Programme/Approved Electives for 2024/25
Global Challenge Pathway Global Challenge Pathway (Level 4)
Available as a Free Standing Elective
No
Aims
This module introduces you to historical and current challenges of social injustice. Based upon a transformative methodology, you will walk in the shoes of persons experiencing social injustice through a dialogue with local, national and international community partners. Informed by a range of social justice theories, you will critically analyse historical and current social justice movements based on gender, race, class, sexuality, and abilities. You will then chose a social justice issue and apply your learning through a critical reflection of feminist, post colonial, and queer theories. You will engage with external stakeholders such as charities, schools, businesses and local government to understand the commitments under the United Nations Human Rights framework and Sustainable Development Goals.
Talis Aspire Reading ListAny reading lists will be provided by the start of the course.http://lists.lib.keele.ac.uk/modules/gcp-10003/lists
Intended Learning Outcomes
understand and participate in interdisciplinary approaches to social justice theories to address global challenges and societal inequalities;: 1,2describe and discuss the core Universal Declaration of Human Rights and respective Conventions for Civil and Political, Economic, Social and Cultural and Identity based rights;: 1,2develop an understanding of how to be inclusive, respectful and open-minded in academic work, respecting the value of other disciplines, methods and cultures of study;: 1,2reflect on their own development as part of pathway study, linking module learning, outputs and collaborative activity with staff, students and community partners;: 1,2develop and reflect on digital practices of communication and collaboration in relation to social justice;: 1,2explore social justice in relation to societal and workplace contexts;: 1,2demonstrate awareness of the cultural and inter-cultural dimensions of social justice;: 1,2understand the inter-relation of social justice and the Sustainability Development Goals, and how this can be applied by governments, commercial and educational organisations.: 1,2
Active Learning 56 hours:- 22 hours compulsory, alternate online and in person sessions (seminar/presentation/workshops, 1 hour per week)- 12 hours compulsory sessions to include orientation activity in-person, GCP end of year conference, facilitated group work sessions to be specified- 10 hours optional assessment support workshops and independent skills-focused training utilising online resources- 12 hours student-led group sessions/collaborative project workIndependent Study 94 hours:- 50 hours of independent research and preparation for assessments- 44 hours session preparation and follow up
Description of Module Assessment
1: Group Project weighted 50%Digital ExhibitThe project will take the form of a digital exhibit which will be showcased at the end of year GCP conference. The format of the exhibit will be negotiated with students on the module. Students will work in small groups to develop their output. An indicative length for the output such as a podcast will be 15 minutes.
The collaborative digital media piece will involve students working together to produce a digital media piece on a global justice issue, taking into account a variety of theoretical perspectives on that issue and applying the core Human Rights Framework and Sustainability Goals.
The grade for this assessment will be split equally between (a) the individual contribution to the project which will be summarised in an individual statement of 500 words, and (b) the group exhibit as a whole. This is to address both the individual and the group sides of the project, as well as both the content and project-management dimensions of the assessment.
2: Portfolio weighted 50%Independent Reflective BlogStudents will maintain a reflective portfolio throughout the module. This will include:
-Reflection on working in interdisciplinary groups and intercultural settings
-Reflection on learning and development of perspectives
-Reflection on their development of competencies through engaging with theory and practice
Additional areas of reflection will include reference to digital fluency, employability and global
perspectives
The portfolio will include reflection on personal and group actions that students commit to
taking as a result of their learning, to develop feelings of empowerment and agency.
Indicative word count - 1250 words