DD102 introduction to the social sciences week 1 PDF

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Summary

in depth notes of the first week of the dd102 course...

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DD102 – Introducing the social sciences Week 1 – introduction Module introduction 1. introduction to the module ~ activity ~ watch the dd102 introductory video - this module, believe it or not, it's about you. It's about locating yourself within the wider social world. Your sense of self, your identity, all the connections that you have with others - they shape part of what you are - The module starts on the street - City Road in Cardiff, to be precise. But it starts there because that is a familiar and approachable starting place from which we can begin to explore a whole range of social issues. - What we're doing with the street is setting up three strands - Making lives, Connecting lives and Ordering lives. The strands themselves, though, don't stand alone. The idea is that the strands, each one in turn, addresses the three module questions. 1 – How is society made and remade? -

reflects the making lives strand, the sense in which we inherit circumstances in which we're born into.

2 – How are differences and inequalities produced? -

is focused more on the divisions within society itself - the rich and poor, differences of race, ethnicity, gender. But we're not just looking at them as a series of categories. We're actually thinking about them in a context of society as a whole and how those differences turn into divisions.

3 – How do social scientists know? -

is a different kind from the other two. It's more about the skills involved, at the process of social science inquiry itself. And the focus there is really about critical engagement - how you build up an argument in the social sciences. The nature of evidence you need to support a claim - qualitative and quantitative

2. Module overview Textbook: understanding social lives, part 1 -

first 4 chapters accompany the introductory strand of the module remaining 5 chapters accompany the making lives strand

Textbook: understanding social lives, part 2 -

first 5 chapters accompany the connecting lives strand second 5 chapters accompany the ordering lives strand

3. Getting to know city road - The first part of the module uses ‘the street’ as a window onto a range of social science issues. It is possible to study any street in order to learn about wider society but we focus on City Road in Cardiff.

~activity~ view interactive map of city road -

The map is designed to show you the relation of the two sides of the street and where places and people are. The purple balloons show you where there is a hotspot of a building; the green spots where there is a person. We have only highlighted the key places and related people that you will met in 'The street' videos.

4. Learning from audio-visual material - In Week 1, you will begin your studies by watching a series of films about City Road. This activity will help ease you into this process of learning from video and audio material, and provide you with confidence to study the other films. - Description is an important starting point in the social sciences because, from the process of observation and then description, social scientists can begin to ask questions 4.1. watching video material As with reading written text, you will need to watch video material more than once. Part of this process is observing and noting down what you can see, but another important aspect is listening and noting down what people are saying ~activity 1.1~ watch the first short scene from the film for the first time all the way through and then jot down what you think the scene is about Discussion - This short scene suggests the street is a good place to begin doing social science because everyone is familiar with streets, and streets everywhere share similarities and differences. 4.2. Watching and taking notes ~activity 1.2~ watch the film all the way through and then watch a second time, but use the skills of pausing, fast-forwarding and rewinding in order to make your notes Questions1. What does the narrator say about the street as a starting point to do social science? The commentary from the narrator is often helpful in finding out the broad content of a particular piece of film. - The street is a good starting point because everyone is familiar with streets. - Streets across the world share similarities and differences. - Although the subject of this film is City Road in Cardiff, it is possible to study any street in order to learn about wider society because every street reveals patterns and trends in the way in which people live their lives. - Streets are a ‘window’ on to a range of social science issues; streets are a microcosm of wider society. 2. According to Georgina Blakeley, how do social scientists observe the street differently? - Georgina Blakeley says everyone observes streets but social scientists try to do so in a systematic way. This means asking questions and, by asking questions, social scientists are looking for explanations.

3. What two things does Matt Staples ask you to do when observing City Road? - Matt Staples asks you to reflect on what you might learn about wider society from observing City Road and to apply what you learn about City Road to streets which you might be familiar with. 5. Reflecting on your skills ~ activity 1.3~ Reflect for a moment on your particular strengths or talents. Select one and write it in the box Discussion - Whatever your talent or strength is, you will probably have invested time and effort in maintaining and improving it. You might have had to organise yourself and possibly others to develop whatever strength and talent you have. All of these are skills that will help you to progress through your studies - We have grouped the skills you will be engaging with in this module under six key headings ~activity 1.4~ identifying existing strengths 1. Planning your studies and reflecting on feedback (a) Do you already have activities for which you have to plan, making time and space for these and balancing them with other commitments in your life? Discussion - No matter how disorganised you think you might be, everyone has to plan and make space for the various things we do in our lives. Think, for example, about: how you plan and organise your social activities how you organise your children’s activities around your working life how you remember your family’s and friends’ birthdays and anniversaries how you organise dentist and doctor appointments, or remember your car’s MOT (b) Are there moments when reflecting on what you have done has been helpful in terms of improving things for the future? Discussion - Some of you might reflect on your development in a formal way through various kinds of appraisal systems at work, whether paid or voluntary. Some of you might reflect informally about how you would do things differently, usually when something has not gone as well as you hoped! Think, for example, about: any formal reflection you might carry out in a work or voluntary setting any informal reflection you might carry out when something did not go as well as you hoped – a holiday or trip that wasn’t organised very well, or a failed driving test, or even a conversation with a friend where you wished you had handled yourself differently. 2. Accessing information from different sources Can you think of occasions where you have accessed information from different sources? Discussion - Think, for example, about: how you find information about where to go on holiday – do you consult travel brochures, go on the Internet, ask your friends for advice or go to a travel agency?

how you find out about the cheapest insurance deals – do you go online to a comparison website, telephone a number of companies or compare the publicity that comes through the letter box? how you find out when the next bus is due – do you look at the timetable, send a text message or ask people waiting at the bus stop? 3 Reading and using different types of information Can you think of examples where you access and read a variety of information in different formats? Discussion - For this skill, think about, for example: if you read maps or use a satnav when you’re driving or walking if you sometimes come across diagrams and graphs when you’re reading a newspaper or watching the news on the television if you consult league tables to find out which local school or hospital comes out top or to find out how your football or rugby team is doing if you read written reports about your children’s progress at school or football match reports. 4 Working with numbers Can you think of examples where you would work with numbers in your life? Discussion - Many people often think that they don’t work with numbers at all, but think about: how you calculate what you spend on your food shopping every week how you make sense of your bank statements or pension statements how you work out where in the league your favourite team might end up at the end of the season how many calories food items contain how many miles per gallon your car manages to do. 5 Different kinds writing What kinds of writing do you do? When do you write anything down in lists, note forms, essays or presentations? Discussion - Like working with numbers, many people don’t think that they use writing skills that often, but do think about:

any formal paid work or voluntary work settings where you might have to write reports, or do PowerPoint presentations any writing you might do at home, such as making shopping lists, jotting down notes on something you need to remember or writing letters or emails to friends any notes you might have to take if you’re a member of a club or if you’re a school governor. 6 Understanding and constructing social science arguments

Can you think of examples where you have had to read and understand an argument made by others? Taking it a stage further, did you have to think about the strengths and weaknesses of the argument? Discussion - Of all the sets of skills on the module, this is the one that involves specialist understanding. Nevertheless, there will still be areas of your everyday life where you are already engaging with these skills in some way. Think about: if you have ever had to weigh up the pros and cons of medical advice that you have been given if you have listened to the arguments of someone on the radio or television, perhaps a politician, and decided if you agree or disagree with them if you have disagreed or agreed with a friend when they were expressing an opinion about something, and have had to provide reasons why you disagree/agree how you decided to do this module and not another one – did you listen to the advice/arguments of friends, family, OU tutors and advisers? 5.1. moving forward ~activity 1.5~ To further help your self-reflection, write down in the relevant boxes below the strengths you are bringing to the module. Then write down the areas where you feel you have weaknesses and where you would like to do further work, but do remember that you will develop skills gradually through the module 6. Learning outcomes Knowledge and understanding On completion of this module, you will be able to show: an awareness of the nature of the social sciences and the ways in which they develop through a process of questions, claims, evidence and evaluation an understanding of selected concepts, theories and debates within the social sciences an awareness of issues of inequalities, difference and diversity in contemporary societies an understanding of the different ways in which society is made and ordered in unequal ways.

Cognitive skills On completion of this module, you will be able to show: an understanding of how to construct a simple social science argument using appropriate concepts, theories and evidence an ability to select, interpret and use both quantitative and qualitative evidence an ability to use examples, illustrations and case studies in presenting an argument an ability to compare different theoretical positions or arguments.

Key skills On completion of this module, you will be able to: access, and make notes on, information from a range of sources including written, audio-visual and Information and Communication Technologies (ICT) read and understand information from basic tables, graphs and charts communicate information accurately and appropriately to the subject, purpose and context use skills, developed through ICT, to study structured activities.

Practical and/or professional skills On completion of this module, you will be able to: plan, study and manage a sequence of work that meets a deadline recognise the relevance of skills learnt on the module to other contexts, such as the workplace engage with feedback received from previous work and reflect on your own learning plan a study pathway to link learning with personal and/or career goals.

Week 1: The Street 1. introduction This week you will study: 1 - Video: ‘The life and times of the street’ (Activities 1.1–1.6) 2 - Study skill: Active reading (Activities 1.7 and 1.8) 3- Study skill: Skim reading and scan reading (Activity 1.9) 4 - Text: Chapter 1, ‘The life and times of the street’, in Understanding Social Lives, Part 1 5 - Social science inquiry: Introducing concepts (Activities 1.10 and 1.11)

2. The life and times of the street: part 1 ~activity 1.1~ watch the first scene, ‘Changes and challenges on the street’ and answer the question Note down two or three changes on City Road and provide an example of how each of these changes has affected individual lives. Discussion - Quiet rural lane to busy trading street with a lot of traffic. Car showrooms replaced by multi-ethnic restaurants and shops.

Mark Hocking changed from being a car mechanic to somebody who produces bespoke metal products. Colin Buttwell’s newsagents finally closed in the face of supermarket competition. 2.2 inequities on the street The first scene, ‘Changes and challenges on the street’, showed how wider economic changes made and remade City Road and also shaped the lives of individuals on City Road. While Mark Hocking benefited from change, Colin Buttwell’s business could not survive the competition from supermarkets. The next scene, ‘Inequalities on the street’, looks at different forms of inequality on the street ~activity 1.2~ watch the next scene ‘inequalities on the street’ and answer questions The first scene, ‘Changes and challenges on the street’, showed how wider economic changes made and remade City Road and also shaped the lives of individuals on City Road The next scene, ‘Inequalities on the street’, looks at different forms of inequality on the street 1. What does the history of the Mackintosh Centre reveal about inequalities between people and groups? The history of the Mackintosh Centre shows how buildings themselves can reveal patterns of inequality. The appearance of the building reflects its long history as the family home of a wealthy landowning family. It is this imposing appearance which makes local people feel it is not a place where they would be welcome. The head coach says it is ‘daunting’ and it looks like a ‘private, expensive club’. One way in which inequalities persist in society is through the perceptions people have about what is and is not for them. People have perceptions of places where they feel they belong and places where they might feel excluded. 2. What does john Arthur’s story reveal about inequalities in society? John Arthur’s story is in some ways a story of personal misfortune but it also reveals patterns of inequalities that are shared by others. Factors such as being taken into care, alcoholism, being unemployed and being in prison are all connected to homelessness and the economic inequality which characterises being homeless 2.3 communities on the street The scene ‘Communities on the street’ describes three different places – the Taste Buds Café, the Farmers’ Market and the Food Bank – in which food plays a central role in the lives of individuals and groups. In each case, food is more than just about eating. ~activity 1.3~ Please jot down in the boxes provided below what other function the three places carry out in addition to providing food. Note also what people say about what they feel about being in these places. - the taste buds café The Taste Buds Café doesn’t just provide food: it also acts as a familiar space and community centre where older people, in particular, feel secure. The two ladies talk about the quality of food and how things are made especially for them.

- the farmers market In addition to selling food, the Farmers’ Market is also providing a lifestyle for people who want ‘real’ and fresh food. The student comments ‘it’s a way of life I want to support’ and says she looks forward to it every week. The Farmers’ Market is therefore providing a choice for consumers and an opportunity to identify with a certain kind of lifestyle. It contributes to building a sense of community amongst consumers and those who produce fresh produce. - the food bank The Food Bank is quite a different example from the other two in the sense that people do not choose to come here for their food: people come here out of necessity. They also do not get choice in terms of the food they are given. There is also a contrast in terms of how people feel about this place: they feel that it is ‘very depressing and very embarrassing’. There is still something of a sense of community between those who volunteer to work there, those who donate the food and those who use the Food Bank; but, it is an unequal relationship defined by necessity rather than choice. 2.4 The life and times of the street: part 2 try to pay attention to: what Lloyd Robson, your guide in this film, says what the people he talks to do and say what the Open University academics say in their commentaries. 2.5 Keeping the street running This scene, ‘Keeping the street running’, shows the material objects and the people who make the street and people’s lives on it in ways that are often taken for granted ~activity 1.4~ watch the scene and list two or three things and two or three activities people are doing which keep the street running smoothly and, in so doing, make and remake the street -

Discussion

Things: water pipes, sewers, electricity supply, street lights, traffic lights, telephone lines, cable TV, waste disposal bags, cars and other vehicles being in the right place. Activities: everyday activities such as walking on the pavement and not bumping into others, and more specialist activities such as cleaning fat from the sewers; street cleaners and commercial waste team collecting rubbish from the street. Connections: to sewerage treatment works in Cardiff, to the landfill site, to the recycling centre, to the European Union via legislation on recycling. 2.6 The International Street This scene shows how international connections make and remake City Road in various ways

~activity 1.5~ watch ‘The international street’ and list two or three ways in which migration has shaped and continues to shape the character of City Road as well as the activities that take place there - discussion We noted that migration makes City Road through the: variety of businesses (sari shop, Xquisite Africa) products on sale and where they come from (goods from China and Africa) different groups of migrants (from Africa, from Poland). One of the most interesting examples of the connections and disconnections from migration is the conversation with Janet Symmons from Xquisite Africa where she talks about the different identities she has. She talks about holding on to her African side and feeling that she had to do all the changing at the start. But she then talks about how after a while ‘I couldn’t recognise me’ and she had to go back to Africa to recharge her batteries and thus her sense of who she thinks she really is. Another example of a different sort of connection is the those Anna makes to her customers by using different social media. She records special events in her restaurant or unusual things which happen there in online pictures to attract customers and to convey a sense of community being made around the restaurant. 2.7 ...