Generations and Social Change (L4075A)
A Sociology of Generations and Social Change? From Passive to Active Generations
Module L4075A
Module details for 2023/24.
15 credits
FHEQ Level 5
Module Outline
Why have sociologists paid so little attention to the role of generations in social change? This question seems particularly pertinent now, with the ‘post-millennial’ generation seemingly taking the lead in promoting social and political change, from the anti-gun high school students in the US to Greta Thunberg’s rise as an environmental campaigner. This module seeks to explore the role of generational movements in social change, conflicting views on what shapes and unifies generations and evidence for active/passive alternation linked to processes of generational ‘closure’. It will investigate the reasons for generations’ frequent neglect by sociology, including the centrality of class analysis, by considering the classical roots for a theory of generations and social change – through the work of Karl Mannheim - combined with the work of contemporary theorists such as Pierre Bourdieu. This theoretical thread will be accompanied by a range of case studies, including generations’ role in nation-building, the role of ‘marginal’ generations such as women and ethnic minorities in changing social arrangements that have excluded them and whether it is possible to conceive of a global generation effecting global social change. It will ask questions such as whether the environmentalist orientation of today’s younger generation comes from the politics of privilege and whether millennials’ active mobilisation around global poverty has given way to a post-millennial concern about ecology which is actually more passive in its orientation.
Module learning outcomes
Demonstrate knowledge and critical understanding of classical and contemporary theories of generations and social change.
Demonstrate knowledge and critical understanding of case studies where generations have seemed to play a role in social change.
Apply the theoretical concepts/frameworks covered in the module to empirical examples, in order to critically analyse these examples.
Assess the competing arguments that continue to focus on class as the major motor of social change.
| Type | Timing | Weighting |
|---|---|---|
| Coursework | 100.00% | |
| Coursework components. Weighted as shown below. | ||
| Essay | A1 Week 2 | 100.00% |
Timing
Submission deadlines may vary for different types of assignment/groups of students.
Weighting
Coursework components (if listed) total 100% of the overall coursework weighting value.
| Term | Method | Duration | Week pattern |
|---|---|---|---|
| Autumn Semester | Lecture | 1 hour | 11111011111 |
| Autumn Semester | Seminar | 1 hour | 11111011111 |
How to read the week pattern
The numbers indicate the weeks of the term and how many events take place each week.
Dr Aneira Edmunds
Assess convenor, Convenor
/profiles/307569
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