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Module

SEL3011 : Growing Up Global: Childhood and National Identity from Postwar to Present (Inactive)

  • Inactive for Year: 2020/21
  • Module Leader(s): Dr Emily Murphy
  • Owning School: English Lit, Language & Linguistics
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

In the globalized world of the twenty-first century, children are often cast as “global citizens” who embody the flexible form of identity needed to survive in a time when changes in migration patterns and advances in technology are increasingly requiring adults to interact with people of other nationalities and cultures. However, the global citizen has its roots in early understandings of cosmopolitanism, and has often been deployed as a means of securing and maintaining a colonial relationship in Western society and expanding the empire. This module will therefore consider the emergence and development of the child as global citizen within literary, historical, educational, and other materials targeted for children. You will also be introduced to a number of important works of theoretical and literary criticism as a way of deepening your understanding of the primary resources discussed in the module.

The module will offer an introduction to American children’s literature, with some attention to international texts that are rarely taught in the literary canon. Students will have the opportunity to read a range of texts published for children and young adults, including graphic novels and films, and will consider how these texts construct both the child and the nation. They will also have the opportunity to work with archives and special collections, including Seven Stories, the National Centre for Children’s Books and the Robinson Library Collection.

At the end of this module you should be able to:
1. Understand how and why childhood is a site of extensive cultural and social interest
2. Interpret texts for children in a nuanced and critically appropriate way
3. Contextualise these texts within wider cultural, social and historical ideas about the child

Outline Of Syllabus

The core texts will be listed on the module's RLO.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion162:0062:00N/A
Scheduled Learning And Teaching ActivitiesLecture121:0012:00N/A
Guided Independent StudyDirected research and reading182:0082:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching102:0020:00N/A
Guided Independent StudyProject work81:008:00N/A
Scheduled Learning And Teaching ActivitiesFieldwork14:004:00N/A
Guided Independent StudyStudent-led group activity121:0012:00N/A
Total200:00
Teaching Rationale And Relationship

Methods are varied as is appropriate to the breadth and diversity of the module's content and intended learning outcomes. The lectures offer students wide-ranging overviews of the historical development children's literature, its relation to American culture and identity, and the critical strategies and methodologies appropriate to its study. The workshop-style seminars build on this foundation. They allow students to respond to the texts and ideas they have encountered in the lectures and their own independent reading, and to introduce ideas developed through preparatory work conducted in student-led study groups. The fieldtrip will introduce students to key local resources for the study of children's literature.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M25Skills-based Essay. 1,500 words
Essay1A65Research Essay. 2,500 words
Practical/lab report1A10Class Participation Activities
Assessment Rationale And Relationship

The skills-based essay will focus on new skills and concepts explored in the first part of the module. This builds on the skills students have practiced at Stage 2 and requires a level of independence appropriate for final year honours students.

The research essay will enable students to consider key themes from the module in more depth, with reference to a variety of material from the module. It will enable them to develop skills in researching a field, planning and organizing work, and establishing a critical position.

Students will also be required to complete a number of in-class study group activities. This requires them to take responsibility for their own and their peers’ learning, and to develop practical approaches to material, via an in-class student-led exercise. This assessment will enable students to develop their expertise as independent researchers by asking them to choose and develop a focus which reflects their interests. They will develop their skills in group work and oral communication, which are particularly relevant to possible future careers.

Reading Lists

Timetable