Dis/advantaging the family and society: the role of the welfare state

Syllabus

Dis/advantaging the family and society: the role of the welfare state

Course Description

The study of social inequalities has been one of the major focuses of social sciences. This course will focus on the role of the welfare state in such inequalities; as the actor intervening in solving social inequalities, but also as the actor which creates new or maintain existing inequalities. In an interactive form, the course will try to introduce students to various forms and facets of inequalities and the way how these inequalities, as produced by the welfare state, can be identified.  

Mode of Delivery

Online

Workload 1,5 hour intensive Seminars every week over the teaching period unless otherwise notified. Students will be expected to undertake a further 5-6 hours independent learning each week over the semester (to prepare discussion assignments).

Prerequisites  

Offered by

Public and Social Policy Department

Phone

[phone]

Email

[e-mail]

Office hours for student consultation

By appointment

Tutor

Martin Gurín

SUMMER SEMESTER 2022-23    

COURSE OVERVIEW

Learning Outcomes

By the end of this course, students should be able to:        i.         Define major conceptual frameworks for social inequality.      ii.         Identify the actors and processes involved in dis/advantaging of different societal groups.     iii.         Identify and critique policy and governance frameworks relevant to critical arenas of welfare state regulations.     iv.         Understand the role of social policy in social change.

Assessment Summary

Assessment Task

Value

Due Date

Linked Learning Outcomes 1.     Collective assignment – team presentation 40% of the final grade 13th Seminar i, iii, & iv 2.     Reading assignments – discussion preparation 35% of the final grade 2-12th Seminar i,ii,iii, & iv 3.     Research assignments 25% of final grade 3-10th Seminar i,ii,iii, & iv

Feedback

Staff Feedback

Students will be given feedback in the following forms in this course:

·       Verbal feedback of a formative nature during seminars;

·       Written feedback of a formative nature based on individual assignments; and

·       Written feedback of a summative nature based on final (collective) assignment.

Student Feedback

·       Continuous and final feedback will be provided in both verbal and written way. Students are free to provide feedback on all aspects of the course: literature, content, organisation as well as study load.              

COURSE SCHEDULE  

Date

Topic

Summary of Activities

Assessment 15.02.2023 1

Introduction   22.02.2023 2

Deservingness

Reading assignment 01.03.2023 3

Social Investment

Research assignment 08.03.2023 4

Activation and workfare (1/2)

Reading assignment 15.03.2023 5

Activation and workfare (2/2)

Research assignment 22.03.2023 6

Homeless people in the trap of the welfare state

Reading assignment 29.03.2023 7

Disabilities: caregivers or care recipients?

Class debate 05.04.2023 8

Intersectionality and intersectional inequalities

Reading assignment 12.04.2023 9

Family and gender

Reading assignment 19.04.2023 10

Immigration and the welfare state

Reading assignment 26.04.2022 11

Sexual citizenship (1/2)

Reading assignment 03.05.2022 12

Sexual citizenship (2/2)

Research assignment 10.05.2022 13

Conclusion of the course

Final assignment (presentation)                        

ASSESSMENT REQUIREMENTS  

General design: In assessing Seminar participation, the following criteria will be taken into consideration:

(I) Regular participation in weekly discussions

·       (II) Discussion of the required literature („individual“ assignment) o   Demonstration of preparation (i.e. done the reading and thought about it); o   Demonstration of understanding of or engagement with the topic; o   Raising relevant questions, points and challenges; and o   Listening actively and responding to others in a constructive fashion.

§  Based on weekly assignments (written, uploaded via Moodle) (0-35%)

·       (III) Research assignments and their discussion (0-25%) o   Demonstration of preparation (i.e. fulfilment of the set research-homework). o   Creativity and analytical skills.

·        (IV) Preparation of the final assignment – team presentation („collective“ assignment) o   Preparation within the semester, results being presented at the 15th Seminar (0-40%)  

Assessment II – individual assignments

Students are required to read compulsory weekly literature and prepare answers to set questions. Each assignment is equal to 5 points.

·       Discussion of the comprehension questions in several (2-4) subgroups o   Need to find the super answer! o   What are the answers? Where can answers be found? à complete your answers. o   Do you have any questions regarding literature? o   Are you curious about any specific topic that can be covered later in the course?

Continuously: there should be some feedback about the literature: how easy/difficult is to comprehend the literature (= evaluation of academic texts/writing)

Contributing to discussions can be difficult for some students, especially those who have English as a Second Language (ESL), but there are different ways of contributing to discussion:

Giving an example to illustrate what someone else has said;

Agreeing, but adding some suggestions;

Comparing what has been said to something else you know about (perhaps something you have read);

Disagreeing—and giving your reasons

Asking a question or introducing a new topic.  

Listening actively is also part of participation. Students can show that they’re participating by looking interested, which means:

Looking at