Ahmed, S. (2002) ‘Racialised Bodies,’ in M.Evans and E.Lee (eds) Real Bodies. London:  Palgrave.

Andreouli, E. (2013) “Identity and Acculturation: The Case of Naturalised Citizens in Britain.” Culture & Psychology 19 (20): 165-183.

Garner, S. (2012) “A Moral Economy of Whiteness: Behaviours, Belonging and Britishness.” Ethnicities 12 (4): 445-464.

Gilroy, P. (1987) There Ain’t No Black in the Union Jack. London: Routledge. (Introduction)

Gilroy, P. (1982) “The Myth of Black Criminality.” The Socialist Register pp.47-56. Hall, S. (2011) “The Neoliberal Revolution.” Cultural Studies 25(6): 705-728. Hall, S. (1978) Policing the Crisis: Mugging, the State, and Law and Order. London: Macmillan. Haylett, C. (2001) “Illegitimate subjects? Abject whites, neoliberal modernisation, and middle-class multiculturalism.” Environment and Planning D: Society and Space 19 (3): 351-370. Hayward, K. and Yar, M. (2006) “The ‘chav’ phenomenon: Consumption, media and the construction of a new underclass.” Crime Media Culture 2 (1): 9-28.

Hussain, Y. and Bagguley, P. (2005) “Citizenship, Ethnicity and Identity: British Pakistanis after the 2001 ‘Riots’.” Sociology 9(3): 407–425.

Michael, L. (2009) “Securing civic relations in the multicultural city.” in Citizenship, Security and Democracy: Muslim Engagement with the West (W. Krause, ed.), pp. 164-186. London: International Institute of Islamic Thought.

Moore, P. and Forkert, K. (2014) “Class and Panic in British Immigration.” Capital & Class 38 (3): 497-505.

Reay, D. et al. (2007) ” ‘A Darker Shade of Pale?’ Whiteness,the Middle Classes and Multi-Ethnic Inner City Schooling.”Sociology 41(6): 1041–1060.

Reay, D. and Lucey, H. (2000) ” ‘I really don’t like it here but I don’t want to be anywhere else’: children and inner city council estates.” Antipode 32 (4): 410-428.

Rose, N. (1999) Governing the Soul: The Shaping of the Private Self. New York: Free Associations Books.

Skeggs, B. (2005) “The Making of Class and Gender through Visualizing Moral Subject Formation.” Sociology 39: 965-982. Tyler, I. (2013) “The Abject Politics of British Citizenship.” In Revolting Subjects: Social Abjection and Resistance in Neoliberal Britain. London: Zed Books. pp.48-74.

Sketches of VE Day from 70 years ago – visual culture

The Queen, McQueen and pearly queens: 50 years of Britishness – in pictures

Tyler, I. (2013) “Britain and Its Poor.” In Revolting Subjects: Social Abjection and Resistance in Neoliberal Britain. London: Zed Books. pp.154-178.

Tyler, I. (2010) “Designed to fail: a biopolitics of British Citizenship.“ Citizenship Studies 14(1): 61-74.

Tyler, I. (2008) ” ‘Chav Mum, Chav Scum’: class disgust in contemporary Britain.” Feminist Media Studies 8 (1): 17-34.

Watts, P. and Stenson, K. (1998) ” ‘It’s a Bit Dodgy Around Here’: Safety, Danger, Ethnicity and Young People’s Usage of Public Spaces.” in Skelton, T. and Valentine, G. Eds. Cool Places: Geographies of Youth Cultures. London: Routledge. pp. 249-267. Webster, C. (2003) “Race, Space and Fear: imagined geographies of racism, crime, violence and disorder in Northern England.” Capital & Class 80: 95-122. Yilmaz, F. (2012) “Right-wing Hegemony and Immigration: How the Populist Far-Right Achieved Hegemony through the Immigration Debate in Europe.” Current Sociology 60 (3): 368-381.

Other resources

Ahmed, S. (2002) ‘Racialised Bodies,’ in M.Evans and E.Lee (eds) Real Bodies. London:  Palgrave.

Dardot, P. and Laval, C. (2014) The New Way of the World: On Neoliberal Society. London: Verso.

Gilroy, P. (1987) There Ain’t No Black in the Union Jack. London: Routledge.

Gilroy, P. (1982) “The Myth of Black Criminality.” The Socialist Register pp.47-56. Gulliver, K. (2013) “Thatcher’s legacy: her role in today’s housing crisis.” The Guardian 17 April 2013. Hall, S. (2011) “The Neoliberal Revolution.” Cultural Studies 25(6): 705-728. Hall, S. (1978) Policing the Crisis: Mugging, the State, and Law and Order. London: Macmillan. Harvey, D. (2007) “Neoliberalism as Creative Destruction.” The Annals of the American Academy of Political and Social Science 610: 21-44. Harvey, D. (2005) A Brief History of Neoliberalism. Oxford: Oxford UP. Haylett, C. (2001) “Illegitimate subjects? Abject whites, neoliberal modernisation, and middle-class multiculturalism.” Environment and Planning D: Society and Space 19 (3): 351-370. Hayward, K. and Yar, M. (2006) “The ‘chav’ phenomenon: Consumption, media and the construction of a new underclass.” Crime Media Culture 2 (1): 9-28.

Hussain, Y. and Bagguley, P.(2005) “Citizenship, Ethnicity and Identity: British Pakistanis after the 2001 ‘Riots’.” Sociology 9(3): 407–425.

Littler, J. (2013) “Meritocracy as Plutocracy: The Marketising of ‘Equality’ Under Neoliberalism.” New Formations 80: 52-72.

Michael, L. (2009) “Securing civic relations in the multicultural city.” in Citizenship, Security and Democracy: Muslim Engagement with the West (W. Krause, ed.), pp. 164-186. London: International Institute of Islamic Thought.

Reay, D. et al. (2007) ” ‘A Darker Shade of Pale?’ Whiteness,the Middle Classes and Multi-Ethnic Inner City Schooling.”Sociology 41(6): 1041–1060.

Reay, D. and Lucey, H. (2000) ” ‘I really don’t like it here but I don’t want to be anywhere else’: children and inner city council estates.” Antipode 32 (4): 410-428.

Rose, N. (2000) “Government and Control.” British Journal of Criminology 40(2): 321-339.

Rose, N. (1999) Governing the Soul: The Shaping of the Private Self. New York: Free Associations Books. Skeggs, B. (2005) “The Making of Class and Gender through Visualizing Moral Subject Formation.” Sociology 39: 965-982. Skeggs, B. (2005) “The Re-Branding of Class: Propertising Culture”, in F. Devine et al. (eds) Rethinking Class: Cultures, Identities and Lifestyles. Basingstoke: Palgrave MacMillan. Skeggs, B. (1997) Formations of Class and Gender. London: Sage. Skelton, T. and Valentine, G. Eds. (1998) Cool Places: Geographies of Youth Cultures. London: Routledge. Tyler, I. (2013) “The Abject Politics of British Citizenship.” In Revolting Subjects: Social Abjection and Resistance in Neoliberal Britain. London: Zed Books. pp.48-74.

Tyler, I. (2013) “Britain and Its Poor.” In Revolting Subjects: Social Abjection and Resistance in Neoliberal Britain. London: Zed Books. pp.154-178.

Tyler, I. (2010) “Designed to fail: a biopolitics of British Citizenship.“ Citizenship Studies 14(1): 61-74.

Tyler, I. (2008) ” ‘Chav Mum, Chav Scum’: class disgust in contemporary Britain.” Feminist Media Studies 8 (1): 17-34.

Watts, P. and Stenson, K. (1998) ” ‘It’s a Bit Dodgy Around Here’: Safety, Danger, Ethnicity and Young People’s Usage of Public Spaces.” in Skelton, T. and Valentine, G. Eds. Cool Places: Geographies of Youth Cultures. London: Routledge. pp. 249-267. Webster, C. (2003) “Race, Space and Fear: imagined geographies of racism, crime, violence and disorder in Northern England.” Capital & Class 80: 95-122.

By apppointment The best way to see me is by appointment: email me and I will set aside time for you. Come prepared: bring any work you want to discuss, and prepare your questions in advance. Please note that I will not feedback on material sent via email: you need to come see me in person if you want to discuss your work.

For the months of March and April (off term) I will receive by appointment only

Drop-in During term time, I have weekly office hours set aside where you can drop in. Please make sure you only drop in during the time slots indicated: my other teaching and research commitments mean I cannot be in the office at all times.  Also please keep in mind that if you do not email me to book a slot, you might have to queue.

Want to make extra sure everything’s right? Take the Good Academic Practice Quiz on Moodle.

Academic dishonesty covers any attempt by a student to gain unfair advantage (e.g. extra marks) for her/himself, or for another student, by unauthorised means. Examples of such dishonesty include collusion falsification, deceit, plagiarism and cheating in examinations.

Collusion includes the conscious collaboration, without official approval, between two or more students, or between a student(s) and another person, in the preparation and production of work which is then submitted as individual work. In cases where one (or more) student has copied from another, both (all) students involved may be penalised. The boundary between legitimate co-operation and unacceptable collusion varies according to the type of work involved. Staff setting the assessment exercise will issue clear guidance on how much co-operation is acceptable.

Falsification includes the presentation of fictitious or deliberately distorted data in, for example, laboratory work, surveys or projects. This also includes citing references that do not exist.

Deceit includes misrepresentation or non-disclosure of relevant information, including the failure to disclose any cases of work being submitted for assessment which has been or will be used for other academic purposes.

Plagiarism is the act of using other people’s words, images etc. as if they were your own. In order to make clear to readers the distinction between your words, images etc. and the work of others, it is essential that you reference your work accurately, thereby avoiding a charge of plagiarism. It is always obvious when a student has copied words from a text without referencing, as there is a change of writing style each time. If you do not reference your work correctly, it will come across as if you had ‘stolen’ words or ideas from other sources.

Re-presentation is the submission of work presented previously or simultaneously for summative assessment at this Institution.

Cheating is defined as any attempt to gain an unfair advantage in an assessment (including examinations), or assisting another student to do so. It includes: taking unauthorised materials into examinations, copying from other candidates, collusion, impersonation, plagiarism, and unauthorised access to unseen examination papers. In the event of an allegation of cheating you are advised to contact the Student Union Advice Centre immediately after the incident.

It is in the best interests of all students for the University to maintain the good reputation of its awards. Your co-operation is expected in actively protecting the integrity of the assessment process. It is the duty of all students to observe high personal standards of academic honesty in their studies and to report any instances of malpractice of which they become aware.

The minimum penalty for a proven case of academic dishonesty is usually a mark of zero in that module, with the maximum being exclusion from the University

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