20 credits at level HE6
Identifying and developing a critical awareness of the debates, issues and concepts surrounding education and community.
Exploring the theoretical reasoning behind the development of community education.
Examining forms of practice, through case studies, which highlight differing theoretical models of this form of community work.
Applying this theoretical understanding to current practice and to policy directions encouraged by the Kennedy Report on widening participation.
Concepts and issues relevant to the subject area and the problematic nature of defining community, education and its relationship to training.
The Examination of statistics related to the ‘learning divide’ thereby developing an understanding about why ‘widening participation’ has become a key policy issue.
The development of post-compulsory education in terms of both adult and community provision.
The various academic theories on the nature of this form of community work and relate these to practice.
Learning and Teaching
This will be through a combination of formal lectures, informal whole group discussions, seminars and individual tutorials. Where possible and approach favouring student participation in the learning process will be achieved and the three hour session will be sub-divided to accommodate this approach.
The assessment will take the form of a 4000-5000 word essay.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Use advanced concepts and theories regarding educating disadvantaged groups in the community.
||Produce a written submission demonstrating the ability to provide evidence of differentials in the education of adults and theotetical positions regarding the how and why of carrying it out.|
|2.||Apply these in concepts in a range of specific policy contexts.
||Demonstrate a critical awareness, in the written submission, of how theoretical positions have affected the education of adults in a historical and contemporary context.|
|3.||Analyse issues such as widening participation in informed and critical way.
||Show, in discussion and written submission, how current methods of widening participation can be analysed and critisised using historical evidence and debates about their development.|
|4.||Critically engage in theoretical debates on education in the community utilising contemporary research and theoretical frameworks.||Use current research and elements of your own observations to discuss the prospects of current policy frameworks.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A 4000-5000 word essay.|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Allen G & Martin I (1992) Education and Community London: Cassell
Avis J et al (1996) Knowledge and Nationhood London: Cassell
FEFC (1997) How to Widen Participation Coventry: FEFC
Fieldhouse R (1996) A History of Modern British Adult Education Leicester: NIACE
Friere P (1996) The Pedagogy of the Oppressed London Penguin
Griffin C (1987) Adult Education as Social Policy Croom Helm
Kelly AV (2004) The Curriculum (5th ed): London: Sage
Kennedy H (1997) Learning Works Coventry: FEFC
Lovatt T (1982) Adult Education and Community Action Croom Helm
Mayo M (1997) Imagining Tomorrow NIACE
Mayo P (1999) Gramsci, Freire and Adult Education: London: Zed Books
McGivney (1999) Informal Learning in the Community leicester NIACE
Midwinter E (1995) Education and the Community George All & Unwin
Newman M (1979) The Poor Cousin: London: George Allen and Unwin
Popple K (1995) Analysing Community Work Buckingham: Open University Press
Poster C (1987) Community Education Buckingham: Open University Press
Sargant N et al (1997) The Learning Divide Leicester: NIACE
Simon B (1990) The Search for Enlightenment Leicester: NIACE
Ward K & Taylor R (1986) Adult Education & the Working Class Croom Helm
|Host Subject Group:||Health, Social and Community Studies|
|User Name||Date Accessed||Action|