SS6031 - Social Pedagogies and the Public Intellectual (2019/20)
|Module specification||Module approved to run in 2019/20|
|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|
|Running in 2019/20||No instances running in the year|
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.
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.
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.
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.
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