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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.
This module focusses on the nuanced complexities of thought, practice and identity within indigenous religions, as well as “indigenising” religions (e.g. Druidry) and cultural appropriations (e.g. in film, fashion and debates about Westernised practices derived from indigenous religions). Particular attention is paid to the academic study of indigenous religions in specific socio-political contexts (e.g. Canada, Zimbabwe, New Zealand, etc.) and relationships to modernity, the political state and the global world. Topics can include categorisations of indigenous religions internationally and in different cultural contexts, tensions between local traditions and transcultural forms (e.g. in the cases of shamanism and cultural appropriations), the impact of colonialism and missionary religions on indigenous groups, postcolonial revitalisations and multi-religious relations and identities in specific cultural contexts.
A significant number of people in the world engage in indigenous religious traditions – even if they identify as Buddhist, Christian, Muslim, etc. – and by studying this topic you can better understand the contextuality of religion and cultural appropriations. Specific topics within that will be a blend of those selected by the tutor and ones chosen by students to research and share.
The course will be taught in plenary sessions which will make use of a blend of teaching and learning methods. These will normally include lecture-style presentations by the tutor; seminar-style discussion of a particular topic; informal prepared presentations by students, followed by discussion; other exercises as appropriate. Guidance on reading in preparation for each session and activity will be given; and learning will be supported where appropriate by VLE and other resources. Assessment guidance will be embedded in the learning and teaching process throughout the module and supported by tutorial guidance.
You will be taught using LTU’s multimodal approach to teaching. Your learning will be divided into three stages:
Preparation: You will be given clear tasks to support you in preparing for live, in-person teaching. This may include watching a short, pre-recorded lecture (or other open educational resource), reading a paper or text chapter, finding resources to discuss with your peers in class, reading and commenting on a paper or preparing other material for use in class. Your Module Tutor will give you information to help you understand why you are completing an activity and how this will be built on during live, in-person teaching.
Live: All your live, in-person teaching will be designed around active learning, providing you with valuable opportunities to build on preparation tasks and interact with staff and peers, as well as helping you to deepen your understanding, apply knowledge and surface any misunderstandings.
Post: Follow-up activities will include clear opportunities for you to check understanding and apply your learning to a new situation or context. These activities will also be a source of feedback for staff that will inform subsequent sessions.
Lectures, Seminars and Workshops
Hours: 24
Intended Group Size: 30
Guided independent study
Hours: 126
Further details relating to assessment
Presentation and Discussion Lead comprises of a 10-minute presentation and then leading a 10-minute discussion by providing questions for debate and/or an activity for the class to participate in. It is recommended for the presenter to set preparatory reading for the class.
001 Presentation and discussion lead; 20 mins; end of semester 1 100%
Module Coordinator - Suzanne Owen
Level - 6
Credit Value - 15
Pre-Requisites - NONE
Semester(s) Offered - 6S1