SOC20270

Learning Outcomes:

The broad goal of this module is that students leave the classroom with the ability to understand at the macro- and micro-level how inequality determines health and vice versa.

Learning outcomes for this module aspire to the following goals:
• Demonstrate ability to critically analyse sociological theories of the social determinants of health
• Students should be able to identify and evaluate the commercial determinants of health inqualities.
• Show capacity to critically apply theories and concepts of health and inequality to selected case-studies.
• Exhibit personal, social and communication skills needed to contribute to group project;
• Demonstrate critical writing ability to construct, support and summarise argument that links concepts and cases of
comparative social change.

Indicative Module Content:

The module will be organised around the following themes, which will correspond to lectures, readings and group work:

(1) Introduction- Health and Its Social Determinants
(2) Commercial Determinants of Health In(equity)
(3) Inequalities in Health
(4) Education, Work and Health Inequalities
(5) Gender, Racism and Health Inequalities
(6) Health Crisis/Pandemic and Inequalities
(7) Culture, Nutrition and Health Inequalities
(8) Stigma and Mental Health
(9) Global Health Inequalities (Health from a Global North and South Perspective)
(10) Life course, Early Life and Ageing
(11) Policy and Health (impact of policies on health inequalities)

Student Effort Hours:

Approaches to Teaching and Learning:

Students will be engage with lecture and group/team-based projects.

Attending lecture:
Students should consider each other’s opinions with the upmost respect. This means that we must consider each other’s opinions to be of value equivalent to our own and our tone, demeanor and comments should reflect this high level of respect. There may be topics that evoke strong reactions, but the classroom must always remain a safe space. I will have zero tolerance for any behavior that creates an intimidating atmosphere or limits the participation of any member of the class. Students who do not comply with these expectations will be removed and there continued participation in the module can be reconsidered. To be clear, we do not have a right to be protected from ideas that make us uncomfortable, but we have a reasonable expectation that any idea will be expressed in a respectful manner. When in doubt, error on the side of politeness.

Group/team dynamics:
You are responsible for working collaboratively. That means that you must make arrangements to meet with your group (digitally or in-person). You must be clear about what you are contributing and that needs to be understood EARLY in the process by all groups members. The simple way to avoid any and all confusion is to follow the golden rule. Do not treat others in the groups any differently than you would expect to be treated. Remember you are collectively responsible for this work and individualizing problems will not work to your advantage.

Requirements, Exclusions and Recommendations

Learning Recommendations:

Students need to engage with collaborative, team-based group work.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback will be provided on assessed coursework as individual comments published in the virtual learning environment (VLE), in group sessions at lectures/seminars, and/or in person during office hours as appropriate.

Barry, A. M. and Yuill, C. (2016). Understanding the sociology of health: An introduction. London: Sage. [ISBN-13 978-1-4739-2944-9]

Scambler, G. (Ed.). (2012). Contemporary theorists for medical sociology. London: Routledge. [ISBN-13 978-0-415-59782-1]

Maani, N., Petticrew, M., & Galea, S. (Eds.). (2023). The commercial determinants of health. Oxford: Oxford University Press. [ISBN- 13 9780197578759]

Burke, S. (2009) Irish Apartheid: Healthcare Inequality in Ireland. Ireland: New Island. [ISBN-13 978-1-84840-036-8]

Marmot, M. and Wilkinson, R. G. (2005) Social Determinants of Health. Oxford, UK: Oxford University Press. [ISBN-13: 978-0198565895]

Marmot, M. (2015) The Health Gap: The Challenge of an Unequal World. New York, New York: Bloomsbury Press. [ISBN-13: 978-1632860781]

Wilkinson, R. G. (2005) The Impact of Inequality: How to Make Sick Societies Healthier. Oxfordshire, UK: Routledge [ISBN-13: 978-1595581211]

Wilkinson, R. G. and Pickett, K. (2011) The Spirit Level: Why Greater Equality Makes Societies Stronger. New York, New York: Bloomsbury Press. [ISBN-13: 978-1608193417]

Wilkinson, R. G. and Pickett, K. (2018) The Inner Level: How More Equal Societies Reduce Stress, Restore Sanity and Improve Everybody's Wellbeing. Allen Lane/Penguin Books. [ISBN: 978-0141975399.]

Bartley, M. (2017) Health Inequality: An Introduction to Concepts, Theories and Methods. UK: Polity. [ISBN-13: 978-0-7456-9109-1]

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.