Individual report

2 - Report - 70

Structured group report

1 - Report - 30

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Specifically, the module will examine how individual needs are societal concerns, and how features of ‘societal breakdown’ are sites of active government and welfare state intervention. Each week we examine one key social problem, and we look at different strategies to solve it. These include the extent to which NEETs (Young People Not in Education, Employment or Training) are a uniquely British problem, and will look at the long- term implications of long-term unemployment for young people themselves and for their communities.
It will examine the implications of job insecurity across Europe. It will look at how some countries such as France, Italy and Spain, have ghettoised employment opportunities, with young people only ever being offered temporary contracts while older workers tend to obtain permanent contracts. With many temporary workers exposed to repeat cycles of temporary employment and unemployment, the module will review how getting ones first ‘proper and stable’ job impacts on multiple aspects of one’s life, such as: the age at which young people tend to form stable relationships, the age at which they tend to move out of the family home.
There has been a debate originating in American academe that suggests that welfare dependency breeds an underclass with problematic values for society as a whole. This module will review this debate as well as looking at variation in European benefits systems.
Britain is regarded by some to have a residual welfare system, with benefit recipients offered low rates of financial assistance, has this bred an underclass? How have the unemployed and other welfare recipients faired in other countries?
While the module is taught from a sociological perspective, it is also multidisciplinary in focus, introducing you to key concepts in social policy and economics.

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

In-Person - 

Self-directed - 

Work, Employment and Society Vol. 22, No. 4, pp: 655-674.

“Constraints or Preferences? Identifying Answers from Part-time Workers’ Transitions in Denmark, France and the United-Kingdom”.

“Unemployed and Alienated? A Comparative Analysis of Unemployment and Social Participation in Europe”.

Democracies in Flux: The Evolution of Social Capital in Contemporary Society

The Emerging British Underclass.

Gender and Welfare State Regimes.

The Afterlife of NEETs. Growing Gaps.

The Precariat: The New Dangerous Class.

Theory and Society, Vol. 20, No. 4, pp: 455-483.

“A Comparative Perspective on the Underclass: Questions of Urban Poverty, Race, and Citizenship”.

The Three Worlds of Welfare Capitalism.

Citizenship and Social Class: and Other Essays.

Chavs: The Demonization of the Working Class.

Welfare Regimes and the Experience of Unemployment in Europe.

SG3059 - Broken Britain? Culture, employment and society

SG3059-PRD2-PER-ALV1

Acquisition of knowledge and understanding will be promoted through a combination of lectures and seminars.

Broken Britain? Culture, employment and society

Recognise the centrality of sociological research to current debates in politics, economics and governance.

Knowledge

Relate sociological knowledge to issues of social, public and civic policy.

Skills

Access and use published statistics to support your arguments.

Critically assess the academic literature that analyses multiple countries and examine the extent to which institutions and cultures can structure individual behaviour.

Relate the methodological strategies of researchers to the findings outlined in class.

Question assumptions, with comparative research frequently underscoring how knowledge and ideas concerning best practice are nationally constrained.

Values and attitudes

Describe the diversity of opinion and ideas on key policy issues.

Identify and evaluate central debates in economic sociology, economics and social policy.