Culture, Class and Gender (HIH2229A)
|Staff||Miss Sarah Jones - Convenor|
|Duration of Module||Term 1: 11 weeks;|
British society has changed radically in the past century and a half. Those forms of identity that were common in Victorian Britain are understood in very different ways today. This module will enable you to develop research and interpretative skills while demanding that you can understand distinctive cultural forms and identities. It also challenges you to consider primary as well as secondary materials in your reconstruction of how people came to see themselves as individual selves, as well as members of a group in a society that was increasingly influenced and even saturated by images from mass media and modern communications. You will be expected to develop specialist interests and expertise within group work that will ask you to assess significant periods of history by collective effort. Presentations and distributed materials prepared by you will provide a key resource for learning on the module.
ILO: Module-specific skills
- 1. Be aware of the various developments in the history of culture and the nature of cultural values in historic change over a significant period of history.
- 2. Make a close evaluation of the key developments and debates in class, gender, race and ethnic identities in a society that was itself changed by the impact of demography and migration as well as increasing secularization.
- 3. Evaluate the main themes in the subject and share the work of gathering information upon key aspects of the module that require group work as well as developing insights into topics set for discussion and coursework.
ILO: Discipline-specific skills
- 4. Analyse the key developments of/in cultural values over significant periods.
- 5. Collate data from a range of sources, both primary and secondary.
- 6. Interpret primary sources in an informed and reflexive way.
- 7. Trace long-term as well as short-term historical developments.
- 8. Recognise and deploy historical terminology correctly.
- 9. Assess different approaches to historical writing in areas of controversy.
ILO: Personal and key skills
- 10. Work both independently and in a group, including participating in oral seminar discussions.
- 11. Identify a topic, select, comprehend, and organise primary and secondary materials on that topic with little guidance.
- 12. Produce to a deadline and in examination conditions a coherent argument.
Over its duration the module will explore such areas as:
- The Nature of Culture and History: Is there a distinctive ‘cultural history’ that can be clearly distinguished from social and political history?
- Gender, Politics, and Citizenship: What were the main obstacles to the emancipation of women? To what extent were gender politics and feminist politics able to cross class boundaries?
- Warfare, Masculinity and Gendered Identities: What impact did mass warfare have on notions of masculinity and male virility? What impact did it have on women and men as workers and consumers in British society?
- Sex, Class, and Power: How did experience of sex differ between classes? How have attempts to control working class sexuality shaped broader sexual attitudes?
- Health and the Body Politic: How and why has the state made provisions for physical health? How was the experience of disability influenced by class?
- Madness, Class, and Gender: How should we understand the history of state provision for mental health in the 20th century? How have debates about mental health been effected by class and gender concerns?
- The Imperial Gaze: Colonialism and Cultural Identities: How important were racist values in the promotion and preservation of the notion of Imperial Progress? What was the impact of immigration on British society and culture?
- Internal Colonialism and a Sense of Place: How should we characterize and describe ‘Englishness’ and ‘English patriotism’? How do regional differences affect national identities?
- Popular culture and the media: Is there such a thing as popular culture? In which ways did lifestyles and popular leisure in urban areas change? How should we summarise the impact of mass communications on popular culture?
- Youth Culture: What evidence is there that a new and distinctive youth culture emerged in Britain after 1950?
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching Activities||22||Lectures (22 x 1 hour)|
|Scheduled Learning and Teaching Activities||22||Seminars (11 x 2 hours)|
|Guided independent study||22||Web-based activities located on ELE - preparation for seminars and presentations|
|Guided independent study||234||Reading and preparation for seminars and presentations|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay plan||500 words||1-12||Verbal and written|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay||30||3000 words||1-12||Verbal and written|
|Exam||50||2 questions in 2 hours||1-12||Written|
|Group presentation||20||25 minutes||1-12||Verbal and written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Essay||Essay (3000 words)||1-12||Referral/deferral period|
|Exam||Exam (2 questions in 2 hours)||1-12||Referral/deferral period|
|Group presentation||Script as for individual presentation, equivalent to 10 minutes||1-12||Referral/deferral period|
Indicative learning resources - Basic reading
Addison, Paul, and Harriet Jones, (eds.). A Companion to Contemporary Britain, 1939–2000 (Oxford: Blackwell, 2005).
Bayly, Christopher. The Birth of the Modern World, 1780-1914: Global Connections and Comparisons (Oxford: Blackwell, 2003).
Davidoff, L. & Hall, C. Family Fortunes. Men and Women of the English Middle Class, 1780-1850 (London, 1987)
Dewey, Peter. War and Progress: Britain, 1914-1945 (London: Longman, 1997).
Haggett, Ali.Desperate Housewives, Neuroses and the Domestic Environment, 1945-1970 (Pickering & Chatto, 2012).
Harris, Jose. Private Lives, Public Spirit: Britain, 1870-1914 (London: Penguin, 1994).
Joannou, Maroula. The Women’s Suffrage Movement: New Feminist Perspectives (Manchester University Press, 1998).
McKibbin, Ross. The Ideologies of Class. Social Relations in Britain, 1880-1950 (Oxford: Oxford University Press, 1990).
Mort, Frank. Dangerous Sexualities: Medico-Moral Politics in England since 1830 (Routledge,2000)
Porter, Roy. Madness: A Brief History (Oxford University Press, 2002).
Royle, Edward. Modern Britain: A Social History 1750-1985, (London: Arnold, 1987).
Szreter, Simon. Fertility, Class and Gender in Britain, 1860-1940 (Cambridge University Press, 1996)
Module has an active ELE page?
Available as distance learning?
Last revision date
Key words search
Culture, Class, Gender, Citizenship, Politics, Social History