Module Catalogue 2022/23

EDU1001 : Education, Children and Society

  • Offered for Year: 2022/23
  • Module Leader(s): Mr Fred Clark
  • Lecturer: Dr Hanneke Jones, Professor Heather Smith, Dr Maria Mroz, Dr Gail Edwards
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0
Pre Requisites
Pre Requisite Comment

N/A

Co Requisites
Co Requisite Comment

N/A

Aims

This introductory education module aims to develop student’s knowledge and understanding of:
• The contested nature of education and education systems in the modern world;
• how theories of learning and society relate to the historical development of competing traditions of education and how these affect policy and practice today in Britain and the wider world;
• the wider historical and political context of educational ideas, provision and change;
• how to analyse primary and secondary sources in order to answer questions about education and education policy;
• education beyond formal institutional settings and their relationship to formal schooling;
• how the representation of education reflects, is shaped by, and may be understood in terms of particular contemporary discourses in their historical and cultural context;
• The meaning and making of inequality in education.

Outline Of Syllabus

What is meant by ‘education’ and what is its purpose? What form should it take? Who should decide? How and where does learning take place and how far is achievement based on social or cultural factors? How does the portrayal of ‘education’ in popular culture help shape national, social and cultural identities? Such questions as these form the core of this inter-disciplinary module which aims to equip students with a knowledge and understanding of the contested nature of education, particularly schooling. We will look at different frameworks for explaining education – social, cultural, historical, pedagogical – in which you will be encouraged to question key educational issues including the social issues surrounding learning, what children learn, and potential barriers to learning - through which you will learn to engage in topics both in groups and independently.

This module will appeal to those students who are interested in a rigorous and academic study of education within a range of different contexts as well as those who may be considering a career in teaching, possibly going on to undertake a PGCE. It allows students to gain an in-depth knowledge of the field of education which they can then apply more widely.

The module will include 11 weeks of teaching in total. The module will cover the following Perspectives on Education:

Learning and knowledge;
Education and society;
The historically contested nature of education;
Education in informal settings;
Education and Social Justice;
Children and Learning.

Learning Outcomes

Intended Knowledge Outcomes

• what learning is and how this relates to competing psychological and epistemological theoretical perspectives and competing theories of society. (A3)
• how theories of learning and society relate to the historical development of competing traditions of education and how these affect policy and practice today. (A4)
• the wider historical context of educational ideas, provision and change.(A4)
• how popular education in Britain has developed in relation to Victorian perceptions and conceptions about schools and schooling.(A4)
• how to analyse primary and secondary sources in order to answer questions regarding the historical development of British schools and schooling since the 19th century.(B1)
• how ‘education’ occurs in informal as well as formal institutional settings.(A3)
• how particular modes of characterisation and narrative structure, including emplotment as well as particular literary and cinematic techniques, shape the representation of the Past in different media forms and texts. (C1)
• how the representation of the past reflects, is shaped by, and may be understood in terms of particular contemporary discourses in their historical and cultural context. (A3)
• how particular beliefs and values in relation to nation, community, family and gender play a key role in determining the representation of the Past in a particular media form. (A2)
• the role of creativity in learning, schools and education policy. (A3)
• conceptualisations of creativity, and of the role of creativity in learning and education. (A3)
• the history of playtimes in England and the surrounding contexts that shape how playtimes are experienced by primary school children.(A2)
• how representations of the fictional or semi-fictional schools and teachers in different media forms constitute a distinct genre with its own defining conventions and characteristics. (A1)
• the meaning and making of inequality in education. (A2)
• the substantial impact of class on and race educational outcomes in the UK. (A2)

Intended Skill Outcomes

• Collect and select relevant information from a variety of sources including journals, archives, databases, reports, monographs, web pages and research papers; (B1)
• Evaluate the impacts of ‘how we get to knowledge’ (epistemology) on the methods selected and the nature of the evidence that is consequently generated; (B4)
• Select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding; (C4)
• Organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary, including by means of well prepared, clear and confident presentation and coherent, concise written documents; (D1)
• Use ICT in their study and other appropriate situations; (D2)
• Use library and other information sources skilfully and appropriately; (D3)
• Articulate their own approaches to learning and organise an effective work pattern including working to deadlines. (D7)

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture112:0022:00N/A
Guided Independent StudyAssessment preparation and completion130:0030:00N/A
Guided Independent StudyDirected research and reading117:0077:00Specific reading tasks related to lectures and seminars. Non-synchronous online
Scheduled Learning And Teaching ActivitiesSmall group teaching111:0011:00Seminars
Guided Independent StudyIndependent study156:0056:00N/A
Scheduled Learning And Teaching ActivitiesModule talk22:004:00Synchronous online
Total200:00
Teaching Rationale And Relationship

This module aims to help students develop their understanding of the contested nature of education. Lectures allow the introduction to a range of perspectives that will be developed in more depth during the degree programme in later phases. There will be opportunities for students to work in small groups to discuss and compare the meaning of these perspectives, particularly in relation to contemporary understandings, attitudes and concerns about teachers and teaching. Student-led seminar sessions are intended to reinforce and assess key skills and knowledge outcomes listed above. Time for module talk is provided where the content matter is particularly complex and activities are more diverse.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay1M1004000 words
Assessment Rationale And Relationship

Submitted work tests intended knowledge and skills and develops key skills in research. It allows the student to apply knowledge and understanding of relevant theoretical frameworks and written and visual texts in order to identify, explain and compare educational perspectives. The essay allows the evaluation of students’ understanding in depth. This provides a preliminary preparation for the more detailed work for the major assessments to follow in the degree programme.

Timetable

Past Exam Papers

General Notes

N/A

Disclaimer: The information contained within the Module Catalogue relates to the 2022/23 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2023/24 entry will be published here in early-April 2023. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.