KV407
July 2010
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Module Description
Title
Socio-cultural Contexts for Education
Code
KV407
Level
4
Credit rating
20
Pre-requisites / Corequisites / Entry criteria
for freestanding modules
Type of module
None
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level 4 study.
Taught
This module explores the relationship between context and
education through a range of sociological perspectives. Drawing on
key theoretical frameworks, students will develop an appreciation of
the role of society and culture in understanding education systems
and the nature of learning. Students will also be introduced to
broader contextual issues such as globalisation in preparation for
comparative enquiry.
This module relates predominately, although not exclusively, to the
course strand contexts for education and learning (CEL).
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level 4 study, by
the end of the module students should be able to:
1. define the key features of socio cultural studies;
2. demonstrate awareness of the dynamic relationship between
society and education with reference to selected theoretical
frameworks;
3. identify and comment on relevant social and cultural contextual
factors and features that impact upon education;
4. select and synthesise key contextual features to inform the
construction of a case study.
Content
This will include:
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An introduction to socio-cultural study;
Definition of terms: ‘context’, ‘culture’ 'civilization' and ‘society’;
Identification and analysis of contextual features and their
influences on education;
Understanding the positive and negative impacts of sociocultural contexts on education;
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July 2010
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Learning and teaching
strategies
Examination of changing cultures and the dynamic nature of
society;
The role of education in shaping culture;
Evaluating case-studies including investigating personal, local
national and international contexts of education and their
relationships with society;
Analysis of key socio-cultural theorists. To include:
 Emile Durkheim
 Pierre Bourdieu
 Roy Dilley
Peer / group learning:
Lectures; discussions; case studies; group and individual
presentations; enquiry based learning; poster presentations
Independent learning:
Reading tutor selected distributed texts
Internet searches
Group teaching planning and research
Private study
Rich picture and data analysis
Assessment planning and drafting
Learning support
Books:
Alexander, R. (ed) (2010) Children, their world, their education,
London: Routledge
Arthur, J. & Davies, I. (2010) The Routledge Education Studies
Reader, London: Routledge
Arthur, J. & Davies, I. (2010) The Routledge Education Studies
Textbook, London: Routledge
Bruner, J. (1996) The Culture of Education, London: Harvard
Crossley, M. & Watson, K. (2003) Comparative and international
research in education: Globalisation, context and difference,
London: Routledge Falmer
Curtis, W. & Pettigrew, A. (2009) Learning in contemporary culture,
Exeter: Learning Matters
Giddens, A. (2002) Runaway World: How globalisation is
reshaping our lives, London: Profile Books
Gordon, P. and Gordon P. (2002) A History of Western Educational
Ideas, London: Routledge
Hall, K., Murphy, P. & Soler, J. (2008) Pedagogy and Practice:
Culture and Identities, London: Sage
Held, D. (2004) A globalizing world? Culture, economics, politics,
London & New York: Routledge in assoc. with Open University
Press
Lauder, H., Brown, P., Dillabough, J. & Halsey, J. (2006) Education,
globalization and social change Oxford: Oxford University Press
Olssen, M. et al (2004) Education Policy: Globalisation, Citizenship
and Democracy, London: Sage Publications
Stephens, D. (2007) Culture in education and development :
principles, practice and policy, Oxford: Symposium Books
Journals:
British Journal of Educational Studies
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British Journal of Sociology of Education
International Journal of Educational Development
Compare
Electronic sources: (All accessed July 2010)
The Economic and Social Research Council
http://www.esrc.ac.uk/ESRCInfoCentre/index.aspx
European Commission :Culture http://ec.europa.eu/culture/keydocuments/doc537_en.htm
Transnational Broadcasting Studies http://www.tbsjournal.com/
Global Policy Forum: Globalization of Culture
http://www.globalpolicy.org/globaliz/cultural/
UNESCO http://www.unesco.org/
Other:
Studentcentral
Assessment task
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
task:
Students will produce a web-based resource which presents an
educational issue explored through a socio-cultural perspective.
(2,500 words equivalent)
The task will be marked on a percentage basis.
Referral task: Re-work original task with response to formative
feedback (see student handbook and studentcentral for guidance)
Assessment criteria
General criteria for assessment are framed by the SEEC descriptors
for level 4. Against specific criteria, credit will be awarded for:


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understand the key features of socio-cultural studies (LO1);
an awareness of the relationship between social and cultural
context and education with reference to theoretical frameworks
(LO2);
identification of and comment upon relevant contextual factors
that impact on and / or change education in one setting (LO3);
the selection and synthesis of key contextual features which
inform the construction of a case study (LO4).
All learning outcomes must be achieved in order to pass the module
at the threshold level.
Brief description of
module content and / or
aims for publicity
This module explores the relationship between context and
education. Drawing on key theorists and a range of perspectives,
students will develop an appreciation of the role of context in
understanding education systems and the nature of learning.
Students will also be introduced to broader contextual issues and
their effects such as globalisation in preparation for comparative
enquiry.
KV407
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Area examination board
Education Studies (CPD)
Module co-ordinator
Tim Coxon
Normal module duration
One semester (2)
Site where delivered
Falmer
Date of first approval
July 2010
Date of last revision
N/A
Date of approval of this
version
Version number
July 2010
1
Replacement for previous N/A
module
Route for which module is BA (Hons) Education - compulsory
acceptable and status in
that Route
Course(s) for which
BA (Hons) Education - compulsory
module is acceptable and
status in course
School home
School of Education
External examiner(s)
TBC