In the Sociology of Deviance module as an extension to Introduction to Sociology, the students become familiarised with the social dimension of reality, delving into the understanding of one of the key concepts in Criminology; deviance.

Deviance has the potential of shocking. If we travel to other places in other countries, or even within our own, we will come face to face with habits that are different to ours. This means that if we travel to many different places, we will have a greater chance of experiencing something shocking and/or disturbing. Sociological discovery has been described as a culture shock without requiring geographic displacement. Similarly to travellers who go to other places and get a feeling of restlessness, disorientation, or surprise with people whose customs are different to theirs, it can be surprising to experience events that seem familiar in a different way. This culture shock can lead to increased ethnocentrism. We might find ourselves thinking, “we would never do that”, “we would have to be sick, crazy, or out of our minds.”

However, we should fight against this centrality and do everything within our reach to understand the context of that action. We should understand that if we had been socialised in a culture where people eat dogs, horses, sheep, rattle snakes, locusts or termites, we would most likely have eaten and enjoyed these “delicacies”.

The ability to see deviance as something that can cause culture shock and yet is not intrinsically sick or bad is decisive. In the same way as we can study any type of behaviour abroad, we can study deviance “at home”, even inside our own homes, as a part of changing social relations and varying cultural signifiers. It is because our aim is to understand the context of behaviour, how and why it is defined and assessed in a specific way, that we cannot devote too much time trying to decide if deviance is abnormal or sick, and if it needs to be cured or rectified. These are very important questions for other people, but not for sociologists. It would be just as ethnocentric to believe that eating dog meat instead of beef is abnormal or sick, than to believe that people who use certain types of substances (like marihuana) are more abnormal or sick than people who use other types of substances (like tobacco). Deviance in all its shapes and forms is a normal characteristic of human society and we must fight against the temptation to equate it to sickness or abnormality. Certain deviations might shock people who are not familiarised with them, but this does not mean that deviance is necessarily synonymous of abnormality or sickness.

Theories of deviance have evolved through time. At the beginning, as we will see, the first views were based on the belief that the intrinsic characteristics of deviants and deviance were inherently different from their “normal” counterparts. Consequently, it was thought that deviance was what abnormal people do. Over time, the focus has been directed at social norms, labels, and reactions. Social deviance was seen as a normal characteristic of life in a pluralist society and which could even be the result of social control itself aimed at managing deviance (even aiming at eradicating it in some cases).

In sum, it is understood that the concept of deviance includes social construction of realities that are complex, interrelated, dynamic, and problematic and a result of social differentiation, social conflict and disagreement. This means that trying to find a univocal, static and orthodox definition is as difficult as it is inefficient. In this sense, Sociology of Deviance is an invitation and a challenge not to face a generation of taxonomies, but to come to terms with a complex reality beyond our own concepts and epistemological limits.

Skillset 1 (C1): Acquire an in depth understanding of the main sociological concepts and theories regarding deviance.

Knowledge outcomes related to C1: Be able to have critical thought surrounding the main sociological concepts and theories regarding deviance.

Skillset 2 (C2): Improve and polish methodological competencies through practice and implementation of the analysis and design of methodologies in social research, particularly qualitative perspectives.

Knowledge outcomes related to C2: Theoretical knowledge and implementation of research methodologies in the study of deviance.

Skillset 3 (C3): Have a firm grasp of research, management and critical analysis of sources and documents in the field of sociology, as well as synthesised and systematised presentation of results and data.

Knowledge outcomes related to C3: Develop and assemble a basic bibliography of sociological information and documentation on deviance, as well as be able to present the results in a synthesised and systematic manner.

Skillset 4 (C4): Perfect written skills and become accustomed to giving oral presentations which are synthesised and well-prepared. Engage in voicing your own position with regards to the subject matter as well as that of the results of the research using audio visual material and ICTs when needed, always maintaining a respectful stance towards the opinions of others.

Knowledge outcomes related to C4: Preparation and presentation of individual class coursework, as well as working as a team on shared tasks which will be presented in the classroom and be up for discussion.

Skillset 5 (C5): Progressively self-manage your own learning process in the subject matter as a result of working autonomously.

Knowledge outcomes related to C5: Move on from teacher-led classroom to debate sessions and student-led classes in which the teacher’s role is closer to that of a moderator-guide.

1.Introduction to Sociology of Deviance

2.The Dynamic Nature of Deviance

3. Sociological Knowledge-Building on Deviance (theoretical unit which will result in a team project parallel to lectures)

4. Development of Sociological Thought on Deviance. Main theories.

4.1. Macro Perspectives

4.1.1. Theories on Structural Functionalism

4.1.2. Conflict Theories



4.2. Micro Perspectives

4.2.1. Labeling Theory

4.2.2. Socialisation and Learning Theories

4.2.3. Control Theories



4.3. Transversal Perspective

4.3.1. Feminist Theory



5.Deviant Identities

5.1. Becoming a deviant

5.2. Types of deviance

5.3. Stigma



6.Deviance, Sociology and Social Policies

7. Afterthoughts and Perspectives on the Future of the Metamorphosis of Deviance

Classes in Sociology of Deviance will be divided into two types:

LECTURES:

During these sessions, the professor will present and explain the main theoretical issues. Additionally, examples and cases will be put forward for analysis by the students. In this sense, cases from the news/current affairs will be incorporated to further the understanding of the issues in the topic as well as the skills that need to be worked on during this module, and promoting students’ participation in class.

SEMINARS

During these practical sessions, the focus will be on developing a research project on one searchable problem within the framework of sociology of deviance. The seminars will evolve throughout the term; at first, they will be more theory-based, with methodological issues put forward by the professor, towards the end of the term, the seminars will become student-led engaging independent learning and group projects, with the the professors acting as guides.

The eGela platform will be used for both.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 10
  • Realization of Practical Work (exercises, cases or problems) (%): 40
  • Team projects (problem solving, project design)) (%): 40
  • Análisis de lecturas obligatorias (%): 10

1.Coursework - (40%)

2.Analysis of set reading (10%)

-Becker, H. S. (2009). Outsiders: hacia una sociología de la desviación. Buenos Aires: Siglo Veintiuno.

-Goffman, E. (2006). Estigma: la identidad deteriorada. Buenos Aires: Amorrortu.

3. Team research/coursework (40%)

4. Written test on issues dealt with during the lectures (10%)



The waiver of process will be carried out in accordance with article 12 of the Governing Regulations for the Evaluation of Students in Official Degree Programs of the University of the Basque Country available on https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia.

Moreover, in accordance with the protocol for Academic ethics and prevention of fraudulent or dishonest conduct in student assessment and academic work at the UPV/EHU:

“Generally speaking and unless otherwise stated, the use by students of books or notes as well as any type of electronic, computer and/or telephone devices is specifically forbidden during assessment tests at the UPV/EHU” (Point 3, p.5).

The “following conducts during assessment tests and in the preparation and presentation of academic work for evaluation at the UPV/EHU are considered fraudulent or dishonest: to plagiarise, that is to copy another person’s work without acknowledging their source and to present these works as one’s original work” (Point 2.a.).

According to article 9 of the Regulations governing the Evaluation of Students in official Bachelor's degrees of the University of the Basque Country / Euskal Herriko Unibertsitatea, available at https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ ebaluaziorako-arautegia.

Through the Egela platform the students will be provided with the texts and materials that they need to use in the different tasks of the course. It is mandatory to bring the laptop to class.

Basic bibliography

Becker, H. S. (2009). Outsiders: hacia una sociología de la desviación. Buenos Aires: Siglo Veintiuno.

Downes, D. y Rock, P. E. (2011). Sociología de la desviación. Barcelona: Gedisa.

Goffman, E. (2006). Estigma: la identidad deteriorada (1a. ed.). Buenos Aires: Amorrortu.

Taylor, I., Walton, P. y Young, J. (2006). La nueva criminología: contribución a una teoría social de la conducta desviada (2a ed.). Buenos Aires: Amorrortu.

In-depth bibliography

Alonso, L.E. (1998). La mirada cualitativa en sociología. Una aproximación interpretativa. Madrid: Editorial Fundamentos
Berger, P. L. y. L. Thomas. (1998). La Construcción Social de la Realidad. Buenos Aires: Amorrortu Editores, S.A.
Bourdieu, P. (Dir.) (1999). La Miseria del mundo. Tres Cantos: Akal.
Curra, J. (2011). The Relativity of deviance. London: SAGE.
Durkheim, É. (1987). Las reglas del método sociológico. Madrid: Akal.
Foucault, M. (1993). La Vida de los hombres infames: ensayos sobre desviación y dominación. Madrid: La Piqueta.
Goode, E. (Ed.) (2015). The Handbook of Deviance. West Sussex: Wiley Blackwell.
Barcelona: Paidós Básica.
Harris, M. (1994). Bueno para comer: enigmas de alimentación y cultura. Madrid: Alianza Editorial Ediciones del Prado.
Leon, E. (2011). El monstruo en el otro. Sensibilidad y coexistencia humana. Madrid: Sequitur.
Lorenzo Cadarso, P. L. (2001). Fundamentos teóricos del conflicto social. Madrid: Siglo Veintiuno de España.
Malloch, M. y Munro, B. (eds.) (2013). Crime, Critique and Utopia. London: Palgrave. macmillan
Matza, D. (1981). El proceso de desviación. Madrid: Taurus.
Miller, WI. (1998). Anatomía del asco. Madrid: Taurus.
Merton, R. K. (1964). Teoría y estructura sociales. Méjico: Fondo de Cultura Económica.
Ruiz Olabuenaga, J. I., y Ispizua, M. A. (1989). La Descodificación de la vida cotidiana: métodos de investigación cualitativa. Bilbao: Universidad de Deusto.
Schutz, A. (1999). Estudios sobre teoría social. Buenos Aires: Amorrortu Editores
Sumner, C. (1994). The Sociology of Deviance. An Obituary. Buckingham (UK): Open University Press.
Torrente Robles, D. (2001). Desviación y delito. Madrid: Alianza.
Valverde Molina, J. (1996). El proceso de inadaptación social (3a ed.). Madrid: Popular.
Valles, M. S. (2003). Técnicas cualitativas de investigación social: reflexión metodológica y práctica profesional. Madrid: Síntesis.

Journals

Boletín Criminológico (Instituto Andaluz Interuniversitario. Universidad de Málaga): http://www.boletincriminologico.uma.es/
Comités de investigación sobre Sociología Jurídica y Criminología de la Federación Española de Sociología: https://fes-sociologia.com/comite/Sociolog%C3%ADa-Jur%C3%ADdica-y-Criminolog%C3%ADa
Deviant Behaviour: https://www.tandfonline.com/loi/udbh20
Eguzkilore (Instituto Vasco de Criminología. UPV-EHU): https://www.ehu.eus/eu/web/ivac/revista-eguzkilore
Revista Española de Investigación Criminológica (Sociedad Española de Investigación Criminológica): www.criminologia.net

Web addresses

BIBLIOTECA EHU: hhttps://www.ehu.eus/es/web/biblioteka
BASES DE DATOS:
-DIALNET: http://dialnet.unirioja.es/
-ERIC: https://eric.ed.gov/
-INGUMA: https://www.inguma.eus/
-LATINDEX: https://www.latindex.org/latindex/inicio
-PROCUEST SOCIOLOGIA: http://search.proquest.com/socialsciences
-SCOPUS: http://www.scopus.com/home.url
-WEB OF SCIENCE: https://apps.webofknowledge.com
TESIS:
-TESEO: https://www.educacion.gob.es/teseo/irGestionarConsulta.do;jsessionid=8543ADC51D6F2237B804068EFDC4608D

ESTADÍSTICAS OFICIALES
-EUSTAT (CAPV): http://www.eustat.es
-INE (ESPAÑA): http://www.ine.es/
-EUROPA: http://europa.eu/index_es.htm

ASUNTOS SOCIALES:
-Estadísticas del Departamento de Empleo y Políticas Sociales de GOVA: https://www.euskadi.eus/web01-s2enple/es/contenidos/informacion/estadistica_oe_informacion/es_def/index.shtml
-SIIS: http://www.siis.net
OTROS:
-FUNDACIÓN CAIXA:
https://obrasociallacaixa.org/es/mantente-informado/publicaciones/estudios-sociales
-CINE
Sánchez Noriega, J. L. (2004). Diccionario temático de cine. Madrid: Cátedra.