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Session: 2022/23
Last modified: 14/12/2022 15:09:24
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Title of Module: Critical Pedagogy One |
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Code: BACE07003 |
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: | D.
Wallace |
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| Summary of Module |
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This module will feature an early engagement with critical theory as a mechanism for developing analysis of ideologies in education and in lifelong learning. The dominant discourse of education as schooling and the relationship between institutional approaches to education and neoliberal influences will be critiqued. A critical appraisal of contrasting social and economic imperatives in policy and in practice will be undertaken. An engagement with personal histories will facilitate Freirian decoding in order to initiate critical exploration of the theories and processes that underpin differing conceptions of learning, curriculum and pedagogy.
Developing from a historical analysis of the relevance of Paulo Freire for community education practice, students will be engaged in fostering their own conscientisation. The relationships between principles for lifelong learning and the development of transformational praxis will be explored. An international perspective will be encouraged to inform and contextualize analysis of increasingly global phenomena.
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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 the core constructs that underpin critical theory
L2.
Demonstrate an understanding of ideological positions in education and lifelong learning and relate this to dominant discourse of education as schooling
L3.
Evaluate conceptions of lifelong learning experience, practice and policy
L4.
Understand social purpose democratic education as a transformational praxis for community education
L5.
Reflect on individual value systems & practices |
| 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.
Broad knowledge and understanding of the nature of transformational and democratic education.
Detailed knowledge and understanding of pedagogy as applied to a range of community learning contexts.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Refection on knowledge, understanding and skills in relation to
being an effective community educator.
Effectively implement appropriate communication and interpersonal skills relevant to community learning settings and contexts.
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| Generic Cognitive skills |
SCQF Level 7.
Evaluate, giving reasoned opinions and arguments
in relation to designing authentic curricula relevant to community learning settings.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicate effectively and appropriately through a range of ICT applications ( including word processing; spreadsheet and graphic manipulation) |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Demonstrate awareness of personal attitudes, values and beliefs and respect of others.
Demonstrate awareness of personal responsibility for professional conduct in accordance with Codes of Practice and Professional Codes.
Identify and address own learning needs both in current and in new ideas, identifying, accessing, selecting, evaluating, and using resources as appropriate.
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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:
Cranston, P. (2006) Understanding and promoting Transformative Learning (2nd Ed) San Francisco: Josey Bass
Darder A., Baltodano, M. and Torres, R (eds) (2009) The Critical Pedagogy Reader Routledge: Oxon
Freire, P. 1996. Pedagogy of the Oppressed (M.B. Ramos, Trans. 2nd ed.). London: Penguin Henderson & Thomas (2006) Skills in Neighbourhood Work (4th Ed) Oxford: Routledge
Ledwith, M. (2020) Community Development a Critical Approach (3rd Ed) Bristol: Policy Press
Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Attend classes as directed in module handbook and undertake off-campus or on-line tasks, as directed by module tutor. |
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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 | A. Coburn |
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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 | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 100% Practical Presentation |
(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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