module specification

SS6031 - Social Pedagogies and the Public Intellectual (2019/20)

Module specification Module approved to run in 2019/20
Module status DELETED (This module is no longer running)
Module title Social Pedagogies and the Public Intellectual
Module level Honours (06)
Credit rating for module 30
School Faculty of Social Sciences and Humanities
Total study hours 300
90 hours Scheduled learning & teaching activities
190 hours Guided independent study
20 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 35%   Theoretical essay (2000 words)
Coursework 35%   Seminar paper (2,000 words)
Coursework 30%   Critical discussion of personal philosophy of education (3,000 words).
Running in 2019/20

(Please note that module timeslots are subject to change)
No instances running in the year

Module summary

This module reflects on the meaning, purposes and role of the educator in democratic societies.  It explores a range of identities and value settings for the educator and for education and seeks to help students develop a personal philosophy.

Module aims

The module aims to:

• Examine a number of important approaches to understanding the role of the educator and professionalism in democratic societies, including theoretical contributions from a reading of social pedagogy, citizenship education and the meaning of the public intellectual;
• Familiarise students with complementary and competing conceptions drawn from theorists such as Freire and Dewey as well as work on leadership, management and professionalism;
• Critically examine the characteristics, aspirations and convictions of the educational workforce and ideological constructions of the educator.


Formal introduction and discussion of a number of value settings for education and the work of the educator, including theoretical perspectives such as those found in the field of: social pedagogy; citizenship education; professionalism and leadership; and, the role of the public intellectual.  These will be illustrated by reference to historical and contemporary understandings of the education workforce across all sectors.  Students will be encouraged to reflect on their positioning in relation to their emerging and future professionalism.

Learning and teaching

The module will utilise a range of teaching and learning strategies. It will include:
• Lectures, seminars, tutorials offering critical discussion of key areas of theory to support preparation of theoretical essay, seminar presentation and critical discussion of personal philosophy;
• Engagement in virtual seminars requiring active participation and formal posting of a paper;
• Opportunities for students to pursue personal academic lines of interest through guided independent study;
• Invited guest lectures to discuss related aspects of professionalism.

Learning outcomes

On successful completion of this module students will be able to:

• Demonstrate the ability to reflect on their own value system, and that of others, in relation to the theoretical and ideological areas explored in the module;
• Express knowledge and understanding of their own emergent professional identities;
• Demonstrate and articulate their awareness of the problematics surrounding education in a plural society.

Assessment strategy

The assessment strategy will comprise the following elements:

1. Evidence of participation in the virtual seminar (non-graded but required);
2. Preparation of a formal  paper discussing the role of the public intellectual as educator, drawing on their presentation to a virtual seminar;
3. Essay on a theoretical topic of the student’s choice but building upon the content of the module and extensive self-directed reading;
4. Critical discussion of personal philosophy of education.


Alred, G. , Bryam, M.  and  Fleming, M. (Eds 2006)  Intercultural Citizenship: Concepts and Comparisons. Cleveden: Multilingual Matters

Apple, M. and Beane, J [eds] (1999), Democratic Schools: Lessons from the Chalk Face Buckingham :OU Press

Bourdieu, P. and Passeron, J-C., (1990), Reproduction in Education, Society and Culture, London: Sage

Cameron, C. And Moss, P., (2011), Social Pedagogy and Working with Children and Young People: where care and education meet, London: Jessica Kingsley

Chapman, T.K. and Hobbel, N., (2010), Social Justice Pedagogy Across the Curriculum: the practice of freedom, Abingdon: Routledge

Freire, P., (2004), Pedagogy of Hope: reliving Pedagogy of the oppressed, London: Continuum

Fullan, M., (2001), Leading in a Culture of Change, New York: Jossey-Bass

Giroux, H., (2001),  Theory and Resistance in Education: towards a pedagogy for the opposition, Westport, Conn.: Bergin and Garvey

Issa, T. and Williams, C., (2009), Realising Potential: complementary schools in the UK, Stoke-on-Trent: Trentham

Lave, J. and Wenger, E., (1991), Situated Learning: legitimate peripheral participation, Cambridge: CUP

Osler, A. (ed) (2000) Citizenship and Democracy in Schools: diversity, identity, equality, Stoke on Trent: Trentham

Parekh, B., (2000), The future of multi-ethnic Britain : the Parekh Report, London: Profile

Petrie, P., (2011), Communication Skills for Working with Children and Young People: introducing Social Pedagogy, London: Jessica Kingsley

Robbins, C.G., (ed.)(2006), The Giroux Reader, London: Paradigm Publishers

Sadovnik, A.R., (2007), Sociology of Education: a critical reader, New York: Routledge

Williams, R., (1989), “Towards a Common Culture” in Resources of Hope, London: Polity