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BA Education Studies Year 2 Module Choices
Policy and Politics in Education [15 credits] .......................................................................................... 3 Researching Education and Society: Qualitative Methods [15 credits] ................................................. 4 Archival Research and Oral History in Education [15 credits] ............................................................... 5 Philosophical Research in Education [15 credits] .................................................................................. 6 Creativity and Education [15 credits] ..................................................................................................... 7 Educating Minorities, Migrants and Refugees [15 credits] .................................................................... 8 Global Issues in Education [15 credits] .................................................................................................. 9 Educating and Organising for Social Justice [15 credits] ...................................................................... 10 Social History of Learners and Learning [15 credits] ............................................................................ 12 Ways of Thinking and Ways of Being [15 credits] ................................................................................. 13 The Learning Sciences [15 credits] ........................................................................................................ 14 An Introduction to Applied Quantitative Analysis in the Social Sciences [15 credits]…………………...….15 Children with Disabilities: Theory, Politics and Experience [15 credits]……………………………………………16 Sociology of Childhood [15 credits] ...................................................................................................... 19 London Lab [15 credits]…………………………………………………………………………………………………………………..20 Cognitive Psychology [15 credits] ......................................................................................................... 21 Personality and Individual Differences [15 credits] .............................................................................. 22
Autumn term Compulsory: Policy & Politics in Education (15) Alice Bradbury
45 optional credits: Researching Education and Society: Qualitative Methods (15) Rachel Wilde Archival Research & Oral History in Education (15) Mark Freeman
Philosophical Research in Education (15) Judith Suissa Creativity in Education (15) Jelena Popov Minorities, Migrants and Refugees in Education (15) TBC
Spring term
Compulsory: Global Issues in Education [15] Rebecca Schendel
45 optional credits: Educating & Organising for Social Justice (Placement module) (15) Stuart Tannock
Social History of Learning & Learners (15) Tom Woodin Ways of Thinking and Ways of Being (15) Learning Sciences (15) Jan Derry An Introduction to Applied Quantitative Analysis in the Social Sciences (15) Golo Henseke Children with Disabilities: Theory, Politics and Experience (15) John Vorhaus
From BSc Social Sciences programme: Sociology of Childhood (15) Rachel Rosen and Kirrily Pells London Lab (15) Mette Berg
From BA/BSc Psychology with Education programme: Cognitive Psychology [15 credits] Liory Fern-Pollak Personality and Individual Differences [15 credits] Jennifer Allen
Policy and Politics in Education [15 credits]
BA in Education Studies – Compulsory Module for Year Two Students – Autumn Term 2018 Module Leader: Alice Bradbury - [email protected]
Overview This is a compulsory module in the second year of the BA Education Studies programme. It provides a detailed analysis of education policy and the underlying political trends behind how governments around the world have chosen to organise education. It covers major debates within education policy-making and considers the numerous ways in which politicians have sought to change education systems through policy. This involves an examination of different policy areas and their relationship to the social and economic context of the time, using sociological approaches. The module examines a range of case studies looking at the enactment of policy in practice across all areas of education.
Aims of the module
To introduce students to the process of making education policy and the range of political views on education.
To introduce students to contemporary and historical key debates in education policy.
To develop students’ ability to engage critically with policy texts and research on policy.
To develop students’ appreciation of the importance of ideology and economic context in education policy making.
Learning outcomes
At the end of this module, students will be able to:
develop their ability to assess different sides of debates in education and make critical judgments concerning educational matters
understand the policy making process and the range of influences on policy
appreciate the complexity of educational policy debates and their historically contingent nature
analyse the range of evidence in relation to the impact of policy and its use by politicians
Teaching Style The lectures will be two hours. The seminars will be one hour.
Assessment
40% Policy Analysis (1500 words)
60% Exam (There will be two questions in the exam)
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Researching Education and Society: Qualitative Methods [15 credits]
BA in Education Studies – Optional Module for Year Two Students – Autumn Term 2018 Module Leader: Dr Rachel Wilde [email protected]
Overview The purpose of this module is to introduce students to the practices of a social science research community. The structure of the module will replicate the stages in a research project. Students will undertake a group research project, learning about qualitative research methods and theories, and the advantages and disadvantages of these different methods through experience. Students will work collaboratively to collect and analyse data, each experiencing at least three research methods; participant observation, interviews and a survey. Students are assessed individually.
Teaching Style
Lectures will be two hours. The first hour will contain a formal teaching element via lecturer inputs and interactive workshop activities, and the second hour will serve as a research project meeting, allowing students to brainstorm and share ideas and reflect on practice as the research project progresses through the different stages. Seminars will be one hour and focus on the production of co-authored research method tools (e.g. topic guides etc.) and discussion of portfolio tasks and key readings.
Indicative Readings
Babbie, E. (2004). The Practice of Social Research. Belmont, CA: Thomson/Wadsworth. Bailey, C. R. (2006). A Guide to Qualitative Field Research. Thousand Oaks, Calif: SAGE Publications, Inc. Delamont, S. (2001). Fieldwork in Educational Settings: Methods, Pitfalls and Perspectives. Routledge.
Assessment
60% Portfolio (6x written or multimedia tasks submitted weekly)
40% Research Proposal (2000 words), including critical reflection on methods undertaken
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Archival Research and Oral History in Education [15 credits]
BA in Education Studies – Optional Module for Year Two Students – Autumn Term 2018 Module Leader: Dr Mark Freeman [email protected]
Overview This module is an introduction to historical research in education, focusing mainly on archival research and oral history. It aims to introduce students to the processes and conventions of research and writing in the history of education, to key genres of documents and other source material, to the ethics of historical research in education, and to the wide range of archival resources at the UCL Institute of Education and elsewhere. Students will examine the ways in which historians of education have used different kinds of material, and will produce their own research study using a range of sources. The module considers how research questions are devised, refined and answered. A key feature of the module is that students will gain hands-on experience of working with documents, oral history recordings and other sources such as photographs and film. The sources that we will work with include the British Library’s ‘Disability Voices’ oral history interviews, papers on the development of multi-ethnic education from the IOE’s Marina Foster collection, and photographs from the Plowden Report of 1967.
Teaching style There will be ten one-hour lectures and ten two-hour seminars. Most of the latter will take place in the Library Teaching Room and will involve hands-on work with material from the IOE Archives. These will build towards the preparation of a research project, which will form the main element of assessment from the module.
Indicative reading
McCulloch, G. (2004), Documentary research in education, history and the social sciences. London: Routledge.
Jacobs, A., Leach, C. and Spencer, S. (2010) 'Learning Lives and Alumni Voices', Oxford Review
of Education, 36(2), pp. 219-32. Martin, J. (2001), 'Reflections on writing a biographical account of a woman educator
activist', History of Education, 30(2), pp. 163-76. Gunn, S. and Faire, L. (eds) (2011), Research methods for history. Edinburgh: Edinburgh
University Press.
Assessment 20%: individual source commentary (500 words) 80%: research project (2,500 words)
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Philosophical Research in Education [15 credits]
BA in Education Studies – Optional Module for Year Two Students – Autumn Term 2018 Module Leader: Judith Suissa [email protected] Module Lecturers: Judith Suissa, Jan Derry, Paul Standish, John Vorhaus
Module Description: This module will introduce you to the distinct nature and significance of philosophical work on educational issues. The focus will be on questions of philosophical method and how these can be distinguished from the methods of empirical enquiry. We will study the structure of philosophical arguments and the range of different ways in which philosophers construct and develop arguments, through a close reading of a selection of philosophical texts. The texts chosen will reflect central philosophical questions and concerns and will include both work by contemporary philosophers and classic texts from different philosophical traditions, with an emphasis on work that addresses educationally relevant concepts, questions and concerns.
Topics covered will include:
Distinctions between philosophical and empirical questions Issues in moral philosophy Philosophy, literature and the imagination Philosophy and “race”; Philosophy of language; Phenomenology; Philosophy and religion/faith Philosophy of mind and perception
Teaching: The module will have ten 1.5 hour lectures and ten 1.5 hour seminars.
Assessment: A 3,500 word essay developing a philosophical response to a question about educational policy or practice. Some time in the seminars will be devoted to working on drafts, using peer discussion and tutor feedback. The seminars will also focus on the structure and style of the range of different philosophical work encountered throughout the module so as to support students in developing and practicing their own skills at philosophical argumentation, discussion, reflection and writing.
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Creativity and Education [15 credits]
BA in Education Studies – Optional Module for Year Two Students – Autumn Term 2018 Module Leader: Jelena Popov
Module Description: This module aims to introduce students to the key themes, theories and debates in Creativity and Education and to examine the experiences and engagement of young people with different expressions of creativity. Key topics that will be covered include: the debate about big ‘C’ and little ‘c’ forms of creativity; the extent to which creativity can be taught and its relationship to creative work; multi-modal representations of creativity; thinking and acting creatively about Science; design and creativity; creative lives; and assessing creatively.
Teaching: The module will be based on 3-hours of teaching, consisting of 1.5 hour lecture and 1.5 hour seminar.
Assessment: Assessment will be by means of two pieces of written work:
2250 word essay (60%) 1500 word research report (40%)
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Educating Minorities, Migrants and Refugees [15 credits]
BA in Education Studies – Optional Module for Year Two Students – Autumn Term 2018 Module Leader: TBC
Module Description:
Building on the 1st year ‘Foundation in the Sociology of Education’ module, and linking to the 2nd year ‘Global Issues in Education’ module and ‘Educating and Organising for Social Justice’, and the
3rd Year ‘Rights, Equality and Justice in Education’ module – the proposed Educating Minorities, Migrants and Refugees (EMMR) module will offer students an opportunity to:
consider both the sociological positioning of the minorities, migrants and refugees in education;
policy approaches to educating minority populations;
philosophical questions about inclusivity and rights to education;
and a more comparative perspective on how different national education systems approach the issue and opportunity of minorities, migrants and refugees;
and how in turn – these groups find strategies for succeeding within or challenging
such provision.
Assessment: Assessment will be by means of two pieces of written work:
3000 word report (70%) 1000 personal reflection (30%)
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Global Issues in Education [15 credits] BA in Education Studies – Compulsory module for Year Two Students – Spring Term 2019 Module Leader: Dr Rebecca Schendel ([email protected])
Overview
This module introduces students to some of the key issues affecting the contemporary global education context. We will focus particularly on Robert Arnove’s notion of education as being a “dialectic between the global and the local” (2007), by stressing the ways in which formal education systems represent local needs, cultures and histories while also reflecting wider global influences. Some of the key issues discussed include: the notion and practice of cross-country comparison in education; the impact of global testing regimes; the practice of ‘policy borrowing’ (and, in some contexts, policy imposition); and the tensions and opportunities afforded by multiculturalism within schools.
Teaching Style The class will meet as a full group for two hours each week and in small-group seminars for one hour a week. Both lectures and seminars will be interactive in nature, but seminars are also designed to support the development of key academic skills and help students to prepare for assignments. Students are expected to do a substantial amount of independent work outside of the taught sessions, including completing a minimum of two required readings per week.
Indicative Readings Morris, P. (2016). Education policy, cross-national tests of pupil achievement, and the pursuit of world-class schooling: a critical analysis. London: UCL Press, Institute of Education. Nussbaum, M. (2002). ‘Education for citizenship in an era of global connection.’ Studies in Philosophy and Education, 23(4-5), 289-303. Shields, R. (2013) ‘Conceptualizing Globalization and Education,’ in Globalization and International Education. London: Bloomsbury, Pages 61-76. Assessment
Assessment for the module consists of three marked assignments. 1. A reflective portfolio (worth 20%), which asks students to reflect upon their personal engagement with the material covered in the module. 2. An institutional case study project (worth 30%), designed to help students engage more
directly with the notion of ‘international impact’ in education by considering some of the ways in
which our own institution (UCL) has been affected by international trends and events and has also
had an effect on international affairs. Students will work in small groups for this project. Each
group will investigate one aspect of internationalisation at UCL (eg. the experience of international
students; changes in the student body and how such changes may have influenced teaching or
student support services; internationalisation of the curriculum; etc). Groups will then present
their findings – via a poster and a 20-minute oral presentation – at a day-long mini-conference in
Term 3, which will be open to the full BA Education Studies programme (as well as any other
interested members of the UCL community).
3. The final piece of assessment is an individual essay (worth 50%), focused on the education
system of any country of the student’s choosing. For the essay assignment, students are asked to
discuss how the education system in their chosen country has been influenced by both local
circumstances and international events (and how this may have changed over time).
Educating and Organising for Social Justice [15 credits]
BA in Education Studies – Optional Module for Year Two Students - Spring & Summer Term 2019
Module leader: Stuart Tannock, [email protected]
The purpose of this course is to introduce students to the theory and history of using education as part of collective efforts to try to create a more democratic, equal, just and sustainable society than the one we live in currently. In an age of global financial, environmental, political and cultural crisis, many now argue for the need to radically rethink education and reorient the core goals of learning to directly address the challenge of social justice. A key question is exactly how (and whether) education is able to effectively promote progressive forms of change in society as a whole. The course looks closely at key concepts, traditions and thinkers in the fields of popular education, critical pedagogy and community organising; and it examines both the role of education in collective efforts to transform society, and the role of collective organising in efforts to transform schooling and education. Finally, alongside core lectures and seminars, the course provides students with a hands-on opportunity to learn community organizing skills and participate in a local community organizing project.
Module assessment As this is a placement based course, the bulk of the assessment is based on active and regular participation in workshops, fieldtrips and community organising project work. 30% of the final mark for the course will be based on a case study report based on your reading and reflections about an education for social justice project or campaign that you find particularly inspiring. The case study report will be due at the end of Term 2. 70% of the final mark for the course will be based on a portfolio of seven discrete tasks that will be completed throughout the duration of the course across both Terms 2 and 3. The portfolio mark will be based on the number of completed tasks that meet clearly described minimal quality criteria.
Course learning hours This course will run over both Terms 2 and 3: all lectures and seminars will be scheduled over the ten weeks of Term 2; while the community organising placement project that is attached to the course will run during Term 3. Lectures are 1 hour long, seminars are between 1.5-2 hours long; the placement activity is spread over 30 hours
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Community organizing placement As part of the module, all students will have the opportunity to participate in a small community organizing project run in collaboration with Citizens UK. Most of the project will take place during the Third Term (May 2018). While this project changes each year, in previous years, students have worked on campaigns in support of refugee children in UK schools, and children and young people who do not have access to citizenship rights and protections in the UK. More information on Citizens UK can be found at http://www.citizensuk.org); for a short video on university and community organizing projects, see https://www.youtube.com/watch?v=EkBdYmmMuCo.
Limited Enrollment As this is a placement-based module, the total number of places is currently capped at 38. Students interested in taking this module are asked to write a brief statement explaining how it fits into their past experience, current interests, and future goals. In the event that more than 38 students want to take this module, we will use these statements as a basis for allocating spaces. Note: It is recommended that students taking this module obtain a DBS (criminal record) check, in order to have no restrictions on their placement work in schools; DBS checks can be obtained through IOE student services.
Social History of Learners and Learning [15 credits]
BA in Education Studies – Optional module for Year Two Students – Spring Term 2019 Module Leader: Dr Tom Woodin, [email protected]
Overview Learning and learners are at the heart of education yet they are often absent from educational studies. This module directly addresses this absence. It expands our understanding of education, in its broadest sense, and moves beyond accounts which concentrate upon textual, theoretical and policy documents. Rather it enables students to consider how these ideas, theories and policies played out in actual experience and the fundamental ways in which learning has been transformed over time. The experience of learning will be directly connected to broader themes as a basis for understanding broader social, economic and cultural factors. The module connects to recent research and intellectual currents which have explored the experience of learning and the role of learners in a range of settings connected to wider social changes. Students will be introduced to the ways that learning has been understood and practiced in the past, the forms of learning that took place and its significance in people’s lives. Who was able to learn, and related inequalities in learning, will be a theme of the module.
The module will be organised both chronologically and thematically in order to help students to critically
assess decisive issues in the history of learning. It will start with a conceptual analysis of how learning,
and the practice of learning, has been conceived in order that students are encouraged to think both reflexively and critically. It will then move on to a chronological analysis of key shifts in the history of
learning and learners, paying attention to the middle ages, the Enlightenment, the nineteenth and
twentieth centuries. Students will assess how learning has been organised in ways that foster both individuality and collective understanding and will examine case studies from each of these periods.
Following this, a number of themes will be pursued including histories of school learning, higher
education, learning in civil society and learning at work and in the domestic space of the home. Students will have the opportunity to pursue international themes and case studies, for example through learning
in NGOs in the South. Students will engage with practices and experiences of learning as a means of
engaging with wider theories and ideas about education. Thus, although the module is historical, it will engage with a range of disciplinary approaches from the humanities and social sciences. Students will be
supported in archival analysis and essay writing.
Structure The basic structure of a two hour interactive lecture and one hour seminar will incorporate many different learning approaches to encourage participation. The chance to engage directly with historical sources will be a major feature of the module.
Assessment 60% essay (2000 words) 40% analysis of historical sources (1000 words) 12
Ways of Thinking and Ways of Being [15 credits]
BA in Education Studies – Optional module for Year Two Students – Spring Term 2019 Module Leader: tbc
Overview This module explores ways in which human beings think and reason. What is it to think well? What is the role of reason in matters of emotion? These are questions of central importance for education. Reasoning has been taken to be the feature of human beings that separates them most clearly from animals. How far is this true? The module explores what it is to be a human being from a variety of perspectives. It considers how far the difference between human beings and animals justifies the ways that animals are treated, a question that itself opens profound differences between cultures. It goes on to consider what is revealed about human being by the advent of technologies of birth control and selection, and what this in turn suggests about the organisation of society. The module addresses philosophical questions of profound importance for education in the light of classic sources, illustrated with examples drawn from works of literature. The module works with texts and examples that draw attention to the embedding of certain assumptions in the development of Western thinking and ways of being and in the educational practices these generate. These matters include consideration of the gendered nature of dominant conceptions of reason, as well as the contrast between them and other non-Western traditions of thought.
Structure Lectures will incorporate an interactive mix of lecture-style presentation and small-group and class discussion. Seminars will involve further discussion and practically-oriented group work. Where appropriate videos and web-based materials will be used as illustrations. The module will include activities designed to provide access to difficult areas of study, and additional learning resources will be provided on Moodle. Through these means, students will be introduced to classic texts as well as contemporary literature pertinent to ways of thinking and being. They will be encouraged to engage critically with such texts and thereby to reflect on the fundamental questions the module raises.
Indicative Readings Coetzee, J.M. (1997) The Lives of Animals, the Tanner Lectures, delivered at Princeton University, 15
and 16 October. Online at: http://tannerlectures.utah.edu/_documents/a-to-z/c/Coetzee99.pdf Descartes, R. (1901 [1641]) Meditation II, trans. J. Veitch (1901) Online at:
http://www.wright.edu/~charles.taylor/descartes/meditation2.html. Huxley, A. (2007[1932]) Brave New World. Vintage. Also online at:
http://www.idph.com.br/conteudos/ebooks/BraveNewWorld.pdf Pendlebury, S. (2005) Feminism epistemology and Education”, in W. Carr (Ed.) The RoutledgeFalmer
Reader in Philosophy of Education. Midgley, M. (1980) On being animal as well as rational, in Beast and Man; The Roots of Human
Nature, Methuen. Freeman, H. (1977) Egoism, Community and Rational Moral Education, Educational Philosophy and
Theory, 9:2, 1-18, DOI: 10.1111/j.1469-5812.1977.tb00498.x Gilligan, C. (1993) In a Different Voice; Psychological Theory and Women's Development,
Chapter One: “Woman’s Place in Man’s Life Cycle”, Harvard University Press.
Assessment The module will be assessed in two parts: A 20 minute group presentation. The topic will be devised by the group in consultation with tutors and will relate to material presented in the module. (20%) A 2,500 word essay on a question from a list of topics. (80%) 13
The Learning Sciences [15 credits]
BA in Education Studies – Optional module for Year Two Students – Spring Term 2019 Module Leader: Professor Jan Derry [email protected]
The Learning Sciences in an interdisciplinary field which draws upon educational psychology, cognitive science, anthropology, linguistics and computer science. The module examines learning in formal settings contrasting these with learning as it arises in complex real world settings. We explore learning in a wide range of contexts from primate research to research into expertise in medical settings. These examples will demonstrate the influence of research traditions within the field and will introduce students to works on situated cognition and social cultural approaches, constructivism, and culturalist contrasted with computational approaches to the understanding of mind. We will consider theories of knowledge, problem-based and inquiry learning and their critiques, language and meaning, pedagogy and the design of learning environments.
Teaching Style
The module is taught by lectures, including the use of video and activities, which are further supported by seminars allowing more extensive discussion and the opportunity to engage with readings in depth through practical activities and tutor support.
Assessment 3,500 word essay chosen from the topics covered on the module (100%)
Indicative Readings Bruner, J. S. (1996). Culture, mind, and education. Chapter 1 in The Culture of Education (pp. 1-43). Cambridge, MA: Harvard University Press. Bereiter, C. (2002). Education and Mind in the Knowledge Age, Routledge Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. Lave, J. (1991) Situating Learning in Communities of Practice. In Resnick, Lauren B. (Ed); Levine, John M. (Ed); Teasley, Stephanie D. (Ed), (1991). Perspectives on socially shared cognition. (pp. 63-82). Washington, DC, US: American Psychological Association, xiii, 429. Papert, S. (1993) Introduction: Computers for Children. In Mindstorms: Children, Computers and
Powerful Ideas: Basic Books Rogoff, B., & Chavajay, P. (1995). What's become of research on the cultural basis of cognitive development? The American psychologist, 50(10): 859-877 Sawyer, K.R. (2015) Introduction: The New Science of Learning. In Sawyer, K. (ed.), The Cambridge
Handbook of the Learning Sciences: Second Edition. Cambridge University Press. Warneken, F. & Tomasello, M. (2009) Cognition for Culture. In Robbins, P. & Aydede, M. (eds.) The Cambridge Handbook of Situated Cognition, Cambridge University Press. 14
An Introduction to Applied Quantitative Analysis [15 credits] Optional module for Year Two Students on the BA Education Studies – Spring Term 2019 Module Leader: Dr Golo Henseke [email protected]
Overview This hands-on, application-driven introduction to quantitative research aims to give you the tools to scrutinize, conduct and present basic statistical analyses in the social sciences and education studies. Building on the first-year module “Understanding Education Research: Numbers, narratives, knowledge and nonsense”, the course will introduce statistical concepts, issues surrounding the quantitative measurement of social science concepts, and research applications through relatable, real-life case studies. Lectures will be supported by a computer-facilitated seminar series using SPSS to further your quantitative analysis skills. Aims of the module
This module aims to teach skills to read, critically assess and conduct basic quantitative research in education studies
This module also aims to hone your skills to discuss and present empirical research
Learning outcomes By the end of the module, students will be able to:
1. Better understand the use of quantitative methods in the social sciences and education studies and the challenges associated with it.
2. Understand and apply basic statistical methods 3. Read, comprehend and scrutinize quantitative research appropriate to the level of this
course 4. Replicate published basic pieces of quantitative analysis and in doing so gain the confidence
to critically engage with research 5. Formulate substantive quantitative research questions 6. Effectively use major functionalities of the statistics package SPSS 7. Effectively present, write and talk about quantitative findings
Teaching style There will be ten one-hour lectures and an equal number of one-hour seminars. The lectures will introduce topics and methods, while the seminars will involve applied research and secondary data analysis. Assessment Essay (2000 words) 60% Blog (1000 words) 40% 15
Children with Disabilities: Theory, Politics and Experience [15 credits] Optional module for Year Two students on the BA Education Studies programme – Spring Term 2019
Module Leader: John Vorhaus [email protected]
Overview In this module students are introduced to theoretical and political questions about pupils with learning difficulties and disabilities, including pupils with severe and profound learning difficulties. After looking at competing models of disability, we will examine questions about health, human dignity, respect, rights, equality, dependency, creativity and inclusion; and we explore how people with disabilities value their lives, and how to assess their testimony about living with a disability. The course will include philosophical and sociological theory, the politics of disability, numerous examples of first person testimony, and a session given over to the work of Oily Cart, a company who include children with profound disabilities in their interactive theatre. Aims It is one generic aim of this module that it should be accessible to, and appeal to learners with disabilities. All sessions will be accompanied by extensive class notes, and it will be a priority to speak and hold discussions that are accessible to learners with sensory impairments. The module will:
Introduce students to a broad range of philosophical, sociological and political questions
about children and young people with disabilities.
Explore and critically examine philosophical, sociological and political questions about
concepts of disability, health, equality, rights, inclusion, dignity and dependency.
Explore and critically examine the politics of disability, including questions about the
distribution of resources and educational opportunities, and the nature of the civil and
political rights that apply to people with disabilities.
Explore the testimony of people with disabilities, including people who are unable to speak
or communicate for themselves, and critically examine accounts of how to do justice to the
testimony of people with disabilities.
Critically examine conceptions of health, including as this relates to the human body, and
explore how social norms, expectations and prejudice are embedded in what is taken to be a
healthy and flourishing life and body.
Examine the strengths and limitations of theoretical materials when applied to the practical
details of the educational lives of people with disabilities, including capability theory,
theories of equality, conceptions of dignity and respect and theories of inclusion.
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Teaching and learning The course will include:
Whole group instruction
Whole group discussion
Small group activities
Small group discussion
Film (session 9)
Assessment One end-of-course, summatively assessed 4,000 word essay. Reading Definitions and models of disability Carlson, L., 2010, The Faces of Intellectual Disability, Bloomington and Indianapolis: Indiana University Press. Rogers, C., 2016, Intellectual Disability and Being Human, Routledge. Health, disability and the human body Barnes, E., The Minority Body, Oxford University Press. Oliver, M., 1989, ‘Disability and Dependency: A Creation of Industrial Societies’, in Barton, L, (ed.), Disability and Dependency, Falmer Press: 6-22. The testimony of people with disabilities Atkinson, D., and Williams, F., (eds), 1990, Know Me As I Am: an anthology of prose, poetry and art by people with learning difficulties, Hodder and Stoughton. Vorhaus, J., 2016, Giving Voice to Profound Disability, Routledge. Fundamental equality Nussbaum, M., 2006, Frontiers of Justice. Disability, Nationality, Species Membership, Cambridge, MA: Harvard University Press. Kittay, E., 2005, ‘Equality, Dignity and Disability’, in Lyons, M., and Waldron F., (eds.), Perspectives on Equality: The Second Seamus Heaney Lectures, Dublin: The Liffey Press, 95-122. Participation in a common life Lacey, P., and Ouvry, C., (eds.), People with Profound and Multiple Learning Difficulties: a Collaborative Approach to Meeting Complex Needs, London: David Fulton Publishers. Vorhaus, J., 2017, Valuing Profoundly Disabled People, Routledge The politics of disability Barton, L., 1996, Disability and Society: Emerging Issues and Insights. London: Routledge. Shakespeare, T., (ed.), 1998, The Disability Reader: Social Science Perspectives, London: Continuum. Inclusion: the merits of mainstream and special schools for pupils with disabilities Cigman, R., 2007, Included or Excluded? Routledge. Warnock, M., 2005, Special Educational Needs: A New Look, Philosophy of Education Society of Great Britain.
Music, creativity and capability theory Burchardt, T., 2004, ‘Capabilities and Disability: The Capabilities Framework and the Social Model of Disability’, Disability and Society 19: 735–751. Baylies, C., 2002, ‘Disability and the Notion of Human Development: Questions of Rights and Capabilities’, Disability and Society 17: 725–739. Oily Cart: working with children with profound disabilities Brown, M., (ed.), 2012, Oily Cart: all sorts of theatre for all sorts of kids, Trentham Books. Human dignity and respecting persons with disabilities Vorhaus, J., 2017, Valuing Profoundly Disabled People, Routledge Rosen, M., 2011, Dignity: Its History and Meaning, Cambridge, Mass.: Harvard University Press.
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BSc Social Sciences programme Sociology of Childhood [15 credits] BSc Social Science – Optional module for Year Two Students on the BA Education Studies Spring Term 2019 Module Leaders: Dr Kirrily Pells [email protected] and Dr Rachel Rosen [email protected]
Overview
The module will take a sociological perspective to the study of childhood drawing on historical, political and psychological contributions. The course will study children as social actors, agentic in the world around them: both as a social group and as individuals. Children’s rights and the negotiation of agency and dependency will be a central theme in this unit.
Indicative Readings
Kehily, M. (2015) Introduction to Childhood Studies. Maidenhead: Open University. Mayall, B. (2002) Towards a Sociology for Childhood: Thinking from children's lives. Buckingham: Open University Press. Aiken, S., R. Lund and A. T. Kjorholt (eds) (2008) Global Childhoods: Globalization, Development and
Young People. Abingdon, Oxon: Routledge.
Assessment
The assessment is made up of two components: 1. Group Oral Presentation (does not count towards overall module mark) 2. Essay (100%) (3,000 word essay.)
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BSc Social Sciences programme London Lab [15 credits] BSc Social Science – Optional module for Year Two Students on the BA Education Studies Spring Term 2019 Module Leader: Dr Mette Berg Overview
This module takes London, a global, multicultural city as our lab for exploring social science theories and methods. It engages with current social issues in the city, situating them historically and within wider national and global contexts. The module considers what a focus on a particular city, in this case London, can contribute to the social sciences, and conversely considers how social science concepts and theories can contribute to a richer understanding of a particular place. The module is not a ‘London studies’ module – although students will certainly learn more about the city they live and study in – but an introduction to theories, approaches and methods used by social scientists, using London as exemplar site. Indicative topics include: London as a global city; exclusion and conviviality; social mobility and immobility; neighbourhoods and diversity; segregation and gentrification; youth cultures in the city; markets and trading; households and family life. Assessment 750 word Blog (15%) 2500 word Essay (85%)
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BA/BSc Psychology with Education programme
Cognitive Psychology [15 credits]
BA/BSc Psychology with Education - Optional modules for Year Two Students BA in Education Studies
–– Spring Term 2019
Module leader: Dr Liory Fern-Pollak [email protected]
Overview This option provides an opportunity to start learning about how the brain generates cognition. You will learn about how we understand what we see, how we produce and understand language, how we make decision and plans, and what happens when things go wrong. You will develop a critical appreciation of contrasting theoretical perspectives and models in cognitive development & learning. You will also evaluate research findings and theoretical models for their potential applications to classroom and related contexts in schools and in other educational settings. As preparation for the module please ensure you read up on the structure and function of the brain. Here are some suggested titles, but you can find your own:
‘Mapping the Mind’ by Rita Carter ‘Neuroscience for Dummies’ by Frank Amthor ‘How Your Brain Works: Inside the most complicated object in the known universe’ by New
Scientist
Indicative Lecture Topics Learning, Memory & Forgetting Perception, Motion & Action Attention & Performance Memory & Sleep Cognition & Emotion Judgment & Decision Making Inductive & Deductive Reasoning Sensory Development Problem Solving & Expertise Language Comprehension & Production
Teaching Style Ten 2.5 hours sessions in the Spring term. Each session consists of lecture and seminar activities. We will provide reading materials via Moodle. Note that students need to prepare for the sessions in order to actively participate in the group activities.
Assessment 40% aggregated (essay and exam) pass needed to pass module
ESSAY 35%
One 1500 words essay deadline in May Students will have a choice of four essay questions. We will not provide feedback on drafts but students will have small group tutorials depending on the essay question they have chosen to answer. The essay should be based on the review of relevant literature and research and should be written using academic language and follow American Psychological Association (APA) formatting and referencing. See here for guidance: http://www.apastyle.org/learn/index.aspx
EXAM 65%
Two hours unseen exam in April/May Students will be asked to answer four out of eight exam questions. 21
BA/BSc Psychology with Education programme
Personality and Individual Differences [15 credits]
BA/BSc Psychology with Education - Optional modules for Year Two Students BA in Education Studies
–– Spring Term 2019
Module leader: Dr Jennifer Allen [email protected]
Overview This module examines human personality and individuality, along with its implications for all areas of human experience. Its focus is on how we are unique individuals but also connected to others. The personality section investigates the nature and structure of individual differences in personality, how these differences are assessed, and how they can be explained psychologically and biologically. The individual differences section will introduce students to current concepts in and research on individual differences in psychology. Material will include: 1) research methods and measurement of differences, 2) structure and distribution of the traits we use to describe individuals, 3) what is known about the cause of differences (“nature vs. nurture”), and 4) why we care about differences (ie. the associated outcome variables and applications of this knowledge). Topics will include: Intelligence, Personality and Psychometric Assessment, Motivation, Behavioural Genetics (nature vs nurture) and Psychopathology.
Teaching Style
Ten 2.5 hours sessions in the Spring term. Each session will be an interactive lecture with input from lecturers and activities for the students to participate in. We will provide reading materials for the activities via Moodle. Note that students need to prepare for the sessions in order to actively participate in the group activities.
Assessment
40% aggregated (essay and exam) pass needed to pass module ESSAY 35% One 1500 word (+/- 10%) essay deadline in May Students will have a choice of five essay questions. We will not provide feedback on drafts but students will have small group tutorials depending on the essay question they have chosen to answer. The essay should be based on the review of relevant literature and research and should be written using academic language and follow American Psychological Association (APA) formatting and referencing. See here for guidance: http://www.apastyle.org/learn/index.aspx
EXAM 65%
Two hours seen exam in April/May Students will be asked to prepare four exam essay questions and will be examined on three of these.
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