SS4032 - Education and Encounter in the Global City (2019/20)
|Module specification||Module approved to run in 2019/20|
|Module title||Education and Encounter in the Global City|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2019/20||No instances running in the year|
Through a series of activities based both within the classroom and in the field, the module encourages students to reflect on their own identities, on lived experiences of others and on educational possibilities and limitations in urban contexts. The reading of empirical research and the introduction to relevant theory support this exploration.
The module aims:
• To draw upon the global multi-cultural city as an empirical resource for educational enquiry;
• To consider concepts of borders, boundaries and horizons and to identify their impact on social realities in the global city;
• To explore a range of theories from urban sociology, cultural studies and human geography to examine the relationship between the self, groups and place with a specific focus on educational institutions and their role in the city;
• To explore ways in which education has historically and traditionally impacted on social class, gender, ‘race’, ethnicity, language, dis/ability etc. in urban contexts.
Fieldwork and class-based activities encouraging students explore their own identities and relationships with London in comparison to those of their peers and others through methods such as walking, photography, video and observation. LO1,LO2
Introduction to theories related to space/place, globalisation/multiculturalism and equality/social justice, and methodologies of enquiry that enable the interpretation and the understanding of urban phenomena. LO3,LO4
Outline of educational debates focusing on equality and diversity as hallmarks of urban schools/schooling; these debates will emanate from and be stimulated by the study of empirical research. LO2,LO3,LO4,LO5
Introduction to current and past educational policies impacting on schools/schooling and urban life. LO5
Balance of independent study and scheduled teaching activity
The learning and teaching strategy for the module includes scheduled lectures, seminars and feedback sessions along with guided fieldwork.
The module incorporates specific sessions supporting students’ understanding of academic literature and research as well as the reading of such materials.
Students are encouraged to make use of the Virtual Learning Environment (VLE) and engaged with online discussions and tasks.
Written feedback is provided on all assessment tasks. Oral feedback is available where desired and necessary.
On successful completion of the module, students will be able to:
1. Recognise the city as an empirical resource for educational inquiry;
2. Acknowledge different social realities;
3. Identify a range of educational issues and describe their phenomenology within the context of the global multi-cultural city;
4. Demonstrate an understanding of urban theories and research;
5. Show awareness of the historical and political contexts of present day debates and educational policies in the area of diversity and inclusion and their impacts on urban life.
Two items of coursework:
1. Students are asked to summarise a key reading (1000 words) relevant to the module/the second assessment task.
2. Production of a multi-media essay (3000 words plus media) exploring possibilities and limitations for learning in a globalized multi-cultural city.
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