| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-30072 |
Race, Politics and Education |
O |
M
|
7.5 |
15 |
|
|
This module will introduce students to key concepts such as 'race', nation and ethnicity and to some of the ways in which these have been theorised. It will explore political issues in the recent (1945-present) history of immigration in Britain including state responses to and public debates about immigration during this period. The critical role of education in such debates is the central core of the module. Current debates over multiculturalism, immigration and asylum as well as racism in the current global political climate of heightened 'security' concerns and preoccupations with $ùterrorism&© will also be connected to issues of schooling especially in relation to the schooling of Muslim pupils and children from asylum seeking backgrounds. |
|
|
EDU-30072 |
Race, Politics and Education |
EP |
M
|
7.5 |
15 |
|
|
This module will introduce students to key concepts such as 'race', nation and ethnicity and to some of the ways in which these have been theorised. It will explore political issues in the recent (1945-present) history of immigration in Britain including state responses to and public debates about immigration during this period. The critical role of education in such debates is the central core of the module. Current debates over multiculturalism, immigration and asylum as well as racism in the current global political climate of heightened 'security' concerns and preoccupations with $ùterrorism&© will also be connected to issues of schooling especially in relation to the schooling of Muslim pupils and children from asylum seeking backgrounds. |
|
|
EDU-30073 |
Education, Work and Identity |
O |
M
|
7.5 |
15 |
|
|
This module explores changing patterns of education and work, the dynamic relationship between these two institutions, and how this has developed over time. It will examine the wider social, cultural and economic contexts that shape both educational and work institutions, and how these affect the lives and identities of those involved in them. The module considers the way in which wider changes linked to globalisation, post-industrialism, education reform and marketisation, and related social and economic shifts, have affected people&©s experiences of education and employment, their social relationships and sense of self. The course draws upon a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity. It will critically examine evidence about the changing labour market, and its impacts upon educational institutions.
|
|
|
EDU-30073 |
Education, Work and Identity |
EP |
M
|
7.5 |
15 |
|
|
This module explores changing patterns of education and work, the dynamic relationship between these two institutions, and how this has developed over time. It will examine the wider social, cultural and economic contexts that shape both educational and work institutions, and how these affect the lives and identities of those involved in them. The module considers the way in which wider changes linked to globalisation, post-industrialism, education reform and marketisation, and related social and economic shifts, have affected people&©s experiences of education and employment, their social relationships and sense of self. The course draws upon a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity. It will critically examine evidence about the changing labour market, and its impacts upon educational institutions.
|
|
|
EDU-30082 |
Educating for Global Citizenship |
O |
C
|
7.5 |
15 |
|
|
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nations loyal subjects, skilled workers, intelligentsia, political activists. In short, in helping to shape people’s sense of their place and values in their country and community.
But as the nature of the world has changed, the citizenship role of education has begun to be contested. In particular, it is argued, the nation-state is no longer so central. So education today has the function of creating ‘global citizens’, in which ideas such as multi-cultural identity, sustainable development, values and the common good are important.
Through lectures, seminars, workshops and group poster presentations, this module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today.
|
|
|
EDU-30082 |
Educating for Global Citizenship |
EP |
C
|
7.5 |
15 |
|
|
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nations loyal subjects, skilled workers, intelligentsia, political activists. In short, in helping to shape people’s sense of their place and values in their country and community.
But as the nature of the world has changed, the citizenship role of education has begun to be contested. In particular, it is argued, the nation-state is no longer so central. So education today has the function of creating ‘global citizens’, in which ideas such as multi-cultural identity, sustainable development, values and the common good are important.
Through lectures, seminars, workshops and group poster presentations, this module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today.
|
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-10029 |
Childhood, Policy and Education |
EP |
C
|
7.5 |
15 |
|
|
This module encourages students to think critically about the concept of childhood as a social and historical construction. It explores a range of institutional and other discourses in which childhood is encoded including media, literature, art and the law but there is a particular focus on state policies and education. Through a critical review of a range of recent interventions, strategies and agendas including Every Child Matters, Sure Start, Inclusion and Creativity, and their enactment through the early years and primary curriculum, the module explores the role of the state in current constructions of childhood, parenting and associated rights and responsibilities.
|
|
|
EDU-10033 |
Understanding Learning |
C |
C
|
7.5 |
15 |
|
|
Is learning a matter of conditioning or making impressions on a blank sheet, or is the mind itself active in exploring the world around it? Do we learn individual items one by one or in a random way? What is the relationship between language and learning? Why do some people learn easily at school and in higher education while others encounter enormous or insuperable difficulties? What are the most effective learning strategies to adopt? This module will introduce students to contemporary and historical theories of learning. It makes use of these in an exploration of educational practice at various levels and encourages students to focus on and reflect on their own learning in the context of higher education.
|
|
|
EDU-10067 |
Back to the Future: issues in the history of schooling |
EP |
C
|
7.5 |
15 |
|
|
This module is intended to introduce you to aspects of the history of schooling in Britain from 1870 to 1944. The module will cover distinct topics that run through the history of this period. This includes a focus on education and inequalities of social class and gender; education and nation-building, churches and state education, education and the economy, arguments over the curriculum. A consistent theme is that of the diversity and unevenness of educational provision and the ways in which debates and policy have responded to the problems and opportunities to which such features have given rise.
The module draws on primary and secondary sources. Alongside histories of the period, you will read extracts from novels, government reports, parliamentary debates and political pamphlets. One of our reasons for doing this is to encourage you to make use of first hand evidence in your own research and inquiry.
|
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-10030 |
Education in Britain:past, present, future |
C |
M
|
7.5 |
15 |
|
|
This module will cover the period of compulsory state education in Britain (but concentrate mainly in the period 1940s - 2010), and will be historical and sociological in its approach. The emphasis will fall on contemporary educational issues, in school and higher education, and will seek to draw in part from students&© own educational experiences.
|
|
|
EDU-10068 |
Digital Technologies: Rethinking Learning and Teaching |
EP |
C
|
7.5 |
15 |
|
|
This course will explore the use of contemporary technologies in educational contexts. We will work to explore the emerging use of these technologies in supporting formal teaching and learning within educational settings. The module focuses on social theory and the rise of technology and rhetoric around ICT in Education Policy and the knowledge economy. Students will be encouraged to design their own original learning resource.
|
|
|
EDU-10072 |
Too Poor to Learn: Poverty, Education and Social Policy |
EP |
C
|
7.5 |
15 |
|
|
Poverty is a 'hot' topic; over the last decade. This module explores the main debates about education and poverty in the media, in political publications and in academic literature. In this module we shall explore the main debates around defining poverty, and the controversial nature of welfare systems designed to address the problem. We shall understand the ways in which poverty impacts on educational achievement, but also, explore education policies designed to combat (and compensate for) poverty and social exclusion. We shall also analyse current education policy and particular government initiatives that aim at fighting social exclusion and poverty along with those which focus on promoting social mobility and inclusion. To this end critical theoretical perspectives will be drawn upon to examine and evaluate the connections between poverty and education.
|
Educational Studies Major - Level 2 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-20012 |
Education Studies - Study Abroad I |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20013 |
Education Studies - Study Abroad II |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20023 |
Play, Power and Pedagogy |
EP |
C
|
7.5 |
15 |
|
|
Can children learn whilst playing? Is play embedded in early years pedagogy? This module encourages students to examine play as a core method of learning. It will introduce students to the contemporary theories and practices surrounding the introduction of the Early Years Foundation Stage (EYFS) and how these are reflected in historical and contemporary policy debates. |
|
|
EDU-20024 |
Education Matters: Contemporary Issues and Debates in Education |
C |
M
|
7.5 |
15 |
|
|
This module provides a detailed and critical overview of significant processes of educational change, and the thinking (political, ideological, and economic) behind them. All the issues covered in this module are of contemporary relevance and highlight the fundamental re-positioning of educational systems, structures and processes in society and economy.
This module will explore broad, ideological shifts in education over the past four decades, as well as examining how these translate into specific policy initiatives. It will examine how the meaning, purposes and goals of education have changed over time, and continue to do so. it also engages with the way in which educational values, ideologies and policies impact upon educational institutions and processes, and their effects on the experiences of those most closely involved, namely pupils, students, educators and managers.
|
|
|
EDU-20028 |
Reflective Teaching: Critical and reflective approaches to teaching in secondary education |
EP |
C
|
7.5 |
15 |
|
|
In this module students will be introduced to key concepts such as reflective teaching and critical pedagogy and to some of the ways in which these have been theorised. Students will explore pedagogical issues in teaching in secondary schools and the critical role of teachers in delivering and shaping school knowledge. The module aims to explore critical and reflective learning and its applications to various school subjects drawing primarily on constructivist learning theory. Students will also explore the policy context for secondary school teaching and how the work of the teachers is shaped by it. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-20014 |
Education Studies - Study Abroad III |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20015 |
Education Studies - Study Abroad IV |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20019 |
Special Education: introduction to theory and practice |
EP |
C
|
7.5 |
15 |
|
|
This module will introduce students to key debates, issues and concepts in the field of inclusive/special education. It will critically explore current and past theories and philosophies that provide the basis for current special education practice. The module will also explore the applications of special/inclusive education research on classroom practice and, the applicability of pedagogic strategies from one context to another but with a particular focus on comparisons across UK and US contexts. In order to achieve this, students will engage with debates and research on characteristics, assessment techniques, educational considerations, and the role of technology in dealing with particular learning needs in the school context. Finally, they will reflect on the consequences of special education theory and practice for the role of the teachers. |
|
|
EDU-20020 |
Research Strategies and Methods in Education |
C |
C
|
7.5 |
15 |
|
|
This module is concerned with enquiry into educational issues. It relates to issues of theory, focus and method. Our aim is to provide students with an introductory experience of education research - of the questions it asks, the practices that it employs and the methods by which it seeks to find 'answers'. In doing so, we aim to offer an insight of different traditions of research. Our overall intention is two-fold: first, to enable students to read, understand and assess educational research publications; second, to enable students to engage in small-scale research of their own, working on micro projects suggested as part of the module.
|
|
|
EDU-20021 |
Issues in Public Education |
EP |
C
|
7.5 |
15 |
|
|
Education has experienced unprecedented change over the past few decades. Much of this change has been planned, a lot has not. New policies, new ideologies, new practices, a new understanding of professionalism within education, have all contributed to the sense of transformation that now pervades every part of the sector. In many respects, these changes are also visible in other areas of the public provision. Indeed, we can see almost identical pressures for change occurring in other countries, eliciting many opposing views as to where education should be heading in the 21st century. Nevertheless, despite often having differing perspectives on the aims and purposes of education, one thing politicians and educationalists do agree on and that is the importance of education to the economic, cultural and social well-being of a nation. Recognising, then, the centrality of education at the turn of the millennium, it is entirely appropriate that we try to identify and understand some of the key issues that currently configure the sector. The module will therefore enable students to identify key issues in public education, examine the relationships between education policy and practice-based change and explore the implications of such policies and practices for students, educational professionals and work cultures. |
|
|
EDU-20022 |
COMPARATIVE EDUCATION |
EP |
C
|
7.5 |
15 |
|
|
This module teaches students how to make valid and socially instructive comparisons of educational policy and practice across Britain and the United States. Students will compare and contrast national and regional approaches to governance, stakeholder roles and responsibilities, competition, and the tension between striving to maintain standards and being inclusive. They will explore how and why countries 'borrow' educational policy or practice from each other. Students will learn to describe significant differences and similarities between Britain and the US using a range of sources including statistics, policy documents, personal experience and themed discussion, explaining and accounting for educational difference effectively in both written and presentational formats. |
|
#
|
EDU-20029 |
Education placement |
EP |
C
|
7.5 |
15 |
|
|
This module is designed to enable students to gain work-based experience in an educational context and to reflect, in a theoretically informed way on a range of educational themes including: how children learn; how teachers teach; how schools are organised and managed. Students will also reflect on their own emerging professional capabilities and attributes and career plans.
The module offers students who are thinking of a teaching career in either primary or secondary education, an opportunity to gain valuable work-based experience in educational settings. In the first part of the module (Keele-based) students will attend three 2-hour workshops where they will be introduced to key issues and theories and perspectives relevant to their education placement.
Following the introductory workshops students will spend 10 days (either two consecutive weeks or half or full days per week) - equivalent to 70 hours - in an educational setting. The placement will involve observation of teaching sessions and where appropriate, being engaged in supporting the work of teachers.
Students will need to apply for and will be interviewed for a place on the module at the end of semester 2 in year 1. To apply for the module students will need to submit a CV and a written proposal outlining why they should be allocated a place on the module.Accepted students will need to arrange, at personal cost, a Disclosure and Barring Service (DBS) check (or equivalent ‘certificate’ for study abroad/international students) prior to the start of the module. The current cost of a DBS check is £44. Students will however, be supported to find a placement either in primary or secondary education.
Priority will be given to students who take Educational Studies as a Major or Dual Honours degree subject. Incoming study abroad/international students may also be permitted to take the module. Places are however limited and will only be allocated to students who are able to demonstrate the following:
• Familiarity with current educational issues and debates (essential)
• Evidence of capacity to work as a team member (essential)
• Have completed the core Educational Studies modules Understanding Learning and Education in Britain or equivalent modules on educational learning and education policy and practice (desirable)
• have completed at least one Educational Studies elective module or equivalent modules on childhood or the history of education (desirable)
• Previous engagement with educational settings (desirable)
• Satisfactory performance at interview (essential)
• a reference attesting to ability of students to act professionally in a work place situation (essential)
• Finally, any offer of a place will be subject to a completed DBS enhanced disclosure (or equivalent certificate for international/study abroad students) which is deemed satisfactory by the University.
|
Educational Studies Major - Level 3 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-30064 |
The making of professionals: Education, Health and Social Work |
EP |
C
|
7.5 |
15 |
|
|
The role of professions and professionals such as doctors, lawyers, teachers and social workers has increasingly come under close scrutiny in terms of their standards of professional practice and contribution to society. This module explores what it means to be a professional and the ways in which professional identities are constructed. Students will engage with a range of innovative learning and teaching strategies and will, through discussion with teachers in training and other professionals in the making, examine the process of professional formation.
|
|
|
EDU-30093 |
Inclusive Education |
EP |
C
|
7.5 |
15 |
|
|
Inclusive education has been positioned and promoted as a positive reaction to segregated schooling, inequality and prejudice. Inclusion, more generally, has permeated policy and social discourse in the last few decades as a concept and practice that attempts to include everyone into the local community. For example, community work rather than imprisonment, community housing rather than mental (health) institutions and not least of all, mainstream education is promoted for ALL pupils including those with a range of difficult learning needs. In the face of this, politicians and policy makers emphasise their commitment to issues of inclusion and social justice and in the process the meanings, policy and practice of inclusive education have been rethought - nowhere more so than in relation to special educational needs. This module offers insights into many different aspects of inclusive education. |
| Semester 1-2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-30071 |
Independent Research Project - ISP |
C |
C
|
15 |
30 |
|
|
The Independent Research Project or Dissertation is a negotiated piece of work of 8,000-10,000 words in length. There is no fixed prescription for this module. However, projects will be on an educational topic (broadly-defined). They will include explict discussion of theoretical frameworks, methods involved in the collection of data, and matters of analysis and interpretation. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-30072 |
Race, Politics and Education |
EP |
M
|
7.5 |
15 |
|
|
This module will introduce students to key concepts such as 'race', nation and ethnicity and to some of the ways in which these have been theorised. It will explore political issues in the recent (1945-present) history of immigration in Britain including state responses to and public debates about immigration during this period. The critical role of education in such debates is the central core of the module. Current debates over multiculturalism, immigration and asylum as well as racism in the current global political climate of heightened 'security' concerns and preoccupations with $ùterrorism&© will also be connected to issues of schooling especially in relation to the schooling of Muslim pupils and children from asylum seeking backgrounds. |
|
|
EDU-30073 |
Education, Work and Identity |
EP |
M
|
7.5 |
15 |
|
|
This module explores changing patterns of education and work, the dynamic relationship between these two institutions, and how this has developed over time. It will examine the wider social, cultural and economic contexts that shape both educational and work institutions, and how these affect the lives and identities of those involved in them. The module considers the way in which wider changes linked to globalisation, post-industrialism, education reform and marketisation, and related social and economic shifts, have affected people&©s experiences of education and employment, their social relationships and sense of self. The course draws upon a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity. It will critically examine evidence about the changing labour market, and its impacts upon educational institutions.
|
|
|
EDU-30082 |
Educating for Global Citizenship |
EP |
C
|
7.5 |
15 |
|
|
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nations loyal subjects, skilled workers, intelligentsia, political activists. In short, in helping to shape people’s sense of their place and values in their country and community.
But as the nature of the world has changed, the citizenship role of education has begun to be contested. In particular, it is argued, the nation-state is no longer so central. So education today has the function of creating ‘global citizens’, in which ideas such as multi-cultural identity, sustainable development, values and the common good are important.
Through lectures, seminars, workshops and group poster presentations, this module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today.
|
Educational Studies Minor - Level 1 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-10029 |
Childhood, Policy and Education |
EP |
C
|
7.5 |
15 |
|
|
This module encourages students to think critically about the concept of childhood as a social and historical construction. It explores a range of institutional and other discourses in which childhood is encoded including media, literature, art and the law but there is a particular focus on state policies and education. Through a critical review of a range of recent interventions, strategies and agendas including Every Child Matters, Sure Start, Inclusion and Creativity, and their enactment through the early years and primary curriculum, the module explores the role of the state in current constructions of childhood, parenting and associated rights and responsibilities.
|
|
|
EDU-10033 |
Understanding Learning |
C |
C
|
7.5 |
15 |
|
|
Is learning a matter of conditioning or making impressions on a blank sheet, or is the mind itself active in exploring the world around it? Do we learn individual items one by one or in a random way? What is the relationship between language and learning? Why do some people learn easily at school and in higher education while others encounter enormous or insuperable difficulties? What are the most effective learning strategies to adopt? This module will introduce students to contemporary and historical theories of learning. It makes use of these in an exploration of educational practice at various levels and encourages students to focus on and reflect on their own learning in the context of higher education.
|
|
|
EDU-10067 |
Back to the Future: issues in the history of schooling |
EP |
C
|
7.5 |
15 |
|
|
This module is intended to introduce you to aspects of the history of schooling in Britain from 1870 to 1944. The module will cover distinct topics that run through the history of this period. This includes a focus on education and inequalities of social class and gender; education and nation-building, churches and state education, education and the economy, arguments over the curriculum. A consistent theme is that of the diversity and unevenness of educational provision and the ways in which debates and policy have responded to the problems and opportunities to which such features have given rise.
The module draws on primary and secondary sources. Alongside histories of the period, you will read extracts from novels, government reports, parliamentary debates and political pamphlets. One of our reasons for doing this is to encourage you to make use of first hand evidence in your own research and inquiry.
|
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-10030 |
Education in Britain:past, present, future |
C |
M
|
7.5 |
15 |
|
|
This module will cover the period of compulsory state education in Britain (but concentrate mainly in the period 1940s - 2010), and will be historical and sociological in its approach. The emphasis will fall on contemporary educational issues, in school and higher education, and will seek to draw in part from students&© own educational experiences.
|
|
|
EDU-10068 |
Digital Technologies: Rethinking Learning and Teaching |
EP |
C
|
7.5 |
15 |
|
|
This course will explore the use of contemporary technologies in educational contexts. We will work to explore the emerging use of these technologies in supporting formal teaching and learning within educational settings. The module focuses on social theory and the rise of technology and rhetoric around ICT in Education Policy and the knowledge economy. Students will be encouraged to design their own original learning resource.
|
|
|
EDU-10072 |
Too Poor to Learn: Poverty, Education and Social Policy |
EP |
C
|
7.5 |
15 |
|
|
Poverty is a 'hot' topic; over the last decade. This module explores the main debates about education and poverty in the media, in political publications and in academic literature. In this module we shall explore the main debates around defining poverty, and the controversial nature of welfare systems designed to address the problem. We shall understand the ways in which poverty impacts on educational achievement, but also, explore education policies designed to combat (and compensate for) poverty and social exclusion. We shall also analyse current education policy and particular government initiatives that aim at fighting social exclusion and poverty along with those which focus on promoting social mobility and inclusion. To this end critical theoretical perspectives will be drawn upon to examine and evaluate the connections between poverty and education.
|
Educational Studies Minor - Level 2 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-20012 |
Education Studies - Study Abroad I |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20013 |
Education Studies - Study Abroad II |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20023 |
Play, Power and Pedagogy |
EP |
C
|
7.5 |
15 |
|
|
Can children learn whilst playing? Is play embedded in early years pedagogy? This module encourages students to examine play as a core method of learning. It will introduce students to the contemporary theories and practices surrounding the introduction of the Early Years Foundation Stage (EYFS) and how these are reflected in historical and contemporary policy debates. |
|
|
EDU-20024 |
Education Matters: Contemporary Issues and Debates in Education |
C |
M
|
7.5 |
15 |
|
|
This module provides a detailed and critical overview of significant processes of educational change, and the thinking (political, ideological, and economic) behind them. All the issues covered in this module are of contemporary relevance and highlight the fundamental re-positioning of educational systems, structures and processes in society and economy.
This module will explore broad, ideological shifts in education over the past four decades, as well as examining how these translate into specific policy initiatives. It will examine how the meaning, purposes and goals of education have changed over time, and continue to do so. it also engages with the way in which educational values, ideologies and policies impact upon educational institutions and processes, and their effects on the experiences of those most closely involved, namely pupils, students, educators and managers.
|
|
|
EDU-20028 |
Reflective Teaching: Critical and reflective approaches to teaching in secondary education |
EP |
C
|
7.5 |
15 |
|
|
In this module students will be introduced to key concepts such as reflective teaching and critical pedagogy and to some of the ways in which these have been theorised. Students will explore pedagogical issues in teaching in secondary schools and the critical role of teachers in delivering and shaping school knowledge. The module aims to explore critical and reflective learning and its applications to various school subjects drawing primarily on constructivist learning theory. Students will also explore the policy context for secondary school teaching and how the work of the teachers is shaped by it. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
EDU-20014 |
Education Studies - Study Abroad III |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20015 |
Education Studies - Study Abroad IV |
EP |
C
|
7.5 |
15 |
|
|
This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. |
|
|
EDU-20019 |
Special Education: introduction to theory and practice |
EP |
C
|
7.5 |
15 |
|
|
This module will introduce students to key debates, issues and concepts in the field of inclusive/special education. It will critically explore current and past theories and philosophies that provide the basis for current special education practice. The module will also explore the applications of special/inclusive education research on classroom practice and, the applicability of pedagogic strategies from one context to another but with a particular focus on comparisons across UK and US contexts. In order to achieve this, students will engage with debates and research on characteristics, assessment techniques, educational considerations, and the role of technology in dealing with particular learning needs in the school context. Finally, they will reflect on the consequences of special education theory and practice for the role of the teachers. |
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EDU-20020 |
Research Strategies and Methods in Education |
C |
C
|
7.5 |
15 |
|
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This module is concerned with enquiry into educational issues. It relates to issues of theory, focus and method. Our aim is to provide students with an introductory experience of education research - of the questions it asks, the practices that it employs and the methods by which it seeks to find 'answers'. In doing so, we aim to offer an insight of different traditions of research. Our overall intention is two-fold: first, to enable students to read, understand and assess educational research publications; second, to enable students to engage in small-scale research of their own, working on micro projects suggested as part of the module.
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EDU-20021 |
Issues in Public Education |
EP |
C
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7.5 |
15 |
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Education has experienced unprecedented change over the past few decades. Much of this change has been planned, a lot has not. New policies, new ideologies, new practices, a new understanding of professionalism within education, have all contributed to the sense of transformation that now pervades every part of the sector. In many respects, these changes are also visible in other areas of the public provision. Indeed, we can see almost identical pressures for change occurring in other countries, eliciting many opposing views as to where education should be heading in the 21st century. Nevertheless, despite often having differing perspectives on the aims and purposes of education, one thing politicians and educationalists do agree on and that is the importance of education to the economic, cultural and social well-being of a nation. Recognising, then, the centrality of education at the turn of the millennium, it is entirely appropriate that we try to identify and understand some of the key issues that currently configure the sector. The module will therefore enable students to identify key issues in public education, examine the relationships between education policy and practice-based change and explore the implications of such policies and practices for students, educational professionals and work cultures. |
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EDU-20022 |
COMPARATIVE EDUCATION |
EP |
C
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7.5 |
15 |
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This module teaches students how to make valid and socially instructive comparisons of educational policy and practice across Britain and the United States. Students will compare and contrast national and regional approaches to governance, stakeholder roles and responsibilities, competition, and the tension between striving to maintain standards and being inclusive. They will explore how and why countries 'borrow' educational policy or practice from each other. Students will learn to describe significant differences and similarities between Britain and the US using a range of sources including statistics, policy documents, personal experience and themed discussion, explaining and accounting for educational difference effectively in both written and presentational formats. |
Educational Studies Minor - Level 3 Modules
| Semester 1 |
C/O |
TYP |
ECTS | CATS |
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EDU-30064 |
The making of professionals: Education, Health and Social Work |
EP |
C
|
7.5 |
15 |
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The role of professions and professionals such as doctors, lawyers, teachers and social workers has increasingly come under close scrutiny in terms of their standards of professional practice and contribution to society. This module explores what it means to be a professional and the ways in which professional identities are constructed. Students will engage with a range of innovative learning and teaching strategies and will, through discussion with teachers in training and other professionals in the making, examine the process of professional formation.
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EDU-30093 |
Inclusive Education |
EP |
C
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7.5 |
15 |
|
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Inclusive education has been positioned and promoted as a positive reaction to segregated schooling, inequality and prejudice. Inclusion, more generally, has permeated policy and social discourse in the last few decades as a concept and practice that attempts to include everyone into the local community. For example, community work rather than imprisonment, community housing rather than mental (health) institutions and not least of all, mainstream education is promoted for ALL pupils including those with a range of difficult learning needs. In the face of this, politicians and policy makers emphasise their commitment to issues of inclusion and social justice and in the process the meanings, policy and practice of inclusive education have been rethought - nowhere more so than in relation to special educational needs. This module offers insights into many different aspects of inclusive education. |
| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
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EDU-30072 |
Race, Politics and Education |
EP |
M
|
7.5 |
15 |
|
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This module will introduce students to key concepts such as 'race', nation and ethnicity and to some of the ways in which these have been theorised. It will explore political issues in the recent (1945-present) history of immigration in Britain including state responses to and public debates about immigration during this period. The critical role of education in such debates is the central core of the module. Current debates over multiculturalism, immigration and asylum as well as racism in the current global political climate of heightened 'security' concerns and preoccupations with $ùterrorism&© will also be connected to issues of schooling especially in relation to the schooling of Muslim pupils and children from asylum seeking backgrounds. |
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EDU-30073 |
Education, Work and Identity |
EP |
M
|
7.5 |
15 |
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This module explores changing patterns of education and work, the dynamic relationship between these two institutions, and how this has developed over time. It will examine the wider social, cultural and economic contexts that shape both educational and work institutions, and how these affect the lives and identities of those involved in them. The module considers the way in which wider changes linked to globalisation, post-industrialism, education reform and marketisation, and related social and economic shifts, have affected people&©s experiences of education and employment, their social relationships and sense of self. The course draws upon a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity. It will critically examine evidence about the changing labour market, and its impacts upon educational institutions.
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EDU-30082 |
Educating for Global Citizenship |
EP |
C
|
7.5 |
15 |
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|
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nations loyal subjects, skilled workers, intelligentsia, political activists. In short, in helping to shape people’s sense of their place and values in their country and community.
But as the nature of the world has changed, the citizenship role of education has begun to be contested. In particular, it is argued, the nation-state is no longer so central. So education today has the function of creating ‘global citizens’, in which ideas such as multi-cultural identity, sustainable development, values and the common good are important.
Through lectures, seminars, workshops and group poster presentations, this module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today.
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