UNIVERSITY OF KENT
Module Specification
1. Title of the module
Race, Religion, and Law (LW603)
2. School which will be responsible for management of the module
Kent Law School
3. Start date of the module
Autumn 2011
4. The cohort of students (onwards) to which the module will be applicable
September 2010 entrants onwards
5. The number of students expected to take the module
Approx. 20-30
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
None
7. Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Honours [H]
(FHEQ Level: 6)
8. The number of credits which the module represents
30
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn/Spring
10. Prerequisite and co-requisite modules
None
11. The programme(s) of study to which the module contributes
All undergraduate single and joint honours law programmes. Available as a wild module to all Social Science and Humanities students, with the convenor’s permission.
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
1. Understand the complex relationship between law and dominant concepts of race and religion
2. Appreciate the significance of critical race, postcolonial, feminist, and critical religion theories for understanding contemporary social and legal issues to do with race and religion
3. Appreciate the significance of a grounding in social and legal histories of race and religion in order to understand contemporary formations
4. Identify the wide range of influences on legal discourse, policy, and law-making in relation to race and religion, including concepts from political theory, postcolonial theory, and the humanities and social sciences more broadly
5. Appreciate the intersections of concepts of race and religion with concepts of gender, sexuality, class, and disability
LLB Law Programme Learning Outcomes (MLO’s met)
A4. The relationship between law and the historical, socio-economic and political contexts in which it operates. (meets MLO 12.1; 12.2; 12.3; 12.4; 12.5)
A5. A range of theoretical and critical perspectives which can be applied to the study of law
(12.2; 12.4; 12.5)
B1.a.Effectively apply knowledge to analyse issues (12.1; 12.2; 12.3; 12.4; 12.5)
B1b Effectively apply knowledge to analyse complex issues (12.1; 12.2; 12.3; 12.4; 12.5)
B3. Collect and synthesise information from a variety of sources (12.1; 12.2; 12.3; 12.4; 12.5)
B4. Formulate and sustain a complex argument, supporting it with appropriate evidence (12.1; 12.2; 12,3; 12.4; 12.5)
B5. Recognise potential alternative solutions to particular problems and make a reasoned choice between them (12.2; 12.4)
B6. Independently acquire knowledge and understanding in areas, both legal and non-legal, not previously studied (12.1; 12.2; 12.3; 12.4; 12.5)
B7. Demonstrate an independence of mind and an ability to critically challenge received understandings and conclusions (12.1; 12.2; 12.3; 12.4; 12.5)
C4. Identify the legal and related issues which require to be researched (12.1; 12.4)
C5. Effectively locate and use primary and secondary legal and other relevant sources (12.1; 12.4)
C6b. Conduct independent legal research using a range of resources, both paper and electronic(12.1;12.4)
C7. Critically evaluate an area of law both doctrinally and in terms of its socio-economic and other consequences (12.1, 12.4; 12.5)
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
With relation to the study of law, students will:
1. Develop interdisciplinary approaches to the study of law
2. Deploy critical and self-reflexive modes of analysis in relation to the subject
3. Construct well-reasoned and well-structured oral and written arguments about theoretical and practical legal issues
With relation to general abilities, students will:
4. Develop argumentation skills that relate to legal and non-legal texts
5. Develop skills in critical reading and analysis
6. Develop the ability to present material orally
7. Undertake independent research on a defined topic
LLB Law Programme Learning Outcomes(MLO’s met)
A4. The relationship between law and the historical, socio-economic and political contexts in which it operates. (13.1; 13.2)
A5. A range of theoretical and critical perspectives which can be applied to the study of law
(13.1; 13.2; 13.3)
B1b Effectively apply knowledge to analyse complex issues (13.2; 13.4; 13.7)
B3. Collect and synthesise information from a variety of sources (13.7)
B4. Formulate and sustain a complex argument, supporting it with appropriate evidence(13.2; 13.3; 13.4)
B5. Recognise potential alternative solutions to particular problems and make a reasoned choice between them (13.2; 13.3; 13.4; 13.7)
B7. Demonstrate an independence of mind and an ability to critically challenge received understandings and conclusions (13.2)
C4. Identify the legal and related issues which require to be researched (13.7)
C5. Effectively locate and use primary and secondary legal and other relevant sources (13.6; 13.7)
C6b. Conduct independent legal research using a range of resources, both paper and electronic (13.7)
C7. Critically evaluate an area of law both doctrinally and in terms of its socio-economic and other consequences (13.1-7)
C5. Effectively locate and use primary and secondary legal and other relevant sources (13.1; 13.7)
D4b. Read complex legal and non-legal materials and summarise them accurately (13.1; 13.2; 13.5; 13.7)
D1. Use, both orally and in writing, the English Language in relation to legal matters and generally, with care, accuracy and effectiveness (13.1; 13.3; 13.5)
D2b. Engage constructively and effectively in arguments and discussionsof complex matters (13.3; 13.4; 13.6; 13.7)
D3. Give a clear and coherent presentation on a topic using appropriate supporting materials (13.6)
D4b. Read complex legal and non-legal materials and summarise them accurately (13.4; 13.7)
D5. Employ correct legal terminology and correct methods of citation and referencing for legal and other academic materials (13.7)
D6. Produce work in appropriate formats (13.7)
D9. Wordprocess their work and use a range of electronic databases and other information sources (13.7)
14. A synopsis of the curriculum
Weeks 1-6: Theoretical perspectives on race, religion, and ethnicity as concepts; case studies in the social and legal history of race and religion; overview of contemporary legal regulation of these categories in UK law
Weeks 7-12: Contemporary case studies; research training
Weeks 13- 24: Student presentations of works-in-progress
15. Indicative Reading List
Anthias, F. (1998), ‘Evaluating ‘diaspora’: Beyond ethnicity’ 32(3) Sociology 557-580
Asad, T. Formations of the Secular: Christianity, Islam, Modernity (Stanford University Press, 2003)
Auerbach, S. Race, Law, and ‘the Chinese Puzzle’ in Imperial Britain (Palgrave Macmillan, 2009)
Bamforth, N., M. Malik and C. O’Cinneide, Discrimination Law, Theory and Context (Sweet & Maxwell, 2008)
Barkan, E. The Retreat of Scientific Racism: Changing Concepts of Race in Britain and the United States Between the World Wars (Cambridge University Press,1992)
Brown, W Regulating Aversion: Tolerance in the Age of Identity and Empire (Princeton University Press, 2006)
Burton, A. At the Heart of the Empire: Indians and the Colonial Encounter in Late-Victorian Britain (University of California Press,1998)
Crenshaw, K., N. Gotanda, G. Peller and K. Thomas, eds. Critical Race Theory: The Key Writings That Formed the Movement (New York University Press,1996)
Darian-Smith, E. Religion, Race, Right: Landmarks in the History of Anglo-American Law (Hart, 2010)
Fitzpatrick, P. (1987), ‘Racism and the Innocence of Law’, 14 J of Law and Society 119
Goldberg, D.T. Racist Culture (Blackwell, 1993)
Goldberg, D.T. The Racial State (Blackwell, 2001)
Herman, D. An Unfortunate Coincidence: Jews, Jewishness, and English Law (Oxford University Press, 2011)
Hickman, M. (1998), ‘Reconstructing Deconstructing ‘Race’: British Political Discourses about the Irish in Britain’, 21(2) Ethnic and Racial Studies 288-307
Makdisi, J. (1999), ‘Islamic Origins of the Common Law’ (1999) 77(5) North Carolina L. Rev. 1635-1739
Said, E. Orientalism (Vintage, 1979)
Walkowitz, J.‘The Indian Woman, the Flower Girl, and the Jew: Photojournalism in Edwardian London’ (1998-1999) 42 Victorian Studies 3-46
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
There will be one two-hour seminar each week (excluding reading and writing weeks). The module is allocated 300 hours of study time, comprising 40 contact hours and 260 hours of private study (preparation for seminar; preparation for presentation; researching/writing essay. A substantial portion of the time allocated to private student will be spent in reading and research)
The function of the seminars is to provide a forum for discussion, debate, asking questions, and considering diverse perspectives on the topic.
In Term 2, students will lead seminars on their essays-in-progress, and to receive feedback and comment from the convenor and their peers.
The seminars seek to achieve the Specific Learning Outcomes 1-5 by introducing and guiding students through key legal and interdisciplinary texts, and by stimulating debate on and engagement with these texts. The seminars seek to achieve Generic Learning Outcomes 1-7 by developing students’ skills in the areas of presentation and argumentation, by considering a range of sometimes conflicting perspectives on issues, and by helping students prepare their independent research project.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
There are two pieces of assessment for the module:
1. A 2,000 word outline of their dissertation, due at the end of the first term. This assessment is worth 20% of the mark and should consist of: 2-3 key research questions; a synopsis of key themes and arguments; a preliminary bibliography.
2. A 5,000 word research essay worth 80% of the mark for the module.
The essay topic will be chosen by the student, and approved by the convenor.
The initial assessment ensures that students are achieving Specific Learning Outcomes 2, 3, and 5, as well as Generic Learning Outcomes 1 and 2.
The second assessment, including formative in-class participation & oral presentation, ensures that students are achieving Specific Learning Outcomes 1 -5, as well as Generic Learning Outcomes 1 - 7.
18. Implications for learning resources, including staff, library, IT and space
Most of the reading material is available in the library or through electronic download; a small number of new texts may need to be ordered.
19. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching.
Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexiasupport service, and specialist support will be provided where needed.
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
…………………………………………………
Print Name / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School
…………………………………………………….
Print Name / ......
Date
4