- Dr Lindsey Horner (Senior Lecturer - Bath Spa University)
|Delivery Type||Delivery length / details|
|Lecture||10 x 2 Hour Lectures|
|Seminar||10 x 1 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 2,500 word essay on one of the theoretical frameworks covered in the module.||50%|
|Semester Assessment||Assignment 2 2,500 word essay on community and education in a specific educational context.||50%|
|Supplementary Assessment||Assignment 1 All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%. 2,500 word essay on theoretical frameworks covered in the module.||50%|
|Supplementary Assessment||Assignment 2 All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%. 2,500 word essay on community and education.||50%|
On successful completion of this module students should be able to:
Demonstrate an understanding of the relationship between community and education.
Demonstrate their comprehension of the key frameworks relating to community education, and their ability to critically evaluate these.
Apply their understanding of theoretical models and frameworks to localised contexts.
Engage critically with debates relating to models of learning and community in an international context.
This module will introduce students to key concepts relating to education and community contexts. The first half of the module will consider three key theoretical models: Wenger's communities of practice and social learning systems, Bronfenbrenner's ecological model of development, and partnerships models of education pioneered by Swap, and further developed by Epstein et al. The second half of the module will challenge students to use these theoretical frameworks, and others, to understand educational partnerships and relationships in specific or localised contexts, as well as considering tensions between localised and socially situated forms of education, with wider trends towards standardization and homogenisation arising from globalization and the internationalization of education.
Provide opportunities to evaluate the theoretical frameworks in the context of practical applications.
Session 1 - Education as a social process and community enterprise.
Session 2 - Wenger's communities of practice and social learning systems.
Session 3 - Social pedagogy and situated models of learning.
Session 4 - Bronfenbrenner's ecological model.
Session 5 - Partnership in education.
Session 6 - Community and Context 1
Session 7 - Community and Context 2
Session 8 - Globalization 1 – Migration and Community
Session 9 - Globalization 2 –International comparisons and standards
Session 10 - Globalization 3 - International Education
|Skills Type||Skills details|
|Application of Number||Students will be encouraged to use and interpret statistical information relating to subjects studied on the course.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Through use of students' own and University IT facilities for presentation of class and assessed work. Students will be encouraged to use resources provided on Blackboard.|
|Personal Development and Career planning||Assessments will be relevant to students wishing to progress to local and international placements in childhood and education settings.|
|Problem solving||Through critical evaluation of problems posed during the course, including relating course concepts to specific contexts.|
|Research skills||Through finding information from the University library and the Internet to prepare for written and oral work.|
|Subject Specific Skills||Students will gain a grounding in theoretical concepts relating to childhood, society and education, and will be able to critically evaluate how childhood is understood and organised in a range of contexts.|
|Team work||Through contribution to group exercises and discussion.|
This module is at CQFW Level 5