Social Inequalities: Ethnicity, Gender and Age - JSM189

• Anglický název: Social Inequalities: Ethnicity, Gender and Age
• Český název: Sociální nerovnosti: etnicita, gender a stáří
• Zajišťuje: Katedra sociologie (23-KS)
• Fakulta: Fakulta sociálních věd
• Platnost: od 2025
• Semestr: zimní
• E-Kredity: 9
• Způsob provedení zkoušky: zimní s.:kombinovaná
• Rozsah, examinace: zimní s.:1/1, Zk [HT]
• Počet míst: 15 / 15 (neurčen)
• Minimální obsazenost: neomezen
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: vyučován
• Jazyk výuky: angličtina
• Způsob výuky: prezenční
• Poznámka: předmět je možno zapsat mimo plán; povolen pro zápis po webu; při zápisu přednost, je-li ve stud. plánu
• Garant: doc. PhDr. Mgr. Jaroslava Hasmanová Marhánková, Ph.D.; Ecem Nazlı Üçok, MSc.
• Vyučující: Ecem Nazlı Üçok, MSc.
• Třída: Courses for incoming students
• Neslučitelnost : JSM047
• Je neslučitelnost pro: JSM047

Anotace

IMPORTANT NOTE: This course is intended only for MA students, especially those in the Migration Studies and New Societies (MSNS) programme.

Students from the programmes NP_SOC, NP_SCS, NP_SCM who need the course Social Inequalities: Ethnicity, Gender, and Age to pass their final state exam should instead take the course taught by Doc. PhDr. Jaroslava Hasmanová Marhánková, Ph.D. in the summer semester (Social Inequalities: Ethnicity, Gender, and Age – JSM047).Please note that this course is not equivalent to the summer semester course taught by Doc.Jaroslava Hasmanová Marhánková.Thank you for your understanding.



This interdisciplinary course examines global patterns of social inequality through the intersecting lenses of gender, class, and migration. Drawing on classical and contemporary sociological theories students will explore how social stratification is reproduced within political, economic, and cultural structures across diverse institutional settings. We begin by grounding our understanding in foundational theories of class, capital, and power, before turning to empirical analyses of how inequalities are manifested in gender, class and migration regimes. Throughout the course, particular attention will be paid to intersectionality and the lived experiences of marginalized groups within differing socio-political contexts. From systemic racism and gendered migration flows to the precarity of labor and climate inequality, students will engage critically with case studies and debates to understand how inequality "works" on both structural and symbolic levels. The course evolves from foundational readings and discussions to applied analysis through simulations and film reflection, culminating in an independent case study that synthesizes theory, visual storytelling, and either academic or public-facing writing.

Poslední úprava: Üçok Ecem Nazlı, MSc. (19.09.2025)

Cíl předmětu

 

• Critically assess classical and contemporary theories of social stratification and inequality
• Understand and apply the concept of intersectionality to evaluate how race, ethnicity, gender, class, age, and migration status interact across different domains.
• Investigate global contexts of inequality using empirical social science research and case studies drawn from diverse regions and cultures.
• Analyze institutional practices that reproduce or resist inequality.
• Produce sociologically informed work that communicates ideas effectively to both academic and general audiences, including an infographic and either a scholarly research paper or a magazine-style article.
• Develop skills in research, collaboration, and public communication through their final case study project.

Poslední úprava: Üçok Ecem Nazlı, MSc. (24.08.2025)

Podmínky zakončení předmětu

Your final grade will be based on four components: a Bourdieu Case Study (60%), a Film Reflection on I, Daniel Blake (10%), Class Participation and Engagement (20%), and an In-Class Simulation with a Reflection Essay (10%). The case study includes both an infographic and a written component, while participation involves weekl discussions. The simulation will model real-world inequality, followed by a written analysis connecting the experience to course concepts.

 

Bourdieu-Inspired Case Study Assignment (60%)

DETAILS: TBA

• Infographic (25%): 1 page overview of your case  (field/game, actors, capital, habitus, distinctions).

• Written Analysis (35%): 2000 words, either:

  • Research Paper – academic style

  • Magazine Article – popular style, accessible language

Focus: one axis (or intersection) of inequality, in one field, within a specific context.

Deadline: TBA

Film Reflection Paper: I, Daniel Blake  (dir.Ken Loach) (10%)

• Length: 1 pages
• Due: One week after our viewing
• Task: Analyze Ken Loach’s I, Daniel Blake using at least two theories or concepts from our course (e.g. social citizenship, structural violence, welfare stigma, class-based inequality, bureaucratic exclusion, gendered labor).
• Goal: Apply course frameworks to a contemporary narrative of marginalization under austerity and welfare regimes.

 

Class Participation & Engagement (20%)

• Students are expected to attend all classes and come prepared for in-depth, interactive discussions of the assigned readings.

• Each session will be highly participatory, requiring students to engage actively with the material and with one another.

• For every class you miss, 3 points will be deducted from your overall grade.

• If you must miss a class, you are required to inform me in advance and provide a reason.

 

In-Class Simulation and Analytical Reflection (10%)

Component 1: Participation in Course Simulation

• We will run an interactive classroom simulation called “Structures of Inequality: Power, Privilege, and Social Access.”
• How the game works: Students will be assigned different social positions at the start (e.g., based on class, gender, ethnicity, citizenship status). These roles will determine the opportunities and barriers they face in the simulation. 
• Your role is to act according to your assigned position and respond to challenges and opportunities as they arise.
• Participation will be evaluated based on your engagement and respectful collaboration with peers.

Component 2: Simulation Reflection Essay

• Length: 400 words
• Due Date: One week after the simulation (December 9, 2025)
• Task: Analyze your experience in the simulation. Use key theoretical concepts from the course to interpret what happened and why.
• Goal: Connect the experiential activity to broader sociological frameworks and critically evaluate what it reveals about the mechanisms that produce and reproduce inequality.

 

Poslední úprava: Üçok Ecem Nazlı, MSc. (25.11.2025)

Metody výuky

Artificial Intelligence Policy

Students may use generative AI tools (e.g., ChatGPT, Copilot, etc.) under the following conditions. Their use is permitted exclusively for tasks such as proofreading, translation, or locating sources. The use of generative AI for producing original text is strictly prohibited. Any use of AI tools must be explicitly acknowledged in the final work, in line with academic integrity standards. If you make use of generative AI at any stage in the preparation of your essay, you must include a brief note at the end of your work (e.g., in a footnote or concluding paragraph) stating: “I used generative AI (e.g., ChatGPT) for the following purposes: […]. All ideas, writing, and arguments presented are my own.” Violations of these rules may result in grade reduction or course failure. These measures are intended to uphold fairness, ensure the protection of student privacy, and safeguard the educational objectives of the course. The same sanctions apply in cases of plagiarism.

Poslední úprava: Üçok Ecem Nazlı, MSc. (18.09.2025)

Sylabus

Lecture 1( October 1): Introduction to the course 

 

Lecture 2 (October 8): Foundational Theories of Inequality 

 

Marx, K. (2008).

• “Classes in Capitalism and Pre-capitalism.”
• “Ideology and Class.”
  In D. B. Grusky (Ed.), Social Stratification: Class, Race and Gender in Sociological Perspective. Colorado: Westview Press, pp. 79–90.

 

Gane, N. (2005). Max Weber as Social Theorist: ‘Class, Status, Party’. European Journal of Social Theory, 8(2), 211-226. https://doi.org/10.1177/1368431005051764 (Original work published 2005)

 

Lecture 3 (October 15): Class, Culture, Power

Bourdieu, P. (2004). The peasant and his body. Ethnography, 5(4), 579-599. https://doi.org/10.1177/1466138104048829 

 

Spivak, G. C. (1988). Can the Subaltern Speak? In C. Nelson, & L. Grossberg (Eds.), Marxism and the Interpretation of Culture. Urbana/Chicago: University of Illinois Press.

 

Lecture 4 (October 22): Racial and Ethnic Inequality in Migration 

Castañeda, Ernesto (2017). “Understanding Inequality, Migration, Race, and Ethnicity from a Relational Perspective.” In Immigration and Categorical Inequality: Migration to the City and the Birth of Race and Ethnicity, pp. 1–25. New York: Routledge

 

Kahn ML. (2004)Racism in Hitler’s Shadow. In: Foreign in Two Homelands: Racism, Return Migration, and Turkish-German History. Publications of the German Historical Institute. Cambridge University Press; 177-226.

 

 

Lecture 5 (October 29): Environmental Inequality and Migration ( Guest Lecturer: Kristina Zindulková (IES FSV UK))

 

Readings TBA

Lecture 6 (November 5): Gendered Inequality in Migration   

Collins, P. & Bilge, S. (2016). Intersectionality. Cambridge: Polity Press. Ch. 1 “What Is Intersectionality?”

 

Shutes, I. (2021). Gender, Migration and the Inequalities of Care. In: Mora, C., Piper, N. (eds) The Palgrave Handbook of Gender and Migration. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-63347-9_7

 

Lecture 7 (November 12): Film Screening & Reflection

• I, Daniel Blake (dir. Ken Loach)

 

Lecture 8 (November 19): Precarity and Migration 

 

Standing, Guy. (2011). “The Precariat.” In The Precariat: The New Dangerous Class, pp. 1–26. London: Bloomsbury Academic. https://doi.org/10.5040/9781849664554

 

Standing, Guy. (2011). “Migrants: Victims, Villains or Heroes?” In The Precariat: The New Dangerous Class, pp. 90–115. London: Bloomsbury Academic. https://doi.org/10.5040/9781849664554

 

Lecture 9 (November 26): Cross Border Commuting and Inequality (Guest Lecturer: Johanna Trager (ISS FSV UK))

 

Lecture 10 (December 3): Simulation Game Week

 

Lecture 11 (December 10): Masculinities on the Move and Inequalities 

 

Haggis J., Schech S. (2009). “Migrants, Masculinities and Work in the Australian National Imaginary.” In Migrant Men Critical Studies of Masculinities and the Migration Experience, edited by Donaldson Mike, Hibbins Raymond, Howson Richard, Pease Bob, 79–95. New York: Routledge.

 

Wray, H. (2015). “A Thing Apart”: Controlling Male Family Migration to the United Kingdom. Men and Masculinities, 18(4), 424 -447. https://doi.org/10.1177/1097184X15575108 

Lecture 12 (December 17): Wrap-up: Mobilizing against Inequalities - Infographic Presetations

Steinhilper, E. (2018). Mobilizing in transnational contentious spaces: Linking relations, emotions and space in migrant activism. Social Movement Studies, 17(5), 574–591. https://doi.org/10.1080/14742837.2018.1499510

 

Della Porta, D., & Portos, M. (2020). Social movements in times of inequalities: Struggling against austerity in Europe. Politics and Society, 48(2), 269–298. https://doi.org/10.1016/j.polsoc.2019.11.001

Poslední úprava: Üçok Ecem Nazlı, MSc. (26.09.2025)