Issues in Inclusive Education (15 credits)
3rd, 10th and 17th October 2019
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.
Reflecting on Practice (15 credits)
5th, 12th and 19th November
This module is intended to foreground the significance of reflective practice in enabling practitioners to develop informed insights and perspectives on key philosophical, social cultural and political debates about education/ workplace setting. Participants will engage actively with a variety of theories and practices associated with reflective practice, with more thoughtful reflection being posited as the key to reflective practice. Participants will reflect on an aspect of their practice and develop an action plan for future practice. They will be assessed through a reflective assessment that they will develop over time (including an official observation of practice), related to critically analysing an aspect of their practice.
* subject to Senate approval
Global Education Issues (15 credits)
3rd, 5th and 10th December
This module explores the changing world of education in the context of social, political, economic and cultural globalisation. It reflects on the ‘nature' of international identity, both for teachers and students, and critically explores what ‘international' means, educationally, in this context
Research Methods (30 credits)
16 October, 31st Jan and 5th February 2020
This module addresses issues about research design and analysis with an emphasis on qualitative and ethnographic perspectives. Students are prepared to consider the ethical issues entailed in designing and conducting various forms of enquiry, such as narratives, life histories, auto/biographies, case studies and other qualitative or ethnographic methods. The module also explores the political and social contexts related to the research process and analysis. It considers aspects of the research process such as the researcher's own reflexivity, and the negotiation of consent and involvement in the research process.
Creative Practice (15 credits)
3rd, 10th and 17th March 2020
The module critically examines creativity in classroom practice. Students are asked to consider the perspective from which creativity is defined and the criteria that are used as the basis for the definition. Students explore the practical implications of teaching creatively and teaching for creativity and will have the opportunity to critically examine alternative models of learning and teaching and how can they be incorporated into practice.
Global Citizenship Education (15 credits)
5th, 12th and 19th May, 2020
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, political activists – helping, in short, 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.
All above teaching dates are scheduled to run from 2.30pm - 5.30pm.
