Examine how we evolved, why we live in different societies, and how we interact with one another and the environment. You’ll develop insight into social and cultural difference, understand the history, behaviour, and evolution of our species and gain a unique perspective invaluable to employers across a wide range of industries.
Get practical with our brand new micro CT-scanner within the Imaging Centre for Life Sciences, the Ethnobiology Laboratory for identification of useful plants, and the Charles Darwin Lab with its impressive fossil cast collection. Field trips present another opportunity for you to learn beyond your lectures at zoos, museums, religious sites, and the financial district.
The year abroad allows an immersive experience of living and studying in a different culture. You spend a year studying at one of our partner institutions in Japan or Europe between the second and final years. You can also use this experience to start your dissertation by conducting fieldwork.
Bring your learning to life with field trips at zoos, museums, religious sites and the financial district.
of final-year Anthropology students were satisfied with the quality of teaching on their course in The Guardian University Guide 2023.
Be inspired by academics at the forefront of their fields including biological, environmental, evolutionary and social anthropology.
Excellent staff-student ratio, regular workshops and alumni talks, dedicated academic advisors and a peer mentoring scheme.
Boost your degree with a year in professional practice, data analytics, computing or more to expand your skills and apply your knowledge.
The University will consider applications from students offering a wide range of qualifications. Click below to find out more. Please also see our general entry requirements.
BBB
Distinction, Distinction, Merit in an academic based subject. Other subjects such as Hospitality, Catering, Art & Design, Music, Photography and Dance will be considered on a case-by-case basis
120 Tariff points from your IB Diploma, Typically H5, H6, H6 or equivalent |
Mathematics grade C/4
Pass the University of Kent International Foundation Programme.
The University will consider applicants holding T level qualifications in subjects closely aligned to the course.
Obtain Access to HE Diploma with 45 credits at Level 3 including 24 at Distinction and 21 at Merit. |
The following modules are offered to our current students. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation:
This module is an introduction to biological anthropology and human prehistory. It provides an exciting introduction to humans as the product of evolutionary processes. We will explore primates and primate behaviour, human growth and development, elementary genetics, the evolution of our species, origins of agriculture and cities, perceptions of race and diversity, and current research into human reproduction and sexuality. Students will develop skills in synthesising information from a range of sources and learn to critically evaluate various hypotheses about primate and human evolution, culture, and behaviour. This module is required for all BSc Anthropology students. The module is also suitable for students in other disciplines who want to understand human evolution, and the history, biology, and behaviour of our species. A background in science is not assumed or required, neither are there any preferred A-levels or other qualifications. The module is team-taught by the biological and social anthropology staff.
A discipline which arose with other social sciences in the mid- to late-nineteenth century, social and cultural anthropology has made a speciality of studying 'other' people's worlds and ways of life. With increasing frequency, however, anthropologists have turned towards 'home', using insights gained from studying other cultures to illuminate aspects of their own society. By studying people's lives both at 'home' and 'abroad', social and cultural anthropology attempt to both explain what may at first appear bizarre and alien about other peoples' ways of living whilst also questioning what goes without saying about our own society and beliefs. Or, to put it another way, social and cultural anthropology attempt, among other things, to challenge our ideas about what we take to be natural about 'human nature' (family, gender, race and more) and more generally force us to take a fresh look at what we take for granted.
This module explores the emergence of Anthropology as a discipline. It introduces students to the major figures, theories and approaches that have shaped Anthropology, both Sociocultural and Biological. It presents an historical outline of the major schools of thought and discusses the connections between social, cultural, and biological anthropology. It focuses on major figures who have contributed to, and shaped the discipline, and on their theoretical legacies. Students will be asked to think clearly and critically about the development of the discipline (with particular regard to colonialism and racism), and how Anthropological ideas have been applied and misapplied.
This module introduces students to the range of basic academic and research skills required across the range of the School's BA and BSc courses. Students will learn to independently use library resources to conduct scholarly research in their field of study and related fields, how to appropriately analyse that literature, and incorporate it into their own academic writing. Beyond writing, student will learn how to effectively communicate scholarly topics in the format of oral and poster presentations. Students will then be introduced to the basic aspects of collecting and analysing qualitative data as relevant in their own field of study and related disciplines. Finally, the module will focus on the skills needed to organise, analyse, and present quantitative data for the purpose of hypothesis testing in these disciplines.
This module will consider the anatomy and function of normal tissues, organs and systems and then describe their major pathophysiological conditions. It will consider the aetiology of the condition, its biochemistry and its manifestation at the level of cells, tissues and the whole patient. It may also cover the diagnosis and treatment of the disease condition.
Indicative topics will include:
• Cells and tissues
• Membrane dynamics
• Cell communication and homeostasis
• Introduction to the nervous system
• Cardiovascular system
• Respiratory system
• Immune system and inflammation
• Blood cells and clotting
• Urinary system
• Digestive system, liver and pancreas
The module introduces students to the exciting fields of game theory, experimental economics and behavioural economics, and equips them with all the essential tools to analyse strategic interaction, in economics, politics and other social sciences. The module provides an understanding of the basic principles of game theory as well as experience in the practical issues of experimental economics. The emphasis throughout the module is on discussing practical applications and providing hands-on experience of experimental economics and game theory.
This module provides a comprehensive introduction to people, place and the environment. In the first half of the module we explore this relationship through the lens of contemporary environmentalism. We consider how environmental issues are framed and managed by different societal stakeholders (such as policy makers, scientists, the media, activists) and introduce a series of core concepts of relevance to contemporary environmental management, including sustainability, resilience and environmental economics. In the second half, we explore the broader social and spatial dynamics that govern how the relationship between people, place and the environment takes shape, including urbanisation and the rise of mega-cities, the changing role of regional blocs and nation states, and changing geographies of gender, class, and ethnicity.
We are living in the era of the Anthropocene (the era of humankind), when humans have become the key driver of planetary changes. This module provides a comprehensive introduction to environmental sustainability in the context of the Anthropocene, understanding human impacts on nature. Using a strongly interdisciplinary approach based on human and environmental geography, we discuss key environmental challenges including climate change, pollution, and biodiversity loss, among others. We explore contemporary debates around sustainable development and critically analyse these in relation to real world sustainability problems along with an understanding of the relevant policy context. You are introduced to a series of case studies that illustrate human-environment relations as connected to social, economic and political processes at different scales. The module introduces systems thinking, initiating the understanding of interconnectedness.
This module explores and evaluates geographical patterns and processes occurring within urban and rural systems. The module includes introductory lectures and seminars on conceptualising the dynamics of urban and rural change and the underlying economic, social, cultural and environmental processes that drive their geographical expression. Understanding is set within a broader consideration of how social-spatial processes in urban and rural environments can be interpreted and assessed with respect to different values and priorities, and in relation to wider questions of environmental sustainability, social justice and economic prosperity. The introductory lectures and seminars for each section of the module (urban and rural) provide the context in which these systems are investigated empirically through field-based observation, interpretation and analysis.
This module is an introduction to the study of world politics and the discipline of International Relations (IR). It provides an overview of key theories, concepts and debates in IR through a discussion of topical issues and developments in global politics, with particular focus on the role and status of states as key actors. The IR theories introduced include (but are not necessarily limited to) liberalism and realism. Theories and concepts will be evaluated in consideration with empirical material drawn from contemporary international politics. The precise list of issues to be covered will vary from year to year depending on the global political landscape. An indicative list of potential topics includes: the legacies of the Cold War; the Covid-19 pandemic; conspiracy theories; counterterrorism; globalisation; empire; and the Russia-Ukraine war. The issues chosen will be studied from multiple perspectives, creating the space for students to progress in their knowledge of key concepts and explore the merits of leading IR theories.
What should a democracy look like? Can an unequal society be just? When is it legitimate to resist governments? By introducing you to debates regarding foundational issues in political theory, this module develops your ability to understand and critically assess debates about ideas that have shaped today's political world, such as democracy, freedom, equality and justice. You will gain knowledge of foundational ideas and thinkers in political thought, and develop the ability to critically reflect upon, and construct arguments to defend, your own answers to crucial questions about the nature of politics.
Violence is at the heart of war while peace is often defined as the absence of violence. This module aims to introduce students to these three crucial aspects of international relations and conflict and how they are inter-related. Specifically, the aim of this module is to introduce students to a) the conceptual distinctions between war and violence and how to define peace and b) the methods and skills needed to study war, violence and peace. The module will use case studies and negotiation simulations to help students engage directly and better grasp how states go from peace to war and back to peace. The students will emerge with knowledge of the central theories and concepts of war and peace studies, and with an initial set of skills (negotiation and mediation) which can be used to further understand international politics but also in their personal relationships with others.
This module introduces students to the study of psychology, with the aim of providing an introductory understanding of key topics within psychology and seminal psychological research. The module explores psychology as a science and the research methods common in psychological research. The lectures will cover some of the key concepts and findings in the study of abnormal psychology, sensation, consciousness, child psychology, motivation, emotion, memory and attitudes, and group processes. The module encourages students to explore classical concepts in psychology within the context of cutting edge research and contemporary issues within modern society. There is a particular focus on how psychology and concepts within the subject can inform controversial issues in everyday society.
This module introduces students to the study of psychology, with the aim of providing an introductory understanding of key topics within psychology and seminal psychological research. The module explores psychology as a science and the research methods common in psychological research. The lectures will cover some of the key concepts and findings in the study of abnormal psychology, sensation, consciousness, child psychology, motivation, emotion, memory and attitudes, and group processes. The module encourages students to explore classical concepts in psychology within the context of cutting edge research and contemporary issues within modern society. There is a particular focus on how psychology and concepts within the subject can inform controversial issues in everyday society.
This module will introduce a range of fundamental concepts that underpin our understanding of biodiversity and, therefore, the conservation of biodiversity and associated ecosystem services. The differences and similarities between the multiple definitions for the term 'biodiversity' will be considered, in addition to examining how scientists are trying to assess the magnitude of biodiversity on the planet. Spatial and temporal patterns of biodiversity will be investigated, including how past geophysical processes have shaped biodiversity as we see it distributed across biomes today. The importance of biodiversity (both use and non-values) will be discussed – including a case study of the global carbon cycle, explaining how that links to biodiversity and ecosystem service provision. The module will then explore the contemporary threats to biodiversity and provision of associated ecosystem services, in conjunction with a broad overview of the methods conservationists employ to protect and maintain biodiversity.
You have the opportunity to select elective modules in this stage.
Kent is very good with its student support system. You can email lecturers or ask them a question if you haven’t understood something.Oliver Trapnell, Anthropology with Year in Japan
Humans are unique primates; anatomically peculiar and culturally complex, our 300,000 years on Earth have led us to be a species like no other. This module focuses on the scientific study of what it means to be human, from a combined biological and cultural perspective. The module traces the origins, and subsequent biological and cultural evolution, of modern humans (Homo sapiens) from the late Pleistocene through to the Holocene and modern era, highlighting the concurrent development of diet, cognition, anatomy, behaviour and culture. The proliferation of our species across the breadth of Earth's biogeographic environs will be studied, as will modern human life history, gene-culture co-evolution, variation in growth and biological adaptation – together with their genetic underpinnings – which contribute to our diversity. Our communicative, cultural and technological specialisation will be compared and contrasted with that of other extant primates. The co-dependence and co-evolution of human biology and culture will be assessed using fossil, genetic, artefact, anatomy and primate comparative-based evidence. By the end of the module students will have a thorough grounding in the core principles of biological anthropology as it relates to modern humans, and a comprehensive understanding of the evolutionary forces which have shaped our biology, ecology and culture. Laboratory and seminar-based teaching will emphasise practical skills and investigative techniques employed by biological anthropologists in their quest to understand what makes us human.
The module is of core relevance for students of anthropology, and a wide range of related disciplines preoccupied with the role of anthropologically-informed thought and cultural literacy in today's transnational and multicultural globe. It explores the relationship between social between social anthropology and the Contemporary World, and a series of themes that explore how anthropologists engage with the pressing political, social and environmental concerns and crises of their day. Through examination of 'hot topics' in the discipline, key debates in public anthropology, and anthropological and ethnographic theory, the module clarifies the relevance of anthropology for the world beyond the university, and educates you in how to adapt anthropological knowledge and skills to analysis of real world issues. It also advances core disciplinary understanding relevant to social anthropological modules in stages 2 and 3. Throughout, key objectives are to support you in developing and consolidating your understanding of contemporary anthropology and your own assessment of the wider utility of the social sciences, and to provide essential critical tools for understanding the changing world around us.
This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community.
If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of "teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor.
You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally, you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson.
Much of the material presented in this course forms part of the relatively new academic discipline of evolutionary psychology/anthropology. The goal of this course is to discover and understand the principles of evolutionary psychology and other complementary paradigms. The module explores human behaviour (primarily human sexual behaviours) from an evolutionary perspective. Topics covered are reproductive and mating strategies, parenting behaviour, kinship, cooperation, survival, status striving, jealously, and aggression. The course will provide an excellent understanding of the deeply biological nature of human behaviour, and develop skills in critical thinking. Students will be encouraged to bring relevant questions and observations to seminars and time will be allocated to deal with them.
The study of the human skeletal system is basic to the disciplines of biological anthropology and human biology. This module will examine the fundamentals of human osteology. Students will learn to identify and analyse human bone and evaluate and interpret major research in biological anthropology and human biology hat has as its basis the analysis of bone.
Indicative topics are:
• A detailed consideration of the basic properties of bone growth, development, and function in the human body.
• An examination of all major skeletal structures and the morphological features associated with them. The focus will be on the function of these structures within the body as well as the identification of fragmentary remnants of them in a forensic or archaeological context.
• Major techniques used in biological anthropology to analyse human bone, such as estimation of age at death, estimation of biological sex and stature.
• Evaluation of major research studies involving analysis of human bone.
• Consideration of ethical issues in the collection and curation of human bone.
This module will provide students with a fundamental understanding of human anatomy and how we move our body. Students will learn about the basics of the skeleton, and then focus more heavily on the muscular anatomy and other soft tissues. Students will learn to describe the structure and function of major joints and muscles as well as the basic anatomical and biomechanical principles that allow the human body to move. Students will also learn about the evolutionary origins of human anatomy and how this relates to human behaviour and common injuries and pathologies. This module will cover anatomical structures and movement throughout the body, with a focus on the limbs and trunk. This knowledge will be gained through lectures, core reading of books and peer-reviewed articles, and practical lab and seminar sessions.
The module is a cross-cultural analysis of economic and political institutions, and the ways in which they transform over time. Throughout the term, we draw upon a range of ethnographic research and social theory, to investigate the political and conceptual questions raised by the study of power and economy. The module engages with the development and key debates of political and economic anthropology, and explores how people experience, and acquire power over social and economic resources. Students are asked to develop perspectives on the course material that are theoretically informed and empirically grounded, and to apply them to the political and economic questions of everyday life.
The module introduces students to behavioural economics, which combines economic analysis with insights from psychology to understand human behaviour. It will start by briefly presenting the classical model of rational, selfish economic agents, outlining limitations of this model in predicting and explaining behaviour. Thereafter, it will introduce students to models which relax assumptions of the classical model, incorporating insights from psychology instead, and cover evidence on the power of these behavioural models in explaining human behaviour. Finally, it will cover the implications of these models for the design of public policy.
The overall aim of this module is to provide you with an outline of the principles of Geographic Information Systems (GIS) and to introduce a range of methods for collection and analysis of spatial data. Particular attention is paid to developing your analysis skills through the use of remote sensing techniques and Geographic Information Systems (GIS). GIS are increasingly being used in many disciplines, including geography, wildlife conservation, animal behaviour and environmental sciences to help solve a wide range of "real world" problems. As the current trend in these disciplines moves towards the acquisition, manipulation and analysis of large datasets with explicit geographic reference, employers often report shortages of relevant GIS skills to handle spatial data. Thus, this module will introduce the use of GIS as a means of solving spatial problems and the potential of GIS and remote sensing techniques for geography, environmental sciences and wildlife conservation, providing you with marketable skills relevant to research and commercial needs.
Topics will include:
• understanding the major concepts in GIS
• introduction to remote sensing
• data structures in GIS
• data sources and methods of data acquisition
• georeferencing, co-ordinate systems and projections
• working with raster and vector data
• mapping (how to create and transform maps)
• overview of ArcGIS Pro
• GIS operations
• manipulation, spatial data query and analysis of a wide range of geographic, environmental and socio-economic information.
These topics will be taught using a combination of lectures and practicals. The practical classes will provide hands-on experience using a GIS software. You will be able to use knowledge and skills acquired in this module in practical project work.
This interdisciplinary module introduces to a range of key concepts and discourses in the field of development geography with a specific focus on the global South. The module begins by conceptualising 'development' as well as introducing contemporary development theories to build the foundation. The module then applies this understanding in examining a selection of contemporary development issues and debates in the global South context including poverty, inequality, impacts of climate change, nature of disasters, gendered vulnerabilities, and the challenges of sustainable development. Here context and place matters, as well as the differences and links between places and peoples.
Students are introduced to a series of global South case studies that illustrate development processes as connected to social, economic and political processes at different scales. Although development approaches are equally applicable to urban and rural environments, the focus in this module is predominantly on the urban context and the contestations within them.
The module is divided into several sections, each of which introduces students to a set of issues, concepts, key vocabularies and approaches in relevance to Development Geography. The sections of the modules are complementary to each other and as a whole they will provide a strong understanding of the development context and processes in the global South.
Students are strongly encouraged to think of the module as a whole and to explore the connections between the different issues and theoretical approaches addressed in this module.
This module is designed to introduce and re-affirm statistical concepts, and their correct use. This module is delivered through combined lecture/practicals using computer software. Introductory topics will include types of data, descriptive statistics such as measures of central tendency, frequency distributions, the normal distribution, variance (standard error, standard deviation), and how sample parameters and null hypotheses apply in real data. Inferential statistics include analysis of differences between two groups (e.g. t-tests and non-parametric equivalents), differences between multiple groups (ANOVA and non-parametric equivalents), variable relationships (correlation and regression), and variable associations (e.g. chi-squared test). The role of probability in data analysis will also be considered, as will its application to scientific questions. Throughout, emphasis will be placed on practical application of statistics, and when and how they are applied. Students will be able link the theory presented with the practical sessions and data collection components. As such, students will collect and analyse their own data. By the end of the module, students will have a knowledge of the underlying principles of statistics, be able to conduct statistical tests in statistical software, critically evaluate the results, and have a sound appreciation of the benefits and limitations of different statistical techniques. This module provides students with the statistical knowledge to conduct in-depth data analysis for their final year research project.
This module provides students with an introduction to the many and diverse qualitative methods and design issues that inform ethnographic research inquiry within the social sciences. Its purpose is to equip students with some of the skills and mindsets to approach independent qualitative research and thus become active participants in knowledge creation. The module explores what counts as ethnographic research, how it overlaps with and diverges from other qualitative approaches, and how its validity can be assessed from a social science perspective. Specific training in the design and use of a range of interpretive research techniques is provided, including: qualitative interviews; extensive questionnaires; focus groups, visual and other creative methods, and participant observation. We will consider the processing and analysis of qualitative data, as well as basic descriptive statistics to analyse quantitative data. We will also explore the integration of qualitative and quantitative data into ethnographic analysis and writing. Towards the end of the module, we will look in more depth at the principles of research design in order to help students begin to plan their final year research projects.
Why do animals do what they do? How do they balance the need to find food, or mates, with the risk of becoming food for something else? Why do animals cooperate, and how do they compete? This module introduces the disciplines of animal behaviour and behavioural ecology that address such questions. With particular reference to non-human primates, we look at the patterns and principles that can be generalised from the variation in behaviour and ecology across species, combining established findings with the latest research. The module emphasises the importance of direct observation of animal behaviour – introducing the necessary methods – and the use of theoretical models with which to make sense of these data. We use multi-media technology to view examples of animal behaviour in their natural habitats, while engaging practical exercises are employed to reinforce concepts. Topics covered include interactions between animals and their environments – as foragers, predators and prey – as well as the nature and evolution of primate societies, cognition and communication, and social and reproductive behaviour within groups. This module provides students with the knowledge and practical skills necessary for them to embark upon their own research projects tackling questions of animal – or indeed human – behaviour.
The biology of mammals, and our relationships with them—both direct and evolutionary—are often what sparks our interest in studying biology, ecology or conservation. Moreover, it is inescapable that humans are also mammals, and thus their biology is our biology. In this module, we explore the diversity of mammals with a particular emphasis on non-human primates, to better understand both this fascinating array of species, as well as ourselves. Taking an evolutionary and ecological perspective throughout, we explore mammalian anatomy and physiology, draw contrasts with other vertebrate groups, and explore the diversity of mammalian social systems. We also cover the process of natural selection, the nature of species, and how we classify these to make sense of biological diversity. This module engages students with primary literature, and with extensive opportunities for hands-on 'experiential' learning using our extensive skeletal collection in practical (lab) classes. It provides a fundamental comparative understanding of what it means to be a mammal, allowing students to place their other studies within this context, as well as establishing a foundation for further specialisation in mammalian (and human) biology.
This module aims to develop the theoretical imagination of students by making them familiar with the central debates that have shaped anthropological theory from the early twentieth century to our contemporary debates. That is, we aim to instil the ability to apprehend theoretical issues and apply them with a critical and informed sense of the role of difference in the human experience. The module is not a 'history of theory' survey; rather, it will proceed by? ?leading the students through the complex interrelations and cross references that have shaped anthropological theory over the past century. The module is organised around the theme of human social relations (broadly defined), which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.
The module combines theoretical and methodological approaches from sociology, cultural and media studies, history and literature to examine how our understandings of the past, present and future are formed, framed, mediated and remediated in a variety of social, cultural and political contexts. It aims to introduce students to key themes and issues related to the social experience of time. It will encourage them to reflect on how this experience informs our approaches to social problems, relationships of power and inequality, and the formation of collective identities. Over the course of the term, we will debate and critically explore the roles of heritage, nostalgia, the imagination, narrative and experience at the heart of both processes of social change and cultural continuity. We will question what it is that forms the constitutive narrative of a cultural identity, its foundations, expression and trajectory. We will also examine the material and symbolic construction of social groups such as generations, classes and communities.
This course critically examines the historical role that animals have played in the making of modern society and the current nature of human/nonhuman relations in contemporary cultures. Students will also be introduced to intersections of race/class/gender and species. The final part of the course considers collective action and social policy as it relates to past and present efforts to challenge problematic aspects of human/nonhuman relations.
This module introduces and applies ideas in critical, cultural and communications theory to debates and issues surrounding media and popular culture, focusing on such themes as cultural elitism, power and control, the formation of identities, the politics of representation, and the cultural circuit of production and consumption. It investigates the relationship between the development of contemporary society and societal values and the changing technological basis of mediated culture.
You have the opportunity to select elective modules in this stage.
Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally. You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.
You spend a year between Stages 2 and 3 taking courses at one of our partner universities abroad, where courses are taught in English. Students must achieve specified requirements before being permitted to proceed to the next stage. Students must have achieved at least a 60% average in Stage 1 and 2 to proceed to the Year Abroad. Students who fail to qualify for progression to Stage 2 or the Year Abroad will transfer to the 3-year version of the programme.
In the unlikely event that force majeure prevents us from placing every student who meets the academic requirement, for example if a partner university is forced to terminate an exchange unexpectedly, and places become limited, the School/Schools concerned will weigh up applicant' academic performance, attendance and individual merit in order to decide who is placed. Individual merit would cover such things as commitment to the degree programme, participation and motivation.
The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification.
For full details of the Year Abroad opportunities available to University of Kent students please visit our Go Abroad website.
Students will spend one academic year studying in a University with whom Kent has agreements for such exchanges. The purpose of the Year Abroad is to give students an opportunity to further their experience by living in another culture, as well as studying in a new HE context. Students develop a learning agreement (i.e. list of modules to be taken) with the module convenor (Year Abroad Coordinator) before commencing the year abroad. Students are registered for this module during their Year Abroad. Students take modules equivalent to a full-time load (120 Kent credits). During the year abroad itself students will follow the modules in their learning agreements at their host universities, therefore the curriculum will vary for each student, depending on the host institution and modules chosen. All students are encouraged to take primarily anthropology modules, or closely related subjects but are allowed the equivalent of one 'wild module' per term, as well as one language module, if appropriate.
Students will conduct their own independent research into some aspect of anthropology, human biology, or behaviour and present their research findings in the form of a 12,000-word (maximum 13,200, minimum 9,000) dissertation. They will be assigned a supervisor who will work with them, one-on-one, over the course of the module, and who will guide them on their choice of topic, data collection and analysis, and research strategy. The supervisor will also assess the ethics and risks of the proposed project, and an associated project proposal during the Autumn Term. Students will also submit a project participation file which documents their research process and progress, and make a formal presentation about their research. For the project they can collect and analyse their own, original data, analyse previously collected or published data in an original manner, or combine the two approaches. The research must include collecting/analysing quantitative data, and can include other methods of data collection and analysis where appropriate. This module has been designed so that students will gain excellent transferrable skills in, among other things, time management, working independently, data analysis, and communication of ideas to specialists and non-specialists alike. These skills will make them competitive for future employment or further study.
Hominins – the array of species of which ours is the only living representative – provide the clues to our own origins. In this module, the methods and evidence used to reconstruct their biology and behaviour are discussed. This module will provide students with an advanced knowledge of human evolution, as well as techniques used in the examination of behaviour and cognition in fossil hominins. Emphasis is placed on the study of both the fossil and archaeological evidence for human evolution. By the end of the module, students will be able to assess the importance of an evolutionary perspective to the human sciences.
This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community.
If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of "teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor.
You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally, you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson.
The diversity and complexity of primate sociality is reflected in the diversity and complexity of their communication strategies. This module complements the module ANTB5800 (SE580) 'Primate Behaviour & Ecology' by examining the ways in which primates communicate with one another through olfactory, tactile, visual, and acoustic signals. We will address fundamental questions in animal communication including: Is it appropriate to characterize such communication in terms of information transfer? How does communication evolve? What maintains signal honesty, and under what conditions can deceptive communication can evolve? The module will cover the physical and biological bases of signal production and perception. We will explore the extent to which studies of primate communication can provide a window into their minds. Finally, we will delve into the question of the relevance of primate communication for understanding the evolution of human language.
Much of the material presented in this course forms part of the relatively new academic discipline of evolutionary psychology/anthropology. The goal of this course is to discover and understand the principles of evolutionary psychology and other complementary paradigms. The module explores human behaviour (primarily human sexual behaviours) from an evolutionary perspective. Topics covered are reproductive and mating strategies, parenting behaviour, kinship, cooperation, survival, status striving, jealously, and aggression. The course will provide an excellent understanding of the deeply biological nature of human behaviour, and develop skills in critical thinking. Students will be encouraged to bring relevant questions and observations to seminars and time will be allocated to deal with them.
Some diseases leave a characteristic signature on the human skeleton after death, which can be retained in the burial environment. Palaeopathology is the study of these diseases in human skeletons from an archaeological context to infer aspects of life in the past, such as childhood growth, as well as adult diet, activity, health, social interaction (caring, contact), and conflict.
The purpose of this module is to provide theoretical knowledge about the causes and manifestations of skeletal disease, and practical experience identifying and diagnosing palaeopathology. The relationship between skeletal growth and developmental disturbances are considered. Disease, activity, and diet are discussed. Skeletal responses to specific and non-specific infections, as well as neoplastic and traumatic events, are explored.
This module is designed as an exercise in the critical appraisal of current research in the fields of human biology, human behaviour and biological anthropology. Students are expected to critically engage with a series of research topics and demonstrate their ability to evaluate the scientific contribution. This module is an advanced treatment of current topics and debates in biological anthropology, human behaviour, and behavioural biology including those in genetics, palaeoanthropology, evolutionary psychology, bioarchaeology, and primatology. This module will help students understand the role of research and publication in biological and behavioural science. Students will be exposed to a broad series of topics, opinions, methodologies and journals.
If behaviour has been shaped by natural selection, then those behaviours must have some biological basis. This module explores the extent to which hormonal mechanisms provide such a biological explanation of behaviour in humans and our primate cousins. Students will learn the basics of the endocrine system, and consider both how hormones affect behaviour and how behaviour may affect hormones. This module will examine the role that hormones play in the differentiation of behaviours between females and males, as well as the evidence that sexual, parental, aggressive, and affiliative behaviours are influenced by hormones. Students will thus complete this module with a greater appreciation of the hormonal underpinnings of the complex sociality that characterizes humans and other primates.
The study of the human skeletal system is basic to the disciplines of biological anthropology and human biology. This module will examine the fundamentals of human osteology. Students will learn to identify and analyse human bone and evaluate and interpret major research in biological anthropology and human biology hat has as its basis the analysis of bone.
Indicative topics are:
• A detailed consideration of the basic properties of bone growth, development, and function in the human body.
• An examination of all major skeletal structures and the morphological features associated with them. The focus will be on the function of these structures within the body as well as the identification of fragmentary remnants of them in a forensic or archaeological context.
• Major techniques used in biological anthropology to analyse human bone, such as estimation of age at death, estimation of biological sex and stature.
• Evaluation of major research studies involving analysis of human bone.
• Consideration of ethical issues in the collection and curation of human bone.
This module will provide students with a fundamental understanding of human anatomy and how we move our body. Students will learn about the basics of the skeleton, and then focus more heavily on the muscular anatomy and other soft tissues. Students will learn to describe the structure and function of major joints and muscles as well as the basic anatomical and biomechanical principles that allow the human body to move. Students will also learn about the evolutionary origins of human anatomy and how this relates to human behaviour and common injuries and pathologies. This module will cover anatomical structures and movement throughout the body, with a focus on the limbs and trunk. This knowledge will be gained through lectures, core reading of books and peer-reviewed articles, and practical lab and seminar sessions.
This module offers Stage 3 students the opportunity to design and execute a research project of their own devising. The topic, and the way it is researched, will be of the student's own choosing, in agreement with the student's supervisor. All students will have received training in ethnographic methods, basic photography, interviewing and sound recording, etc. in SE627. In this module, further training will be given in dissertation design and ethnographic writing.
The module is of core relevance for students of anthropology, and a wide range of related disciplines preoccupied with the role of anthropologically-informed thought and cultural literacy in today's transnational and multicultural globe. It explores the relationship between social between social anthropology and the Contemporary World, and a series of themes that explore how anthropologists engage with the pressing political, social and environmental concerns and crises of their day. Through examination of 'hot topics' in the discipline, key debates in public anthropology, and anthropological and ethnographic theory, the module clarifies the relevance of anthropology for the world beyond the university, and educates you in how to adapt anthropological knowledge and skills to analysis of real world issues. It also advances core disciplinary understanding relevant to social anthropological modules in stages 2 and 3. Throughout, key objectives are to support you in developing and consolidating your understanding of contemporary anthropology and your own assessment of the wider utility of the social sciences, and to provide essential critical tools for understanding the changing world around us.
The module is a cross-cultural analysis of economic and political institutions, and the ways in which they transform over time. Throughout the term, we draw upon a range of ethnographic research and social theory, to investigate the political and conceptual questions raised by the study of power and economy. The module engages with the development and key debates of political and economic anthropology, and explores how people experience, and acquire power over social and economic resources. Students are asked to develop perspectives on the course material that are theoretically informed and empirically grounded, and to apply them to the political and economic questions of everyday life.
You study the diversity of animal life throughout evolution, including elements of functional anatomy and physiology such as circulation and gaseous exchange, the digestive system, the nervous system and reproduction.
Topics:
A. Comparative physiology - in this section the diversity of different physiological systems will be studied including circulation, gaseous exchange, feeding and digestion, excretion, nervous tissue and the senses, reproduction and immunology.
B. Form and Function - in this section a diverse range of taxonomic groups and their characteristics will be studied to understand the relationship between structure and function. How these characteristics equip the animal to survive and succeed in its particular environment will be explored.
The module introduces students to behavioural economics, which combines economic analysis with insights from psychology to understand human behaviour. It will start by briefly presenting the classical model of rational, selfish economic agents, outlining limitations of this model in predicting and explaining behaviour. Thereafter, it will introduce students to models which relax assumptions of the classical model, incorporating insights from psychology instead, and cover evidence on the power of these behavioural models in explaining human behaviour. Finally, it will cover the implications of these models for the design of public policy.
The overall aim of this module is to provide you with an outline of the principles of Geographic Information Systems (GIS) and to introduce a range of methods for collection and analysis of spatial data. Particular attention is paid to developing your analysis skills through the use of remote sensing techniques and Geographic Information Systems (GIS). GIS are increasingly being used in many disciplines, including geography, wildlife conservation, animal behaviour and environmental sciences to help solve a wide range of "real world" problems. As the current trend in these disciplines moves towards the acquisition, manipulation and analysis of large datasets with explicit geographic reference, employers often report shortages of relevant GIS skills to handle spatial data. Thus, this module will introduce the use of GIS as a means of solving spatial problems and the potential of GIS and remote sensing techniques for geography, environmental sciences and wildlife conservation, providing you with marketable skills relevant to research and commercial needs.
Topics will include:
• understanding the major concepts in GIS
• introduction to remote sensing
• data structures in GIS
• data sources and methods of data acquisition
• georeferencing, co-ordinate systems and projections
• working with raster and vector data
• mapping (how to create and transform maps)
• overview of ArcGIS Pro
• GIS operations
• manipulation, spatial data query and analysis of a wide range of geographic, environmental and socio-economic information.
These topics will be taught using a combination of lectures and practicals. The practical classes will provide hands-on experience using a GIS software. You will be able to use knowledge and skills acquired in this module in practical project work.
This module looks at the politics of the global climate crisis at the international, national and local level. Whether it is global climate change governance, national or local climate adaptation policy making and plans, or individual attitudes and behaviour, we need to understand what motivates actors and how a combination of motivations and structure translate into climate action in various contexts and societies. This module provides you with the tools to explain the politics of the global climate crisis at the international, national and local level. The module draws on a variety of debates from political science, international relations, human geography and urban studies. In addition to an overview of key policy documents driving the discourse, we will explore interdisciplinary theorisations across the social and natural sciences that help rethink the arguments in renewed ways. This includes the critical role of cities and an understanding of how key concepts such as the Anthropocene and adaptation and mitigation shape the global climate emergency agenda.
This interdisciplinary module introduces to a range of key concepts and discourses in the field of development geography with a specific focus on the global South. The module begins by conceptualising 'development' as well as introducing contemporary development theories to build the foundation. The module then applies this understanding in examining a selection of contemporary development issues and debates in the global South context including poverty, inequality, impacts of climate change, nature of disasters, gendered vulnerabilities, and the challenges of sustainable development. Here context and place matters, as well as the differences and links between places and peoples.
Students are introduced to a series of global South case studies that illustrate development processes as connected to social, economic and political processes at different scales. Although development approaches are equally applicable to urban and rural environments, the focus in this module is predominantly on the urban context and the contestations within them.
The module is divided into several sections, each of which introduces students to a set of issues, concepts, key vocabularies and approaches in relevance to Development Geography. The sections of the modules are complementary to each other and as a whole they will provide a strong understanding of the development context and processes in the global South.
Students are strongly encouraged to think of the module as a whole and to explore the connections between the different issues and theoretical approaches addressed in this module.
Since the 1990s a more critical strand of thinking about the interactions between political spaces (nations, regions), power, and international relations has emerged in political geography, that of critical geopolitics. It is often associated with the writings of Gerard Ó Tuathail. John Agnew, Simon Dalby and Klaus Dodds among others. This module examines the emergence of critical geopolitics and the core concepts of contested ideas, the social construction of both knowledges and
political/spatial entities such as modern nation states and their specific political geographies. It also considers the wider applications of geopolitical concepts in a range of settings and circumstances.
Tourism is one of the world's largest and most dynamic industries contributing to GDP in many counties and is a key source of employment, income generation and government revenue. This module examines how tourism places have been created and are maintained. It discusses the rise and spatial diffusion of the modern tourism industry (or group of industries) and the geographies of this development. The recent history of international tourism is introduced with a particular focus on the role of scale from the largest tourism transnational corporations operating at a global level through
to small-scale tourism such as family-run guest houses or backpacker hostels. The module links to key geographical issues such as globalisation, mobility, production and consumption and changing physical landscapes. It also discusses the major role played by tourism in the less developed world where it is often seen an engine for economic development.
Human geographers and environmental social scientists must continually analyse relevant and topical issues in a broad, real-world context. This includes understanding research at the forefront of their discipline, critically evaluating its spatial, environmental and interdisciplinary basis, and using this information to inform effective solutions to contemporary problems that are embedded in social, political and economic reality. In this module, you will use knowledge and skills gained throughout your course, and apply them in in-depth discussions of how current research topics fit into the wider theoretical or applied disciplinary context. The research topics will be presented at seminar and reading group events organised by the Geography and Environmental Social Science research theme in collaboration with the Research Centres at the School of Anthropology and Conservation. You will also write up essays as a series of critical reflections on three topics covered at the seminar and reading group events.
How can we understand the Middle East? Why have states in the region experienced conflict and instability? Should the solution to violence come from outside the region, or can problems only be resolved from the inside? This module aims to answer these questions by introducing students to the societies, cultures, spaces and political systems of the Middle East and North Africa (MENA), with their diversity, histories and complexities. As such, the module will explore different themes related to MENA politics, using different states and societies from the region as case studies. It will provide students with insights into the root causes of conflicts; the persistence of authoritarian regimes; the rise of youth protest movements; tradition versus modernity; and urbanism versus periphery. The module will apply an interdisciplinary approach to the study of the region, bringing in insights and methods from politics, geography and anthropology. Furthermore, the module will take a comparative approach, placing the MENA region in a broader context and applying lessons from other parts of the world to better understand the region.
This module provides an opportunity to study the literature on motivation, inspired by a wide range of psychological perspectives (e.g., Evolutionary Psychology, Social Psychology, and Existential Experimental Psychology). In this, we will consider what motivates human cognition and behaviour. Specifically we will consider; (a) General Theories of Human Evolution & Motivation(b) Biological Perspectives (c) The self and Self-regulation (d) Human Mating Strategies, (e) Embodiment, (f) Threat Management, (g) Emotion, (h) Religion and Illusion, (i) The Modern Unconscious (j).. Moreover, the module will introduce students to experimental methods and measures applied in the field of research on human motivation. Finally, applications of theory and findings on human motivation to applied settings (e.g., daily life) are discussed
This module gives you grounding in methods, techniques and issues in cognitive neuroscience. It will focus on the biological bases of human behaviour, and on cognitive processes such as attention, perception, memory, and higher levels of cognition concerned with language and cognitive control, with a particular focus on how these processes are instantiated in the brain. Your will also learn about the methods used to study these processes, such as the recording of physiological signals, brain-imaging techniques, and the study of individuals with brain injury.
This module is designed to introduce and re-affirm statistical concepts, and their correct use. This module is delivered through combined lecture/practicals using computer software. Introductory topics will include types of data, descriptive statistics such as measures of central tendency, frequency distributions, the normal distribution, variance (standard error, standard deviation), and how sample parameters and null hypotheses apply in real data. Inferential statistics include analysis of differences between two groups (e.g. t-tests and non-parametric equivalents), differences between multiple groups (ANOVA and non-parametric equivalents), variable relationships (correlation and regression), and variable associations (e.g. chi-squared test). The role of probability in data analysis will also be considered, as will its application to scientific questions. Throughout, emphasis will be placed on practical application of statistics, and when and how they are applied. Students will be able link the theory presented with the practical sessions and data collection components. As such, students will collect and analyse their own data. By the end of the module, students will have a knowledge of the underlying principles of statistics, be able to conduct statistical tests in statistical software, critically evaluate the results, and have a sound appreciation of the benefits and limitations of different statistical techniques. This module provides students with the statistical knowledge to conduct in-depth data analysis for their final year research project.
This module provides students with an introduction to the many and diverse qualitative methods and design issues that inform ethnographic research inquiry within the social sciences. Its purpose is to equip students with some of the skills and mindsets to approach independent qualitative research and thus become active participants in knowledge creation. The module explores what counts as ethnographic research, how it overlaps with and diverges from other qualitative approaches, and how its validity can be assessed from a social science perspective. Specific training in the design and use of a range of interpretive research techniques is provided, including: qualitative interviews; extensive questionnaires; focus groups, visual and other creative methods, and participant observation. We will consider the processing and analysis of qualitative data, as well as basic descriptive statistics to analyse quantitative data. We will also explore the integration of qualitative and quantitative data into ethnographic analysis and writing. Towards the end of the module, we will look in more depth at the principles of research design in order to help students begin to plan their final year research projects.
Why do animals do what they do? How do they balance the need to find food, or mates, with the risk of becoming food for something else? Why do animals cooperate, and how do they compete? This module introduces the disciplines of animal behaviour and behavioural ecology that address such questions. With particular reference to non-human primates, we look at the patterns and principles that can be generalised from the variation in behaviour and ecology across species, combining established findings with the latest research. The module emphasises the importance of direct observation of animal behaviour – introducing the necessary methods – and the use of theoretical models with which to make sense of these data. We use multi-media technology to view examples of animal behaviour in their natural habitats, while engaging practical exercises are employed to reinforce concepts. Topics covered include interactions between animals and their environments – as foragers, predators and prey – as well as the nature and evolution of primate societies, cognition and communication, and social and reproductive behaviour within groups. This module provides students with the knowledge and practical skills necessary for them to embark upon their own research projects tackling questions of animal – or indeed human – behaviour.
The biology of mammals, and our relationships with them—both direct and evolutionary—are often what sparks our interest in studying biology, ecology or conservation. Moreover, it is inescapable that humans are also mammals, and thus their biology is our biology. In this module, we explore the diversity of mammals with a particular emphasis on non-human primates, to better understand both this fascinating array of species, as well as ourselves. Taking an evolutionary and ecological perspective throughout, we explore mammalian anatomy and physiology, draw contrasts with other vertebrate groups, and explore the diversity of mammalian social systems. We also cover the process of natural selection, the nature of species, and how we classify these to make sense of biological diversity. This module engages students with primary literature, and with extensive opportunities for hands-on 'experiential' learning using our extensive skeletal collection in practical (lab) classes. It provides a fundamental comparative understanding of what it means to be a mammal, allowing students to place their other studies within this context, as well as establishing a foundation for further specialisation in mammalian (and human) biology.
This module aims to develop the theoretical imagination of students by making them familiar with the central debates that have shaped anthropological theory from the early twentieth century to our contemporary debates. That is, we aim to instil the ability to apprehend theoretical issues and apply them with a critical and informed sense of the role of difference in the human experience. The module is not a 'history of theory' survey; rather, it will proceed by? ?leading the students through the complex interrelations and cross references that have shaped anthropological theory over the past century. The module is organised around the theme of human social relations (broadly defined), which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.
This module will examine the ways in which violence is receiving increasing attention within the social sciences, and will introduce the major theoretical and research themes involved in the analysis of violence. It will examine data on the prevalence, nature and effects of violent crime, and will consider issues of violence, aggression and masculinity. This will be done with particular reference to examples, such as racist crime, homophobic crime and domestic violence. The module will approach violence from interpersonal and societal perspectives and will include consideration of collective violence and genocide. It will further examine solutions to solutions to violence and conflict resolution, the effects of intervention strategies and non-juridical responses to violence.
The module combines theoretical and methodological approaches from sociology, cultural and media studies, history and literature to examine how our understandings of the past, present and future are formed, framed, mediated and remediated in a variety of social, cultural and political contexts. It aims to introduce students to key themes and issues related to the social experience of time. It will encourage them to reflect on how this experience informs our approaches to social problems, relationships of power and inequality, and the formation of collective identities. Over the course of the term, we will debate and critically explore the roles of heritage, nostalgia, the imagination, narrative and experience at the heart of both processes of social change and cultural continuity. We will question what it is that forms the constitutive narrative of a cultural identity, its foundations, expression and trajectory. We will also examine the material and symbolic construction of social groups such as generations, classes and communities.
This course critically examines the historical role that animals have played in the making of modern society and the current nature of human/nonhuman relations in contemporary cultures. Students will also be introduced to intersections of race/class/gender and species. The final part of the course considers collective action and social policy as it relates to past and present efforts to challenge problematic aspects of human/nonhuman relations.
The course aims to develop an empirically grounded and theoretically engaged understanding of how social experience from the Global South informs, corrects and extends contemporary sociological theorisation and norms of sociological investigation. The module consists of three parts: 1) By putting the Global South and its power struggle in historical context, the module starts with critical examination on the blind spots of our presumed 'global' or ‘cosmopolitan’ social outlook. It problematises the once taken-for-granted universality of Eurocentric norms and discusses what good social research should look like. It also provides in-depth critique on the socio-political limitations of alternative theorisation from the Global South. 2) After establishing a solid historical and conceptual understanding of key debates, this module uses region-specific lectures (e.g. China, India and Africa) to deepen understanding on the Global South’s views on universality and difference, resistance and subversion, national and transnational solidarities. 3) This module concludes with methodological and conceptual reflections on mainstream sociology.
Images of 'trim, taut and terrific' bodies surround us in contemporary consumer culture. They look down on us from billboards, are increasingly central to advertisers' attempts to sell us clothes, cosmetics, cars, and other products, and pervade reality television programmes based on diet, exercise and 'extreme’ makeovers. These trends have occurred at the same time that science, technology, genetic engineering and medicine have achieved unprecedented levels of control over the body: there are now few parts of the body which cannot be remoulded, supplemented or transplanted in one way or another. In this course we explore how culture represents and shapes bodies, and also examine how embodied subjects are themselves able to act on and influence the culture in which they live. We will seek to understand the relationship between the body and self-identity, embodiment and inequalities, and will explore various theories of the body. In doing this we range far and wide by looking at such issues as work, music, sex/gender, cyberbodies, Makeover TV, film, transgender, sport, music, work and sleep. Embodiment is the enduring theme of this course, though, and we will explore its many dimensions via a range of disciplinary and interdisciplinary perspectives, and by asking and addressing a range of questions such as ‘How and why has the body become increasingly commodified?’, ‘Why has the body become increasingly central to so many people’s sense of self-identity?’, ‘If we live in a culture that has been able to intervene in the sizes, shapes and contents of the body like never before, have people have become less sure about what is ‘natural’ about the body, and about how we should care for and treat our bodily selves?’
This module introduces and applies ideas in critical, cultural and communications theory to debates and issues surrounding media and popular culture, focusing on such themes as cultural elitism, power and control, the formation of identities, the politics of representation, and the cultural circuit of production and consumption. It investigates the relationship between the development of contemporary society and societal values and the changing technological basis of mediated culture.
This module aims to develop a critical understanding of one of the most timely and pressing issues of recent times, namely, migration, and its relationship to politics of identities, belonging and citizenship in global societies. It aims to introduce students to key themes and issues related to the social experience of migration in a diversity of contexts. Over the course of the term, we will debate and critically explore the ways in which migrants, refugees and diaspora communities shape their societies of settlement and origin and how they have become key actors of a process of 'globalisation from below' at different social and spatial scales. We will critically discuss key concepts and theories deployed to analyse contemporary processes of migration, transnationalism and diaspora and assess their relevance across a wide range of migration case studies. Examples of the central questions this module will address are: what are the main drivers of contemporary migration? To what extent can migrants become transnational citizens? What is the link between migration and homeland development in third world countries? How are gender, class and race relations affected by migration?
Conservationists must continually analyse relevant and topical issues in a broad, real-world context. This includes understanding contemporary research, critically evaluating its ecological, evolutionary and interdisciplinary basis, and using this information to inform effective solutions to conservation problems that are embedded in social, political and economic reality. In this module, students will use and apply knowledge/skills gained throughout their degree programme during in-depth discussions of how current research programmes, as presented at the weekly DICE seminars, fit into the wider conservation context. In addition, they will write up these evaluations as a series of 'News and Views' style commentary articles, as published in the top international journal Nature.
Human-wildlife conflicts and resource competition imply costs on human social, economic or cultural life and on the ecological, social or cultural life of wildlife concerned, often to the detriment of conservation objectives and socio-economic realities. This module aims to introduce students to the magnitude and multidisciplinary dimensions of human-wildlife conflicts (HWC) and resource competition, and current approaches and challenges in mitigating and preventing HWC. We will explore how theoretical frameworks for approaching HWC are most often confined within disciplinary boundaries and how more holistic approaches can better equip conservationists and other professionals in dealing with the issue. Using a variety of teaching and learning methods, students will learn about issues involved in determining and analysing HWC, and planning, implementing and evaluating conflict mitigation or prevention schemes.
The driving causes of biodiversity loss are not just ecological, but also political, economic and cultural, and conservationists need to acquire the knowledge and skills to address broader social contexts. This module aims to introduce students to cutting-edge debates about the place of local people in biodiversity conservation, and provide them with an overview of the essential role that the social sciences play in the analysis of environmental issues. Objectives of the module are to provide students with a broad conceptual understanding of the social context of conservation; knowledge of the history of conservation approaches towards local communities; familiarity with key issues in the implementation of community conservation; and a critical approach to analysis of the current conservation debates.
You have the opportunity to select elective modules in this stage.
Our teaching is research-led as all our staff are active in their fields. Social and biological anthropology staff have been awarded national teaching awards, reflecting the quality of the undergraduate programmes.
Anthropology at Kent uses a stimulating mix of teaching methods, including lectures, small seminar groups, field trips and laboratory sessions. For project work, you are assigned to a supervisor with whom you meet regularly. You also have access to a wide range of learning resources, including the Templeman Library, research laboratories and computer-based learning packages.
Many of the core modules have an end-of-year examination which counts for 50% to 100% of your final mark for that module. The remaining percentage comes from practical or coursework marks. However, others, such as the Project in Anthropological Science are assessed entirely on coursework. Both Stage 2 and 3 marks and, where appropriate, the marks from your year abroad, count towards your final degree result.
The Year Abroad is assessed on a pass/fail basis and does not contribute towards your final degree classification.
For a student studying full time, each academic year of the programme will comprise 1200 learning hours which include both direct contact hours and private study hours. The precise breakdown of hours will be subject dependent and will vary according to modules.
Methods of assessment will vary according to subject specialism and individual modules.
Please refer to the individual module details under Course Structure.
For programme aims and learning outcomes please see the programme specification.
Studying anthropology gives you an exciting range of career opportunities. We work with you to help direct your module choices to the career paths you are considering. Through your studies you learn how to work independently, analyse complex data and present your work with clarity and flair.
Our recent graduates have found work in:
The 2024/25 annual tuition fees for this course are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
Fees for undergraduate students are £1,850.
Fees for undergraduate students are £1,385.
Students studying abroad for less than one academic year will pay full fees according to their fee status.
One day trips that are compulsory to a module are financially funded by the School. Optional or longer trips may require support funding from attendees.
Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.
Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details.
We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement.
Next steps
We are no longer accepting applications for this course for entry in 2024.
Please see our alternative course - Ecology and Conservation.
We welcome applications from students all around the world with a wide range of international qualifications.
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