| CODE | YTH5004 | ||||||||||||
| TITLE | Young People and Social Inclusion | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 10 | ||||||||||||
| DEPARTMENT | Youth, Community and Migration Studies | ||||||||||||
| DESCRIPTION | This study unit shall engage students in the understanding of the social exclusion and social inclusion dyad and its implications to community development. Applying a comparative framework that takes into account local, EU and international dimensions of social, economic and family policy, the various constructs of inequality (with particular focus on youth) will be explored focusing on central areas of concern including income protection, social security, housing and employment. The concept of 'measuring' social exclusion will be also be examined at length and methods for combating social exclusion (such as user empowerment, policy implementation through partnership working and citizenship education) shall be elaborated with particular focus on the relevance and role of youth work to enhance social inclusion. Special emphasis shall also be made on how the idea of citizenship has become increasingly important for communities which seek to provide rights of citizenship as a sense of belonging but also confirming the right to be different. The thematic issues highlighted and discussed will include subsidiarity and the role of the voluntary sector in the formulation and implementation of policy approaches; youth crime and criminal justice policies; youth and unemployment; alcohol and drug policy; homelessness and young people; risk, environment, and the "greening" of social and youth policy. Study-unit Aims This unit aims at presenting data and interpretations of the extent of inequalities and to alert students to the problems of measurement inherent in the representation of these inequalities. It shall also explore the relationship between ‘inequality’ and ‘exclusion’, both conceptually and empirically and to introduce and elaborate upon various explanations of inequality and social exclusion in an effort to shed light upon how both terms are used in both academic and policy discourse. This study unit is also aimed at building course participants' understanding of the difficulties in defining social exclusion. It also seeks to promote the understanding of the 'lived experience' of those at risk or suffering from various aspects of social exclusion and to localise barriers to the 're-engagement' of vulnerable or 'at risk' groups. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: (a) understand the notion of 'otherness' and minority; (b) critically appreciate how terms like ‘globalization’, ‘redistribution’, ‘inequality’, ‘social exclusion’ frame understandings of these inequalities; (c) distinguish different theoretical approaches to social exclusion (e.g. queer theory, ethnic minority theory, disability theory) that affect young people; (d) evaluate policy responses and social action to counter social exclusion experienced by young people; (e) be conversant with the main areas of concern for social policy in relation to young people in their communities; and, (f) understand how the voluntary sector contributes to the provision of social welfare services. 2. Skills: By the end of the study-unit the student will be able to: (a) be conversant with the main academic discourses on inequality and social inclusion and their application in youth studies; (b) explore own positions on social exclusion; (c) engage in the advocacy of the rights of marginalised social groups and acts as agents of social change; (d) apply theoretical knowledge to resolution of key social problems experienced by young people. (e) review seminal works on the subject and present a critical evaluation of them in class, and, (c) make applications to policy evaluation and the evaluation of services for young people. Main Text/s and any supplementary readings Main Text: - Azzopardi, A. & Grech, S. (2011). Inclusive Communities: A reader. London: Sense Publishers. [forthcoming]. Supplementary readings: - Azzopardi, A. (2009). Reading stories of inclusion: Engaging with different perspective towards an agenda for inclusion: Germany: VDM Verlag. [available]. - Booth, T. (1992). Policies for Diversity in Education. NY: Routledge. [available]. - Booth, T., Swain, W., Masterson, M. & Potts, P. (1992). Curricula for diversity in education – learning for all 1. NY: Routledge. [available]. - Booth, T. (2002). The Challenge of Inclusion. NY: Routledge. [available]. - Chetko-Yanoov, B. (1999). Celebrating diversity – co-existing in a multi-cultural society. NY: Haworth Press. [unavailable]. - Alcock, P. & Erkine, A. (2003) ‘Divisions, Difference and Exclusion’ in Alcock, P., Erkine, A. & May, M. (eds) The Student’s Companion to Social Policy, Oxford, Blackwell. [available]. - Byrne, D. (1999) Social Exclusion. Buckingham, Open University. [available]. - Boyne, G. A., Farrell, C., Law, J., Powell, M. and Walker, R. (2007) Evaluating Public Management Reforms: Principles and Practice. Open University Press. [unavailable]. - Deacon, A (2002). Perspectives on Welfare: Ideas, Ideologies and Policy Debates. London: SAGE [unavailable]. - Grant, C.A. (Ed.) (1999). Multicultural research – a reflective engagement with race, class, gender and sexual orientation. London: Falmer Press. [available]. - Huby, H. (1998), Social Policy and the Environment. London: SAGE. [unavailable]. - Johnston, L., MacDonald, R., Mason, P., Ridley, L. and Webster, C. (2000) Snakes & Ladders: Young People, Transitions and Social Exclusion, Bristol: Policy Press. [unavailable]. - Katz, M.B. (1993). The Underclass Debate: Views from History. Princeton: Princeton University Press. [available]. - Malin, A., S. Wilmot & J. Manthorpe (2002). Key Concepts and debates in Health and Social Policy. London. SAGE. [unavailable]. - MacGregor, S. (2003) ‘Social Exclusion’ in Ellison, N. & Pierson, C. (eds) Developments in British Social Policy 2. Basingstoke, Palgrave Macmillan. [unavailable]. - Mahalingham, R. & McCarthy C. (2000). Multicultural curriculum – New directions for social theory, practice and policy. NY: Routledge. [available]. - Morris, D. (1994). The Human Zoo. London: Vintage. [available]. - Morris, D. (2001). The Naked Eye – Travels in Search of the Human Species. [available]. - Powell, M. and Hewitt, M. (2007) Welfare State and Welfare Change. Open University. [available]. - Priestly, M. (2003). Disability – A life Course Approach. Cambridge: Polity Press. [available]. - Webster, C., Simpson, D., MacDonald, R., Abbas, A., Cieslik, M., Shildrick, T and Simpson, M. (2004) Poor Transitions: Social exclusion and young adults, Bristol: The Policy Press. [unavailable]. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Dominic Garcia |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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