This module introduces you to the practicalities and philosophies of doing interdisciplinary research in gender and women’s studies. You will learn to interpret, understand and explore the consequences of particular research methods. You will also be encouraged to critically consider the relationship between theories and methods in research. The module also provides scope for reflecting on the politics of knowledge, the ethics of research, and the relationship between disciplines and interdisciplinary fields such as gender and women’s studies. You will learn how some key conceptual frameworks within feminism (for example, sex and gender, body politics, sexual difference, queer theory) have been constructed over time through both research practices and theoretical arguments. This module will be useful as preparation for your own research later in the programme and particularly for your Master's dissertation.

As the final element in your Master's programme, the MA dissertation allows you to bring together and showcase the skills and knowledge you have acquired from other modules and demonstrate your ability to carry out a substantial independent research project. As part of your dissertation you will complete MA study skills sessions, which are designed to assist you and provide guidance for completing an MA degree. All students are expected to attend all sessions, as they will provide you with useful tips, guidance, support, structure and advice on a range of relevant matters (from writing MA-level essays to critical reading).

How are gender, sex and bodies understood in contemporary sociology and feminist theory? How do feminist theorists and social scientists address questions of difference, representation and performativity in their research?

In this module, we engage with the work of particular theorists (enabling you to acquire skills in close reading and critical discussion), critically evaluate relevant empirical findings, and explore current issues of importance to sociology and feminism. Topics include medicalization and health, race and racism, sex and sexuality, bodily autonomy, and reproductive choice. The essays you write then give you scope to follow your own interests in more depth by using the reading lists provided and undertaking independent research.

In this module you consider the forms of power and control underpinning algorithmic cultures, and cultures of data and quantification.

What ethical and political questions can we ask about ‘smart’ digital infrastructures, that are typically overlooked by engineers and tech corporations? How can students in media, sociology, gender, or environment & culture intervene in technological developments and debates? How can we approach the social (including cultural, political and ecological) connections forged by ‘smart’ digital infrastructures?

Decades of technological progression have only made the relationship between the digital and non-digital more complex. You will consider difference, accidents, and unforeseen ramifications that challenge a simplistic, instrumentalist view of technology. Juggling these various lenses, you will study ‘smart’ infrastructures underpinning phenomena such as networked affect and smart cities. Rather than assuming we now live in a homogeneous global society of control, you will consider the unexpected: the messiness of datafication and algorithmic culture tied up with affective contagion, unpredictable ecosystems, and electronic waste straddling the planet in ways that remain unaccounted for.

This module will consider a range of social justice issues within education relating to (but not limited to) gender, class, 'race’ and ethnicity, age, sexuality, disability, language, geography, religion, and their intersections. This will involve developing an understanding of how advantage and disadvantage are structured through policy, practice and experiences; how students from different groups experience inclusion and exclusion; how educational institutions may generate, reinforce or reproduce social inequalities; and how educational inequalities may be challenged. Education will be considered as both an issue of social justice and as a practice for social justice.

This module will provide you with the opportunity to interrogate social justice issues within society and explore how these play out through the education system, developing and enhancing your knowledge and understanding of inequalities. It will engage you in analysis of complex processes of inclusion and exclusion and equip you with the tools to critically evaluate educational structures, policy and practices to both examine and challenge inequalities.

This module engages with a socio-cultural analysis of what has been called a ‘consumer society’, a society with increasing emphasis on marketisation, commercialisation and commodification. The module approaches a variety of topics that consumer society has intensified - such as promotional culture, advertising and branding - and students will have the opportunity to work with a range of conceptual resources to produce understandings of these issues and their impact on society. This module, therefore, offers you key resources with which to understand contemporary society and social change in a way which complements their other core and optional modules.

This module is an introduction to macro-sociological theory and those branches of contemporary sociology that attempt to deal with ‘the world’ as a whole. The aim is to critically interrogate the ways in which sociologists envision time, space, and ‘global relations’ between different parts of the world (modern/traditional, East/West, developed/developing, First World/Third World, North/South).

Beginning with comparative and historical sociology, we consider how social theorists employ ‘big structures’ at a world scale, ‘grand narratives’ of epochal shifts, ‘large processes’ of global change, and ideas of the novelty of the contemporary period.

The module focuses on understanding the relation between theory, methodology, and questions of power in research, including the critiques of sociology within postcolonial theory. Drawing on theories grounded in political and economic sociology as well as cultural and discursive approaches, we will critically reflect on Western Sociology's assumptions and exclusions, including the ways in which recent theories of globalisation, time-space compression and spatial mobility may reiterate Orientalist and colonial discourses.

This module is designed to introduce you to contemporary methodological issues, key approaches, practical techniques, and case examples relating to the study of media.

Many different methods are used in media, and that variety is reflected in this module. To explore research practice in this discipline, we look at textual and discourse analysis, visual analysis, ethnography and participatory approaches, but place a strong emphasis on engaging with issues of identity, differences, power and experience in the hyper-complex media and cultural environments that we live in.

To give you a taste of particular research methods and approaches, we draw on recent examples of media and cultural research done here at Lancaster, and encourage you to explore their theoretical and practical implications.

We aim to have a number of invited guest speakers on this module, and you will have the opportunity to discuss and critically evaluate different methodological approaches and learn how to draw on these approaches as a starting point for your own research. It is our aim that you acquire a good understanding of the key elements in planning and carrying out independent research projects.

The module is led by the Politics, Philosophy and Religion department with input from colleagues in Computing Science, Sociology and Criminology. We aim to foster interdisciplinary teaching and learning across social sciences and computing sciences. PPR491 Cybercrime is a core module on the MSc Cybersecurity degree and an optional module for PPR students MA students as well as those in Sociology and Law, so has been designed with you all in mind.

The module is block-taught across an intense two-week period, through lectures and seminar activities in Summer Term. There will be an hour for lunch each day, and several comfort breaks. Each lecture examines a specific issue relating to ‘cybercrime’. In week 23 you will present the final findings from your group task to the whole class.

In the group task you will learn how to use evidence-based methods to explore a cybercrime topic. We will show you how to do this on day 1. Sessions/topics are delivered by experts in their field, and there will be plenty of time for questions and debate.

This module focuses on:

• The practice of digital image making
• Critical reflection upon time, space/place, and the self

Digital image making: creation and critique, provides and combines both practical training in the capture, manipulation, and dissemination of digital images and critical theoretical / conceptual instruction in terms of analysis, interpretation and reflection. This practical and critical work focuses on the experience of, and reflection upon, the self and others in new and (un)familiar environments (the self as embodied and embedded in particular scapes: mediascapes, landscapes, cityscapes). Hence the importance of the fieldtrips themselves: to attend to and work with and within spaces and sites to which one is not habituated.

Current debates over issues such as plastic and food waste, fracking, loss of biodiversity or climate justice – and the protest movements and campaigns that have arisen in response – provide tangible evidence that the relationship between society and the environment is a difficult and often controversial one. This module examines the role that sociology and social theory can play in helping us to understand that relationship better and explores the range of approaches that have been developed in environmental sociology. Studying the environment sociologically opens up a host of interconnected social, cultural and political issues. Whose knowledge counts? How can we handle unquantifiable risk? What role should technology play? And what about democracy, freedom, diversity and justice? Using lectures and seminar discussion, the module will lead you through the resources of sociology and social theory to enable you to think through these questions in relation to some of the most urgent environmental issues facing societies today.

The emergence of cultural studies in the 1970s opened-up new areas of scholarly enquiry and raised new issues about the politics of class, gender, ethnicity and race, youth, subcultures and sexuality. Although there have been many changes since the original formation of cultural studies, feminist cultural studies today remains concerned with the effects of discursive and institutional practices of domination, subordination, and hegemony both in everyday life and within academic enquiry.

This course will focus on crucial feminist interventions in cultural production and cultural studies. It will examine contemporary debates in feminist theory and specific forms of activism, engagement and resistance that have identified and targeted hierarchical mechanisms that produce gendered, sexual, ethnic and racial identities and oppression.

The course will be taught through the examination of a range of sources drawn from popular culture, media, art, public culture and policy, enabling us to bring feminist cultural theory into dialogue with a range of media and other cultural productions and practices.

The module will provide an introduction to key issues and theories in social justice and education. We will start by considering what social justice means in different educational contexts, and exploring some key theories about social justice. Key differences between different theories of social justice will be explored, and their implications for education examined. We will also explore how different theoretical lenses can provide new ways of viewing aspects of educational systems, and use these lenses to examine multiple perspectives. The ways in which social justice issues currently arise within different education settings will be explored, and we will consider how education can challenge and/or reinforce inequalities. We will also begin to think about issues associated with researching social justice and how theory can help focus analysis of substantive issues. We reflect on whether social justice is simply a topic of research or whether it requires particular approaches and commitments on the part of the researcher.

This module will provide students with opportunities to engage with and evaluate different theories and perspectives. They will also begin to consider issues involved in researching education and social justice.

This module aims to develop students’ understanding of the ways in which social phenomena are conceptualised, defined and measured. The module will be a mix of lectures, seminars, and computer-based labs where students will get to play with real data. You will access data, explore data sets, generate and modify variables, frequency counts, cross tabulation, produce tables, bar charts and scattergrams, and test relationships between variables.

This module is designed to familiarise you with various ways of thinking about and analysing contemporary relations between science, technology and society. It draws upon a rich vein of theory and practice within science and technology studies (STS), an area of research that is particularly strong at Lancaster University.

You will be encouraged to ask sociologically-informed questions about the sciences and technologies that have become part of our everyday lives – including, for example, mobile phones, social media, cloud computing, genetic modification, human fertilisation techniques, air conditioning and technologies for electricity generation.

The module gives you the opportunity to understand how the different interpretive research methodologies used in STS – such as ethnography and participant observation, surveys, and analysis of social media – enable a researcher to ask important critical questions about science, technology, the environment and society.

Through case studies chosen by students on the module you will consider how we might engage as analysts – using which methods and practices? In what kinds of role? With what kind of limitations? And with what kinds of responsibility and accountability?

This module explores media participation in the globalised and digital era. It helps you develop a comprehensive understanding of media participation, exploring theoretical frameworks and contemporary issues that shape audience communities and their engagement with media.

The module begins with an overview of major theoretical trajectories that have shaped scholarly understanding of audience communities and participatory cultures. Some of these include the mainstreaming of fan culture in the age of transmediality and media convergence, the various forms of fan labour, narratives of fan management, and the multi-directional media flows and implications on transnational fandom. The module will then explore timely topical issues related to contemporary media culture, delving into the concept of fans and examining how fan communities and the industry engage in a dynamic interplay to shape the evolving meanings and experiences of being a fan in contemporary times.

Theories of practice are widely discussed in contemporary social theory and introduce new possibilities for overcoming classic distinctions (individual: social, agency: structure, mind: body) in dualistic thinking in sociology. Developed and applied in many disciplines, practice theories provides critical insights into current global issues including environmental sustainability and health. Normally taught in a week-long intensive format, this module is delivered by the Practice Theory group at Lancaster and is open to visiting, international MA and PhD students. It normally blends lectures and short provocative talks with in-class exercises and student reading and writing groups to introduce you to a new take on important sociological topics such as power, time, materiality, social reproduction and variation, and method. The aim of the course is to give you opportunities to undertake theoretical and conceptual training in theories of social practice and develop an understanding of the ramifications of adopting a practice theory approach that might be applied to future investigations across a range of substantive areas from management to education, sustainability and energy to health.

This module provides first-hand experience of organising and undertaking a group research project on a subject of your own choosing. You will work through processes of research design and strategy, developing research questions, planning and carrying out fieldwork and analysis, and presenting and evaluating research. Working together in small groups, you will produce a research proposal, a journal article based on your project, and an oral presentation of your work. You are also encouraged to keep a research diary of the process. This will provide the basis for an individual reflective essay to be submitted after the module has finished. Although the module is essentially practical, it also provides an opportunity to learn about generic issues involved in doing social research and about the contemporary context of research policy and funding.

This is a module about social theory with emphasis on the nature of its object, “the social” and the methodological issues related to this investigation. The module aims to critically examine the ways in which different social theoretical perspectives approach their objects, and to consider the consequences of these differences. The focus will be on the newer social theories. We will be dealing with one theory and one theorist each week. Among the theorists are: Pierre Bourdieu, Zygmunt Bauman, Eve Chiapello, Bruno Latour, Gilles Deleuze, Slavoj Žižek, Jacques Rancière and Giorgio Agamben.