45188 - Sociology of Lifestyles

Learning outcomes

At the end of the course students are expected to acquire: - knowledge of sociological definitions and debates regarding contemporary lifestyles, including in particular identity building within work ethic and leisure activities, styles of consumption and taste cultures; - ability to critically analyse everyday phenomena from the perspective of sociological theories on lifestyles.

Course contents

Sociology of Youth Lifestyles and Subcultures

The course is divided into two main parts.

The first part introduces the main sociological theoretical frameworks for studying consumption practices and lifestyles from a cultural perspective. Within this framework, particular attention is given to approaches that help explain the complexity of the concept of lifestyle, exploring key definitions and sociological debates surrounding contemporary lifestyles. Special emphasis is placed on youth cultures, as well as patterns of cultural and subcultural consumption.

The second part focuses on contemporary issues of current relevance. It encourages a critical reflection on everyday social phenomena through the lens of sociological theories of subcultural studies, with particular attention to how subcultures are expressed through artistic practices, music, and fashion.

Readings/Bibliography

Please note that the examination bibliography may be subject to change until the beginning of the course.

Required Reading (Compulsory Examination Texts)

1. Sassatelli, R. (2024). Consumo e teoria sociale.  Bologna: Il Mulino. (chapter1, 2, 4, and 5)

2. Caroli, F. (2023). Il mutamento delle subculture. Dai teddy boy alla scena trap. Milano: Meltemi.

In addition, students are required to select two articles or book chapters  from those that will be made available on the university's virtual learning platform. A selection of articles and book chapters will be provided during the course, from which students may choose.

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Students with Specific Learning Disorders (SLD) or temporary or permanent disabilities are encouraged to contact both the University's Disability and Specific Learning Support Office and the course instructor as early as possible, so that appropriate strategies can be identified together to support class attendance and/or exam preparation.

Teaching methods

Lectures with the use of digital supports (slides, video and audio documents). Discussion of empirical cases based on documents and readings provided in class. Active participation and contribution to collective discussion are strongly encouraged.

Seminar activities may include the intervention of experts and professionals in the field.

Assessment methods

The final assessment consists of an oral examination.

For attending students: Students are required to prepare a 15–17 minute oral presentation based on the topics discussed during the course, drawing on the required readings and the teaching materials covered in class and uploaded to the university's virtual learning platform.

Presentations will be prepared and delivered in groups. Each group is responsible for presenting on the same day, which will be the last day of class.

As part of the final assessment, students must also submit a short paper (between 17,000 and 20,000 characters, including spaces and the bibliography) supporting their presentation. The paper must be sent to the course instructor at least one week before the examination date.

Use of AI: With regard to written exams, limited, declared, and non-substantial use of AI is permitted for support activities (summarizing, rephrasing). Substantial use of AI to complete parts of the exam is not permitted.

 

For non-attending students:The final assessment consists of a traditional oral examination. Students will be asked questions on the two compulsory texts listed in the bibliography; and two articles selected from the "Further Readings" section, which are available on the university's virtual learning platform under the various course sections.

 

The student's ability to critically elaborate and argue points, as well as to connect theoretical content with the practices and case studies presented, will be positively assessed.

Attendance and active participation in class discussions will also be valued, as they represent important opportunities for engagement with the topics covered.

 

Students with SLD or temporary or permanent disabilities. It is necessary to contact the  University office in charge with enough time in advance: the office will propose some adjustments, which must in any case be submitted 15 days in advance to the lecturer, who will assess the appropriateness of these in relation to the teaching objectives.

Teaching tools

PC, internet, PowerPoint, audio and video documentary material, possible contributions from external parties. All materials will be made available on the virtual platform

Office hours

See the website of Teresa Carlone