SGIA2351: CLASS, NATION AND PARTY IN BRITISH POLITICS

• Any Level 1 SGIA module

• None.

• None.

• To enable students to gain a detailed knowledge of the changing nature of the British political system.
• To familiarise students with debates about the relationship between class, nation, party alongside other factors in British politics.
• To provide an empirical and theoretical basis for the further study of both British politics and the relationship between identities, ideology and political action at Level 3.

• This module typically covers some/ all of the following:
• The emergence of class politics in Britain
• The changing basis of electoral politics in Britain.
• The changing basis of party politics in Britain.
• The role of nation in British politics.
• The relationship between ideology and political practice in Britain.
• Analysis of major recent events in British Politics, in a longer term context.

Subject-specific Knowledge:

• Key episodes in British political history.
• Theoretical debates about class, nation and party alongside other factors in the British political system.
• The main sources of evidence used to develop arguments in the study of British politics.
• The relationship between forms of analysis in political science potentially alongside adjacent disciplines such as history and sociology.

Subject-specific Skills:

• Accurately and effectively describe alternative theoretical positions.
• Select appropriate empirical material to support argumentation.
• Theoretical and conceptual underpinnings and methodological approaches.
• Evaluate rival theories and interpretations with reference to factual evidence.

Key Skills:

• Retrieve and utilise in written form resources students have been directed to.
• Assess the suitability and quality of resources for research purposes.
• Review, reinforce and integrate knowledge independently.
• Demonstrate these and the above acquisitions in written form.

• Teaching will take the form of lectures accompanied by seminars
• Lectures provide the substantive spine of the module, offering context and evaluation of the materials and arguments presented in the reading list and acquired independently in students' preparation time. They are designed to inform and provoke but represent only a foundational core on which students necessarily then need to build.
• Seminars will be discussion-based student-led activities facilitated by a tutor but primarily relying on student contributions and thus allowing for the consolidation of knowledge and development of argumentation and critical engagement skills.
• The essay assignment promotes written communication and research skills, including the ability to organise learned material independently and to bring it to bear in answer to a specific question or questions.
• Two formative essays provide the opportunity to practice and develop writing skills in explaining and analysing the course material. The formatives will help prepare students for the summative assignments.
• Students have a choice for the Summative assessment of producing one research essay of 3,000 words (100%) OR one asessment comprising of two 1,500 word essays (each question would be equally weighted and one overall mark provided 100%)

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