Debating the Big Questions in Education
| Module title | Debating the Big Questions in Education |
|---|---|
| Module code | EFPM913 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Mr Daniel Leyton Atenas (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
This module gives you the opportunity to engage in critical and lively debate around ‘big questions’ that are often asked in relation to education. Each module session will debate a different ‘big question’. This will mean that you will critically examine a number of different contemporary educational issues over the course of study. The Education Studies module (EFPM914) is a pre-requisite to this module so you can bring your knowledge and understanding of different theoretical perspectives to bear on the contemporary issues which will be critically examined in this module. The assessments allow you to choose an area of interest to interrogate in more depth.
Module aims - intentions of the module
The principal aims of this module are:
- To enable you to critically explore a range of contemporary debates in the field of education
- To introduce you to a range of varying viewpoints which might be proffered in debates on these contemporary issues
- To encourage you to critically assess the issues in light of your own educational experiences, research interests or relevant professional expertise
- To allow you the opportunity to actively engage in these debates with others and to develop considered statements (drawing on relevant theoretical perspectives, empirical research, policy and practice) on these issues over the course of study
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate ability to identify, effectively explain and critically evaluate key issues in education
- 2. Demonstrate ability to derive sound, theorised conclusions on a selected number of big issues that are debated within education
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate ability to select, integrate and present coherently and reflectively, relevant theoretical arguments relating to education
- 4. Critically reflect upon and evaluate your own (and others) understandings of current issues and debates in education
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Communicate and engage in debate effectively and accurately, in a manner appropriate to the discipline
- 6. Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Education for sustainable futures
- Multilingualism
- Technologies for teaching and learning
- Mental health and wellbeing in education
- Creativity
- Educational inequality and diversity
- Social justice
- Inclusion and integration.
- Future Thinking
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 10 x 3 hour taught sessions (online/campus) |
| Guided Independent Study | 60 | Set weekly readings |
| Guided Independent Study | 110 | Directed study e.g., web-based activities; preparing conclusive statements on the debates; preparing for academic tutorial; preparing for seminars; responding to seminar activities. |
| Guided Independent Study | 100 | Preparation for assignments and further reading |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentation slides and explanatory notes | 1,500 words equivalent | 1-6 | Written tutor feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 100 | 4,000 words | 1-6 | Written tutor feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment | Written assignment (4,000 words) | 1-6 | 6 weeks |
Indicative learning resources - Basic reading
Basic reading:
dey, P. & Dillon, J. (eds) (2012). Bad Education: Debunking Myths in Education. Open University Press.
Armstrong, A. C., Armstrong, D. and Spandagou, I. (2010) Inclusive Education, International Policy and Practice. Sage.
Arnot, M. (2002) Reproducing Gender; Critical Essays on Educational Theory and Feminist Politics Routledge
Ball, S. (2017) The Education Debate. Policy Press.
Hayes, D. (ed.) (2004) Key Debates in Education. Routledge Falmer.
Reay, D. (2017) Miseducation: Inequality, Education and the Working Classes
Selwyn, N. (2016) Education and Technology: Key Issues and Debates. Bloomsbury.
William, D. (2017) Assessment and learning: some reflections, Assessment in Education: Principles, Policy & Practice, 24:3, 394-403.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | EFPM914 Education Studies |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 25/05/2018 |
| Last revision date | 25/04/2023 |
