SS4033 - Making Sense of Education (2018/19)
|Module specification||Module approved to run in 2018/19|
|Module title||Making Sense of Education|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2018/19||
The module provides an introduction to Education Studies. In doing so it draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place. It also provides an introduction to potential career pathways using Education Studies experiences and qualification.
The module aims to
• Introduce students to the subject discipline;
• To provide an overview of some of the major issues and debates in the development of English education and encourage students to critically engage with these with regard to social justice in education;
• Present a range of theoretical perspectives which can be used to describe and analyse the education system;
• Provide a sound foundation for self reflection in relation to career choice and employability
• To offer students a context within which to develop the practices of reading, of dialogue and of reflective writing required in higher education.
The module provides an introduction to Education Studies from its roots in the ‘academic era of teacher education’ (Carr 1997) to current field as outlined by QAA. In doing so it draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place (QAA). More specifically it:
• Has focus on historical developments of the English education system with particular emphasis on ‘education for all’; and how it has led to current structures and curricular;
• Encourages students to engage with contemporary questions concerning the aims and values of education and its relationship to society;
• Explores some major psychological/ socio-psychological theories that have significantly impacted on pedagogic approaches.
Additionally the module has focus on employability in that it: LO1,LO2,LO3
• Outlines possible career pathways using experience and qualifications gained on BA Education Studies;
• Provides a framework for critical reflection on skills and knowledges gained or to be developed that will be of use throughout the course. LO4
Balance of independent study and scheduled teaching activity
The module is taught in 3 hour weekly blocks with each session normally divided into lecture, seminar and tutorials. Writing workshops to support academic literacy are also built into the module
On successful completion of this module students will be able to:
1. Debate educational policies and practices in the wider social and cultural context
2. Demonstrate an informed knowledge of some theoretical perspectives in education
3. Communicate their views effectively in dialogue with other students and with tutors
4. Evaluate personal strengths and areas for development in relation to employability
Built essay (5000 words)
Student select a theme of social justice in education (chosen from social class, ethnicity, bilingualism, special education needs, gender, or another as agreed by tutors) to discuss theory, policy and practice.
Students have weekly opportunity for individual tutorials throughout the year with work on the essay supported by a series of workshops with focus on developing academic literacy.
Matheson D (ed) (2014) An Introduction to the Study of Education. London, David Fulton
Bartlett, S. and Burton, D. (2016) Introduction to Education Studies. London, Sage
Alexander, R. (2000) Culture and Pedagogy: international comparisons in primary education Oxford, Basil Blackwell.
Aldrich R (2002) A Century of Education. London, Routledge
Arnot M et al (1999) Closing the gender gap: post-war education and social change. Cambridge, Polity Press
Baker, C. (4th ed) (2006) Foundations of Bilingual Education, Clevedon: Multilingual Matters
Barker, C. (2000) Cultural Studies: Theory and Practice. London, Sage.
Chitty C (2002) Understanding Schools and Schooling, London, RoutledgeFalmer
Cole, M. (ed.) (2000) Education, Equality and Human Rights London, Routledge
Coulby, D., Gundara, J., Jones, C. (eds.) (1997) Intercultural Education (World Yearbook of Education, 1997) London, Kogan Page.
Datta, M. (2007) Bilinguality and Literacy, London: Continuum
Epstein, D., Elwood, J., Hey, V. and Maw, J. (1998) Failing Boys? Issues in Gender and Achievement. Buckingham, Open University Press.
Gaine C and George R (1999) Gender, 'race' and class in schooling: a new introduction. London, Falmer
Jones K (2003) Education in Britain 1944 to the present. Cambridge, Polity
McKenzie J (2001) Changing Education: a Sociology of Education since 1944. Harlow, Pearson
Richardson R and Wood A (1999) Inclusive Schools, Inclusive Society. Stoke on Trent, Trentham
Tubbs, N. & Grimes, J. (2001) 'What is Education Studies?' Educational Studies, Vol.27, No.1, 2001
TYPE ADDRESS DETAIL
Essentially political websites reflecting the current government’s views and policy. Department for Education (DfE):
Information on educational legislation, policy, reform and statistics.
Includes information on further and higher education and the government’s social mobility agenda.
Office for National Statistics (ONS):
Statistical information on a wide range of areas.
Access to survey findings and case studies.
WATCHDOGS Children’s Commissioner: www.childrenscommissioner.gov.uk
Set up by government but acts as an independent watchdog to safeguard the interests of children.
PROFESSIONAL Achievement for All:
Information about an initiative that aims to improve educational outcomes for vulnerable children.
Centre for Studies on Inclusive Education (CSIE): www.csie.org.uk
This organisation is committed to improving mainstream schools to enable inclusive education.
National Association for Language Development in the Curriculum (NALDIC):
NALDIC’s mission is to promote the effective teaching and learning of EAL and bilingual pupils in UK schools. The section on research and statistics is a rich source of information.
INTERNATIONAL United Nations human rights agenda: http://www.un.org/en/documents/udhr/index.shtml
Information on international human rights.
ACADEMIC RESEARCH Teaching and Learning Research
Downloadable publications and research digests on pedagogy.
Journal articles and policy documents
Francis, B and Wong, B (2013) “What is preventing social mobility? A review of the evidence”, , King’s College London, March 2013, available from:
HMSO (2017) “Statistical First Release” (SFR), available from: http://www.education.gov.uk/researchandstatistics/statistics/allstatistics/a00202462/gcse-equivalent-attainment-pupil-characteristics
Children’s Commissioner “They Go The Extra Mile – Reducing inequality in school exclusion”, the, March 2013, available from: