CYP6083 - Beyond Boundaries: Comparative, Global and Democratic Education

Objectives:

Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.

Content:

The module has two parts. The module firstly examines comparative and global education. Here, an illustrative variety of perspectives on education policy and practice from the different continents will illuminate the variety of state systems in action and enable students to contextulaise and evaluate UK education. The potential of a shared ‘global education’ approach will be considered.

The second part of the module critically considers theories, arguments and practices regarding ‘democratic’ education in the UK. Students will be introduced to the breadth of possibilities by considering a range of theories, such as those developed by Montessori and Steiner. Practice will be illustrated through use of case studies, such as A.S. Neill’s Summerhill. In this way, contemporary thinking on democratic edcuation will be set in context. The spectrum of democratising approaches will be covered, including enhancement of student voice, home schooling and, at the radical edge, de-schooling. Students will consider the extent to which education could or should be democratised, both within the current UK education policy framework and beyond it, examining comparative and global education. Here, an illustrative variety of perspectives on education policy and practice from the different continents will illuminate the variety of state systems in action and enable students to contextulaise and evalaute UK education. The potential of a shared ‘global education’ approach will be considered.

The module draws upon both schooling and further/higher education contexts.

Learning and Teaching Information:

Formal scheduled teaching and learning activities, including interactive classes and face to face / e-tutorials
Hours: 50
Intended Group Size: Cohort (up to 40)

Guided independent study
Hours: 250

Further details relating to assessment
Formative Assessments at all Levels involve students tackling parts of an assessment task or related task and benefiting from peer and tutor review or participants. In this way, the formative assessment provides students with the opportunity to identify areas of strength and weakness and develop their understanding of how to complete successfully the summative assessment. E.G. In seminars/workshops, student groups provide structured input/ feedback on each other’s work, set in the context of tutor and peer input. Students can then use this feedback and the critiques to inform their submission of final assessment.

Further information will be provided in the Module Handbook, but the assignments will cover aspects of the module content in terms of identifying, analysing and critiquing different educational approaches nationally and internationally and including a proposal relating to democratic schooling.

Assessment:

001 Essay; 4,000 words; end of semester 1 60%
002 Democratic schooling proposal presentation; 10 minsl 2,000 word equivalent; end of semester 2 40%

Fact File

Module Coordinator - Stefano Ba'
Level - 6
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 6YL

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