Academic Handbook Course Descriptors and Programme Specifications

LLANG4124 Citizenship and Social Justice in Hispanic Cultures Course Descriptor

Course Code LLANG4124 Discipline Language
UK Credit 15 US Credit 4
FHEQ Level 4 Date Approved November 2022
Pre-requisites None
Co-requisites None

Course Overview

This course, taught in English, explores how citizenship and social justice  are represented across different Hispanic cultures, focusing on issues such as racism, gender,  LGTBI+  and social inequalities. The course will enable students to analyse and understand social movements, authors , and cultural artifacts.Through the critical analysis of written texts (literary and non-literary), films, visual artifacts (paintings, posters, photographs) and music, students will build an understanding of the complexity and diversity of the Spanish-speaking world.

Learning Outcomes

On successful completion of the course, students will be able to:

Knowledge and Understanding

K1a Demonstrate knowledge of notions of social justice, human difference, and citizenship across Hispanic Cultures and global contexts.
K2a Describe identities, diversity and societies in the Hispanic cultures, considering how these change over time and space.
K3a Recognize and identify a variety of literary and filmic representations of social justice issues produced in Spain and Latin America.

Subject Specific Skills

S1a Contextualize representations of social justice and citizenship in the Spanish-speaking world.
S2a Gain intercultural awareness, understanding and competence through the evaluation and comparison of the social contexts of the Hispanic cultures and societies and their own experience.
S3a Discuss the value of recognizing, respecting and embracing Hispanic Cultures and their contributions to global culture and society.

Transferable and Employability Skills

T1a Assess, interpret and analyse discourses, texts, images, and cultural practices from critical perspectives.
T2a Organise and present ideas within the framework of a structured and reasoned argument contemplating different theories and interpretations of cultural practices.
T3a Display a developing technical proficiency in written English and an ability to communicate clearly and accurately in structured and coherent pieces of writing.

Teaching and Learning

Teaching and learning strategies for this course will include:

A minimum of 36 contact hours, typically to include interactive group teaching, co-curriculars, individual meetings, in-class presentations and exams.

Course information and supplementary materials are available on the University’s Virtual Learning Environment (VLE).

Students will receive individualised developmental feedback on their work for this course.

Students are required to attend and participate in all the formal and timetabled sessions for this course. Students are also expected to manage their directed learning and independent study in support of the course.

Assessment

Formative

Students will be formatively assessed in class through class activities, and during office hours. Formative assessments are ones that do not count towards the final grade but will provide students with developmental feedback.

Summative Assessments

AE: Assessment Activity Weighting (%) Duration Length
1 Presentation 30% 15 minutes  
2 Portfolio 70%   1000-1500

Further information about the assessments can be found in the Course Syllabus.

Feedback

Students will receive feedback in a variety of ways: written (including via email correspondence); oral (within office hours or on an ad hoc basis) and indirectly through class discussion.

Feedback on examinations is provided through generic internal examiners’ reports and are made available to the student on the VLE. For all other summative assessment methods, feedback is made available to the student either via email, the VLE or another appropriate method.   

Indicative Reading

Note: Comprehensive and current reading lists for courses are produced annually in the Course Syllabus or other documentation provided to students; the indicative reading list provided below is used as part of the approval/modification process only.

Journals

  • Cortés Gómez, I. “Antigypsyism as Symbolic and Epistemic Violence in Informative Journalism in Spain, 2010–2018”. Critical Romani Studies, Vol. 3, no. 1, Dec. 2020, pp. 4-25, doi:10.29098/crs.v3i1.74.
  • Martin, D. and Shaw, D. (2021), Chilean and Transnational Performances of Disobedience: LasTesis and the Phenomenon of Un violador en tu camino. Bull Lat Am Res, 40: 712-729. https://doi.org/10.1111/blar.13215
  • Hoy, Rebekah. “Simultaneous Grammars of Domination: A Feminist Rhetorical Study of Alfonsina Storni’s” Tú me quieres blanca”.” Young Scholars in Writing 6 (2009): 73-82.
  • Martínez, Miguel A., and Javier Gil. “The struggle against home evictions in Spain through documentary films.” International Journal of Housing Policy 22.3 (2022): 371-394.
  • Salmon, Katie. “Shame and Eviction in Juan Miguel del Castillo’s Techo y comida (2015).” Bulletin of Spanish Visual Studies 5.1 (2021): 61-89.

Electronic Resources

Indicative Topics

Students will study the following topics:

  • Popular contemporary culture
  • Social movements in Hispanic Cultures
  • LGTBI+ rights in Hispanic Cultures
  • Gender in Hispanic Cultures
  • Citizenship and democracy in Hispanic Cultures
  • Racism in Hispanic Cultures
Title:LLANG4124 Citizenship and Social Justice in Hispanic Cultures Course Descriptor

Approved by: Academic Board

Location: Academic Handbook/Programme specifications and Handbooks/Mobility
Version number Date approved Date published Owner Proposed next review date Modification (As per AQF4) & category number
1.1 November 2022 January  2023 Dr Catherine Brown November 2027 Category 1: Corrections/clarifications to documents which do not change approved content or learning outcomes.
1.0 November 2022 November 2022 Dr Catherine Brown November 2027  
           
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