Patterns of Prejudice - AMX4004

Assessment 2: Written plan

Plan or proposal for audio or visual output (summative 2). 

Written plan 

Assessment 1: Written plan

Plan or proposal for written assignment (summative 1).

Assessment 2: Project Work

Audio or visual output (e.g. poster; spoken word poem; podcast; film) in response to module themes, content and approaches. 

Project Work

Assessment 1: Written Assignment

Written assignment (response to set essay questions; creative work; or investigative piece) related to module content, themes and approaches. 

Written Assignment

This module examines examples of human prejudice from medieval Anti-Semitism to modern-day hate crime. It makes particular use of the on-campus learning resource, Holocaust Centre North, including discussions about the social media strategy of an organisation like this in contemporary political climates. Students on this module are also encouraged to make use of the Jo Cox More in Common Centre to (in line with the Centre&#39;s mission) enable &#39;students and staff to facilitate and participate in significant conversations education and programmes that celebrate Jo’s famous words: “We are far more united and have far more in common than that which divides us”&#39;. This includes student-led conversations about Islamophobia. The module reflects on the impact of changing media technologies in reproducing or constructing patterns of prejudice. It also considers film, literature and other forms of representation and communication. Topics typically include the medieval Middle East (&#39;Encounters on Crusade’) and representation of Romani communities.

School of Arts and Humanities

Sample sources provided for validation. 
<ul>
<li>Rudrum, D. (2024). Trolling Before the Internet An Offline History of Insult, Provocation and Public Humiliation. Bloomsbury.</li>
<li>Matthews, J. (2018). The Gypsy Woman: Representations in Literature and Visual Culture. IB Tauris.</li>
<li>Meyers, H. (2021).Movie-made Jews: An American tradition. Rutgers University Press. <a href="https://doi.org/10.36019/9781978821927">https://doi.org/10.36019/9781978821927</a></li>
<li>Warren-Gordon, K., &amp; Rhineberger, G. (2021). The "Trump effect" on hate crime reporting: Media coverage before and after the 2016 presidential election. Journal of Ethnicity in Criminal Justice, 19(1), 25-45.</li>
<li>Breazu, P. (2023). Entitlement racism on YouTube: White injury—the licence to humiliate Roma migrants in the UK.Discourse, Context &amp; Media, 55, 100718. <a href="https://doi.org/10.1016/j.dcm.2023.100718">https://doi.org/10.1016/j.dcm.2023.100718</a></li>
<li>Gorgievski, S. (2023). Representing the Crusades: From medieval imagination to contemporary popular culture(1st ed.). McFarland. </li>
</ul>

History

AMX4004 - Patterns of Prejudice

Patterns of Prejudice

be able to relate themes of the module to policy and ethical issues in the public domain and other aspects of democratic participation and citizenship.

be able to analyse the dynamics of public, cultural and everyday discourses in the shaping of culture and society in the past and present, including the interconnectedness of texts, sources and contexts.

be able to ask, and form nuanced answers to, relevant questions about patterns of prejudice.

be able to evaluate the validity and relevance of evidence, argument and analysis.

be able to communicate clearly, accurately and with sensitivity, selecting the appropriate form of communication for the task and audience.  

be able to critically analyse primary sources, texts and data, addressing questions of (for instance) genre, content, perspective and/or purpose.

be able to analyse the ways in which identities are constructed and contested through engagements with culture.

be able to analyse the role of social and other media in constructing, perpetuating and disrupting patterns of prejudice.