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Session: 2022/23
Last modified: 14/12/2022 15:10:21
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Title of Module: Understanding Communities |
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Code: BACE07006 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A.
Coburn |
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| Summary of Module |
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This module discusses what is meant by community as the context in which practitioners work with people. The place of community in enhancing well-being and facilitating social transformation will be appraised.
Focusing on community as a system for connectedness and social cohesion, the module examines historical and contemporary perspectives including geographical, interest and online communities.
Students will explore the central role of community as a way of creating meaning and identity among people who define or defy boundaries in order to make sense of their world. Taking an international perspective there will be consideration of the impact of globalisation and of a market driven economy and how different kinds of community can help people to find roots and a sense of belonging. Students will consider how joining a professional CLD community of practice, can contribute to understanding diverse and changing community contexts. Understanding Communities aims to examine new possibilities for community education at micro and macro levels.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Identify and explain the contexts in which different kinds of community exist;
L2.
Examine the importance of boundaries as a way of creating meaning and identity;
L3.
Demonstrate understanding of community as a means of building relationships for social cohesion and transformation;
L4.
Show understanding of the benefits or limitations of the concept of community in a range of community education contexts;
L5.
Use literature search systems to identify CLD professional skills & attributes |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrate the ability to define the salient features of a community.
Exhibit detailed knowledge of at least one community of practice and its associated demographic features and risk factors.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use a range of routine skills, techniques, practices and/or materials to gather evidence about a community, including some demographic analytical statistical skills and qualitative methods. |
| Generic Cognitive skills |
SCQF Level 7.
Undertake analysis, evaluation and/or synthesis of ideas, concepts, information and issues which are within the common understandings of research on the community and, specifically, for community change.
Evaluate social planning interventions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use a range of routine skills and some advanced and specialised skills associated with a subject/ discipline, for example: basic demographic analytical skills using computer technology, basic qualitative research skills (including semi-structured interviewing, observation and open-ended surveys). |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise autonomy and initiative in some activities related to the overlap between school and professional work as relates to community change.
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices under guidance.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Though there will be occasional lectures, the teaching and learning strategy for the programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. This will be underpinned, supported and extended through reading assignments based on the VLE and tailored assessment. In tutorial discussions, students will be able to reflect on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and communication skills.
Through their assignments, students will be able to demonstrate their ability to search for sources, evaluate, analyse and interpret source materials, integrate theoretical knowledge and empirical information, and develop balanced and evidence-based conclusions, in appropriate academic style.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Coburn, A. & Gormally, S. (2017) Communities for Social Change: Practicing Equality and Social Justice in
Youth and Community Work. New York, Peter Lang.
Craig, G. (2007) Community capacity–building: Something old, something new…? Critical Social Policy , 2007, 27:335
Henderson & Thomas (2006) Skills in Neighbourhood Work (4th Ed) Oxford: Routledge
Ledwith, M. (2020) Community Development a Critical Approach (3rd Ed) Bristol: Policy Press
Taylor, M. (2011) Public Policy in the Community (Second Edition) Hampshire: Palgrave Macmillan
Tett, L & Hamilton, M (2019) Resisting Neo-liberalism in Education: Local, National and Transnational Perspectives. Bristol, Policy Press.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Community Education |
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| Moderator | D. Wallace |
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| External Examiner | F Howard |
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| Accreditation Details | CLD Standards Council for Scotland |
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| Version Number | 3.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 100% Assignment - Case Study |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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