| Unit name | Poverty, Social Exclusion and Social Policy |
|---|---|
| Unit code | SPOL20019 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Paskov |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit focuses on the problems of poverty and social exclusion. You will learn about the meaning of poverty and social exclusion, the causes and consequences of poverty, and who is more at risk of being poor and socially excluded. The unit covers conceptual, theoretical and methodological debates concerning the manifestation and experience of poverty and social exclusion in Britain. While the emphasis throughout the unit is on the experience of Britain, relevant comparisons are made with other countries to explore and assess the role of government policy in tackling poverty. In this unit, you will learn to critically think about one of the most pressing social problems in Britain today.
How does it fit into your programme of study?
Poverty and social exclusion are key social problems. You will learn to analyse and assess poverty and social exclusion from a scientific and policy perspective. The unit illustrates the importance of definitions and measurement in shaping what we know about the social world. You will learn to critically evaluate quantitative and qualitive research evidence on poverty and social exclusion. The unit is closely linked with the topic of inequality as we discuss which groups in the society are most at risk of being poor. You will develop skills to critically discuss the role of social policy in influencing poverty and social exclusion.
An overview of content
We begin with introductory lectures on the meaning and measurement of poverty and social exclusion, before exploring theories that attempt to explain why poverty persists and the consequences of poverty. We then examine differences in how different groups experience poverty and social exclusion, including children, women, and people outside the labour market. For each of these groups, we assess the role of institutions in driving poverty. The final part of the unit examines policy responses, and in particular the role of the welfare state, in alleviating poverty.
How will students, personally, be different as a result of the unit
As a result of this unit, you will understand the concepts of poverty and social exclusion and will know the difference between absolute and relative poverty. You will learn how poverty is measured and the advantages and disadvantages of different measurement and data collection strategies. You will enhance your ability to interpret empirical evidence and assess what has happened to poverty rates over time or how the UK compares to other countries. By the end of this unit, you will be able to critically discuss the theories of poverty – why poverty exists – and what the consequences of poverty are, but also what can be done about poverty and the role of social policy strategies in alleviating poverty and social exclusion.
Learning Outcomes
By the end of this unit you will be able to:
Teaching will be delivered through weekly lectures, practical activities supported by study-group sessions, and self-directed reading and exercises. Lectures will cover the more conceptual and theoretical aspects of the unit, whilst applied learning will take the form of independent self-study and group work in the seminars, the latter involving elements of tutor feedback and peer-assessment. Feedback will be provided for formative assessment, preparation for which will be supported through online activities and study group sessions.
Tasks which help you learn and prepare you for summative tasks (formative)
Weekly seminar exercises and seminar discussions help you prepare for the summative assignment by developing ability to build an argument and assess research findings and evidence. In addition, as a specific formative assessment, you will write a summary of an academic research article. This is to ensure that students are able to effectively communicate and summarise research evidence, a skill that is directly relevant for the summative assessment. You will receive both individual and group feedback on your writing, which will support your preparation for the assessment.
Tasks which count towards your unit mark (summative)
Summative Assessment: Essay (3000 words maximum, 100%)
This assessment covers all of the unit ILOs.
When an assessment does not go to plan
Subject to the university regulations for taught programmes, you may be offered an opportunity for reassessment. This will comprise a task of the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOL20019).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
