Students preparing for their graduation ceremony at Canterbury Cathedral

Social Anthropology with Spanish - BA (Hons)

UCAS code L674

2018

Social anthropology entails a profound understanding of how and why people do the things they do. As a Social Anthropology student at Kent, you explore how people work, use technologies and negotiate conflicts, relationships and change in different societies around the world.

2018

Overview

The School of Anthropology and Conservation offers a friendly and cosmopolitan learning community with students from over 70 different nationalities and 45% of staff from outside the UK. Our flexible degree provides diverse and relevant module choices where you are taught by enthusiastic academic staff, who produce inspired field research.

Social Anthropology with Spanish provides an excellent opportunity to develop your language competence throughout your degree as well as spending a year studying language and anthropology at one of our partner institutions. Students who undertake a year abroad often comment on how their experiences significantly shape their future plans, their academic insight and feel the opportunity enhances the overall university experience. 

Our degree programme

In the first year, you take modules that give you a broad background in the subject. The programme begins with an introduction to the history of anthropology, the foundations of biological anthropology, anthropology and conservation, and global perspectives on relatedness. Additionally you take a compulsory module in Spanish.

In your second and final years, you take compulsory modules that develop your language and specialised anthropological knowledge and skills. You can also choose further modules from a wide range of options.

Modules expand across the full range of our research expertise from traditional anthropology (The Anthropology of Amazonia; The Anthropology of Business) and current anthropological thinking (Theoretical Perspectives in Social Anthropology) to ideas impacting today's societies (Islam and Muslim Lives in the Contemporary World; The Anthropocene – Planetary Crisis and the Age of Humans).

Our degree also gives you the unique opportunity to study visual anthropology, with modules on the anthropological use of photography, film and video, including practical classes and visual anthropology projects. 

Year abroad

Your third year is taken abroad at one of our partner institutions where teaching is in Spanish. Modules are primarily anthropology or related subject modules, however, you also undertake relevant language modules and are allowed the equivalent of one 'wild module' per term.

If you’re interested in this programme then visit our Year Abroad webpage which includes students talking about their experiences of their year abroad programme.

Alternatively, you can take our three-year Social Anthropology degree, our four year Social Anthropology with a Year Abroad or four-year Social Anthropology with a Year in Professional Practice.

Field trips

A number of our modules include opportunities for learning and experiences outside of the classroom through field trips in the UK and abroad. Potential excursions are: 

  • Paris, the Musée du quai Branly and Musée de l'Homme
  • The Museum of Archaeology and Anthropology, Cambridge
  • London financial district
  • Impact Hub Westminster
  • Canterbury Cathedral and Canterbury Mosque. 

These may change from year to year and may incur additional costs. See the funding tab for more information.

For more details about field trips, including reports from students who went on our recent trips to Cambridge and Paris, visit Social Anthropology Field Trips.

Study resources

The School of Anthropology and Conservation has excellent teaching resources including dedicated computing facilities. Other resources include:

  • refurbished computer suite with 32 PCs with HD screens
  • an integrated audio-visual system to help provide stimulating lectures
  • a state-of-the-art visual anthropology room
  • an ethnobiology lab for studying human-related plant material
  • student social spaces
  • a teaching laboratory with first-rate equipment
  • an excellent fossil cast collection with hundreds of casts, including multiple entire skeletons of extant and extinct primates and hominins.

Extra activities

The Anthropology Society is run by Kent students and is a good way to meet other students on your course in an informal way. There are also many national societies, which are a great way to meet people from around the world and discover more about their countries and cultures.

The School of Anthropology and Conservation puts on many events that you are welcome to attend. We host two public lectures a year, the Stirling Lecture and the DICE Lecture, which bring current ideas in anthropology and conservation to a wider audience. We are delighted that these events attract leading anthropological figures from around the world; in 2017 we hosted paleoanthropologist Professor Lee Berger, one of Time magazine's 100 most influential people.

Each term, there are also seminars and workshops discussing current research in anthropology, conservation and human ecology.

Independent rankings

Anthropology at Kent was ranked 4th for course satisfaction in The Guardian University Guide 2018.

Of the Anthropology and Conservation students who graduated from Kent in 2016, over 97% were in work or further study within six months (DLHE). For graduate prospects, Anthropology at Kent was ranked 4th in The Guardian University Guide 2018.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

TEF Gold logo

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

Social Anthropology is 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' peoples 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' and more generally force us to take a fresh look at what we take for granted.

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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 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 human evolution, culture, and behaviour. This module is required for all BSc and BA Anthropology students. The module is also suitable for students in other disciplines who want to understand human evolution, and the history and biology 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 medical anthropology staff

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The module introduces students to the major figures who have shaped the discipline of Anthropology (both socio-cultural and biological) and take them through the historical development of the discipline. Major thinkers such as Marx, Weber and Durkheim on the one hand, and Linnaeus, Lamarck, Darwin and Mendel on the other, are introduced, and their influence on and contribution to the discipline traced. The module will provide an historical outline of major schools of thought within Anthropology - evolution, diffusionism, functionalism structuralism, postmodernism, socio-biology, evolutionary psychology - in both Britain and the USA, and examine the relationship between socio-cultural anthropology and biological anthropology from an historical perspective.

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This module is designed to introduce students to the range of basic practical and technical skills required across the School's BA and BSc programmes. The following areas will be covered:

Literary skills - different types of academic writing, and when and how to use them.

Reading skills - how to read an academic paper, how to precis an argument, how to make notes on a book chapter.

Bibliographical skills - how to construct a bibliography and the use of the library, online databases and full-text journals.

Correct referencing and the use of Endnote/Refworks.

Data collection and handling - the use of spreadsheets for simple statistics and graphs.

Planning projects and fieldwork.

The use of appropriate specialist software.

Photography and video skills.

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This module is for Post-A-level students and students who have mastered level A2 but not yet B1 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level B1. The emphasis in this course is on furthering knowledge of the structure of the language, as well as vocabulary and cultural insights, while further developing the speaking, listening, reading and writing skills.

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This is an intensive module for absolute beginners, Post-GCSE students and students who have not yet mastered level A2 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level A2. The emphasis in this course is on acquiring a sound knowledge of the structure of the language as well as basic vocabulary and cultural insights while developing the speaking, listening, reading and writing skills.

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30

Stage 2

Modules may include Credits

The focus of this module is the intensive investigation of the canonical form in which research in social anthropology has been disseminated, the ethnography. The reading list for the module therefore consists exclusively of professional ethnographic monographs of varying thematic and regional focus.

Students will be expected to come to seminars with notes from their reading and will be encouraged to discuss that reading and to relate it to wider anthropological issues raised or implied by the authors of the ethnographies.

Considerable time will be spent, particularly in the earlier seminars, on instruction about how to read an ethnography and what goes into writing it. This might include how to examine its implicit (as opposed to explicit) theoretical assumptions; how to place it within the historical development of the discipline; how to evaluate its empirical investigation of particular theoretical problems; how to evaluate the relationship between description and analysis; how to evaluate its contribution to particular issues and topics within social anthropology; and the examination of its structure, presentation and ability to communicate an understanding of a social and cultural group through the written word.

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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 covers the following topics: the relationship between power and authority; key concepts and theoretical debates in economic anthropology; sharing and egalitarianism; gift exchange; sexual inequality; violence; the nation state; money; social class; work; commodification; financialisation.

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This module is focused on a diverse range of approaches deployed by anthropologists to the study of religion, and belief and symbolic systems. It introduces a range of anthropological insights to the ongoing transformations of religious traditions and belief systems vis-à-vis colonial encounters, post-colonial settings, as well as globalisation. The aim of the module is to familiarize students with the complex interactions between lived religious practice, religious traditions, and the ways in which these are intertwined with other domains of social life, politics, economics and ideology. The key topics covered in this module focus on ritual and sacrifice; witchcraft and sorcery; secularisation and fundamentalism; millennialism and conversion; cosmology and ideology; human and non-human relationships; modes of religiosity, rationality and belief; mediation and ethics. This module will develop students' awareness of the strengths and limitations of anthropological insights compared to other disciplinary perspectives on religion such as theology, cognitive science or sociology.

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This module builds on Ethnographies I, and its focus is to further investigate the canonical form in which research in social anthropology has been disseminated, the ethnography. The reading list for the module therefore consists exclusively of professional ethnographic monographs of varying thematic and regional focus.

Students will be expected to come to seminars with notes from their reading and will be encouraged to discuss that reading and to relate it to wider anthropological issues raised or implied by the authors of the ethnographies.

Considerable time will be spent, particularly in the earlier seminars, on instruction about how to read an ethnography and what goes into writing it. This might include how to examine its implicit (as opposed to explicit) theoretical assumptions; how to place it within the historical development of the discipline; how to evaluate its empirical investigation of particular theoretical problems; how to evaluate the relationship between description and analysis; how to evaluate its contribution to particular issues and topics within social anthropology; and the examination of its structure, presentation and ability to communicate an understanding of a social and cultural group through the written word.

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15

This module is intended for students who have attained the equivalent of an 'A' Level pass in Spanish or who have taken LS302 Intensive Learning Spanish 1 (Beginners). The main aims of the module are to consolidate and expand knowledge of the grammar and structure of the language, and to promote a high level of skill in speaking, listening, reading and writing. A secondary aim is to increase awareness of the history and culture of Spain and Spanish America, through the study of appropriate texts. Regular written work will be required throughout the year.

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This module is intended for students who have attained a level of proficiency in Spanish equivalent to at least that of first year undergraduates. The main aim is to develop communicative skills with much of the emphasis being placed on speaking and listening but also involving a fair amount of writing. It will focus on the ability to operate in a variety of registers and respond adequately to different styles of discourse. There are four one-hour contact hours each week: two language seminars, one language lab class and one conversation class.

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‘European Societies’ surveys the social anthropology of contemporary Europe, with a focus on Western European urban and rural societies. The module explores changes in European societies since the end of the Cold War, including conflict related to the reorganisation and ‘fortification’ of Europe’s southern and eastern borders. We read ethnographies exemplifying contemporary approaches to studying industrial and post-industrial societies. We critically review key debates in the study of community and identity politics; nationalism and ethnic conflict; borders, migration and transnationalism; tradition, modernity, and heritage; tourism; industrial and post-industrial work; new religious movements; and biosocialities. A further focus is interrogation of the concept of ‘Europe’ itself, through analyzing the process of ‘Europeanization’ within the EU, and issues raised by the financial crisis; and through presenting ethnographic vantage points from which students can rethink the idea of ‘Europe’ for themselves. The module includes a critical history of anthropological study of Europe and the Northern Mediterranean, with special attention to the role of the University of Kent in the development of the regional literature. It is designed to be accessible to anthropology students, and those interested in European studies more generally.

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The course will introduce students to cutting-edge ethnographic studies of contemporary China. Through these studies, students will be encouraged to think about a series of key issues in the anthropology of China.

For a very long time it was difficult or impossible for outsiders to observe life in China directly in a systematic way, and as a result our accustomed ways of thinking about China are based on macro-level economic and political phenomena, stereotypes and icons --- when we think of China, we think of Confucianism and Communism, kung fu and feng shui, Mao and Chiang Kai Shek, trouble in Tibet and tension with Taiwan. These things are all important, but they leave us with little understanding of what ordinary life is like in China, and so Chinese society can appear mysterious and sometimes contradictory. Fortunately, it has become progressively easier to conduct social scientific research in China and since the mid-1990s and there is now a substantial ethnographic literature that allows us to begin to see contemporary China as a flesh-and-blood society.

This module will use ethnographic literature to explore key topics in the anthropology of China. The following is an indicative list of topics:

• Is Contemporary China Confucian? Narratives of Tradition and Modernity in China and in the Anthropology of China

• 56 Varieties: Nationalism, Ethnicity and Belonging

• Religion, 'Superstition' and Political Administration of Religion

• Cadres: The Face of the State

• Private Life and the State

• Internal Migration, Residence and the City in China

• Promoting ‘Spiritual Civilization’: Class, Ethics and the Politics of Education

• Friendship, Exchange and Guanxi

• The Economic Miracle: Socialism and/or Capitalism?

• Netizens: the Internet, Mobile Phones and New Media in China

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You have the opportunity to select wild modules in this stage

Year abroad

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 modules at one of our partner universities, where courses are taught in Spanish. Students are required to have obtained a Stage 2 average of 60% or above, before commencing their year abroad. If the requirement is not met you will be transferred to the equivalent three-year programme.

Examples of modules available during your year abroad are available from the School of Anthropology and Conservation website.

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.

Modules may include Credits

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 anthropological 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. 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.

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Stage 3

Modules may include Credits

This module aims to develop the anthropological imagination of Stage 3 students, that is, to instill the ability to apprehend theoretical issues and apply them with a critical and informed sense of difference in the human experience. The module is not a 'history of theory' survey; rather, it will proceed by means of a set of topics through which different theoretical approaches to the same ethnographic problem or issue have been explored. The module may be organised around a single theme that has long dominated anthropological discussions (such as 'the gift', hierarchy and scale, structure and agency etc.) which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.

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15

This module aims to aid Stage III students in making connections between theoretical issues and the ways in which they recur in the practices and debates of social anthropologists. The module teaches theoretical engagement by means of tracking the way that similar problems in ethnographic practice have been approached by different theoretical schools. The module engages a series of themes that illustrate how social anthropologists throughout the history of the discipline, and from different national traditions within the discipline, have engaged with the pressing political and social concerns of their day.

As part of this module students will also have the opportunity to undertake a fieldtrip to the Museum of Archaeology and Anthropology in Cambridge.

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15

The course will introduce students to cutting-edge ethnographic studies of contemporary China. Through these studies, students will be encouraged to think about a series of key issues in the anthropology of China.

For a very long time it was difficult or impossible for outsiders to observe life in China directly in a systematic way, and as a result our accustomed ways of thinking about China are based on macro-level economic and political phenomena, stereotypes and icons --- when we think of China, we think of Confucianism and Communism, kung fu and feng shui, Mao and Chiang Kai Shek, trouble in Tibet and tension with Taiwan. These things are all important, but they leave us with little understanding of what ordinary life is like in China, and so Chinese society can appear mysterious and sometimes contradictory. Fortunately, it has become progressively easier to conduct social scientific research in China and since the mid-1990s and there is now a substantial ethnographic literature that allows us to begin to see contemporary China as a flesh-and-blood society.

This module will use ethnographic literature to explore key topics in the anthropology of China. The following is an indicative list of topics:

• Is Contemporary China Confucian? Narratives of Tradition and Modernity in China and in the Anthropology of China

• 56 Varieties: Nationalism, Ethnicity and Belonging

• Religion, 'Superstition' and Political Administration of Religion

• Cadres: The Face of the State

• Private Life and the State

• Internal Migration, Residence and the City in China

• Promoting ‘Spiritual Civilization’: Class, Ethics and the Politics of Education

• Friendship, Exchange and Guanxi

• The Economic Miracle: Socialism and/or Capitalism?

• Netizens: the Internet, Mobile Phones and New Media in China

Read more
15

‘European Societies’ surveys the social anthropology of contemporary Europe, with a focus on Western European urban and rural societies. The module explores changes in European societies since the end of the Cold War, including conflict related to the reorganisation and ‘fortification’ of Europe’s southern and eastern borders. We read ethnographies exemplifying contemporary approaches to studying industrial and post-industrial societies. We critically review key debates in the study of community and identity politics; nationalism and ethnic conflict; borders, migration and transnationalism; tradition, modernity, and heritage; tourism; industrial and post-industrial work; new religious movements; and biosocialities. A further focus is interrogation of the concept of ‘Europe’ itself, through analyzing the process of ‘Europeanization’ within the EU, and issues raised by the financial crisis; and through presenting ethnographic vantage points from which students can rethink the idea of ‘Europe’ for themselves. The module includes a critical history of anthropological study of Europe and the Northern Mediterranean, with special attention to the role of the University of Kent in the development of the regional literature. It is designed to be accessible to anthropology students, and those interested in European studies more generally.

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15

This module is concerned with a diverse range of approaches deployed by anthropologists to the study of Islam and Muslim lives in the contemporary world. The aim of the module is to familiarize students with the complex intertwinements between Islam as a set of sacred texts and a world religious tradition, and the ways in which these are locally understood, interpreted and experienced throughout specific historical, social and political contexts. The key topics covered in this module focus on contemporary economic, political, religious and social developments in the Muslim world such as religious nationalism; war on terror and Islamophobia; the socio-cultural impact of new technologies on religious practice; the practice and politics of pilgrimage; gender; sectarianism and secularism; colonialism, imperialism and globalisation; diasporic Islam; or charity and social justice. This module will develop students' awareness of the strengths and limitations of anthropological insights compared to other disciplinary perspectives on Islam and Muslim lives, and more generally how these influence larger debates on the anthropological study of religion and politics.

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This module examines the contribution of biological anthropology to the study of forensic science and provides students with a detailed understanding of the methods and theory of forensic anthropology. We cover topics such as biological profiling, field excavation and recovery, forensic taphonomy, identity, trauma and expert witness testimony. By the end of this module students will know how biological anthropology is applied in a forensic arena, and understand how human remains are recovered and analysed.

Students are introduced to concepts applied in forensic anthropology. Students learn how to correctly excavate a burial and recover human remains. Students are introduced to environmental factors influencing crime scene recovery and skeletal material and will learn about the importance of other forensic specialities such as forensic entomology, palynology, sedimentology and odontology. They are introduced to forensic anthropological recovery on a local scale and in mass disaster situations. Students also acquire an understanding of the role of a forensic anthropologist in the courtroom.

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This module offers Stage 3 students the opportunity to design, execute, and write up a dissertation project of their own devising. Students may pursue a module of library-based research under supervision on a particular topic and/or undertake limited ethnographic research on that topic. The topic, and the way it is researched, will be of the student's own choosing. All projects must be supervised by a member of staff in Social Anthropology, with whom the student has arranged to work before registering for the module. Students who wish to do a project on this module should collect the information sheet from the School Undergraduate Office during Stage 2 (this includes students on a Year Abroad programme) not later than then end of the online module registration period in the Spring Term.

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This module is a general introduction to visual anthropology. It includes treatment of cross-cultural cognition and symbolic analysis, the social history of still photography and film relating to ethnographic subjects, the study of national and regional cinematic traditions (outside Europe and America), the comparative ethnography of television and broader consideration of issues of social representation and political ideology in visual imagery, combining empirical ethnographic analysis of these issues with the alternative (complementary) contributions of scholars of visual imagery from a literary and humanistic tradition of interpretation. It includes a short practical introduction to different visual media, but extended practical experience is available only through the project modules.

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Within the Anthropology degree programme this module represents an optional component of Part II studies, namely the practical study of visual representations. It assumes that students will be taking SE554 Visual Anthropology Theory as a prerequisite. Its distinctiveness relative to the other module is that it focuses principally on the exploration of theoretical issues, through the development of an ethnographic project, focussed on either photography or video and delivered as multimedia. The module requires the making a visual project (a photographic essay, a short ethnographic film) with practical instruction in developing, editing and mounting procedures.

Students will be introduced to basic techniques of visual production and presentation. The practical component of the course cannot attempt to provide qualified instruction in professional photographic or video production expertise, and we are narrowly constrained by the limited equipment and technical support available. The visual project is intended to give practical experience of general techniques of visual communication that should critically inform understanding of more theoretical topics dealt with in the module. Techniques of camera use, instruction (theoretical and practical) on research methods, practice and demonstration of visual presentation will all be taught sequentially, and linked to students practical experience in formulating and producing their projects.

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The module will begin with (locally timetabled, formative) training sessions for the students (2x3hours) in the Autumn term. These will include sessions on the sections of the national curriculum that are degree specific, the relationship with the teacher, how to behave with pupils, as well as how to organise an engaging and informative session on an aspect of the specific degree subject drawn from the national curriculum. These sessions will be run by the local module convenors, the academic schools' Outreach Officers (though this may be the same person) and members of the Partnership Development Office.

After training the student will spend one session per week for six weeks in a school in the Spring term (this session includes time to travel to and from the School, preparation and debrief time with the teacher and 'in class’ time with the teacher and pupils – 3 hours in total). Generally, they will begin by observing lessons taught by their designated teacher and possibly other teachers. Later they will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. They may take ‘hotspots’: brief sessions with the whole class where they explain a topic or talk about aspects of university life. Finally the student will progress to the role of "teacher" and will be expected to lead an entire lesson.

The student will be required to keep a weekly log of their activities. Each student will also create resources to aid in the delivery of their subject area within the curriculum. Finally, the student will devise a special project (final taught lesson) in consultation with the teacher and with the local module convener. They must then implement and evaluate the project.

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This module seeks to engage directly with the central provocation of the Anthropocene: that the speed, scope and scale of human industrial activities are having unparalleled, unintended and poorly understood impacts on the earth as a system, thus contributing to and significantly expanding the scale and risks associated with the crisis of modernity and its multiple dimensions: environmental, social, political, and cultural. In response to this crisis, and especially in light of the fact that human activities are so profoundly entangled with biological, ecological and geological process, a number of academic disciplines are reconsidering many of their core categories, boundaries and approaches. The Anthropocene constitutes an important, novel and challenging problem and a unique case study to attempt a more careful and effective integration of the different intellectual traditions and methods as exemplified in SAC: social and biological anthropology, human ecology and conservation. Some of the main areas covered in the module include: 1) introduction to the Anthropocene- approaching the Earth as a system 2) The stratigraphy of industrial development and debates about the onset of the Anthropocene 3) Rethinking the nature-culture divide 4) The Anthropocene dilemma: humans as agents or victims? 5) Thinking the planet: challenges for science and governance.

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Ethnicity’ and ‘nationalism’ are matters of contemporary urgency (as we are daily reminded by the media), but while the meanings of these terms are taken for granted, what actually constitutes ethnicity and nationalism, and how they have been historically constituted, is neither clear nor self-evident. This module begins with a consideration of the major theories of nationalism and ethnicity, and then moves on to a series of case studies taken from various societies around the world., and then moves on to examine a number of other important concepts—indigeneity, ‘race’, hybridity, authenticity, ‘invention of tradition’, multiculturalism, globalization—that can help us appreciate the complexity and dynamics of ethnic identities. The general aim of the module is to enable and encourage students to think critically beyond established, homogenous and static ethnic categories.

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Anthropology has an important role to play in the examination of our own organizational lives as embedded in various forms of capitalism. This module will allow students to gain anthropological perspectives on business formations, structures, practices and ideologies. Businesses – be they individuals, families, corporations, nation-states or multi-lateral corporations - have identities that are invariably distinct from one another and which are forged upon and promote particular social relationships. Ethnographic case-studies, with a strong emphasis on the stock market in the last third of the course will provide the basis for discussing how these social relationships that enact power, are embedded in broader cultural processes such as ethnicity, nationalism, migration, and kinship as well as ideologies of gender, aesthetics and religion among others. Acknowledging the multiple dynamic relationships between businesses, people and marketplaces will allow us to evaluate their roles as reactive producers, consumers and disseminators of cultural processes within our surrounding environments, extending from the local to the global.

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Students will learn about the evolution and significance of food production, especially in relation to globalisation, identity and health. The module will cover different modes of food production, the domestication of animals and the cultivation of staple crops in the course of social development. it will look at different theories about the importance of food production for the rise of urban cultures and organised religion, and the relationship of food production systems to trade, colonial expansion and the process of globalisation. Moving from production and distribution to eating itself, the module will cover notions of food identity at collective and individual levels, by looking at the process of food preparation and consumption and abstinence in different cultural settings. We will also look at various forms of disordered eating, the dynamic relationship between cultures and eating and contemporarary debates over fast food, genetic engineering, and personal identity against the background of rising food prices, regional food shortage and the management of famine in different countries.

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Primarily intended to offer a critical analysis of the concept of development, particularly as it is used to talk about economic and social change in the developing world, the module shows how anthropological knowledge and understanding can illuminate 'development issues' such as rural poverty, environmental degradation, international aid and humanitarian assistance, climate change and the globalization of trade. Topics discussed include the role of anthropology in development practice, by examining some of the methods being used to either study or participate in current development projects, whether at local, national or international levels of intervention.

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In this module you will learn how people are using social computing resources, how anthropologists and others understand these activities, how to access and deploy these resources yourself, and how to leverage your participation to better understand social and cultural processes that are underway in social computing contexts.

In Social Computing we describe and analyse how people use and adapt new technologies to form and navigate cultural and social contexts, create and spread knowledge and undertake action emerging from computer-enhanced capabilities. Capabilities include the internet (including so call Web 2.0), clouds, augmented reality, robotics and virtual devices, wearable computers and sensors and artificial intelligence.

We begin by looking at the major theoretical paradigms and methods that have guided research on these in anthropology and related disciplines. In the remainder of the module we examine case studies of social computing based on different capabilities, using a took-kit that supports the creation and analysis of social computing capabilities and developing group and individual contributions to an on-going collective module project that will contribute to the Social Computing context.

Topics considered include the creative commons of open source, Web 2.0 and resource clouds, social networks, organisational change, reputation, social, lgel and ethical issues, mobile and ubiquitous computing and argmented reality. Topics discussed in class will provide ideas and models for student research projects.

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15
You have the opportunity to select wild modules in this stage

Teaching and assessment

In our most recent national Teaching Excellence Framework, teaching at Kent was judged to be Gold rated. Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

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.

Assessment ranges from 80:20 exam/coursework to 100% coursework. At Stages 2 and 3, most core modules are split 50% end-of-year examination and 50% coursework. Both Stage 2 and 3 marks 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.

Programme aims

The programme aims to:

  • provide a broad knowledge in the major sub-divisions of anthropology, showing how it is linked to other academic disciplines
  • explore theoretical and methodological issues
  • demonstrate the relevance of anthropological knowledge to an understanding of many local, national and international issues
  • develop students’ transferable skills and prepare them for employment and/or further study
  • provide modules informed by the School's research.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • social anthropology as the comparative study of human societies
  • specific themes in social anthropology, such as religion, politics, kinship, nationalism and ethnicity
  • human diversity and an appreciation of its scope
  • several ethnographic regions of the world including central, West and east Africa, South Asia and Southeast Asia in particular Indonesia, Malaysia, Thailand and the Philippines
  • the history of anthropology as a discipline
  • the variety of theoretical approaches contained within anthropology
  • the process of historical and social change
  • the application of anthropology to understanding issues of social and economic development throughout the world
  • the relevance of anthropology to understanding everyday processes of social life anywhere in the world.

Intellectual skills

You develop intellectual skills in:

  • general learning and study
  • critical and analytical abilities
  • expressing ideas in writing and orally
  • communication
  • group work
  • IT
  • the ability to review and summarise information
  • data retrieval.

Subject-specific skills

You gain subject-specific skills in:

  • understanding how people are shaped by their social, cultural and physical environments while retaining a capacity for individual agency
  • recognising the pertinence of an anthropological perspective to understanding major national and international events
  • interpreting texts and performance by locating them within cultural and historical contexts
  • using anthropological theories and perspectives in the presentation of information and argument
  • analysing the significance of the social and cultural contexts of language use
  • devising questions for research and study which are anthropologically informed
  • perceiving the way in which cultural assumptions may affect the opinions of others and oneself
  • the ability to make sense of cultural and social phenomena which may, at first sight, appear incomprehensible.

Transferable skills

You gain transferable skills in:

  • communication – the ability to organise and summarise information; respond critically to written information; make a structured argument
  • problem solving – the ability to identify problems; formulate ways of problem solving; evaluate alternative solutions
  • improving your own learning – the ability to manage time; develop personal learning strategies; conduct independent research; assess your own strengths and weaknesses
  • information technology – the ability to access information on the internet; produce documents; use databases; use technology for oral presentations and online portfolio development
  • group work – the ability to participate in joint learning and communication; share ideas and skills; understand group dynamics.

Careers

Studying social 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.

Graduate destinations

Our recent graduates have gone into areas such as:

  • overseas development and aid work
  • media research or production (TV and radio)
  • journalism
  • advertising
  • film production
  • social work
  • education
  • international consultancy
  • work with community groups
  • town and country planning
  • business
  • civil service
  • further research in social anthropology
  • social sciences research.

Help finding a job

The School offers an employability programme aimed at helping you develop the skills you'll need to look for a job. This includes workshops, mentoring and an online blog featuring tips, advice from employers, job adverts, internship information and volunteering opportunities.

The University’s friendly Careers and Employability Service offers advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career-enhancing skills

Through your studies you learn how to work independently, analyse complex data and present your work with clarity and flair. Alongside such specialist skills, you also develop the transferable skills graduate employers look for, including the ability to:

  • think critically 
  • communicate your ideas and opinions 
  • work independently and as part of a team.

You can also gain extra skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

Independent rankings

Of the Anthropology and Conservation students who graduated from Kent in 2016, over 97% were in work or further study within six months (DLHE). For graduate prospects, Anthropology at Kent was ranked 4th in The Guardian University Guide 2018.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level

ABB

GCSE

Grade B / 6 modern European language except English

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate

34 points overall or 16 points at HL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2018/19 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15200

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.* 

Your fee status

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 Year in Industry

For 2018/19 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2018/19 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.