This module will enable students to critically develop their existing knowledge and understanding of current – and former – representations of crime and criminal justice. Through analytically deconstructing a wide array of historical, geographical, social and political representations of crime and criminal justice. Students upon the module will be encouraged to identify and assess how and why these representations of crime and criminal justice are constructed and disseminated among society. Considerations of gender, class, disability, age, race, religion and sex will therefore be acknowledged to emphasise the spectrum of individuals within society (sub-)consciously influential in, as well as influenced by representations of crime and criminal justice. Whilst the philosophical and theoretical concepts which are embedded throughout the module will serve to highlight to students the advantages and limitations of representations throughout practice. This module will allow students to acquire meaningful skills which can be pivotal in their personal and professional lives as champions of social justice reform. From having explored and discovered the pervasive influence representations hold over the ongoing (re-)configuration of culture in practice, as well as developing their digital proficiencies in communication.

This module offers students an understanding of the interactions between race, ethnicity and migration in the contemporary governance of global injustice, inequality, and in the structuring of society. It introduces students to race and ethnicity as fluid and contradictory categories, and as social constructions with real social and legal consequences. It further discusses migration, both as a range of practices and relations that people enact, and as a system of governance that manages inequality in the freedom to move, and in life opportunities.

The module approaches race and ethnicity to show the global variation of the concepts, going beyond the criteria used in the Global North and in anglophone contexts. It further discusses migration, both in terms of different practices of global mobility and participation and society, and in terms of specific aspects of governance, from border controls and migrant detention, to the attribution of citizenship rights. It also explores how systemic inequities in race and ethnicity intersect with criminal justice practices, influencing outcomes such as policing, sentencing, and incarceration.

The module introduces students to how race, ethnicity, and migratory experience and background can lead to diversity in the impact of social issues. It encourages students to critically examine the ways in which race, ethnicity, and migration inform societal responses to crime, law enforcement, and broader patterns of injustice. The module further guides students to consider life histories and the mutual relation between social concepts and individual biographical experiences.

The main purpose of this module is develop your practical counselling skills. Students are introduced to a range of skills to support this development, and working with peers from the course, will begin to embed these within a distinct helping relationship.

This module will develop the student’s knowledge and understanding of counselling theories and processes. It will address issues relating to an individual's experience during the life span, drawing on theories such as those of loss, attachment, and adversity, as well as provide opportunities to discuss specific client issues, such as trauma, anger, and shame.

• Experiential Learning: Social Impact Leadership in Action (40 Credits) Optional
  This experiential module is designed to provide students with hands-on learning experiences that complement their academic studies. This module aims to bridge the gap between personal social missions, theory and practice, equipping students with critical awareness, essential skills and experiences for their future plans, including employment, further study and other ventures. The module is enriched through partnership working between academics and others working in a range of organisations promoting social impact. Students will have opportunities to foster their own social missions, develop and apply academic understanding and key skills through working on real-world projects. Key components of teaching and learning include:
  • Real-World Projects: Students engage in projects that address actual challenges faced by organisations, allowing them to apply theoretical knowledge and key skills in practical settings.
  • Service Learning: Initiatives that combine community service with learning objectives, promoting social responsibility and civic engagement.
  • Reflective Practices: Encouraging students to reflect on their experiences through journals, discussions, and skills analyses to enhance critical thinking and personal growth.
  • Networking Opportunities: A range of networking opportunities will be shared that students can engage in during independent study to build sector insights and develop their networks.
  • Skills workshops: Experts will deliver Social Impact Leadership workshops giving insight into personal success and challenges in their paths and teaching key skills towards success.
  • Career Guidance workshops: Knowledge from Career Experts will underpin career guidance to support students to develop personalised plans for actioning towards aspirations, including employment, further study and other aspirations.
  This module aims to empower students with the tools and resources necessary to secure meaningful employment and embark on successful careers.

• Work Placement (40 Credits) Optional
  This module provides a structured, university-level work placement for 4, 5 or 7 weeks as one continuous block / period with a placement provider (i.e. a local employer from the private, public, or charitable sector). It is designed to enhance your professional skills in a real-world job setting.
  The placement can either be organised by you or with support from university staff.
  All work placements within this module must be university-level; this means:
  • Undertaking high-skilled work commensurate with level 5 study (e.g. report writing, attending meetings, delivering presentations, producing spreadsheets, writing content on webpages, social media, marketing services/products etc)
  • Physically placed (albeit part of it can be hybrid) within an employer setting in one continuous block / period for 4, 5 or 7 weeks for a minimum of 140-147 hours over the course of the entire work placement
  • Where applicable, your existing part-time employer can be approached/used as the placement provider, if the high-skilled work criterion above is fulfilled for the full duration of the placement.
  • All quality assurances/agreements provided by the University are adhered to, by you and the employer.
  The work placement context may not necessarily, reflect your degree discipline per se, but rather, it will give you an enriched experience to enhance your professional skills in a real-world job setting.