Introductory description

This module aims to introduce students to, or enhance their existing knowledge of, queer theory and praxis. Queer has emerged as a form of activism, a sexual identity, a deconstructive theory and methodological approach. This module enables us to evaluate critically the benefits and limitations of queer as a scholarly resource. In order to do this the module brings a queer analysis to key sociological concerns.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1. Queer history and activism

2. Queer theory, queer praxis

3. Queer methods and methodologies

4. Queering time and space

5. Embodiments, identities and performativities

6. Research and reading week

7. Queering health and dis/ability

8. Queering race and nation

9. Queering kinship

10. Queering education

Learning outcomes

By the end of the module, students should be able to:

• 1. The history of queer as a scholarly and political approach, including its (contested) relationship to sociology.
• 2. What might be meant by queer method and how, when and why such methods might be deployed in sociological contexts.
• 3. The challenges, rewards and potential problems of queer approaches in relation to a range of sociological themes and empirical concerns.

Indicative reading list

Reading lists can be found in Talis

Specific reading list for the module

Subject specific skills

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
a comprehensive understanding of techniques applicable to their own research or advanced scholarship
originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
conceptual understanding that enables the student:

• • to evaluate critically current research and advanced scholarship in
    the discipline
• • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    Typically, holders of the qualification will be able to:
    deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
    demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
    continue to advance their knowledge and understanding, and to develop new skills to a high level.

Transferable skills

• • the exercise of initiative and personal responsibility
• • decision-making in complex and unpredictable situations
• • the independent learning ability required for continuing professional development