20008 | Criminology - Study Abroad III | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20009 | Criminology - Study Abroad IV | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20015 | Working for Justice | EP | C | 7.5 | 15 | |
| This module is designed for any year 2 student considering a career in Criminal Justice. 1) The module provides students with an overview of careers in Criminal Justice and Criminal Justice related fields. 2) It supports students' job search in the Criminal Justice sector by enabling them to produce appropriate written vocational work (such as identification of skill sets, matching skill sets and experiences to job specifications, writing CVs and covering letters). 3) It focuses on a core set of skills with resonance in a range of occupations in criminal justice namely: Investigative skills (especially investigative interviewing and statement taking) Dealing with vulnerable clients/Supporting Victims Presentation of evidence (both oral and written) Working within the legislative framework of the Race Relations Act and Data Protection Act | ||||||
| CRI-20020 | Research Methods in Criminology | C | C | 7.5 | 15 | |
| The aim of this module is to introduce students to the logic and skills of social science research as applied to the study of crime and criminal justice. It aims to equip students with a critical appreciation of the range of strategies for research design, ethical guidelines, data collection and analysis in the conduct of social research. Within this overall context the course has three specific objectives: (i) To provide an introduction to the importance of both qualitative and quantitative research methods and the relationship between theory and methods in criminological research. (ii) To offer an introduction to the practicalities of thinking about and doing qualitative and quantitative criminological research. (iii) To enable students to use and critically evaluate qualitative and quantitative data for the purposes of criminological research. The philosophy underpinning the module is that research methods cannot be adequately, or interestingly, taught in the abstract and consequently the course will emphasise the practice of social research and its application to criminological issues. | ||||||
| CRI-20021 | Policing and the Police | EP | C | 7.5 | 15 | |
| Policing and the police are constantly in the news. Police investigations of serious crime - terrorism, murder, rape and robbery - make the headlines every day. They are also a staple of crime fiction on television, in films and print. But media headlines and TV cop shows tell us very little about what policing is really like. While the media concentrate on the police as crime fighters - the thin blue line between order and chaos - the reality of policing is both more varied and more challenging. This module aims to go behind the headlines and to answer some basic questions. What do we mean by policing? How does it relate to experiences and feelings of security? Who does 'policing', and who are 'the police'? How do the people and institutions responsible for policing relate to each other? What do the people we think of as 'the police' actually do? And how is all of this changing as societies become more diverse, the threats to security more global in their origins and ways of responding to them more varied? The main focus of the module is on policing in England and Wales but in answering these questions we will draw on an international literature written by scholars and researchers from many other jurisdictions including the US, Canada, Australia and South Africa. We will also look in detail at: the structure and organisation of the police; the development of policing both before and since the establishment of the 'new' Metropolitan Police in 1829; the main characteristics and conditions for existence of a distinctive culture within police organisations; and the powers of the police and how they are held to account for their use. Apart from criminology this module draws on insights and concepts from several other disciplines including law, sociology, social policy, psychology and anthropology and will be of interest to students with backgrounds in any of these subjects. If you are thinking of a career in policing whatever your background this is very much the module for you. Teaching is based on a course of ten weekly lectures, regular tutorials, online formative feedback on work in progress and dedicated one-to-one consultation sessions. Assessment for the module consists of a reflective analysis based on a series of blog postings and a conventional coursework essay. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | CRI-30008 | Corporate Crime | EP | C | 7.5 | 15 |
| This module explores theories and concepts pertaining to the study of white collar crime and corporate crime. The focus is very much on the application of such theories and concepts to particular cases or incidences of white collar crime and corporate crime. Assessment is by group presentation (weighting 40%) and case-study essay (60%). | ||||||
| + | CRI-30008 | Corporate Crime | O | C | 7.5 | 15 |
| This module explores theories and concepts pertaining to the study of white collar crime and corporate crime. The focus is very much on the application of such theories and concepts to particular cases or incidences of white collar crime and corporate crime. Assessment is by group presentation (weighting 40%) and case-study essay (60%). | ||||||
| CRI-30035 | Crime, Crime Control and Democracy in Post-Apartheid South Africa | EP | C | 7.5 | 15 | |
| What do criminologists have to say about crime, justice and crime control in a newly democratic developing country? Is South Africa the 'crime capital of the world'? And, even if it isn't, why have crime rates been so high since the country's first democratically elected government came to power in 1994? How can a country struggling to deal with the racist legacy of apartheid go about controlling crime? What is the connection between HIV/AIDS and child rape, street gangs and organised crime syndicates? Can community policing work in places where there are few uniformed police and little sense of community? Are private security and vigilantism the only way to fight crime if the state cannot protect its citizens and their property? How can the right balance be struck between social justice and criminal justice in responding to crime and other social problems? These are just some of the questions that we will discuss in a module that takes post-apartheid South Africa as a case study of the challenges facing a society in transition from authoritarian to democratic rule. Seminar discussions are based on a range of materials including newspaper articles, DVDs and web-based resources as well as a more conventional list of academic readings. This module enables students to take a fresh look at some familiar issues, and to get a feel for crime and approaches to controlling it in a society very different from our own. But no prior knowledge of South Africa or any other society in transition is either expected or assumed. Some students who have no background in Criminology or a related social science discipline have found previous versions of this module difficult to cope with in the past. Students who have only studied doctrinal law thus far may find the more critical and discursive aspects of this module particularly challenging and should not expect that their existing subject knowledge will be of any direct use. Students considering electing to take this module from outside Criminology are strongly advised to contact the module leader to find out more about the module and what is required to complete it successfully. Students who take the module will have the opportunity to practice and develop a range of key graduate attributes - including team working, presentation, research and report-writing skills - by working with other students on a group presentation and by undertaking and reporting on a piece of independent research. Assessment tasks are a review of a selected text (interpreted broadly to include audio, video and web-based material) and a report on a piece of research on a topic agreed with the module leader. | ||||||
| CRI-30035 | Crime, Crime Control and Democracy in Post-Apartheid South Africa | O | C | 7.5 | 15 | |
| What do criminologists have to say about crime, justice and crime control in a newly democratic developing country? Is South Africa the 'crime capital of the world'? And, even if it isn't, why have crime rates been so high since the country's first democratically elected government came to power in 1994? How can a country struggling to deal with the racist legacy of apartheid go about controlling crime? What is the connection between HIV/AIDS and child rape, street gangs and organised crime syndicates? Can community policing work in places where there are few uniformed police and little sense of community? Are private security and vigilantism the only way to fight crime if the state cannot protect its citizens and their property? How can the right balance be struck between social justice and criminal justice in responding to crime and other social problems? These are just some of the questions that we will discuss in a module that takes post-apartheid South Africa as a case study of the challenges facing a society in transition from authoritarian to democratic rule. Seminar discussions are based on a range of materials including newspaper articles, DVDs and web-based resources as well as a more conventional list of academic readings. This module enables students to take a fresh look at some familiar issues, and to get a feel for crime and approaches to controlling it in a society very different from our own. But no prior knowledge of South Africa or any other society in transition is either expected or assumed. Some students who have no background in Criminology or a related social science discipline have found previous versions of this module difficult to cope with in the past. Students who have only studied doctrinal law thus far may find the more critical and discursive aspects of this module particularly challenging and should not expect that their existing subject knowledge will be of any direct use. Students considering electing to take this module from outside Criminology are strongly advised to contact the module leader to find out more about the module and what is required to complete it successfully. Students who take the module will have the opportunity to practice and develop a range of key graduate attributes - including team working, presentation, research and report-writing skills - by working with other students on a group presentation and by undertaking and reporting on a piece of independent research. Assessment tasks are a review of a selected text (interpreted broadly to include audio, video and web-based material) and a report on a piece of research on a topic agreed with the module leader. | ||||||
| CRI-30042 | Gender, History and Punishment 1486-1955 | O | M | 7.5 | 15 | |
| This module is designed to allow students to gain a comprehensive and critical understanding of the gendered nature of criminal justice throughout history. As we embark upon this historical journey through the criminal justice system, links will also be made with the gendered nature of the modern system of punishment, as well as the wider culture within which it is situated. In this way, students will gain an understanding of the importance of history in tems of its influence on modern penal practices - both formal and informal. While students taking this module will be presented with an overview of traditional (and hence andro-centric) theories on punishment, the module is designed to challenge such theories by employing a feminist perspective on punishment. This aim will be achieved - not only by demonstrating the contribution feminism has made to the development of alternative theories of punishment - but also by utilising feminist theory and method to critically assess conventional, gender-blind theoretical perspectives. This critical assessment and evaluation will lead to a demonstration that there is no one 'true' account of history, that history is always a matter of interpretation and hence is always a potential site of contestation. | ||||||
| CRI-30042 | Gender, History and Punishment 1486-1955 | EP | M | 7.5 | 15 | |
| This module is designed to allow students to gain a comprehensive and critical understanding of the gendered nature of criminal justice throughout history. As we embark upon this historical journey through the criminal justice system, links will also be made with the gendered nature of the modern system of punishment, as well as the wider culture within which it is situated. In this way, students will gain an understanding of the importance of history in tems of its influence on modern penal practices - both formal and informal. While students taking this module will be presented with an overview of traditional (and hence andro-centric) theories on punishment, the module is designed to challenge such theories by employing a feminist perspective on punishment. This aim will be achieved - not only by demonstrating the contribution feminism has made to the development of alternative theories of punishment - but also by utilising feminist theory and method to critically assess conventional, gender-blind theoretical perspectives. This critical assessment and evaluation will lead to a demonstration that there is no one 'true' account of history, that history is always a matter of interpretation and hence is always a potential site of contestation. | ||||||
| CRI-30045 | Popular Culture and Crime | O | C | 7.5 | 15 | |
| This module examines the possible relationships between popular culture and crime. It looks at the extent to which representations of crime have formed a key component of popular culture throughout modernity. It goes on to examine the extent to which popular cultural representations of crime, and the 'popular' cultural practices of some sections of society, have themselves been linked to crime and criminality. Late modernity has seen the rise of 'law and order' as an electoral issue, the emergence of 'true crime' as one of the fastest growing popular literary genres, a significant increase in the number of films and television programming devoted to crime related issues and themes, increased interest in police procedure, forensic science, criminal psychology and related areas, and rapidly increasing demand for criminology as an undergraduate subject. This module concludes by considering what contemporary society's apparent preoccupation with crime and criminality can tell us about the nature of identity formation and maintenance in late modernity. | ||||||
| CRI-30045 | Popular Culture and Crime | EP | C | 7.5 | 15 | |
| This module examines the possible relationships between popular culture and crime. It looks at the extent to which representations of crime have formed a key component of popular culture throughout modernity. It goes on to examine the extent to which popular cultural representations of crime, and the 'popular' cultural practices of some sections of society, have themselves been linked to crime and criminality. Late modernity has seen the rise of 'law and order' as an electoral issue, the emergence of 'true crime' as one of the fastest growing popular literary genres, a significant increase in the number of films and television programming devoted to crime related issues and themes, increased interest in police procedure, forensic science, criminal psychology and related areas, and rapidly increasing demand for criminology as an undergraduate subject. This module concludes by considering what contemporary society's apparent preoccupation with crime and criminality can tell us about the nature of identity formation and maintenance in late modernity. | ||||||
| CRI-30049 | Drugs: High Crimes or Misdemeanours? | EP | M | 7.5 | 15 | |
| Why do people take drugs? Who takes drugs? How is drug use understood within societies? and how do societies respond to drug use? These are just some of the questions that this exciting new third year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround drug misuse. In recent decades drug use has become the subject of both official and media attentions. This module will begin by introducing students to the various ways in which drug use has been understood and responded to. We will begin by tracing the origins of drug use through an examination of how drugs and drug users were perceived during the 19th century to how they have come to be perceived in recent times. This examination will help us to understand the development of policy and, despite the fact that drugs are used across all sections of society, the recent focus on drug using offenders. Taking a multi-disciplinary approach will help us to understand drug misuse in the UK and elsewhere and will enable students to apply sociological, criminological, historical, psychological and cultural perspectives to the study of drug use, and policy responses to this ‘social problem’. | ||||||
| CRI-30049 | Drugs: High Crimes or Misdemeanours? | O | M | 7.5 | 15 | |
| Why do people take drugs? Who takes drugs? How is drug use understood within societies? and how do societies respond to drug use? These are just some of the questions that this exciting new third year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround drug misuse. In recent decades drug use has become the subject of both official and media attentions. This module will begin by introducing students to the various ways in which drug use has been understood and responded to. We will begin by tracing the origins of drug use through an examination of how drugs and drug users were perceived during the 19th century to how they have come to be perceived in recent times. This examination will help us to understand the development of policy and, despite the fact that drugs are used across all sections of society, the recent focus on drug using offenders. Taking a multi-disciplinary approach will help us to understand drug misuse in the UK and elsewhere and will enable students to apply sociological, criminological, historical, psychological and cultural perspectives to the study of drug use, and policy responses to this ‘social problem’. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| CRI-30046 | Dissertation for Criminology - ISP | O | C | 15 | 30 | |
| This double module runs over both semesters and provides an opportunity for students to work on a substantial piece of independent work of their own choosing in consultation with a supervisor. This generally involves students either conducting a review of the literature on a particular topic that interests them or carrying out a small piece of criminological research (such as interviewing criminal justice professionals, or analysing media coverage). It is intended to provide a 'hands-on' research training that enables the student to 'put into practice' the knowledge obtained in the first and second years. Dissertations are supervised using a mixture of collective dissertation workshops and individual supervision. | ||||||
| CRI-30046 | Dissertation for Criminology - ISP | EP | C | 15 | 30 | |
| This double module runs over both semesters and provides an opportunity for students to work on a substantial piece of independent work of their own choosing in consultation with a supervisor. This generally involves students either conducting a review of the literature on a particular topic that interests them or carrying out a small piece of criminological research (such as interviewing criminal justice professionals, or analysing media coverage). It is intended to provide a 'hands-on' research training that enables the student to 'put into practice' the knowledge obtained in the first and second years. Dissertations are supervised using a mixture of collective dissertation workshops and individual supervision. | ||||||
| CRI-30050 | Criminology Work Placement | O | C | 15 | 30 | |
| This module will give Criminology students a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Initially the work will be in the field of integrated offender management (IOM) and placements are being offered in conjunction with Staffordshire Police. The placement programme is in the early stages of development so only a very limited number of opportunities (probably two or three at most) will be available in 2013-14, the first year of operation. Only those who have met the entry requirements for the module (a mark of 70 or higher in CRI-20015 Working for Justice and an average mark of 65 or higher in all Criminology modules taken in Years 1 and 2) will be considered. The placements will bring students into direct contact with offenders so students will have to undertake a rigorous selection process based, as a minimum, on a full CV and a supporting statement. This will be followed by an interview involving representatives from Staffordshire Police and other members of the county’s IOM partnership. A Criminal Records Bureau (CRB) check and other security and vetting procedures will also have to be completed successfully. Students selected for a placement will then work for approximately 200 hours in two blocks of 10 weeks in the first and second semesters. All students will be allocated a placement supervisor or supervisors from among the academic staff in Criminology at Keele. The exact nature and pattern of the work on the placement will be agreed between Staffordshire Police, its IOM partners, the academic supervisor and the student her/himself. Students on placement will have to travel to work off campus so a full, clean driving licence and access to a car would be an advantage. Some help with expenses may be available, particularly in cases of hardship, but this cannot be guaranteed. Students interested in taking the module are strongly advised to contact a member of staff in Criminology for an informal discussion. | ||||||
| CRI-30050 | Criminology Work Placement | EP | C | 15 | 30 | |
| This module will give Criminology students a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Initially the work will be in the field of integrated offender management (IOM) and placements are being offered in conjunction with Staffordshire Police. The placement programme is in the early stages of development so only a very limited number of opportunities (probably two or three at most) will be available in 2013-14, the first year of operation. Only those who have met the entry requirements for the module (a mark of 70 or higher in CRI-20015 Working for Justice and an average mark of 65 or higher in all Criminology modules taken in Years 1 and 2) will be considered. The placements will bring students into direct contact with offenders so students will have to undertake a rigorous selection process based, as a minimum, on a full CV and a supporting statement. This will be followed by an interview involving representatives from Staffordshire Police and other members of the county’s IOM partnership. A Criminal Records Bureau (CRB) check and other security and vetting procedures will also have to be completed successfully. Students selected for a placement will then work for approximately 200 hours in two blocks of 10 weeks in the first and second semesters. All students will be allocated a placement supervisor or supervisors from among the academic staff in Criminology at Keele. The exact nature and pattern of the work on the placement will be agreed between Staffordshire Police, its IOM partners, the academic supervisor and the student her/himself. Students on placement will have to travel to work off campus so a full, clean driving licence and access to a car would be an advantage. Some help with expenses may be available, particularly in cases of hardship, but this cannot be guaranteed. Students interested in taking the module are strongly advised to contact a member of staff in Criminology for an informal discussion. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-30040 | Risk and Criminal Justice | EP | M | 7.5 | 15 | |
| Whether the topic is suspected terrorists, sex offenders, electronic tagging, CCTV, or even speeding drivers, the term 'risk' has increasingly come to dominate criminal justice, political and media discourses about crime. But what is the significance of this increasing tendency to conceptualise a wide range of crime problems in terms of 'risk'? What are the consequences for criminal justice agencies, for practitioners, and for the rest of us of an increasing focus on the future and on the prevention of crimes that might (but might not) happen? To what extent should we all be concerned with attempts to control a future that we cannot accurately predict? Students who select this module will be introduced to some of the main ways in which a concern with the management and minimisation of 'risk' has come to influence our criminal justice system, in terms of prediction, prevention, detection, processing and punishment. The module will also, however, consider the wider significance of viewing a variety of social problems as 'risk issues', including the compatibility of such an approach with the production of 'justice'. The module will offer an insight into a range of topical issues and challenges facing criminal justice which will be of benefit to students wishing to pursue a career in a range of moreand less obvious criminal justice contexts as well as those intending to engage in further academic study. | ||||||
| CRI-30040 | Risk and Criminal Justice | O | M | 7.5 | 15 | |
| Whether the topic is suspected terrorists, sex offenders, electronic tagging, CCTV, or even speeding drivers, the term 'risk' has increasingly come to dominate criminal justice, political and media discourses about crime. But what is the significance of this increasing tendency to conceptualise a wide range of crime problems in terms of 'risk'? What are the consequences for criminal justice agencies, for practitioners, and for the rest of us of an increasing focus on the future and on the prevention of crimes that might (but might not) happen? To what extent should we all be concerned with attempts to control a future that we cannot accurately predict? Students who select this module will be introduced to some of the main ways in which a concern with the management and minimisation of 'risk' has come to influence our criminal justice system, in terms of prediction, prevention, detection, processing and punishment. The module will also, however, consider the wider significance of viewing a variety of social problems as 'risk issues', including the compatibility of such an approach with the production of 'justice'. The module will offer an insight into a range of topical issues and challenges facing criminal justice which will be of benefit to students wishing to pursue a career in a range of moreand less obvious criminal justice contexts as well as those intending to engage in further academic study. | ||||||
| CRI-30041 | The politics and cultures of the death penalty in the 21st Century | O | C | 7.5 | 15 | |
| This option is intended for students with an interest in punishment and penality in general and in the death penalty in particular. Through a combination of lectures and seminar activities students will be encouraged to develop a critical understanding of the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. The course is organized around the exploration of four themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the US through relevant criminological/legal literature and cases of established or suspected miscarriages of justice. 4) Key cultural sensibilities relating to executions, pain and suffering. Students will be encouraged to use internet resources to locate information relating to case studies on specific death row prisoners/miscarriages of justice and the arguments of anti-death penalty/pro-death penalty groups. Seminars will aim to help students evaluate, summarize and synthesize the information gathered. A number of the seminar activities are designed to assist students with their essays and students will be encouraged to bring to the seminars case studies relevant to their case study assessment. | ||||||
| CRI-30041 | The politics and cultures of the death penalty in the 21st Century | EP | C | 7.5 | 15 | |
| This option is intended for students with an interest in punishment and penality in general and in the death penalty in particular. Through a combination of lectures and seminar activities students will be encouraged to develop a critical understanding of the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. The course is organized around the exploration of four themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the US through relevant criminological/legal literature and cases of established or suspected miscarriages of justice. 4) Key cultural sensibilities relating to executions, pain and suffering. Students will be encouraged to use internet resources to locate information relating to case studies on specific death row prisoners/miscarriages of justice and the arguments of anti-death penalty/pro-death penalty groups. Seminars will aim to help students evaluate, summarize and synthesize the information gathered. A number of the seminar activities are designed to assist students with their essays and students will be encouraged to bring to the seminars case studies relevant to their case study assessment. | ||||||
| CRI-30043 | Power, Process and Victimisation | O | M | 7.5 | 15 | |
| While students of this module will be introduced to traditional theoretical perspectives and methods within victimology, the module is designed to challenge and critically assess conventional definitions of 'the victim' and 'victimisation'. This aim will be achieved by examining the processes behind, as well as the social construction of these definitions, and to situate them within a wider sociological context of power and its implementation. To this end, the module focuses on the theory, practices and policy behind the study of victimisation. Furthermore, it encourages students to develop both analytical skills as well as an understanding of policy interventions. In turn, attaining these skills should facilitate access to careers in victim support, rape crisies centres and in the partnership work that is being developed through the inter-linking of different criminal justice and welfare agencies to provide support for victims, both at a local and national level. | ||||||
| CRI-30043 | Power, Process and Victimisation | EP | M | 7.5 | 15 | |
| While students of this module will be introduced to traditional theoretical perspectives and methods within victimology, the module is designed to challenge and critically assess conventional definitions of 'the victim' and 'victimisation'. This aim will be achieved by examining the processes behind, as well as the social construction of these definitions, and to situate them within a wider sociological context of power and its implementation. To this end, the module focuses on the theory, practices and policy behind the study of victimisation. Furthermore, it encourages students to develop both analytical skills as well as an understanding of policy interventions. In turn, attaining these skills should facilitate access to careers in victim support, rape crisies centres and in the partnership work that is being developed through the inter-linking of different criminal justice and welfare agencies to provide support for victims, both at a local and national level. | ||||||
| CRI-30044 | Prisons and Imprisonment | O | C | 7.5 | 15 | |
| This module explores the central role which prisons play in society, both as institutions which dominate the contemporary punitive network, and as places which absorb our social and cultural imagination. We will do this by examining contemporary representations and conceptions of the role of prisons in policy and popular culture. Secondly, we reflect on the contested nature of power in prisons through an examination of everyday lived experience of prison from the perspectives of prisoners, staff, prisoners' families and prison activists. The third section explores the links between race, gender (masculinity and femininity) political consciousness and power and resistance in prison. Finally, we conclude by examining contemporary controversies about the future of imprisonment. Assessment is by formative in-class presentation work followed by individual short commentary, and two essays. Lecture outline: Revisiting the prison crisis 1. The current state of our prisons 2. Popular and political representations of prisons Prison community 3. Doing prison work 4. Surviving imprisonment 5. Legitimacy and coercion in prisons 6. Righteous outsiders: charities, prisoner support groups and activists Prisons and inequality 7. The gendered pains of imprisonment 8. Race, ethnicity and imprisonment 9. Radicalisation and resistance Penal futures 10. The penal-industrial complex 11. Imprisonment and globalisation? | ||||||
| CRI-30044 | Prisons and Imprisonment | EP | C | 7.5 | 15 | |
| This module explores the central role which prisons play in society, both as institutions which dominate the contemporary punitive network, and as places which absorb our social and cultural imagination. We will do this by examining contemporary representations and conceptions of the role of prisons in policy and popular culture. Secondly, we reflect on the contested nature of power in prisons through an examination of everyday lived experience of prison from the perspectives of prisoners, staff, prisoners' families and prison activists. The third section explores the links between race, gender (masculinity and femininity) political consciousness and power and resistance in prison. Finally, we conclude by examining contemporary controversies about the future of imprisonment. Assessment is by formative in-class presentation work followed by individual short commentary, and two essays. Lecture outline: Revisiting the prison crisis 1. The current state of our prisons 2. Popular and political representations of prisons Prison community 3. Doing prison work 4. Surviving imprisonment 5. Legitimacy and coercion in prisons 6. Righteous outsiders: charities, prisoner support groups and activists Prisons and inequality 7. The gendered pains of imprisonment 8. Race, ethnicity and imprisonment 9. Radicalisation and resistance Penal futures 10. The penal-industrial complex 11. Imprisonment and globalisation? | ||||||
| CRI-30048 | Living with 'Aliens': Immigration, Crime and Social Control | O | C | 7.5 | 15 | |
| Mass immigration is perhaps one of the most controversial and contested topics of contemporary times. Popular discourse often considers immigration to be a threat to national security and as depleting the country’s resources. Immigrants themselves are all too often cast as ‘aliens’, ‘demons’, and ‘outsiders’ in the communities they settle; being considered a ‘crime-prone’ population. Some key examples of this include the ‘Italian mafia’ in America; the ‘racialised’ discourse of immigration and crime during the post-war era of immigration; and Eastern European immigration more recently which has revitalised this debate. The association of immigration with rising crime, disorder and insecurity has not only featured prominently in popular discourse however, it has also been a topic of interest in criminological and sociological literature throughout the last 100 years and continues to be so today. The aim of this module is to challenge and critically assess the ‘conventional wisdom’ on the association between immigration and rising crime. Is a dystopian nightmare of violence, chaos and disorder the inevitable consequence of mass immigration? Or can groups live together in harmony in diverse communities? Are immigrants a ‘crime-prone’ and ‘dangerous’ population or merely perceived as such? Do immigrants themselves have negative experiences as victims of prejudice and hate crime? Can mass immigration actually have the potential to bring benefits to communities, ultimately reducing the local crime rate? These are some of the questions that will be addressed in this module, which explores some of the most up to date and cutting edge research on this topic that turns both the old established theories, as well as common public assumptions, on their head. | ||||||
| CRI-30048 | Living with 'Aliens': Immigration, Crime and Social Control | EP | C | 7.5 | 15 | |
| Mass immigration is perhaps one of the most controversial and contested topics of contemporary times. Popular discourse often considers immigration to be a threat to national security and as depleting the country’s resources. Immigrants themselves are all too often cast as ‘aliens’, ‘demons’, and ‘outsiders’ in the communities they settle; being considered a ‘crime-prone’ population. Some key examples of this include the ‘Italian mafia’ in America; the ‘racialised’ discourse of immigration and crime during the post-war era of immigration; and Eastern European immigration more recently which has revitalised this debate. The association of immigration with rising crime, disorder and insecurity has not only featured prominently in popular discourse however, it has also been a topic of interest in criminological and sociological literature throughout the last 100 years and continues to be so today. The aim of this module is to challenge and critically assess the ‘conventional wisdom’ on the association between immigration and rising crime. Is a dystopian nightmare of violence, chaos and disorder the inevitable consequence of mass immigration? Or can groups live together in harmony in diverse communities? Are immigrants a ‘crime-prone’ and ‘dangerous’ population or merely perceived as such? Do immigrants themselves have negative experiences as victims of prejudice and hate crime? Can mass immigration actually have the potential to bring benefits to communities, ultimately reducing the local crime rate? These are some of the questions that will be addressed in this module, which explores some of the most up to date and cutting edge research on this topic that turns both the old established theories, as well as common public assumptions, on their head. | ||||||
| # | PSY-30100 | Domestic Violence | EA | M | 7.5 | 15 |
| Domestic violence is an enduring problem in many countries. In Britain, 30% of women and 20% of men have experienced domestic abuse since the age of 16. There are huge costs to society in terms of days lost at work, housing and social care, the health service, as well as the criminal justice system. It is recognised that many graduates enter professions where a sound knowledge and understanding of domestic violence is required, whether in the Police, Probation, as a Teacher, Social Worker, or Counsellor, to name just a few. The aim of this module is to develop students’ knowledge and understanding of key topics in the area of domestic violence. Questions that will be considered include: How many people does it affect? Are women as abusive as men? Does it occur in teenage dating relationships? What are the effects on victims and for children who witness domestic abuse? What are the risk factors for perpetration and victimisation, and perhaps more importantly, what can be done about the problem? Through weekly classes these topics will be introduced and discussed and students will be asked to answer an essay question that they would like to explore in more detail. A 2-part exam will assess students' breadth of understanding using a multiple choice exam and students can choose one essay-style question from a choice of six to address an additional topic in greater depth. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-10010 | Understanding Crime | C | M | 7.5 | 15 | |
| This module introduces students to criminology as a discipline and equips you with the skills needed to study the subject successfully at university level. Early lectures and tutorials are concerned with the development and current scope of the discipline of criminology, and with the development of basic study, research, writing and referencing skills. Later on the focus shifts to the development of different theoretical approaches in criminology, and to their respective strengths and weaknesses as ways of understanding particular types of crime. The module also contains a number of lectures and tutorials dedicated to issues of measurement in criminology and some basic numerical concepts such as the idea of a 'rate'. The production of crime statistics is considered along with alternative ways of measuring crime, such as the use of victimization surveys and self-report studies. In addition to traditional lectures, learning activities in sessions for all students include the use of an electronic voting system to stimulate discussion, encourage active learning, identify learning needs and provide feedback to students on their progress. Other sessions involve the self, peer and tutor assessment of written work. Tutorial activities include specially designed exercises, group discussions and presentations. Use will also be made of the University's virtual learning environment (KLE) to give access to a range of learning resources and facilitate online discussions. | ||||||
| CRI-10011 | Murder | EP | C | 7.5 | 15 | |
| This module is based on an extended case study of murder. Its aim is to look at 'murder most foul' - as Shakespeare's Hamlet described it - from a range of perspectives in law, the humanities and the social sciences. We will consider why some forms of violent killing are treated as murder while others are not; how murder is currently defined in English law (and why); how criminologists and other social scientists have attempted to explain murder and understand those who commit it; how a murder case (and a 'murderer') is constructed and processed by the criminal justice system; and, finally, how murder is reported in the media and represented in creative work from Shakespeare's 'Hamlet' to contemporary television drama. By putting all these perspectives together, we will attempt to gain a more complete understanding of murder, and violent crime more generally, and why they occupy such a prominent place in the politics and culture of the early 21st century. The module involves a range of activities including lecture and tutorial classes and a conference where groups of students will be able to present their work on an aspect of the case study. The assessment for the modules consists of a mixture of group and individual tasks and provides students with the opportunity to develop important team-working, problem-solving and presentation skills. | ||||||
| CRI-10012 | Psychology and Crime | EP | C | 7.5 | 15 | |
| The possible relationships between psychology and crime have generated a significant amount of public interest in recent years (which is manifested in examples such as the proliferation of films, TV programmes and books on issues such as serial murder). This module will explore some of the ways in which psychological perspectives contribute to the day to day operation of Criminal Justice and our engagements with both perpetrators and victims of crime. It will go on to explore some of the ways in which the relationship between crime and psychology may (or may not) live up to expectations influenced by popular representations of psychology and crime. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-10013 | Criminal Justice: Process, Policy, Practice | C | C | 7.5 | 15 | |
| This module will look at the organisations and individuals who attempt to deliver 'Criminal Justice'. The module will offer a brief overview of the nature and development of the Criminal Justice 'System', the various Agencies that this 'system' is comprised of and their formal roles and responsibilities in the delivery of 'justice'. Agencies examined could include The Ministry of Justice; The Police Service; The Prison Service; The Probation Service; The Courts Service; The National Offender Management Service; The various Inspectorates and Ombudsmen who oversee/monitor these agencies and the Criminal Justice Voluntary Sector and various private sector organisations. As well as providing an overview of the formal roles of these agencies, this module will examine the various responsibilities and aims of each agency, their similarities and common purposes, differences and potential contradictions. The module will also examine the wider factors that have influenced the nature and organisation of these agencies and the relationships between them (including the historical/social context; the Organisational/Managerial context and the growing emphasis on performance, Process, Best Practice and Best Value). The module will be delivered through a mixture of lectures and small group tutorials, and will also involve visits to Magistrates or Crown Courts to observe them in operation. The module is assessed using a mixture of individual written work and online activities (using the Keele Learning Environment). | ||||||
| CRI-10014 | Investigating Crime: Criminological Perspectives | EP | M | 7.5 | 15 | |
| This module is concerned with the social history of modern investigative techniques. It will examine the emergence of criminal justice bureaucracies and of detective work as a specialism within them. It will go on to take a critical, sociological look at the development, impact and limitations of a range of technologies - motor vehicles, ICT, psychological and DNA profiling and technologies of regulation and surveillance - in the context of the investigation of crime and criminal justice practice more generally. | ||||||
| CRI-10015 | Punishment: Beyond the popular imagination | EP | M | 7.5 | 15 | |
| This module will introduce students to a range of debates about the nature of punishment and its representation in popular culture. It will introduce students to a range of formal and informal sanctions before focusing on physical punishments (most notably corporal and capital punishments) and the emergence of the use of imprisonment. It will consider the arguments for and against different forms of punishment, the reasons why so many societies have moved away from the use of corporal and capital punishments and why a number of societies have retained (or in some cases re-introduced) them. It will also examine the nature of contemporary systems of punishment based on imprisonment, the challenges they face and the alternative forms of punishment that have emerged in the second half of the 20th century | ||||||
| CRI-10016 | The Third Sector: Making a Difference? | EP | C | 7.5 | 15 | |
| This module allows students to volunteer with charitable and community organisations and receive 15 credits towards their degree. Working in partnership with KeeleSU Volunteering students will identify a volunteering opportunity, receive training, volunteer with the organisation and reflect on their experiences. Students will also learn some of the theory and practices relating to voluntary and non-profit organisations and will about the distinctive features of the voluntary 'third' sector. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-20006 | Criminology - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20007 | Criminology - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20016 | Crime and Justice in a Global Context | C | M | 7.5 | 15 | |
| This modules provides a comprehensive introduction to, and looks in detail at how criminology has tried to understand the effects on crime and criminal justice of globalisation and other processes of social change associated with the coming of late modernity. The focus will be on issues and problems related to terrorism, state crimes, war crimes, and crimes against humanity. This module is also a free standing elective and is particularly suitable for students in the social sciences and in particular sociology students. | ||||||
| CRI-20017 | Building Safer Communities | EP | C | 7.5 | 15 | |
| It is almost impossible to avoid hearing the word 'community' when the subject of what is to be done about crime and disorder is discussed. In political and policy debates, as well as in media and everyday consideration of these issues, 'the community' is a term used and abused as both a source of problems and a resource to be drawn upon in designing solutions to them. This module considers the ways in which 'communities' are constructed, managed, mobilised and responsibilised both as sites of crime problems and as potential sources of crime prevention solutions. The module will engage critically with the term 'community' asking if the term retains any meaning in late modern societies and, if so, what it means for those who find themselves governing and being governed under such headings. The module considers efforts to 'build safer communities' on three levels. Firstly it explores top-down efforts to manage crime and disorder that have been structured around the notion of 'the community' as a site of governance. Secondly, the module explores attempts to responsibilise and mobilise more local agencies and organisations under the 'community' banner, relocating some responsibility in locally-based 'Partnerships' who become tasked with knowing the specific problems of 'their' communities and acting to minimise them. Thirdly, the module engages with debates around the responsibilisation of individuals as part of variously defined communities, whether they be construed on geographic, racial, interest or any other lines. The enduring appeal of the notion of community will be explored alongside these three approaches, as well as the problems caused by conceptualising society and individuals in community terms. The module asks broad questions that underpin the use of the term, including; Who or what constitutes a community? Who defines which communities exist? How does central and local government intervention (directly or indirectly) promote the interests of some communities over others? Are communities always inclusive? | ||||||
| CRI-20018 | Crime, Culture and Conflict 1700-1914 | EP | M | 7.5 | 15 | |
| Crime, Culture and Conflict is designed to allow students to critically analyse the history of criminal justice in England and Wales during the period 1750-1914. In doing so, the module provides the academic context for understanding the major debates, theories and issues relating to the contemporary criminal justice system. The module is structured around three key themes: the social construction of crime and criminalisation, the public versus the private sphere and competing perspectives on the history of crime and the development of the criminal justice system. These three themes share an important strand of continuity within this module - that of popular culture and resistance. This framework is employed to demonstrate that history is always a matter of contestation and interpretation, and that there can never be one definitive 'truth' about historical events or developments. The process of excavating new historical sources is a continuous one, and as new research takes place alongside existing acccounts, critical reflection, perhaps even re-evaluation and re-interpretation, is often called for. | ||||||
| CRI-20022 | Mental Health and Offending | EP | M | 7.5 | 15 | |
| Are mentally disordered offenders "mad" or "bad"? Should they be "treated" or "punished"? What is the relationship between "mental health" and offending? These are just some of the questions that this exciting new second year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround forensic mental health. The module begins by introducing students to the variety of different ways in which mental health has been classified, understood and responded to. We start by tracing the history of the asylums and psychiatry through to the deinstitutionalisation of the mentally ill and move towards 'care in the community'. Subsequent political and public responses to a small number of high profile offences by the mentally ill in the 1990s are considered before the current framework of services for mentally disordered offenders is outlined. This will enable students to engage with the development of criminal justice and health responses to mentally disordered offenders and consider the theoretical and practical challenges that are raised by our attempts to identify and target so called 'dangerous' people. The problems surrounding treatment and making accurate predictions of risk will also be explored. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-20008 | Criminology - Study Abroad III | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20009 | Criminology - Study Abroad IV | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20015 | Working for Justice | EP | C | 7.5 | 15 | |
| This module is designed for any year 2 student considering a career in Criminal Justice. 1) The module provides students with an overview of careers in Criminal Justice and Criminal Justice related fields. 2) It supports students' job search in the Criminal Justice sector by enabling them to produce appropriate written vocational work (such as identification of skill sets, matching skill sets and experiences to job specifications, writing CVs and covering letters). 3) It focuses on a core set of skills with resonance in a range of occupations in criminal justice namely: Investigative skills (especially investigative interviewing and statement taking) Dealing with vulnerable clients/Supporting Victims Presentation of evidence (both oral and written) Working within the legislative framework of the Race Relations Act and Data Protection Act | ||||||
| CRI-20020 | Research Methods in Criminology | C | C | 7.5 | 15 | |
| The aim of this module is to introduce students to the logic and skills of social science research as applied to the study of crime and criminal justice. It aims to equip students with a critical appreciation of the range of strategies for research design, ethical guidelines, data collection and analysis in the conduct of social research. Within this overall context the course has three specific objectives: (i) To provide an introduction to the importance of both qualitative and quantitative research methods and the relationship between theory and methods in criminological research. (ii) To offer an introduction to the practicalities of thinking about and doing qualitative and quantitative criminological research. (iii) To enable students to use and critically evaluate qualitative and quantitative data for the purposes of criminological research. The philosophy underpinning the module is that research methods cannot be adequately, or interestingly, taught in the abstract and consequently the course will emphasise the practice of social research and its application to criminological issues. | ||||||
| CRI-20021 | Policing and the Police | EP | C | 7.5 | 15 | |
| Policing and the police are constantly in the news. Police investigations of serious crime - terrorism, murder, rape and robbery - make the headlines every day. They are also a staple of crime fiction on television, in films and print. But media headlines and TV cop shows tell us very little about what policing is really like. While the media concentrate on the police as crime fighters - the thin blue line between order and chaos - the reality of policing is both more varied and more challenging. This module aims to go behind the headlines and to answer some basic questions. What do we mean by policing? How does it relate to experiences and feelings of security? Who does 'policing', and who are 'the police'? How do the people and institutions responsible for policing relate to each other? What do the people we think of as 'the police' actually do? And how is all of this changing as societies become more diverse, the threats to security more global in their origins and ways of responding to them more varied? The main focus of the module is on policing in England and Wales but in answering these questions we will draw on an international literature written by scholars and researchers from many other jurisdictions including the US, Canada, Australia and South Africa. We will also look in detail at: the structure and organisation of the police; the development of policing both before and since the establishment of the 'new' Metropolitan Police in 1829; the main characteristics and conditions for existence of a distinctive culture within police organisations; and the powers of the police and how they are held to account for their use. Apart from criminology this module draws on insights and concepts from several other disciplines including law, sociology, social policy, psychology and anthropology and will be of interest to students with backgrounds in any of these subjects. If you are thinking of a career in policing whatever your background this is very much the module for you. Teaching is based on a course of ten weekly lectures, regular tutorials, online formative feedback on work in progress and dedicated one-to-one consultation sessions. Assessment for the module consists of a reflective analysis based on a series of blog postings and a conventional coursework essay. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | CRI-30008 | Corporate Crime | EP | C | 7.5 | 15 |
| This module explores theories and concepts pertaining to the study of white collar crime and corporate crime. The focus is very much on the application of such theories and concepts to particular cases or incidences of white collar crime and corporate crime. Assessment is by group presentation (weighting 40%) and case-study essay (60%). | ||||||
| CRI-30035 | Crime, Crime Control and Democracy in Post-Apartheid South Africa | EP | C | 7.5 | 15 | |
| What do criminologists have to say about crime, justice and crime control in a newly democratic developing country? Is South Africa the 'crime capital of the world'? And, even if it isn't, why have crime rates been so high since the country's first democratically elected government came to power in 1994? How can a country struggling to deal with the racist legacy of apartheid go about controlling crime? What is the connection between HIV/AIDS and child rape, street gangs and organised crime syndicates? Can community policing work in places where there are few uniformed police and little sense of community? Are private security and vigilantism the only way to fight crime if the state cannot protect its citizens and their property? How can the right balance be struck between social justice and criminal justice in responding to crime and other social problems? These are just some of the questions that we will discuss in a module that takes post-apartheid South Africa as a case study of the challenges facing a society in transition from authoritarian to democratic rule. Seminar discussions are based on a range of materials including newspaper articles, DVDs and web-based resources as well as a more conventional list of academic readings. This module enables students to take a fresh look at some familiar issues, and to get a feel for crime and approaches to controlling it in a society very different from our own. But no prior knowledge of South Africa or any other society in transition is either expected or assumed. Some students who have no background in Criminology or a related social science discipline have found previous versions of this module difficult to cope with in the past. Students who have only studied doctrinal law thus far may find the more critical and discursive aspects of this module particularly challenging and should not expect that their existing subject knowledge will be of any direct use. Students considering electing to take this module from outside Criminology are strongly advised to contact the module leader to find out more about the module and what is required to complete it successfully. Students who take the module will have the opportunity to practice and develop a range of key graduate attributes - including team working, presentation, research and report-writing skills - by working with other students on a group presentation and by undertaking and reporting on a piece of independent research. Assessment tasks are a review of a selected text (interpreted broadly to include audio, video and web-based material) and a report on a piece of research on a topic agreed with the module leader. | ||||||
| CRI-30042 | Gender, History and Punishment 1486-1955 | EP | M | 7.5 | 15 | |
| This module is designed to allow students to gain a comprehensive and critical understanding of the gendered nature of criminal justice throughout history. As we embark upon this historical journey through the criminal justice system, links will also be made with the gendered nature of the modern system of punishment, as well as the wider culture within which it is situated. In this way, students will gain an understanding of the importance of history in tems of its influence on modern penal practices - both formal and informal. While students taking this module will be presented with an overview of traditional (and hence andro-centric) theories on punishment, the module is designed to challenge such theories by employing a feminist perspective on punishment. This aim will be achieved - not only by demonstrating the contribution feminism has made to the development of alternative theories of punishment - but also by utilising feminist theory and method to critically assess conventional, gender-blind theoretical perspectives. This critical assessment and evaluation will lead to a demonstration that there is no one 'true' account of history, that history is always a matter of interpretation and hence is always a potential site of contestation. | ||||||
| CRI-30045 | Popular Culture and Crime | EP | C | 7.5 | 15 | |
| This module examines the possible relationships between popular culture and crime. It looks at the extent to which representations of crime have formed a key component of popular culture throughout modernity. It goes on to examine the extent to which popular cultural representations of crime, and the 'popular' cultural practices of some sections of society, have themselves been linked to crime and criminality. Late modernity has seen the rise of 'law and order' as an electoral issue, the emergence of 'true crime' as one of the fastest growing popular literary genres, a significant increase in the number of films and television programming devoted to crime related issues and themes, increased interest in police procedure, forensic science, criminal psychology and related areas, and rapidly increasing demand for criminology as an undergraduate subject. This module concludes by considering what contemporary society's apparent preoccupation with crime and criminality can tell us about the nature of identity formation and maintenance in late modernity. | ||||||
| CRI-30049 | Drugs: High Crimes or Misdemeanours? | EP | M | 7.5 | 15 | |
| Why do people take drugs? Who takes drugs? How is drug use understood within societies? and how do societies respond to drug use? These are just some of the questions that this exciting new third year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround drug misuse. In recent decades drug use has become the subject of both official and media attentions. This module will begin by introducing students to the various ways in which drug use has been understood and responded to. We will begin by tracing the origins of drug use through an examination of how drugs and drug users were perceived during the 19th century to how they have come to be perceived in recent times. This examination will help us to understand the development of policy and, despite the fact that drugs are used across all sections of society, the recent focus on drug using offenders. Taking a multi-disciplinary approach will help us to understand drug misuse in the UK and elsewhere and will enable students to apply sociological, criminological, historical, psychological and cultural perspectives to the study of drug use, and policy responses to this ‘social problem’. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| CRI-30046 | Dissertation for Criminology - ISP | C | C | 15 | 30 | |
| This double module runs over both semesters and provides an opportunity for students to work on a substantial piece of independent work of their own choosing in consultation with a supervisor. This generally involves students either conducting a review of the literature on a particular topic that interests them or carrying out a small piece of criminological research (such as interviewing criminal justice professionals, or analysing media coverage). It is intended to provide a 'hands-on' research training that enables the student to 'put into practice' the knowledge obtained in the first and second years. Dissertations are supervised using a mixture of collective dissertation workshops and individual supervision. | ||||||
| CRI-30050 | Criminology Work Placement | EP | C | 15 | 30 | |
| This module will give Criminology students a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Initially the work will be in the field of integrated offender management (IOM) and placements are being offered in conjunction with Staffordshire Police. The placement programme is in the early stages of development so only a very limited number of opportunities (probably two or three at most) will be available in 2013-14, the first year of operation. Only those who have met the entry requirements for the module (a mark of 70 or higher in CRI-20015 Working for Justice and an average mark of 65 or higher in all Criminology modules taken in Years 1 and 2) will be considered. The placements will bring students into direct contact with offenders so students will have to undertake a rigorous selection process based, as a minimum, on a full CV and a supporting statement. This will be followed by an interview involving representatives from Staffordshire Police and other members of the county’s IOM partnership. A Criminal Records Bureau (CRB) check and other security and vetting procedures will also have to be completed successfully. Students selected for a placement will then work for approximately 200 hours in two blocks of 10 weeks in the first and second semesters. All students will be allocated a placement supervisor or supervisors from among the academic staff in Criminology at Keele. The exact nature and pattern of the work on the placement will be agreed between Staffordshire Police, its IOM partners, the academic supervisor and the student her/himself. Students on placement will have to travel to work off campus so a full, clean driving licence and access to a car would be an advantage. Some help with expenses may be available, particularly in cases of hardship, but this cannot be guaranteed. Students interested in taking the module are strongly advised to contact a member of staff in Criminology for an informal discussion. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-30040 | Risk and Criminal Justice | EP | M | 7.5 | 15 | |
| Whether the topic is suspected terrorists, sex offenders, electronic tagging, CCTV, or even speeding drivers, the term 'risk' has increasingly come to dominate criminal justice, political and media discourses about crime. But what is the significance of this increasing tendency to conceptualise a wide range of crime problems in terms of 'risk'? What are the consequences for criminal justice agencies, for practitioners, and for the rest of us of an increasing focus on the future and on the prevention of crimes that might (but might not) happen? To what extent should we all be concerned with attempts to control a future that we cannot accurately predict? Students who select this module will be introduced to some of the main ways in which a concern with the management and minimisation of 'risk' has come to influence our criminal justice system, in terms of prediction, prevention, detection, processing and punishment. The module will also, however, consider the wider significance of viewing a variety of social problems as 'risk issues', including the compatibility of such an approach with the production of 'justice'. The module will offer an insight into a range of topical issues and challenges facing criminal justice which will be of benefit to students wishing to pursue a career in a range of moreand less obvious criminal justice contexts as well as those intending to engage in further academic study. | ||||||
| CRI-30041 | The politics and cultures of the death penalty in the 21st Century | EP | C | 7.5 | 15 | |
| This option is intended for students with an interest in punishment and penality in general and in the death penalty in particular. Through a combination of lectures and seminar activities students will be encouraged to develop a critical understanding of the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. The course is organized around the exploration of four themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the US through relevant criminological/legal literature and cases of established or suspected miscarriages of justice. 4) Key cultural sensibilities relating to executions, pain and suffering. Students will be encouraged to use internet resources to locate information relating to case studies on specific death row prisoners/miscarriages of justice and the arguments of anti-death penalty/pro-death penalty groups. Seminars will aim to help students evaluate, summarize and synthesize the information gathered. A number of the seminar activities are designed to assist students with their essays and students will be encouraged to bring to the seminars case studies relevant to their case study assessment. | ||||||
| CRI-30043 | Power, Process and Victimisation | EP | M | 7.5 | 15 | |
| While students of this module will be introduced to traditional theoretical perspectives and methods within victimology, the module is designed to challenge and critically assess conventional definitions of 'the victim' and 'victimisation'. This aim will be achieved by examining the processes behind, as well as the social construction of these definitions, and to situate them within a wider sociological context of power and its implementation. To this end, the module focuses on the theory, practices and policy behind the study of victimisation. Furthermore, it encourages students to develop both analytical skills as well as an understanding of policy interventions. In turn, attaining these skills should facilitate access to careers in victim support, rape crisies centres and in the partnership work that is being developed through the inter-linking of different criminal justice and welfare agencies to provide support for victims, both at a local and national level. | ||||||
| CRI-30044 | Prisons and Imprisonment | EP | C | 7.5 | 15 | |
| This module explores the central role which prisons play in society, both as institutions which dominate the contemporary punitive network, and as places which absorb our social and cultural imagination. We will do this by examining contemporary representations and conceptions of the role of prisons in policy and popular culture. Secondly, we reflect on the contested nature of power in prisons through an examination of everyday lived experience of prison from the perspectives of prisoners, staff, prisoners' families and prison activists. The third section explores the links between race, gender (masculinity and femininity) political consciousness and power and resistance in prison. Finally, we conclude by examining contemporary controversies about the future of imprisonment. Assessment is by formative in-class presentation work followed by individual short commentary, and two essays. Lecture outline: Revisiting the prison crisis 1. The current state of our prisons 2. Popular and political representations of prisons Prison community 3. Doing prison work 4. Surviving imprisonment 5. Legitimacy and coercion in prisons 6. Righteous outsiders: charities, prisoner support groups and activists Prisons and inequality 7. The gendered pains of imprisonment 8. Race, ethnicity and imprisonment 9. Radicalisation and resistance Penal futures 10. The penal-industrial complex 11. Imprisonment and globalisation? | ||||||
| CRI-30048 | Living with 'Aliens': Immigration, Crime and Social Control | EP | C | 7.5 | 15 | |
| Mass immigration is perhaps one of the most controversial and contested topics of contemporary times. Popular discourse often considers immigration to be a threat to national security and as depleting the country’s resources. Immigrants themselves are all too often cast as ‘aliens’, ‘demons’, and ‘outsiders’ in the communities they settle; being considered a ‘crime-prone’ population. Some key examples of this include the ‘Italian mafia’ in America; the ‘racialised’ discourse of immigration and crime during the post-war era of immigration; and Eastern European immigration more recently which has revitalised this debate. The association of immigration with rising crime, disorder and insecurity has not only featured prominently in popular discourse however, it has also been a topic of interest in criminological and sociological literature throughout the last 100 years and continues to be so today. The aim of this module is to challenge and critically assess the ‘conventional wisdom’ on the association between immigration and rising crime. Is a dystopian nightmare of violence, chaos and disorder the inevitable consequence of mass immigration? Or can groups live together in harmony in diverse communities? Are immigrants a ‘crime-prone’ and ‘dangerous’ population or merely perceived as such? Do immigrants themselves have negative experiences as victims of prejudice and hate crime? Can mass immigration actually have the potential to bring benefits to communities, ultimately reducing the local crime rate? These are some of the questions that will be addressed in this module, which explores some of the most up to date and cutting edge research on this topic that turns both the old established theories, as well as common public assumptions, on their head. | ||||||
| # | PSY-30100 | Domestic Violence | EA | M | 7.5 | 15 |
| Domestic violence is an enduring problem in many countries. In Britain, 30% of women and 20% of men have experienced domestic abuse since the age of 16. There are huge costs to society in terms of days lost at work, housing and social care, the health service, as well as the criminal justice system. It is recognised that many graduates enter professions where a sound knowledge and understanding of domestic violence is required, whether in the Police, Probation, as a Teacher, Social Worker, or Counsellor, to name just a few. The aim of this module is to develop students’ knowledge and understanding of key topics in the area of domestic violence. Questions that will be considered include: How many people does it affect? Are women as abusive as men? Does it occur in teenage dating relationships? What are the effects on victims and for children who witness domestic abuse? What are the risk factors for perpetration and victimisation, and perhaps more importantly, what can be done about the problem? Through weekly classes these topics will be introduced and discussed and students will be asked to answer an essay question that they would like to explore in more detail. A 2-part exam will assess students' breadth of understanding using a multiple choice exam and students can choose one essay-style question from a choice of six to address an additional topic in greater depth. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-10010 | Understanding Crime | C | M | 7.5 | 15 | |
| This module introduces students to criminology as a discipline and equips you with the skills needed to study the subject successfully at university level. Early lectures and tutorials are concerned with the development and current scope of the discipline of criminology, and with the development of basic study, research, writing and referencing skills. Later on the focus shifts to the development of different theoretical approaches in criminology, and to their respective strengths and weaknesses as ways of understanding particular types of crime. The module also contains a number of lectures and tutorials dedicated to issues of measurement in criminology and some basic numerical concepts such as the idea of a 'rate'. The production of crime statistics is considered along with alternative ways of measuring crime, such as the use of victimization surveys and self-report studies. In addition to traditional lectures, learning activities in sessions for all students include the use of an electronic voting system to stimulate discussion, encourage active learning, identify learning needs and provide feedback to students on their progress. Other sessions involve the self, peer and tutor assessment of written work. Tutorial activities include specially designed exercises, group discussions and presentations. Use will also be made of the University's virtual learning environment (KLE) to give access to a range of learning resources and facilitate online discussions. | ||||||
| CRI-10011 | Murder | EP | C | 7.5 | 15 | |
| This module is based on an extended case study of murder. Its aim is to look at 'murder most foul' - as Shakespeare's Hamlet described it - from a range of perspectives in law, the humanities and the social sciences. We will consider why some forms of violent killing are treated as murder while others are not; how murder is currently defined in English law (and why); how criminologists and other social scientists have attempted to explain murder and understand those who commit it; how a murder case (and a 'murderer') is constructed and processed by the criminal justice system; and, finally, how murder is reported in the media and represented in creative work from Shakespeare's 'Hamlet' to contemporary television drama. By putting all these perspectives together, we will attempt to gain a more complete understanding of murder, and violent crime more generally, and why they occupy such a prominent place in the politics and culture of the early 21st century. The module involves a range of activities including lecture and tutorial classes and a conference where groups of students will be able to present their work on an aspect of the case study. The assessment for the modules consists of a mixture of group and individual tasks and provides students with the opportunity to develop important team-working, problem-solving and presentation skills. | ||||||
| CRI-10012 | Psychology and Crime | EP | C | 7.5 | 15 | |
| The possible relationships between psychology and crime have generated a significant amount of public interest in recent years (which is manifested in examples such as the proliferation of films, TV programmes and books on issues such as serial murder). This module will explore some of the ways in which psychological perspectives contribute to the day to day operation of Criminal Justice and our engagements with both perpetrators and victims of crime. It will go on to explore some of the ways in which the relationship between crime and psychology may (or may not) live up to expectations influenced by popular representations of psychology and crime. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-10013 | Criminal Justice: Process, Policy, Practice | C | C | 7.5 | 15 | |
| This module will look at the organisations and individuals who attempt to deliver 'Criminal Justice'. The module will offer a brief overview of the nature and development of the Criminal Justice 'System', the various Agencies that this 'system' is comprised of and their formal roles and responsibilities in the delivery of 'justice'. Agencies examined could include The Ministry of Justice; The Police Service; The Prison Service; The Probation Service; The Courts Service; The National Offender Management Service; The various Inspectorates and Ombudsmen who oversee/monitor these agencies and the Criminal Justice Voluntary Sector and various private sector organisations. As well as providing an overview of the formal roles of these agencies, this module will examine the various responsibilities and aims of each agency, their similarities and common purposes, differences and potential contradictions. The module will also examine the wider factors that have influenced the nature and organisation of these agencies and the relationships between them (including the historical/social context; the Organisational/Managerial context and the growing emphasis on performance, Process, Best Practice and Best Value). The module will be delivered through a mixture of lectures and small group tutorials, and will also involve visits to Magistrates or Crown Courts to observe them in operation. The module is assessed using a mixture of individual written work and online activities (using the Keele Learning Environment). | ||||||
| CRI-10014 | Investigating Crime: Criminological Perspectives | EP | M | 7.5 | 15 | |
| This module is concerned with the social history of modern investigative techniques. It will examine the emergence of criminal justice bureaucracies and of detective work as a specialism within them. It will go on to take a critical, sociological look at the development, impact and limitations of a range of technologies - motor vehicles, ICT, psychological and DNA profiling and technologies of regulation and surveillance - in the context of the investigation of crime and criminal justice practice more generally. | ||||||
| CRI-10015 | Punishment: Beyond the popular imagination | EP | M | 7.5 | 15 | |
| This module will introduce students to a range of debates about the nature of punishment and its representation in popular culture. It will introduce students to a range of formal and informal sanctions before focusing on physical punishments (most notably corporal and capital punishments) and the emergence of the use of imprisonment. It will consider the arguments for and against different forms of punishment, the reasons why so many societies have moved away from the use of corporal and capital punishments and why a number of societies have retained (or in some cases re-introduced) them. It will also examine the nature of contemporary systems of punishment based on imprisonment, the challenges they face and the alternative forms of punishment that have emerged in the second half of the 20th century | ||||||
| CRI-10016 | The Third Sector: Making a Difference? | EP | C | 7.5 | 15 | |
| This module allows students to volunteer with charitable and community organisations and receive 15 credits towards their degree. Working in partnership with KeeleSU Volunteering students will identify a volunteering opportunity, receive training, volunteer with the organisation and reflect on their experiences. Students will also learn some of the theory and practices relating to voluntary and non-profit organisations and will about the distinctive features of the voluntary 'third' sector. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-20006 | Criminology - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20007 | Criminology - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20016 | Crime and Justice in a Global Context | C | M | 7.5 | 15 | |
| This modules provides a comprehensive introduction to, and looks in detail at how criminology has tried to understand the effects on crime and criminal justice of globalisation and other processes of social change associated with the coming of late modernity. The focus will be on issues and problems related to terrorism, state crimes, war crimes, and crimes against humanity. This module is also a free standing elective and is particularly suitable for students in the social sciences and in particular sociology students. | ||||||
| CRI-20017 | Building Safer Communities | EP | C | 7.5 | 15 | |
| It is almost impossible to avoid hearing the word 'community' when the subject of what is to be done about crime and disorder is discussed. In political and policy debates, as well as in media and everyday consideration of these issues, 'the community' is a term used and abused as both a source of problems and a resource to be drawn upon in designing solutions to them. This module considers the ways in which 'communities' are constructed, managed, mobilised and responsibilised both as sites of crime problems and as potential sources of crime prevention solutions. The module will engage critically with the term 'community' asking if the term retains any meaning in late modern societies and, if so, what it means for those who find themselves governing and being governed under such headings. The module considers efforts to 'build safer communities' on three levels. Firstly it explores top-down efforts to manage crime and disorder that have been structured around the notion of 'the community' as a site of governance. Secondly, the module explores attempts to responsibilise and mobilise more local agencies and organisations under the 'community' banner, relocating some responsibility in locally-based 'Partnerships' who become tasked with knowing the specific problems of 'their' communities and acting to minimise them. Thirdly, the module engages with debates around the responsibilisation of individuals as part of variously defined communities, whether they be construed on geographic, racial, interest or any other lines. The enduring appeal of the notion of community will be explored alongside these three approaches, as well as the problems caused by conceptualising society and individuals in community terms. The module asks broad questions that underpin the use of the term, including; Who or what constitutes a community? Who defines which communities exist? How does central and local government intervention (directly or indirectly) promote the interests of some communities over others? Are communities always inclusive? | ||||||
| CRI-20018 | Crime, Culture and Conflict 1700-1914 | EP | M | 7.5 | 15 | |
| Crime, Culture and Conflict is designed to allow students to critically analyse the history of criminal justice in England and Wales during the period 1750-1914. In doing so, the module provides the academic context for understanding the major debates, theories and issues relating to the contemporary criminal justice system. The module is structured around three key themes: the social construction of crime and criminalisation, the public versus the private sphere and competing perspectives on the history of crime and the development of the criminal justice system. These three themes share an important strand of continuity within this module - that of popular culture and resistance. This framework is employed to demonstrate that history is always a matter of contestation and interpretation, and that there can never be one definitive 'truth' about historical events or developments. The process of excavating new historical sources is a continuous one, and as new research takes place alongside existing acccounts, critical reflection, perhaps even re-evaluation and re-interpretation, is often called for. | ||||||
| CRI-20022 | Mental Health and Offending | EP | M | 7.5 | 15 | |
| Are mentally disordered offenders "mad" or "bad"? Should they be "treated" or "punished"? What is the relationship between "mental health" and offending? These are just some of the questions that this exciting new second year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround forensic mental health. The module begins by introducing students to the variety of different ways in which mental health has been classified, understood and responded to. We start by tracing the history of the asylums and psychiatry through to the deinstitutionalisation of the mentally ill and move towards 'care in the community'. Subsequent political and public responses to a small number of high profile offences by the mentally ill in the 1990s are considered before the current framework of services for mentally disordered offenders is outlined. This will enable students to engage with the development of criminal justice and health responses to mentally disordered offenders and consider the theoretical and practical challenges that are raised by our attempts to identify and target so called 'dangerous' people. The problems surrounding treatment and making accurate predictions of risk will also be explored. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-20008 | Criminology - Study Abroad III | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20009 | Criminology - Study Abroad IV | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20015 | Working for Justice | EP | C | 7.5 | 15 | |
| This module is designed for any year 2 student considering a career in Criminal Justice. 1) The module provides students with an overview of careers in Criminal Justice and Criminal Justice related fields. 2) It supports students' job search in the Criminal Justice sector by enabling them to produce appropriate written vocational work (such as identification of skill sets, matching skill sets and experiences to job specifications, writing CVs and covering letters). 3) It focuses on a core set of skills with resonance in a range of occupations in criminal justice namely: Investigative skills (especially investigative interviewing and statement taking) Dealing with vulnerable clients/Supporting Victims Presentation of evidence (both oral and written) Working within the legislative framework of the Race Relations Act and Data Protection Act | ||||||
| CRI-20020 | Research Methods in Criminology | C | C | 7.5 | 15 | |
| The aim of this module is to introduce students to the logic and skills of social science research as applied to the study of crime and criminal justice. It aims to equip students with a critical appreciation of the range of strategies for research design, ethical guidelines, data collection and analysis in the conduct of social research. Within this overall context the course has three specific objectives: (i) To provide an introduction to the importance of both qualitative and quantitative research methods and the relationship between theory and methods in criminological research. (ii) To offer an introduction to the practicalities of thinking about and doing qualitative and quantitative criminological research. (iii) To enable students to use and critically evaluate qualitative and quantitative data for the purposes of criminological research. The philosophy underpinning the module is that research methods cannot be adequately, or interestingly, taught in the abstract and consequently the course will emphasise the practice of social research and its application to criminological issues. | ||||||
| CRI-20021 | Policing and the Police | EP | C | 7.5 | 15 | |
| Policing and the police are constantly in the news. Police investigations of serious crime - terrorism, murder, rape and robbery - make the headlines every day. They are also a staple of crime fiction on television, in films and print. But media headlines and TV cop shows tell us very little about what policing is really like. While the media concentrate on the police as crime fighters - the thin blue line between order and chaos - the reality of policing is both more varied and more challenging. This module aims to go behind the headlines and to answer some basic questions. What do we mean by policing? How does it relate to experiences and feelings of security? Who does 'policing', and who are 'the police'? How do the people and institutions responsible for policing relate to each other? What do the people we think of as 'the police' actually do? And how is all of this changing as societies become more diverse, the threats to security more global in their origins and ways of responding to them more varied? The main focus of the module is on policing in England and Wales but in answering these questions we will draw on an international literature written by scholars and researchers from many other jurisdictions including the US, Canada, Australia and South Africa. We will also look in detail at: the structure and organisation of the police; the development of policing both before and since the establishment of the 'new' Metropolitan Police in 1829; the main characteristics and conditions for existence of a distinctive culture within police organisations; and the powers of the police and how they are held to account for their use. Apart from criminology this module draws on insights and concepts from several other disciplines including law, sociology, social policy, psychology and anthropology and will be of interest to students with backgrounds in any of these subjects. If you are thinking of a career in policing whatever your background this is very much the module for you. Teaching is based on a course of ten weekly lectures, regular tutorials, online formative feedback on work in progress and dedicated one-to-one consultation sessions. Assessment for the module consists of a reflective analysis based on a series of blog postings and a conventional coursework essay. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | CRI-30008 | Corporate Crime | EP | C | 7.5 | 15 |
| This module explores theories and concepts pertaining to the study of white collar crime and corporate crime. The focus is very much on the application of such theories and concepts to particular cases or incidences of white collar crime and corporate crime. Assessment is by group presentation (weighting 40%) and case-study essay (60%). | ||||||
| CRI-30035 | Crime, Crime Control and Democracy in Post-Apartheid South Africa | EP | C | 7.5 | 15 | |
| What do criminologists have to say about crime, justice and crime control in a newly democratic developing country? Is South Africa the 'crime capital of the world'? And, even if it isn't, why have crime rates been so high since the country's first democratically elected government came to power in 1994? How can a country struggling to deal with the racist legacy of apartheid go about controlling crime? What is the connection between HIV/AIDS and child rape, street gangs and organised crime syndicates? Can community policing work in places where there are few uniformed police and little sense of community? Are private security and vigilantism the only way to fight crime if the state cannot protect its citizens and their property? How can the right balance be struck between social justice and criminal justice in responding to crime and other social problems? These are just some of the questions that we will discuss in a module that takes post-apartheid South Africa as a case study of the challenges facing a society in transition from authoritarian to democratic rule. Seminar discussions are based on a range of materials including newspaper articles, DVDs and web-based resources as well as a more conventional list of academic readings. This module enables students to take a fresh look at some familiar issues, and to get a feel for crime and approaches to controlling it in a society very different from our own. But no prior knowledge of South Africa or any other society in transition is either expected or assumed. Some students who have no background in Criminology or a related social science discipline have found previous versions of this module difficult to cope with in the past. Students who have only studied doctrinal law thus far may find the more critical and discursive aspects of this module particularly challenging and should not expect that their existing subject knowledge will be of any direct use. Students considering electing to take this module from outside Criminology are strongly advised to contact the module leader to find out more about the module and what is required to complete it successfully. Students who take the module will have the opportunity to practice and develop a range of key graduate attributes - including team working, presentation, research and report-writing skills - by working with other students on a group presentation and by undertaking and reporting on a piece of independent research. Assessment tasks are a review of a selected text (interpreted broadly to include audio, video and web-based material) and a report on a piece of research on a topic agreed with the module leader. | ||||||
| CRI-30042 | Gender, History and Punishment 1486-1955 | EP | M | 7.5 | 15 | |
| This module is designed to allow students to gain a comprehensive and critical understanding of the gendered nature of criminal justice throughout history. As we embark upon this historical journey through the criminal justice system, links will also be made with the gendered nature of the modern system of punishment, as well as the wider culture within which it is situated. In this way, students will gain an understanding of the importance of history in tems of its influence on modern penal practices - both formal and informal. While students taking this module will be presented with an overview of traditional (and hence andro-centric) theories on punishment, the module is designed to challenge such theories by employing a feminist perspective on punishment. This aim will be achieved - not only by demonstrating the contribution feminism has made to the development of alternative theories of punishment - but also by utilising feminist theory and method to critically assess conventional, gender-blind theoretical perspectives. This critical assessment and evaluation will lead to a demonstration that there is no one 'true' account of history, that history is always a matter of interpretation and hence is always a potential site of contestation. | ||||||
| CRI-30045 | Popular Culture and Crime | EP | C | 7.5 | 15 | |
| This module examines the possible relationships between popular culture and crime. It looks at the extent to which representations of crime have formed a key component of popular culture throughout modernity. It goes on to examine the extent to which popular cultural representations of crime, and the 'popular' cultural practices of some sections of society, have themselves been linked to crime and criminality. Late modernity has seen the rise of 'law and order' as an electoral issue, the emergence of 'true crime' as one of the fastest growing popular literary genres, a significant increase in the number of films and television programming devoted to crime related issues and themes, increased interest in police procedure, forensic science, criminal psychology and related areas, and rapidly increasing demand for criminology as an undergraduate subject. This module concludes by considering what contemporary society's apparent preoccupation with crime and criminality can tell us about the nature of identity formation and maintenance in late modernity. | ||||||
| CRI-30049 | Drugs: High Crimes or Misdemeanours? | EP | M | 7.5 | 15 | |
| Why do people take drugs? Who takes drugs? How is drug use understood within societies? and how do societies respond to drug use? These are just some of the questions that this exciting new third year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround drug misuse. In recent decades drug use has become the subject of both official and media attentions. This module will begin by introducing students to the various ways in which drug use has been understood and responded to. We will begin by tracing the origins of drug use through an examination of how drugs and drug users were perceived during the 19th century to how they have come to be perceived in recent times. This examination will help us to understand the development of policy and, despite the fact that drugs are used across all sections of society, the recent focus on drug using offenders. Taking a multi-disciplinary approach will help us to understand drug misuse in the UK and elsewhere and will enable students to apply sociological, criminological, historical, psychological and cultural perspectives to the study of drug use, and policy responses to this ‘social problem’. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-30040 | Risk and Criminal Justice | EP | M | 7.5 | 15 | |
| Whether the topic is suspected terrorists, sex offenders, electronic tagging, CCTV, or even speeding drivers, the term 'risk' has increasingly come to dominate criminal justice, political and media discourses about crime. But what is the significance of this increasing tendency to conceptualise a wide range of crime problems in terms of 'risk'? What are the consequences for criminal justice agencies, for practitioners, and for the rest of us of an increasing focus on the future and on the prevention of crimes that might (but might not) happen? To what extent should we all be concerned with attempts to control a future that we cannot accurately predict? Students who select this module will be introduced to some of the main ways in which a concern with the management and minimisation of 'risk' has come to influence our criminal justice system, in terms of prediction, prevention, detection, processing and punishment. The module will also, however, consider the wider significance of viewing a variety of social problems as 'risk issues', including the compatibility of such an approach with the production of 'justice'. The module will offer an insight into a range of topical issues and challenges facing criminal justice which will be of benefit to students wishing to pursue a career in a range of moreand less obvious criminal justice contexts as well as those intending to engage in further academic study. | ||||||
| CRI-30041 | The politics and cultures of the death penalty in the 21st Century | EP | C | 7.5 | 15 | |
| This option is intended for students with an interest in punishment and penality in general and in the death penalty in particular. Through a combination of lectures and seminar activities students will be encouraged to develop a critical understanding of the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. The course is organized around the exploration of four themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the US through relevant criminological/legal literature and cases of established or suspected miscarriages of justice. 4) Key cultural sensibilities relating to executions, pain and suffering. Students will be encouraged to use internet resources to locate information relating to case studies on specific death row prisoners/miscarriages of justice and the arguments of anti-death penalty/pro-death penalty groups. Seminars will aim to help students evaluate, summarize and synthesize the information gathered. A number of the seminar activities are designed to assist students with their essays and students will be encouraged to bring to the seminars case studies relevant to their case study assessment. | ||||||
| CRI-30043 | Power, Process and Victimisation | EP | M | 7.5 | 15 | |
| While students of this module will be introduced to traditional theoretical perspectives and methods within victimology, the module is designed to challenge and critically assess conventional definitions of 'the victim' and 'victimisation'. This aim will be achieved by examining the processes behind, as well as the social construction of these definitions, and to situate them within a wider sociological context of power and its implementation. To this end, the module focuses on the theory, practices and policy behind the study of victimisation. Furthermore, it encourages students to develop both analytical skills as well as an understanding of policy interventions. In turn, attaining these skills should facilitate access to careers in victim support, rape crisies centres and in the partnership work that is being developed through the inter-linking of different criminal justice and welfare agencies to provide support for victims, both at a local and national level. | ||||||
| CRI-30044 | Prisons and Imprisonment | EP | C | 7.5 | 15 | |
| This module explores the central role which prisons play in society, both as institutions which dominate the contemporary punitive network, and as places which absorb our social and cultural imagination. We will do this by examining contemporary representations and conceptions of the role of prisons in policy and popular culture. Secondly, we reflect on the contested nature of power in prisons through an examination of everyday lived experience of prison from the perspectives of prisoners, staff, prisoners' families and prison activists. The third section explores the links between race, gender (masculinity and femininity) political consciousness and power and resistance in prison. Finally, we conclude by examining contemporary controversies about the future of imprisonment. Assessment is by formative in-class presentation work followed by individual short commentary, and two essays. Lecture outline: Revisiting the prison crisis 1. The current state of our prisons 2. Popular and political representations of prisons Prison community 3. Doing prison work 4. Surviving imprisonment 5. Legitimacy and coercion in prisons 6. Righteous outsiders: charities, prisoner support groups and activists Prisons and inequality 7. The gendered pains of imprisonment 8. Race, ethnicity and imprisonment 9. Radicalisation and resistance Penal futures 10. The penal-industrial complex 11. Imprisonment and globalisation? | ||||||
| CRI-30048 | Living with 'Aliens': Immigration, Crime and Social Control | EP | C | 7.5 | 15 | |
| Mass immigration is perhaps one of the most controversial and contested topics of contemporary times. Popular discourse often considers immigration to be a threat to national security and as depleting the country’s resources. Immigrants themselves are all too often cast as ‘aliens’, ‘demons’, and ‘outsiders’ in the communities they settle; being considered a ‘crime-prone’ population. Some key examples of this include the ‘Italian mafia’ in America; the ‘racialised’ discourse of immigration and crime during the post-war era of immigration; and Eastern European immigration more recently which has revitalised this debate. The association of immigration with rising crime, disorder and insecurity has not only featured prominently in popular discourse however, it has also been a topic of interest in criminological and sociological literature throughout the last 100 years and continues to be so today. The aim of this module is to challenge and critically assess the ‘conventional wisdom’ on the association between immigration and rising crime. Is a dystopian nightmare of violence, chaos and disorder the inevitable consequence of mass immigration? Or can groups live together in harmony in diverse communities? Are immigrants a ‘crime-prone’ and ‘dangerous’ population or merely perceived as such? Do immigrants themselves have negative experiences as victims of prejudice and hate crime? Can mass immigration actually have the potential to bring benefits to communities, ultimately reducing the local crime rate? These are some of the questions that will be addressed in this module, which explores some of the most up to date and cutting edge research on this topic that turns both the old established theories, as well as common public assumptions, on their head. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-10010 | Understanding Crime | C | M | 7.5 | 15 | |
| This module introduces students to criminology as a discipline and equips you with the skills needed to study the subject successfully at university level. Early lectures and tutorials are concerned with the development and current scope of the discipline of criminology, and with the development of basic study, research, writing and referencing skills. Later on the focus shifts to the development of different theoretical approaches in criminology, and to their respective strengths and weaknesses as ways of understanding particular types of crime. The module also contains a number of lectures and tutorials dedicated to issues of measurement in criminology and some basic numerical concepts such as the idea of a 'rate'. The production of crime statistics is considered along with alternative ways of measuring crime, such as the use of victimization surveys and self-report studies. In addition to traditional lectures, learning activities in sessions for all students include the use of an electronic voting system to stimulate discussion, encourage active learning, identify learning needs and provide feedback to students on their progress. Other sessions involve the self, peer and tutor assessment of written work. Tutorial activities include specially designed exercises, group discussions and presentations. Use will also be made of the University's virtual learning environment (KLE) to give access to a range of learning resources and facilitate online discussions. | ||||||
| CRI-10011 | Murder | O | C | 7.5 | 15 | |
| This module is based on an extended case study of murder. Its aim is to look at 'murder most foul' - as Shakespeare's Hamlet described it - from a range of perspectives in law, the humanities and the social sciences. We will consider why some forms of violent killing are treated as murder while others are not; how murder is currently defined in English law (and why); how criminologists and other social scientists have attempted to explain murder and understand those who commit it; how a murder case (and a 'murderer') is constructed and processed by the criminal justice system; and, finally, how murder is reported in the media and represented in creative work from Shakespeare's 'Hamlet' to contemporary television drama. By putting all these perspectives together, we will attempt to gain a more complete understanding of murder, and violent crime more generally, and why they occupy such a prominent place in the politics and culture of the early 21st century. The module involves a range of activities including lecture and tutorial classes and a conference where groups of students will be able to present their work on an aspect of the case study. The assessment for the modules consists of a mixture of group and individual tasks and provides students with the opportunity to develop important team-working, problem-solving and presentation skills. | ||||||
| CRI-10011 | Murder | EP | C | 7.5 | 15 | |
| This module is based on an extended case study of murder. Its aim is to look at 'murder most foul' - as Shakespeare's Hamlet described it - from a range of perspectives in law, the humanities and the social sciences. We will consider why some forms of violent killing are treated as murder while others are not; how murder is currently defined in English law (and why); how criminologists and other social scientists have attempted to explain murder and understand those who commit it; how a murder case (and a 'murderer') is constructed and processed by the criminal justice system; and, finally, how murder is reported in the media and represented in creative work from Shakespeare's 'Hamlet' to contemporary television drama. By putting all these perspectives together, we will attempt to gain a more complete understanding of murder, and violent crime more generally, and why they occupy such a prominent place in the politics and culture of the early 21st century. The module involves a range of activities including lecture and tutorial classes and a conference where groups of students will be able to present their work on an aspect of the case study. The assessment for the modules consists of a mixture of group and individual tasks and provides students with the opportunity to develop important team-working, problem-solving and presentation skills. | ||||||
| CRI-10012 | Psychology and Crime | O | C | 7.5 | 15 | |
| The possible relationships between psychology and crime have generated a significant amount of public interest in recent years (which is manifested in examples such as the proliferation of films, TV programmes and books on issues such as serial murder). This module will explore some of the ways in which psychological perspectives contribute to the day to day operation of Criminal Justice and our engagements with both perpetrators and victims of crime. It will go on to explore some of the ways in which the relationship between crime and psychology may (or may not) live up to expectations influenced by popular representations of psychology and crime. | ||||||
| CRI-10012 | Psychology and Crime | EP | C | 7.5 | 15 | |
| The possible relationships between psychology and crime have generated a significant amount of public interest in recent years (which is manifested in examples such as the proliferation of films, TV programmes and books on issues such as serial murder). This module will explore some of the ways in which psychological perspectives contribute to the day to day operation of Criminal Justice and our engagements with both perpetrators and victims of crime. It will go on to explore some of the ways in which the relationship between crime and psychology may (or may not) live up to expectations influenced by popular representations of psychology and crime. | ||||||
| SOC-10009 | Social inequalities in the contemporary world | EA | M | 7.5 | 15 | |
| This module explores social inequalities in both a British and a global context. The module focuses on major social inequalities, such as class, ethnicity, gender and age and considers how these shape societies and the life chances of individuals. The module encourages students to consider sociological accounts of existence and persistence of social inequalities and to challenge common-sense and individualised explanations. Do social class and poverty affect your life chances? Women are associated with nature, and are hence inferior, men with culture, therefore superior - how do sociologists view this? How do racism, prejudice and xenophobia create barriers to social mobility? To what extent has Britain become a more equal society since the election of a Labour government in 1997? Is there any evidence that the deep-seated inequalities that have been addressed in this module are being reduced or is British society becoming even more unequal? The lectures will focus on Understanding social inequalities Social class - researching and explaining class differences The end of class?: The excluded rich and the underclass Gender and sex - masculinities, feminities Gender in a global context Ethnicity and race Age and social divisions Formative Assessment and Tutorial Activities Presentation in a small group - feedback will be provided by your tutor | ||||||
| SOC-10012 | Researching British Society | EA | M | 7.5 | 15 | |
| Researching British Society introduces you to the tradition of British Sociology from the post World War II period to the present day. Key topics, such as changes in family relationships, class structure, ethnic conflict, gender relations, and community integration are analysed through important texts which throw light on the issues under consideration, the historical shifts that have occurred, and the ways in which the discipline of sociology has understood them. The objective is to enable you to reflect on the ways that British society, like all societies, was and continues to be produced by particular social, political, economic and cultural constellations. Why were these key studies done? What was the social, economic and political background which framed them? How did the social and economic conditions of the period alter? What issues informed the politics of the time? What influence did these key studies have on the world outside sociology? The lectures will focus on Sociology in a changing world: Britain since the 1950's Citizenship and the post-war state The Affluent Worker in the Class Structure Race, Community and Conflict Gender and social structure: Housewife Work, consumption and the new capitalism Changing families, households and intimacies Social inclusion, exclusion and social structure Ethnicity, migration and cummunity Formative Assessment and Tutorial Activities Tutorials are used to develop students' skills and through a range of structured activities provide them with opportunities to assess their weaknesses and develop their strengths.The class activities will include such elements as: demonstration of successful literature search; production of a bibliography; group presentations of review and critiques of articles; short quizzes testing knowledge of readings. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-10013 | Criminal Justice: Process, Policy, Practice | C | C | 7.5 | 15 | |
| This module will look at the organisations and individuals who attempt to deliver 'Criminal Justice'. The module will offer a brief overview of the nature and development of the Criminal Justice 'System', the various Agencies that this 'system' is comprised of and their formal roles and responsibilities in the delivery of 'justice'. Agencies examined could include The Ministry of Justice; The Police Service; The Prison Service; The Probation Service; The Courts Service; The National Offender Management Service; The various Inspectorates and Ombudsmen who oversee/monitor these agencies and the Criminal Justice Voluntary Sector and various private sector organisations. As well as providing an overview of the formal roles of these agencies, this module will examine the various responsibilities and aims of each agency, their similarities and common purposes, differences and potential contradictions. The module will also examine the wider factors that have influenced the nature and organisation of these agencies and the relationships between them (including the historical/social context; the Organisational/Managerial context and the growing emphasis on performance, Process, Best Practice and Best Value). The module will be delivered through a mixture of lectures and small group tutorials, and will also involve visits to Magistrates or Crown Courts to observe them in operation. The module is assessed using a mixture of individual written work and online activities (using the Keele Learning Environment). | ||||||
| CRI-10014 | Investigating Crime: Criminological Perspectives | O | M | 7.5 | 15 | |
| This module is concerned with the social history of modern investigative techniques. It will examine the emergence of criminal justice bureaucracies and of detective work as a specialism within them. It will go on to take a critical, sociological look at the development, impact and limitations of a range of technologies - motor vehicles, ICT, psychological and DNA profiling and technologies of regulation and surveillance - in the context of the investigation of crime and criminal justice practice more generally. | ||||||
| CRI-10014 | Investigating Crime: Criminological Perspectives | EP | M | 7.5 | 15 | |
| This module is concerned with the social history of modern investigative techniques. It will examine the emergence of criminal justice bureaucracies and of detective work as a specialism within them. It will go on to take a critical, sociological look at the development, impact and limitations of a range of technologies - motor vehicles, ICT, psychological and DNA profiling and technologies of regulation and surveillance - in the context of the investigation of crime and criminal justice practice more generally. | ||||||
| CRI-10015 | Punishment: Beyond the popular imagination | O | M | 7.5 | 15 | |
| This module will introduce students to a range of debates about the nature of punishment and its representation in popular culture. It will introduce students to a range of formal and informal sanctions before focusing on physical punishments (most notably corporal and capital punishments) and the emergence of the use of imprisonment. It will consider the arguments for and against different forms of punishment, the reasons why so many societies have moved away from the use of corporal and capital punishments and why a number of societies have retained (or in some cases re-introduced) them. It will also examine the nature of contemporary systems of punishment based on imprisonment, the challenges they face and the alternative forms of punishment that have emerged in the second half of the 20th century | ||||||
| CRI-10015 | Punishment: Beyond the popular imagination | EP | M | 7.5 | 15 | |
| This module will introduce students to a range of debates about the nature of punishment and its representation in popular culture. It will introduce students to a range of formal and informal sanctions before focusing on physical punishments (most notably corporal and capital punishments) and the emergence of the use of imprisonment. It will consider the arguments for and against different forms of punishment, the reasons why so many societies have moved away from the use of corporal and capital punishments and why a number of societies have retained (or in some cases re-introduced) them. It will also examine the nature of contemporary systems of punishment based on imprisonment, the challenges they face and the alternative forms of punishment that have emerged in the second half of the 20th century | ||||||
| CRI-10016 | The Third Sector: Making a Difference? | EP | C | 7.5 | 15 | |
| This module allows students to volunteer with charitable and community organisations and receive 15 credits towards their degree. Working in partnership with KeeleSU Volunteering students will identify a volunteering opportunity, receive training, volunteer with the organisation and reflect on their experiences. Students will also learn some of the theory and practices relating to voluntary and non-profit organisations and will about the distinctive features of the voluntary 'third' sector. | ||||||
| CRI-10016 | The Third Sector: Making a Difference? | O | C | 7.5 | 15 | |
| This module allows students to volunteer with charitable and community organisations and receive 15 credits towards their degree. Working in partnership with KeeleSU Volunteering students will identify a volunteering opportunity, receive training, volunteer with the organisation and reflect on their experiences. Students will also learn some of the theory and practices relating to voluntary and non-profit organisations and will about the distinctive features of the voluntary 'third' sector. | ||||||
| SOC-10013 | Modernity and its Darkside | EA | C | 7.5 | 15 | |
| The idea of the modern individual and society is tied to wider social and political understandings about the world that we live in. As our understandings of the world change, so do ideas of who we are and what our place in the world is. In this module we examine some of the key themes and concepts associated with the $ùmodern&© individual and the wider context within which some are labelled as modern and others traditional. Key themes include a study of the enlightenment period, the birth of commercial society, modern state and the idea of citizenship. We then turn to look at the dark side of modernity - what is classed as abnormal, supernatural and irrational and societies attempt to control the pathological and paranoid desires of its members. Who is the modern individual? Can a group of individuals, composed of different ideas and beliefs, avoid conflict and rule themselves? What is classed as abnormal, supernatural and irrational by society and what attempts does society make to control this? Have the ideas developed in modernity been used to destroy rather than develop society? The lectures will focus on Modernity and Individualism The Enlightenment Individual The Political Individual The Economic Individual The Sociological Individual The Irrational Self The Consumer The Holocaust and the Irrational Individual Normalisation and Contemporary Individualism The Post Modern Individual Formative Assessment and Tutorial Activities Students each week, with guidance from the group tutor, will write a creative paragraph outlining the significant themes of the lecture/seminar, as they have undertood them. This will be added to each week with each lecture so that a narrative is reflexively constructed illustrating how the student has pieced together the course and what they have understood. | ||||||
| SOC-10014 | Classical Sociology | EA | C | 7.5 | 15 | |
| The purpose of this module is to introduce you to the thought of the classical sociologists of the 19th century - Marx, Weber, Durkheim and Simmel. Apart from considering the central works and key ideas of these foundational sociologists, we also focus on the enormous changes that took place in the historical period we call modernity. In the introductory sessions you are introduced to the idea of $ùthinking sociologically&©. Following these classes, lecture and tutorial topics include modernity, Marx and Marxism, Weber and the state, Durkheim and anomie, and Simmel and urban life. Why do we still study classical social theory? What did it have to say about the nature of modernity? How did Sociology develop as a subject? Are classical approaches still relevant today? What is distinctive about modernity? What is the relationship between sociology and modernity? Why read the classics today? The lectures will focus on The Sociological imagination Modernity Karl Marx and Communism Karl Marx Alienation Max Weber and the Protestant Ethic Max Weber and Methodological Individualism Emile Durkheim and the Division of Labour Emile Durkheim and Anomie Georg Simmel and Urban Sociology Exam Preparation Formative Assessment and Tutorial Activities 15 minute student presentation | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| CRI-20006 | Criminology - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20007 | Criminology - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20016 | Crime and Justice in a Global Context | C | M | 7.5 | 15 | |
| This modules provides a comprehensive introduction to, and looks in detail at how criminology has tried to understand the effects on crime and criminal justice of globalisation and other processes of social change associated with the coming of late modernity. The focus will be on issues and problems related to terrorism, state crimes, war crimes, and crimes against humanity. This module is also a free standing elective and is particularly suitable for students in the social sciences and in particular sociology students. | ||||||
| CRI-20017 | Building Safer Communities | O | C | 7.5 | 15 | |
| It is almost impossible to avoid hearing the word 'community' when the subject of what is to be done about crime and disorder is discussed. In political and policy debates, as well as in media and everyday consideration of these issues, 'the community' is a term used and abused as both a source of problems and a resource to be drawn upon in designing solutions to them. This module considers the ways in which 'communities' are constructed, managed, mobilised and responsibilised both as sites of crime problems and as potential sources of crime prevention solutions. The module will engage critically with the term 'community' asking if the term retains any meaning in late modern societies and, if so, what it means for those who find themselves governing and being governed under such headings. The module considers efforts to 'build safer communities' on three levels. Firstly it explores top-down efforts to manage crime and disorder that have been structured around the notion of 'the community' as a site of governance. Secondly, the module explores attempts to responsibilise and mobilise more local agencies and organisations under the 'community' banner, relocating some responsibility in locally-based 'Partnerships' who become tasked with knowing the specific problems of 'their' communities and acting to minimise them. Thirdly, the module engages with debates around the responsibilisation of individuals as part of variously defined communities, whether they be construed on geographic, racial, interest or any other lines. The enduring appeal of the notion of community will be explored alongside these three approaches, as well as the problems caused by conceptualising society and individuals in community terms. The module asks broad questions that underpin the use of the term, including; Who or what constitutes a community? Who defines which communities exist? How does central and local government intervention (directly or indirectly) promote the interests of some communities over others? Are communities always inclusive? | ||||||
| CRI-20017 | Building Safer Communities | EP | C | 7.5 | 15 | |
| It is almost impossible to avoid hearing the word 'community' when the subject of what is to be done about crime and disorder is discussed. In political and policy debates, as well as in media and everyday consideration of these issues, 'the community' is a term used and abused as both a source of problems and a resource to be drawn upon in designing solutions to them. This module considers the ways in which 'communities' are constructed, managed, mobilised and responsibilised both as sites of crime problems and as potential sources of crime prevention solutions. The module will engage critically with the term 'community' asking if the term retains any meaning in late modern societies and, if so, what it means for those who find themselves governing and being governed under such headings. The module considers efforts to 'build safer communities' on three levels. Firstly it explores top-down efforts to manage crime and disorder that have been structured around the notion of 'the community' as a site of governance. Secondly, the module explores attempts to responsibilise and mobilise more local agencies and organisations under the 'community' banner, relocating some responsibility in locally-based 'Partnerships' who become tasked with knowing the specific problems of 'their' communities and acting to minimise them. Thirdly, the module engages with debates around the responsibilisation of individuals as part of variously defined communities, whether they be construed on geographic, racial, interest or any other lines. The enduring appeal of the notion of community will be explored alongside these three approaches, as well as the problems caused by conceptualising society and individuals in community terms. The module asks broad questions that underpin the use of the term, including; Who or what constitutes a community? Who defines which communities exist? How does central and local government intervention (directly or indirectly) promote the interests of some communities over others? Are communities always inclusive? | ||||||
| CRI-20018 | Crime, Culture and Conflict 1700-1914 | O | M | 7.5 | 15 | |
| Crime, Culture and Conflict is designed to allow students to critically analyse the history of criminal justice in England and Wales during the period 1750-1914. In doing so, the module provides the academic context for understanding the major debates, theories and issues relating to the contemporary criminal justice system. The module is structured around three key themes: the social construction of crime and criminalisation, the public versus the private sphere and competing perspectives on the history of crime and the development of the criminal justice system. These three themes share an important strand of continuity within this module - that of popular culture and resistance. This framework is employed to demonstrate that history is always a matter of contestation and interpretation, and that there can never be one definitive 'truth' about historical events or developments. The process of excavating new historical sources is a continuous one, and as new research takes place alongside existing acccounts, critical reflection, perhaps even re-evaluation and re-interpretation, is often called for. | ||||||
| CRI-20018 | Crime, Culture and Conflict 1700-1914 | EP | M | 7.5 | 15 | |
| Crime, Culture and Conflict is designed to allow students to critically analyse the history of criminal justice in England and Wales during the period 1750-1914. In doing so, the module provides the academic context for understanding the major debates, theories and issues relating to the contemporary criminal justice system. The module is structured around three key themes: the social construction of crime and criminalisation, the public versus the private sphere and competing perspectives on the history of crime and the development of the criminal justice system. These three themes share an important strand of continuity within this module - that of popular culture and resistance. This framework is employed to demonstrate that history is always a matter of contestation and interpretation, and that there can never be one definitive 'truth' about historical events or developments. The process of excavating new historical sources is a continuous one, and as new research takes place alongside existing acccounts, critical reflection, perhaps even re-evaluation and re-interpretation, is often called for. | ||||||
| CRI-20022 | Mental Health and Offending | EP | M | 7.5 | 15 | |
| Are mentally disordered offenders "mad" or "bad"? Should they be "treated" or "punished"? What is the relationship between "mental health" and offending? These are just some of the questions that this exciting new second year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround forensic mental health. The module begins by introducing students to the variety of different ways in which mental health has been classified, understood and responded to. We start by tracing the history of the asylums and psychiatry through to the deinstitutionalisation of the mentally ill and move towards 'care in the community'. Subsequent political and public responses to a small number of high profile offences by the mentally ill in the 1990s are considered before the current framework of services for mentally disordered offenders is outlined. This will enable students to engage with the development of criminal justice and health responses to mentally disordered offenders and consider the theoretical and practical challenges that are raised by our attempts to identify and target so called 'dangerous' people. The problems surrounding treatment and making accurate predictions of risk will also be explored. | ||||||
| CRI-20022 | Mental Health and Offending | O | M | 7.5 | 15 | |
| Are mentally disordered offenders "mad" or "bad"? Should they be "treated" or "punished"? What is the relationship between "mental health" and offending? These are just some of the questions that this exciting new second year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround forensic mental health. The module begins by introducing students to the variety of different ways in which mental health has been classified, understood and responded to. We start by tracing the history of the asylums and psychiatry through to the deinstitutionalisation of the mentally ill and move towards 'care in the community'. Subsequent political and public responses to a small number of high profile offences by the mentally ill in the 1990s are considered before the current framework of services for mentally disordered offenders is outlined. This will enable students to engage with the development of criminal justice and health responses to mentally disordered offenders and consider the theoretical and practical challenges that are raised by our attempts to identify and target so called 'dangerous' people. The problems surrounding treatment and making accurate predictions of risk will also be explored. | ||||||
| SOC-20040 | City, Culture, Society | EA | C | 7.5 | 15 | |
| We live on an urbanising planet. Rather than being a historical phenomenon urbanisation and the study of the city are of contemporary concern, not only to sociologists but to other academic disciplines (geography, criminology, social policy, politics, public health, etc.). The issues and problems that arise as populations migrate from traditional rural environments, traditions and societies is one that has been investigated and analysed in respect of the developed world of the northern hemisphere from the 19th century onwards. These analyses identified not only characteristic features of the experience of urban life but also the problems and associated political and structural arrangements that accompanied the expansion of the urban as a key site for modernity. These are still significant and crucial concerns and issues for understanding urbanisation in the 21st century. This module provides an introduction and overview of the historical development of the urban concentrating on key approaches and perspectives and analyses of the transition to and experience of urban life in modernity. It will trace key elements and factors that distinguish characteristic features of the city and the urban and discuss the development of new forms of urbanisation in respect of post-modern debates and globalisation. It therefore links historical and extant urban issues and problems with those of wider sociological relevance such as class, gender, ethnicity, governance, social and environmental sustainability etc. to consider the contemporary experience of urban growth and expansion as well as issues of security, quality of life and opportunity. The lectures will focus on The City as Historical Form Classical Sociology and the City: Marx, Durkheim and Weber Georg Simmel, Ferdinand Tonnies, and Urban Sociology in Modern Germany Walter Benjamin: Phantasmagoria, Flaneurie and Paris, City of Modernity The Industrial City in Britain The Chicago School: American Urbanism Ameliorating the Consequences: Urban Plans and Designs for the 'good city' 20th century Reconstruction and Re-generation Post-modern Cities Global Cities or cities in a Global World Formative Assessment and Tutorial Activities The lecture topics serve as the basis for the seminars where students will be asked to participate in a number of individual and group activities. Students will be required to complete and submit various formative assessments throughout the course of the module to make up a portfolio of formatively assessed work which includes the following: Short presentation on a lecture/ seminar topic/theme View film screening(s) and discuss the themes/issues presented Submit 500 word formative assessments on 2 of the lecture themes Complete in class group exercises and discuss in plenary the various answers/responses Complete a KLE multiple choice quiz as formative assessment Essay planning Exam revision and techniques | ||||||
| SOC-20043 | Globalisation and its Discontents | EA | C | 7.5 | 15 | |
| Globalisation has brought some great wealth, but it has plunged many more into the depths of poverty. While rich westerners grow more prosperous, millions of others in forgotten parts of the world continue to die of poverty, war, and disease. After the collapse of the Soviet Union, complacent westerners believed that they were, in practical terms, untouchable. This conceit was, of course, destroyed by the events of September 11th 2001. However, we must recognise that the spectre of insecurity which now haunts the west has always been the normal condition for most of the rest of the world. In this respect we can say that the terror attacks on New York and Washington finally woke the west to its global inheritance. That is to say that we have been given a taste of the fear and insecurity which has affected most of the world&©s population for more or less the whole of the 20th century. Insofar as the condition of the global poor has started to impact upon our own lives, we have woken up to the rest of the world. While this situation may be deeply troubling for many people, it would be too easy, and ultimately futile, for the west to try to cordon itself off from the rest of the world. On the contrary, rather than trying to hide from the problems of globalisation, the west must attempt to think about the underlying causes of the current turbulent situation. This consideration is necessary in order to prevent further terror attacks on the west, but also to improve the lives of people in other parts of the world. It is too easy to say that because these people live far away, we have no responsibility to work to improve their situation. Due to globalisation we have become responsible for everybody in the world, regardless of their race, nation, class, or gender. For these reasons it is now, more than ever before, important for sociologists to study the subject of globalisation. Following this rationale, Globalisation and Discontents divides the study of globalisation into three sections: history, discontents, and governance. In the first division the module is concerned to address the emergence of globalisation (industrialism to post-industrialism and Americanisation) and the rise of the new global economy. The second part of the course considers the future of the human rights society (political participation, citizenship, and the law) and the discontents (environmentalism, anti-capitalism, immigration) that necessarily accompany the birth of the world risk society. After the assessment of the key expressions of global discontent, the third division of the course is concerned with the political struggles that characterise attempts to construct a world society. To this end the module considers the politics of multiculturalism, thinks through the recent rise of fundamentalism and terror insofar as they can be seen to represent archaic forms of local anti-global identification, and assesses the value of humanitarian war as a means for upholding law in the turbulent global society. The lectures will focus on The Origins of Contemporary Global Society: Industrialism The High Tech Society: Post-Industrialism The American Century The Post-Modern Society The End of History and the Critique of Empire The Risk Society: Economy and the Crash Environmental Destruction and Global Catastrophe Global Protest (Anti-Capitalism-Environmentalism) Global Societies: Immigration and Multiculturalism The Rise of Fundamentalism: War, Violence, Human Rights Formative Assessment and Seminar Activities Two hour seminars are split between lectures, tutorials, and other activities such as DVD screenings and web exercises which include the following: Group work - Students each submit 500 words for formative assessment Student Presentations Close Reading - Students submit 500 words for formative assessment Student Debate - Students submit 500 words on the dualistic nature of global politics for formative assessment. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-20008 | Criminology - Study Abroad III | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20009 | Criminology - Study Abroad IV | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| CRI-20015 | Working for Justice | O | C | 7.5 | 15 | |
| This module is designed for any year 2 student considering a career in Criminal Justice. 1) The module provides students with an overview of careers in Criminal Justice and Criminal Justice related fields. 2) It supports students' job search in the Criminal Justice sector by enabling them to produce appropriate written vocational work (such as identification of skill sets, matching skill sets and experiences to job specifications, writing CVs and covering letters). 3) It focuses on a core set of skills with resonance in a range of occupations in criminal justice namely: Investigative skills (especially investigative interviewing and statement taking) Dealing with vulnerable clients/Supporting Victims Presentation of evidence (both oral and written) Working within the legislative framework of the Race Relations Act and Data Protection Act | ||||||
| CRI-20015 | Working for Justice | EP | C | 7.5 | 15 | |
| This module is designed for any year 2 student considering a career in Criminal Justice. 1) The module provides students with an overview of careers in Criminal Justice and Criminal Justice related fields. 2) It supports students' job search in the Criminal Justice sector by enabling them to produce appropriate written vocational work (such as identification of skill sets, matching skill sets and experiences to job specifications, writing CVs and covering letters). 3) It focuses on a core set of skills with resonance in a range of occupations in criminal justice namely: Investigative skills (especially investigative interviewing and statement taking) Dealing with vulnerable clients/Supporting Victims Presentation of evidence (both oral and written) Working within the legislative framework of the Race Relations Act and Data Protection Act | ||||||
| CRI-20020 | Research Methods in Criminology | C | C | 7.5 | 15 | |
| The aim of this module is to introduce students to the logic and skills of social science research as applied to the study of crime and criminal justice. It aims to equip students with a critical appreciation of the range of strategies for research design, ethical guidelines, data collection and analysis in the conduct of social research. Within this overall context the course has three specific objectives: (i) To provide an introduction to the importance of both qualitative and quantitative research methods and the relationship between theory and methods in criminological research. (ii) To offer an introduction to the practicalities of thinking about and doing qualitative and quantitative criminological research. (iii) To enable students to use and critically evaluate qualitative and quantitative data for the purposes of criminological research. The philosophy underpinning the module is that research methods cannot be adequately, or interestingly, taught in the abstract and consequently the course will emphasise the practice of social research and its application to criminological issues. | ||||||
| CRI-20021 | Policing and the Police | O | C | 7.5 | 15 | |
| Policing and the police are constantly in the news. Police investigations of serious crime - terrorism, murder, rape and robbery - make the headlines every day. They are also a staple of crime fiction on television, in films and print. But media headlines and TV cop shows tell us very little about what policing is really like. While the media concentrate on the police as crime fighters - the thin blue line between order and chaos - the reality of policing is both more varied and more challenging. This module aims to go behind the headlines and to answer some basic questions. What do we mean by policing? How does it relate to experiences and feelings of security? Who does 'policing', and who are 'the police'? How do the people and institutions responsible for policing relate to each other? What do the people we think of as 'the police' actually do? And how is all of this changing as societies become more diverse, the threats to security more global in their origins and ways of responding to them more varied? The main focus of the module is on policing in England and Wales but in answering these questions we will draw on an international literature written by scholars and researchers from many other jurisdictions including the US, Canada, Australia and South Africa. We will also look in detail at: the structure and organisation of the police; the development of policing both before and since the establishment of the 'new' Metropolitan Police in 1829; the main characteristics and conditions for existence of a distinctive culture within police organisations; and the powers of the police and how they are held to account for their use. Apart from criminology this module draws on insights and concepts from several other disciplines including law, sociology, social policy, psychology and anthropology and will be of interest to students with backgrounds in any of these subjects. If you are thinking of a career in policing whatever your background this is very much the module for you. Teaching is based on a course of ten weekly lectures, regular tutorials, online formative feedback on work in progress and dedicated one-to-one consultation sessions. Assessment for the module consists of a reflective analysis based on a series of blog postings and a conventional coursework essay. | ||||||
| CRI-20021 | Policing and the Police | EP | C | 7.5 | 15 | |
| Policing and the police are constantly in the news. Police investigations of serious crime - terrorism, murder, rape and robbery - make the headlines every day. They are also a staple of crime fiction on television, in films and print. But media headlines and TV cop shows tell us very little about what policing is really like. While the media concentrate on the police as crime fighters - the thin blue line between order and chaos - the reality of policing is both more varied and more challenging. This module aims to go behind the headlines and to answer some basic questions. What do we mean by policing? How does it relate to experiences and feelings of security? Who does 'policing', and who are 'the police'? How do the people and institutions responsible for policing relate to each other? What do the people we think of as 'the police' actually do? And how is all of this changing as societies become more diverse, the threats to security more global in their origins and ways of responding to them more varied? The main focus of the module is on policing in England and Wales but in answering these questions we will draw on an international literature written by scholars and researchers from many other jurisdictions including the US, Canada, Australia and South Africa. We will also look in detail at: the structure and organisation of the police; the development of policing both before and since the establishment of the 'new' Metropolitan Police in 1829; the main characteristics and conditions for existence of a distinctive culture within police organisations; and the powers of the police and how they are held to account for their use. Apart from criminology this module draws on insights and concepts from several other disciplines including law, sociology, social policy, psychology and anthropology and will be of interest to students with backgrounds in any of these subjects. If you are thinking of a career in policing whatever your background this is very much the module for you. Teaching is based on a course of ten weekly lectures, regular tutorials, online formative feedback on work in progress and dedicated one-to-one consultation sessions. Assessment for the module consists of a reflective analysis based on a series of blog postings and a conventional coursework essay. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | CRI-30008 | Corporate Crime | O | C | 7.5 | 15 |
| This module explores theories and concepts pertaining to the study of white collar crime and corporate crime. The focus is very much on the application of such theories and concepts to particular cases or incidences of white collar crime and corporate crime. Assessment is by group presentation (weighting 40%) and case-study essay (60%). | ||||||
| + | CRI-30008 | Corporate Crime | EP | C | 7.5 | 15 |
| This module explores theories and concepts pertaining to the study of white collar crime and corporate crime. The focus is very much on the application of such theories and concepts to particular cases or incidences of white collar crime and corporate crime. Assessment is by group presentation (weighting 40%) and case-study essay (60%). | ||||||
| CRI-30035 | Crime, Crime Control and Democracy in Post-Apartheid South Africa | O | C | 7.5 | 15 | |
| What do criminologists have to say about crime, justice and crime control in a newly democratic developing country? Is South Africa the 'crime capital of the world'? And, even if it isn't, why have crime rates been so high since the country's first democratically elected government came to power in 1994? How can a country struggling to deal with the racist legacy of apartheid go about controlling crime? What is the connection between HIV/AIDS and child rape, street gangs and organised crime syndicates? Can community policing work in places where there are few uniformed police and little sense of community? Are private security and vigilantism the only way to fight crime if the state cannot protect its citizens and their property? How can the right balance be struck between social justice and criminal justice in responding to crime and other social problems? These are just some of the questions that we will discuss in a module that takes post-apartheid South Africa as a case study of the challenges facing a society in transition from authoritarian to democratic rule. Seminar discussions are based on a range of materials including newspaper articles, DVDs and web-based resources as well as a more conventional list of academic readings. This module enables students to take a fresh look at some familiar issues, and to get a feel for crime and approaches to controlling it in a society very different from our own. But no prior knowledge of South Africa or any other society in transition is either expected or assumed. Some students who have no background in Criminology or a related social science discipline have found previous versions of this module difficult to cope with in the past. Students who have only studied doctrinal law thus far may find the more critical and discursive aspects of this module particularly challenging and should not expect that their existing subject knowledge will be of any direct use. Students considering electing to take this module from outside Criminology are strongly advised to contact the module leader to find out more about the module and what is required to complete it successfully. Students who take the module will have the opportunity to practice and develop a range of key graduate attributes - including team working, presentation, research and report-writing skills - by working with other students on a group presentation and by undertaking and reporting on a piece of independent research. Assessment tasks are a review of a selected text (interpreted broadly to include audio, video and web-based material) and a report on a piece of research on a topic agreed with the module leader. | ||||||
| CRI-30035 | Crime, Crime Control and Democracy in Post-Apartheid South Africa | EP | C | 7.5 | 15 | |
| What do criminologists have to say about crime, justice and crime control in a newly democratic developing country? Is South Africa the 'crime capital of the world'? And, even if it isn't, why have crime rates been so high since the country's first democratically elected government came to power in 1994? How can a country struggling to deal with the racist legacy of apartheid go about controlling crime? What is the connection between HIV/AIDS and child rape, street gangs and organised crime syndicates? Can community policing work in places where there are few uniformed police and little sense of community? Are private security and vigilantism the only way to fight crime if the state cannot protect its citizens and their property? How can the right balance be struck between social justice and criminal justice in responding to crime and other social problems? These are just some of the questions that we will discuss in a module that takes post-apartheid South Africa as a case study of the challenges facing a society in transition from authoritarian to democratic rule. Seminar discussions are based on a range of materials including newspaper articles, DVDs and web-based resources as well as a more conventional list of academic readings. This module enables students to take a fresh look at some familiar issues, and to get a feel for crime and approaches to controlling it in a society very different from our own. But no prior knowledge of South Africa or any other society in transition is either expected or assumed. Some students who have no background in Criminology or a related social science discipline have found previous versions of this module difficult to cope with in the past. Students who have only studied doctrinal law thus far may find the more critical and discursive aspects of this module particularly challenging and should not expect that their existing subject knowledge will be of any direct use. Students considering electing to take this module from outside Criminology are strongly advised to contact the module leader to find out more about the module and what is required to complete it successfully. Students who take the module will have the opportunity to practice and develop a range of key graduate attributes - including team working, presentation, research and report-writing skills - by working with other students on a group presentation and by undertaking and reporting on a piece of independent research. Assessment tasks are a review of a selected text (interpreted broadly to include audio, video and web-based material) and a report on a piece of research on a topic agreed with the module leader. | ||||||
| CRI-30042 | Gender, History and Punishment 1486-1955 | O | M | 7.5 | 15 | |
| This module is designed to allow students to gain a comprehensive and critical understanding of the gendered nature of criminal justice throughout history. As we embark upon this historical journey through the criminal justice system, links will also be made with the gendered nature of the modern system of punishment, as well as the wider culture within which it is situated. In this way, students will gain an understanding of the importance of history in tems of its influence on modern penal practices - both formal and informal. While students taking this module will be presented with an overview of traditional (and hence andro-centric) theories on punishment, the module is designed to challenge such theories by employing a feminist perspective on punishment. This aim will be achieved - not only by demonstrating the contribution feminism has made to the development of alternative theories of punishment - but also by utilising feminist theory and method to critically assess conventional, gender-blind theoretical perspectives. This critical assessment and evaluation will lead to a demonstration that there is no one 'true' account of history, that history is always a matter of interpretation and hence is always a potential site of contestation. | ||||||
| CRI-30042 | Gender, History and Punishment 1486-1955 | EP | M | 7.5 | 15 | |
| This module is designed to allow students to gain a comprehensive and critical understanding of the gendered nature of criminal justice throughout history. As we embark upon this historical journey through the criminal justice system, links will also be made with the gendered nature of the modern system of punishment, as well as the wider culture within which it is situated. In this way, students will gain an understanding of the importance of history in tems of its influence on modern penal practices - both formal and informal. While students taking this module will be presented with an overview of traditional (and hence andro-centric) theories on punishment, the module is designed to challenge such theories by employing a feminist perspective on punishment. This aim will be achieved - not only by demonstrating the contribution feminism has made to the development of alternative theories of punishment - but also by utilising feminist theory and method to critically assess conventional, gender-blind theoretical perspectives. This critical assessment and evaluation will lead to a demonstration that there is no one 'true' account of history, that history is always a matter of interpretation and hence is always a potential site of contestation. | ||||||
| CRI-30045 | Popular Culture and Crime | O | C | 7.5 | 15 | |
| This module examines the possible relationships between popular culture and crime. It looks at the extent to which representations of crime have formed a key component of popular culture throughout modernity. It goes on to examine the extent to which popular cultural representations of crime, and the 'popular' cultural practices of some sections of society, have themselves been linked to crime and criminality. Late modernity has seen the rise of 'law and order' as an electoral issue, the emergence of 'true crime' as one of the fastest growing popular literary genres, a significant increase in the number of films and television programming devoted to crime related issues and themes, increased interest in police procedure, forensic science, criminal psychology and related areas, and rapidly increasing demand for criminology as an undergraduate subject. This module concludes by considering what contemporary society's apparent preoccupation with crime and criminality can tell us about the nature of identity formation and maintenance in late modernity. | ||||||
| CRI-30045 | Popular Culture and Crime | EP | C | 7.5 | 15 | |
| This module examines the possible relationships between popular culture and crime. It looks at the extent to which representations of crime have formed a key component of popular culture throughout modernity. It goes on to examine the extent to which popular cultural representations of crime, and the 'popular' cultural practices of some sections of society, have themselves been linked to crime and criminality. Late modernity has seen the rise of 'law and order' as an electoral issue, the emergence of 'true crime' as one of the fastest growing popular literary genres, a significant increase in the number of films and television programming devoted to crime related issues and themes, increased interest in police procedure, forensic science, criminal psychology and related areas, and rapidly increasing demand for criminology as an undergraduate subject. This module concludes by considering what contemporary society's apparent preoccupation with crime and criminality can tell us about the nature of identity formation and maintenance in late modernity. | ||||||
| CRI-30049 | Drugs: High Crimes or Misdemeanours? | O | M | 7.5 | 15 | |
| Why do people take drugs? Who takes drugs? How is drug use understood within societies? and how do societies respond to drug use? These are just some of the questions that this exciting new third year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround drug misuse. In recent decades drug use has become the subject of both official and media attentions. This module will begin by introducing students to the various ways in which drug use has been understood and responded to. We will begin by tracing the origins of drug use through an examination of how drugs and drug users were perceived during the 19th century to how they have come to be perceived in recent times. This examination will help us to understand the development of policy and, despite the fact that drugs are used across all sections of society, the recent focus on drug using offenders. Taking a multi-disciplinary approach will help us to understand drug misuse in the UK and elsewhere and will enable students to apply sociological, criminological, historical, psychological and cultural perspectives to the study of drug use, and policy responses to this ‘social problem’. | ||||||
| CRI-30049 | Drugs: High Crimes or Misdemeanours? | EP | M | 7.5 | 15 | |
| Why do people take drugs? Who takes drugs? How is drug use understood within societies? and how do societies respond to drug use? These are just some of the questions that this exciting new third year module will introduce you to as we explore the key debates, theoretical perspectives and differing responses that surround drug misuse. In recent decades drug use has become the subject of both official and media attentions. This module will begin by introducing students to the various ways in which drug use has been understood and responded to. We will begin by tracing the origins of drug use through an examination of how drugs and drug users were perceived during the 19th century to how they have come to be perceived in recent times. This examination will help us to understand the development of policy and, despite the fact that drugs are used across all sections of society, the recent focus on drug using offenders. Taking a multi-disciplinary approach will help us to understand drug misuse in the UK and elsewhere and will enable students to apply sociological, criminological, historical, psychological and cultural perspectives to the study of drug use, and policy responses to this ‘social problem’. | ||||||
| SOC-30025 | Streets, Skyscrapers, and Slums: The City in Social, Cultural, and Historical Context | EA | C | 7.5 | 15 | |
| In this module we trace the cultural politics of the city from Ancient Athens to contemporary mega-cities, such as Los Angeles, Tokyo, and Lagos. Following the introductory lecture, which examines the meaning of the original cities of the ancient world, the first part of the module, modern cities, offers a consideration of the late 19th century / early 20th century European metropolises. After an exploration of the ideas of metropolitan psychology, fashion, and the department store in the works of Georg Simmel and Walter Benjamin, we move on to think about the city in the late 20th century. Here we think about the situationist city, the spectacular city, and the surveillance city and consider the ideas of Guy Debord, Henri Lefebvre, and Michel Foucault. In the second part of the module, post-modern cities, we study the American mega-city. For writers such as Fredric Jameson, Jean Baudrillard, and Mike Davis cities such as Los Angeles and Las Vegas are strange surreal places. In this section of the course we explore the post-modern city through the ideas of simulation, informationalism, urban violence, the ghetto, and the obsession with security. After our exploration of the post-modern city, the final section of the module examines contemporary third world mega-cities. We begin with a consideration of Mike Davis&©s recent study of the third world slum and then move on to think about the ideas of pollution and danger in mega-cities. Other topics in this section of the course include the situation of the occultism in the African city, corruption and crime in South Africa, and the mythology of the werewolf in one of Africa&©s most populous cities, Lagos. The aim of the module is to explore the cultural politics of the city in history. | ||||||
| SOC-30031 | The Virtual Revolution: New Technologies, Culture and Society | EA | C | 7.5 | 15 | |
| The use of New Information and Communication Technologies (NICTs) now dominates social and cultural practices in many parts of the world and has perhaps forever altered the ways in which we talk to each other, do business, and spend our leisure time. Considering both theories of the information society and technological developments in media, communications and computing since the industrial revolution, this module charts the rise of NICTs such as the Internet, digital media and mobile networks, and asks how they may have reshaped our lives. We will think about this changing technological landscape by examining a number of everyday practices; for example the use of social networking sites to keep in touch and locate identity, how online shopping may have altered consumption habits, and the emergence of the blogosphere and citizen journalism as an alternative to mainstream media production. Implicit in our discussions is the idea that new technologies have strengthened the democratisation of public sphere debate by giving people access to information, versus the understanding that many remain on the fringes of the digital revolution. The course will finally consider the suggestion that our demand for better, faster and safer communication technologies coupled with our most intimate details now being processed digitally, means that we have opened ourselves to almost constant surveillance. Against this we will reflect on activities that seek to negotiate and resist the virtual terrain. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| CRI-30046 | Dissertation for Criminology - ISP | C | C | 15 | 30 | |
| This double module runs over both semesters and provides an opportunity for students to work on a substantial piece of independent work of their own choosing in consultation with a supervisor. This generally involves students either conducting a review of the literature on a particular topic that interests them or carrying out a small piece of criminological research (such as interviewing criminal justice professionals, or analysing media coverage). It is intended to provide a 'hands-on' research training that enables the student to 'put into practice' the knowledge obtained in the first and second years. Dissertations are supervised using a mixture of collective dissertation workshops and individual supervision. | ||||||
| CRI-30050 | Criminology Work Placement | O | C | 15 | 30 | |
| This module will give Criminology students a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Initially the work will be in the field of integrated offender management (IOM) and placements are being offered in conjunction with Staffordshire Police. The placement programme is in the early stages of development so only a very limited number of opportunities (probably two or three at most) will be available in 2013-14, the first year of operation. Only those who have met the entry requirements for the module (a mark of 70 or higher in CRI-20015 Working for Justice and an average mark of 65 or higher in all Criminology modules taken in Years 1 and 2) will be considered. The placements will bring students into direct contact with offenders so students will have to undertake a rigorous selection process based, as a minimum, on a full CV and a supporting statement. This will be followed by an interview involving representatives from Staffordshire Police and other members of the county’s IOM partnership. A Criminal Records Bureau (CRB) check and other security and vetting procedures will also have to be completed successfully. Students selected for a placement will then work for approximately 200 hours in two blocks of 10 weeks in the first and second semesters. All students will be allocated a placement supervisor or supervisors from among the academic staff in Criminology at Keele. The exact nature and pattern of the work on the placement will be agreed between Staffordshire Police, its IOM partners, the academic supervisor and the student her/himself. Students on placement will have to travel to work off campus so a full, clean driving licence and access to a car would be an advantage. Some help with expenses may be available, particularly in cases of hardship, but this cannot be guaranteed. Students interested in taking the module are strongly advised to contact a member of staff in Criminology for an informal discussion. | ||||||
| CRI-30050 | Criminology Work Placement | EP | C | 15 | 30 | |
| This module will give Criminology students a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Initially the work will be in the field of integrated offender management (IOM) and placements are being offered in conjunction with Staffordshire Police. The placement programme is in the early stages of development so only a very limited number of opportunities (probably two or three at most) will be available in 2013-14, the first year of operation. Only those who have met the entry requirements for the module (a mark of 70 or higher in CRI-20015 Working for Justice and an average mark of 65 or higher in all Criminology modules taken in Years 1 and 2) will be considered. The placements will bring students into direct contact with offenders so students will have to undertake a rigorous selection process based, as a minimum, on a full CV and a supporting statement. This will be followed by an interview involving representatives from Staffordshire Police and other members of the county’s IOM partnership. A Criminal Records Bureau (CRB) check and other security and vetting procedures will also have to be completed successfully. Students selected for a placement will then work for approximately 200 hours in two blocks of 10 weeks in the first and second semesters. All students will be allocated a placement supervisor or supervisors from among the academic staff in Criminology at Keele. The exact nature and pattern of the work on the placement will be agreed between Staffordshire Police, its IOM partners, the academic supervisor and the student her/himself. Students on placement will have to travel to work off campus so a full, clean driving licence and access to a car would be an advantage. Some help with expenses may be available, particularly in cases of hardship, but this cannot be guaranteed. Students interested in taking the module are strongly advised to contact a member of staff in Criminology for an informal discussion. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| CRI-30040 | Risk and Criminal Justice | O | M | 7.5 | 15 | |
| Whether the topic is suspected terrorists, sex offenders, electronic tagging, CCTV, or even speeding drivers, the term 'risk' has increasingly come to dominate criminal justice, political and media discourses about crime. But what is the significance of this increasing tendency to conceptualise a wide range of crime problems in terms of 'risk'? What are the consequences for criminal justice agencies, for practitioners, and for the rest of us of an increasing focus on the future and on the prevention of crimes that might (but might not) happen? To what extent should we all be concerned with attempts to control a future that we cannot accurately predict? Students who select this module will be introduced to some of the main ways in which a concern with the management and minimisation of 'risk' has come to influence our criminal justice system, in terms of prediction, prevention, detection, processing and punishment. The module will also, however, consider the wider significance of viewing a variety of social problems as 'risk issues', including the compatibility of such an approach with the production of 'justice'. The module will offer an insight into a range of topical issues and challenges facing criminal justice which will be of benefit to students wishing to pursue a career in a range of moreand less obvious criminal justice contexts as well as those intending to engage in further academic study. | ||||||
| CRI-30040 | Risk and Criminal Justice | EP | M | 7.5 | 15 | |
| Whether the topic is suspected terrorists, sex offenders, electronic tagging, CCTV, or even speeding drivers, the term 'risk' has increasingly come to dominate criminal justice, political and media discourses about crime. But what is the significance of this increasing tendency to conceptualise a wide range of crime problems in terms of 'risk'? What are the consequences for criminal justice agencies, for practitioners, and for the rest of us of an increasing focus on the future and on the prevention of crimes that might (but might not) happen? To what extent should we all be concerned with attempts to control a future that we cannot accurately predict? Students who select this module will be introduced to some of the main ways in which a concern with the management and minimisation of 'risk' has come to influence our criminal justice system, in terms of prediction, prevention, detection, processing and punishment. The module will also, however, consider the wider significance of viewing a variety of social problems as 'risk issues', including the compatibility of such an approach with the production of 'justice'. The module will offer an insight into a range of topical issues and challenges facing criminal justice which will be of benefit to students wishing to pursue a career in a range of moreand less obvious criminal justice contexts as well as those intending to engage in further academic study. | ||||||
| CRI-30041 | The politics and cultures of the death penalty in the 21st Century | O | C | 7.5 | 15 | |
| This option is intended for students with an interest in punishment and penality in general and in the death penalty in particular. Through a combination of lectures and seminar activities students will be encouraged to develop a critical understanding of the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. The course is organized around the exploration of four themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the US through relevant criminological/legal literature and cases of established or suspected miscarriages of justice. 4) Key cultural sensibilities relating to executions, pain and suffering. Students will be encouraged to use internet resources to locate information relating to case studies on specific death row prisoners/miscarriages of justice and the arguments of anti-death penalty/pro-death penalty groups. Seminars will aim to help students evaluate, summarize and synthesize the information gathered. A number of the seminar activities are designed to assist students with their essays and students will be encouraged to bring to the seminars case studies relevant to their case study assessment. | ||||||
| CRI-30041 | The politics and cultures of the death penalty in the 21st Century | EP | C | 7.5 | 15 | |
| This option is intended for students with an interest in punishment and penality in general and in the death penalty in particular. Through a combination of lectures and seminar activities students will be encouraged to develop a critical understanding of the philosophical, political, legal and cultural contexts within which the death penalty either survives or is abolished. The course is organized around the exploration of four themes: 1) The place of the death penalty in the philosophy and sociology of punishment. 2) The current state of play on the death penalty worldwide and the rise of abolitionist politics (especially in the European context). 3) Current debates/controversies surrounding the application of the death penalty in the US through relevant criminological/legal literature and cases of established or suspected miscarriages of justice. 4) Key cultural sensibilities relating to executions, pain and suffering. Students will be encouraged to use internet resources to locate information relating to case studies on specific death row prisoners/miscarriages of justice and the arguments of anti-death penalty/pro-death penalty groups. Seminars will aim to help students evaluate, summarize and synthesize the information gathered. A number of the seminar activities are designed to assist students with their essays and students will be encouraged to bring to the seminars case studies relevant to their case study assessment. | ||||||
| CRI-30043 | Power, Process and Victimisation | O | M | 7.5 | 15 | |
| While students of this module will be introduced to traditional theoretical perspectives and methods within victimology, the module is designed to challenge and critically assess conventional definitions of 'the victim' and 'victimisation'. This aim will be achieved by examining the processes behind, as well as the social construction of these definitions, and to situate them within a wider sociological context of power and its implementation. To this end, the module focuses on the theory, practices and policy behind the study of victimisation. Furthermore, it encourages students to develop both analytical skills as well as an understanding of policy interventions. In turn, attaining these skills should facilitate access to careers in victim support, rape crisies centres and in the partnership work that is being developed through the inter-linking of different criminal justice and welfare agencies to provide support for victims, both at a local and national level. | ||||||
| CRI-30043 | Power, Process and Victimisation | EP | M | 7.5 | 15 | |
| While students of this module will be introduced to traditional theoretical perspectives and methods within victimology, the module is designed to challenge and critically assess conventional definitions of 'the victim' and 'victimisation'. This aim will be achieved by examining the processes behind, as well as the social construction of these definitions, and to situate them within a wider sociological context of power and its implementation. To this end, the module focuses on the theory, practices and policy behind the study of victimisation. Furthermore, it encourages students to develop both analytical skills as well as an understanding of policy interventions. In turn, attaining these skills should facilitate access to careers in victim support, rape crisies centres and in the partnership work that is being developed through the inter-linking of different criminal justice and welfare agencies to provide support for victims, both at a local and national level. | ||||||
| CRI-30044 | Prisons and Imprisonment | O | C | 7.5 | 15 | |
| This module explores the central role which prisons play in society, both as institutions which dominate the contemporary punitive network, and as places which absorb our social and cultural imagination. We will do this by examining contemporary representations and conceptions of the role of prisons in policy and popular culture. Secondly, we reflect on the contested nature of power in prisons through an examination of everyday lived experience of prison from the perspectives of prisoners, staff, prisoners' families and prison activists. The third section explores the links between race, gender (masculinity and femininity) political consciousness and power and resistance in prison. Finally, we conclude by examining contemporary controversies about the future of imprisonment. Assessment is by formative in-class presentation work followed by individual short commentary, and two essays. Lecture outline: Revisiting the prison crisis 1. The current state of our prisons 2. Popular and political representations of prisons Prison community 3. Doing prison work 4. Surviving imprisonment 5. Legitimacy and coercion in prisons 6. Righteous outsiders: charities, prisoner support groups and activists Prisons and inequality 7. The gendered pains of imprisonment 8. Race, ethnicity and imprisonment 9. Radicalisation and resistance Penal futures 10. The penal-industrial complex 11. Imprisonment and globalisation? | ||||||
| CRI-30044 | Prisons and Imprisonment | EP | C | 7.5 | 15 | |
| This module explores the central role which prisons play in society, both as institutions which dominate the contemporary punitive network, and as places which absorb our social and cultural imagination. We will do this by examining contemporary representations and conceptions of the role of prisons in policy and popular culture. Secondly, we reflect on the contested nature of power in prisons through an examination of everyday lived experience of prison from the perspectives of prisoners, staff, prisoners' families and prison activists. The third section explores the links between race, gender (masculinity and femininity) political consciousness and power and resistance in prison. Finally, we conclude by examining contemporary controversies about the future of imprisonment. Assessment is by formative in-class presentation work followed by individual short commentary, and two essays. Lecture outline: Revisiting the prison crisis 1. The current state of our prisons 2. Popular and political representations of prisons Prison community 3. Doing prison work 4. Surviving imprisonment 5. Legitimacy and coercion in prisons 6. Righteous outsiders: charities, prisoner support groups and activists Prisons and inequality 7. The gendered pains of imprisonment 8. Race, ethnicity and imprisonment 9. Radicalisation and resistance Penal futures 10. The penal-industrial complex 11. Imprisonment and globalisation? | ||||||
| CRI-30048 | Living with 'Aliens': Immigration, Crime and Social Control | O | C | 7.5 | 15 | |
| Mass immigration is perhaps one of the most controversial and contested topics of contemporary times. Popular discourse often considers immigration to be a threat to national security and as depleting the country’s resources. Immigrants themselves are all too often cast as ‘aliens’, ‘demons’, and ‘outsiders’ in the communities they settle; being considered a ‘crime-prone’ population. Some key examples of this include the ‘Italian mafia’ in America; the ‘racialised’ discourse of immigration and crime during the post-war era of immigration; and Eastern European immigration more recently which has revitalised this debate. The association of immigration with rising crime, disorder and insecurity has not only featured prominently in popular discourse however, it has also been a topic of interest in criminological and sociological literature throughout the last 100 years and continues to be so today. The aim of this module is to challenge and critically assess the ‘conventional wisdom’ on the association between immigration and rising crime. Is a dystopian nightmare of violence, chaos and disorder the inevitable consequence of mass immigration? Or can groups live together in harmony in diverse communities? Are immigrants a ‘crime-prone’ and ‘dangerous’ population or merely perceived as such? Do immigrants themselves have negative experiences as victims of prejudice and hate crime? Can mass immigration actually have the potential to bring benefits to communities, ultimately reducing the local crime rate? These are some of the questions that will be addressed in this module, which explores some of the most up to date and cutting edge research on this topic that turns both the old established theories, as well as common public assumptions, on their head. | ||||||
| CRI-30048 | Living with 'Aliens': Immigration, Crime and Social Control | EP | C | 7.5 | 15 | |
| Mass immigration is perhaps one of the most controversial and contested topics of contemporary times. Popular discourse often considers immigration to be a threat to national security and as depleting the country’s resources. Immigrants themselves are all too often cast as ‘aliens’, ‘demons’, and ‘outsiders’ in the communities they settle; being considered a ‘crime-prone’ population. Some key examples of this include the ‘Italian mafia’ in America; the ‘racialised’ discourse of immigration and crime during the post-war era of immigration; and Eastern European immigration more recently which has revitalised this debate. The association of immigration with rising crime, disorder and insecurity has not only featured prominently in popular discourse however, it has also been a topic of interest in criminological and sociological literature throughout the last 100 years and continues to be so today. The aim of this module is to challenge and critically assess the ‘conventional wisdom’ on the association between immigration and rising crime. Is a dystopian nightmare of violence, chaos and disorder the inevitable consequence of mass immigration? Or can groups live together in harmony in diverse communities? Are immigrants a ‘crime-prone’ and ‘dangerous’ population or merely perceived as such? Do immigrants themselves have negative experiences as victims of prejudice and hate crime? Can mass immigration actually have the potential to bring benefits to communities, ultimately reducing the local crime rate? These are some of the questions that will be addressed in this module, which explores some of the most up to date and cutting edge research on this topic that turns both the old established theories, as well as common public assumptions, on their head. | ||||||
| # | PSY-30100 | Domestic Violence | EA | M | 7.5 | 15 |
| Domestic violence is an enduring problem in many countries. In Britain, 30% of women and 20% of men have experienced domestic abuse since the age of 16. There are huge costs to society in terms of days lost at work, housing and social care, the health service, as well as the criminal justice system. It is recognised that many graduates enter professions where a sound knowledge and understanding of domestic violence is required, whether in the Police, Probation, as a Teacher, Social Worker, or Counsellor, to name just a few. The aim of this module is to develop students’ knowledge and understanding of key topics in the area of domestic violence. Questions that will be considered include: How many people does it affect? Are women as abusive as men? Does it occur in teenage dating relationships? What are the effects on victims and for children who witness domestic abuse? What are the risk factors for perpetration and victimisation, and perhaps more importantly, what can be done about the problem? Through weekly classes these topics will be introduced and discussed and students will be asked to answer an essay question that they would like to explore in more detail. A 2-part exam will assess students' breadth of understanding using a multiple choice exam and students can choose one essay-style question from a choice of six to address an additional topic in greater depth. | ||||||
| SOC-30034 | Sex, Death, Desire: Psychoanalysis in Social Context | EA | C | 7.5 | 15 | |
| This module will enable students to explore psychological theories of society and social relations. Following an introduction, which links psychoanalysis to the history of sociology and in particular ideas of alienation, disenchantment, and anomie, the module looks the key principles of Freudian psychoanalysis and core texts in the Freudian tradition. The core purpose of the module is to show how psychoanalysis can be seen to contain a general meta-psychology of universal human behaviour that might be used to understand social phenomenon through what Freud saw as the fundamental human concerns: sex, death, and desire. Throughout the module we seek to think through the possible application of key psychoanalytic concepts - repression, projection, anxiety, perversion, sadism, thanatos or the death drive, paranoia and so on - to concrete social examples in order to illuminate a new dimension of socio-psychoanalytic explanation. | ||||||