KV407 July 2010 Page 1 of 4 s 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: 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; KV407 July 2010 Page 2 of 4 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 KV407 July 2010 Page 3 of 4 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: 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 July 2010 Page 4 of 4 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