Programme/Approved Electives for 2022/23
None
Available as a Free Standing Elective
No
This module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today. 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 nation's loyal subjects, skilled workers, intelligentsia and 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, 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. Lectures include topics such as: Education for citizenship as a radical democracy; Educating for community citizenship; and Education for sustainable citizenship.
Aims
1. To provide an up-to-date framework for considering the relationship between education and citizenship over time2. To explore how reconfiguring concepts of citizenship are reflected in education policy and curriculum3. To explore the relationship from a number of perspectives (conscientisation, equality, radicalisation)4. To provide students with the skills to identify and analyse citizenship themes in educational policy and curriculum5. To enable students apply these concepts and skills across a range of work-related and subsequent study contexts
Intended Learning Outcomes
explain the relationship between education, at both secondary and tertiary level, and various concepts of citizenship; will be achieved by assessments: 1,2explain how this relationship has changed over time as the global political climate, and the relationship between education systems, the state and other governing bodies have also changed; will be achieved by assessments: 2illustrate these explanations with examples from the geographical areas covered; will be achieved by assessments: 1,2trace the ways in which the concept of citizenship is framed in a variety of policy and curriculum contexts and documents; will be achieved by assessments: 1,2analyse this relationship from the perspective of either equality, conscientization or politicisation-radicalisation; will be achieved by assessments: 2apply these concepts and skills across a range of contexts and materials. will be achieved by assessments: 2
lectures, 10 hrsseminars, 10 hrsworkshop, 2 hrs(22)group work, workshop &seminar preparation, 40 hrsindividual and group tutorial time, 4 hrswork alone (reading and essay), 86 hrs(130)This is 2 hours too many
Description of Module Assessment
1: Critique weighted 20%Document analysis (1500 words)Students are required, half-way through the module, to apply core module concepts to the analysis of curriculum documents and corresponding policy papers. Students will select from a range of documents provided, reflecting the areas covered. This task requires students to apply concepts beyond the context in which they were introduced, and to critically evaluate their application.
2: Essay weighted 80%Critical essay question from a selection provided (3500 words)Students are required to answer one essay from a selection provided. These essay questions require students to reflect on how concepts of citizenship in education have changed, to attribute these changes, and to do so in a sociologically informed way. Students are required to draw, in doing so, on their document analysis and subsequent paired discussions/presentation.