SO5012 - Growing Up: Youth and Education

What will I learn on this module?

You will be introduced to key issues and debates in the sociology of education such as the emergence of education systems and how recent reforms have impacted on patterns of attainment. We examine explore some traditional questions such as the role of class, race and gender in schools as well as taking a biographical approach to the analysis of learning across the life course. We investigate the way that education can shape identities and how learning is implicated in wider patterns of social injustice.

How will I learn on this module?

You will participate in a mix of online lectures (one hour pre-recorded and one hour live interactive) and workshop activities, including role-plays, whole group discussion, small group activities, research tasks, group presentations, and debates. The module will draw on a range of resources, including films and other media. You will be expected to read identified key texts in advance of each workshop to enable participatory discussion.

How will I be supported academically on this module?

You will be supported through seminars and Blackboard, supplemented by one to one tutorials and email. You will be given contact details and office hours to book tutorials and ask questions by email. A key part of the module is the discussion of weekly learning/tasks and how these contribute to the final assessment –you therefore are supported in various ways to ensure you engage with the challenges posed by the final assessment.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at:
(Reading List service online guide for academic staff this containing contact details for the Reading List team –

What will I be expected to achieve?

Knowledge & Understanding
1. Understand the different paradigms in the sociology of education and how these can be used to examine the functions of education systems.

2. Demonstrate how a historical and comparative approach is essential for the sociological analysis of education systems.

3. To critically assess the theoretical traditions in the sociology of education and how these can aid an understanding of how education systems influence the structuring of social identities and social divisions.

Intellectual / Professional skills and abilities
1. Demonstrate a critical understanding of the ways in which sociological theory can be be used to explore educational systems and the role of learning in social identities.
Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA)

1. To recognise how education and learning are contested features of societies and be sensitive to the different ways these processes are constructed and riven by political and ideological disputes.

How will I be assessed?

Short biographical essay (1500 words) Summative assessment (week 3)

Critical Biographical Essay (2000 words) Final Summative assessment





Module abstract

Please find details of this module in the other sections provided.

Course info

UCAS Code L300

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time or 4 years with a placement (sandwich)/study abroad

Department Social Sciences

Location City Campus, Northumbria University

City Newcastle

Start September 2023

Fee Information

Module Information

All information on this course page is accurate at the time of viewing.

Our Campus based courses starting in 2022 and 2023 will be delivered on-campus with supporting online learning content. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to adjust the delivery of our education accordingly to ensure the health and safety of our students and staff.

On-campus contact time is subject to increase or decrease in line with any additional restrictions, which may be imposed by the Government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors. This could potentially mean increased or fully online delivery, should such restrictions on in-person contact time be required.


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