module specification

The module encourages students to reflect on their own identities and educational possibilities and limitations in urban contexts.  Students will engage with key reading and relevant theories to support this exploration.  Students will look at how the urban environment can be used as a resource for educational enquiry, particularly concepts of borders, boundaries, place and space and how these influence the social reality of the city.  The module explores how education and policy in the urban environment impacts on social class, ethnicity, gender, race, language and multilingualism.  Further, it investigates formal and informal learning in a variety of urban educational contexts.   Throughout the module, students will develop their critical reading and writing skills and improve their oral skills in presentations and seminars.

Activities in and out of class will encourage 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.

Students will explore theories related to space, place, globalisation, multiculturalism, equality and social justice, and how these contribute to the debates around and understanding of education in the urban context.

The module will investigate educational debates focusing on equality and diversity as hallmarks of urban schooling. These debates will be supported by the study of empirical research, policy and theory.

The module is taught through a series of lectures, seminars, workshops and tutorials. Students are actively guided and supported with the development of their study skills throughout the module. Feedback is offered throughout the module in a variety of ways including oral, written, group and individual feedback as well as feedforward to final assessments. The Virtual Learning Environment (VLE) contains additional materials and resources, which students are asked to explore independently and contribute to discussions online.

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 urban educational issues locally and globally;
4. Demonstrate an understanding of theories and research in urban education;
5. Show awareness of educational debates and policy around diversity and inclusion, educational institutions and their impacts on urban life.

Assessment 1. Presentation/seminar in which students engage critically with a chosen key reading.
Assessment 2. Multimedia essay in which students engage critically with a range of chosen key readings

Core texts
Back, L. (2012). Cultural sociology: An introduction. Oxford: Blackwell.
Blundell, D. (2016). Rethinking children’s spaces and places. London: Bloomsbury.
Creswell, T. (2015, 2nd Edition). Place: An introduction. Oxford: Blackwell.
Delaney, C., (2004). Investigating culture: An experiential introduction to anthropology. Oxford: Blackwell.
Gottdiener, M. & Budd, L. (2016). Key concepts in urban studies. London: Sage.
Hall, S. (2012). City, street and citizen: The measure of the ordinary. London Routledge.
Hollingsworth, S. & Archer, L. (2010). Urban schools as urban places: School reputation, children’s identities and engagement with education in London. Urban Studies, 47(3), 584-603.
Ingold, T. & Verguns, J. L. (eds.) (2016). Ways of walking: Ethnography and practice on foot. New York: Routledge.
Maalouf, A., (2000). On identity. London: Harville Press.
Massey, D., (2007). World city. Cambridge: Polity Press. – Introduction, pp.1-26
Pratt-Adams, S., Maguire, M. & Burn, E. (2010). Changing urban education. London: Continuum.
Rose, G. (2012, 3rd Edition). Visual methodologies: An interpretation of visual material. London: Sage.
Tuan, Y. F. (2001). Space and place: The perspective of experience. Minneapolis: University of Minnesota.
Ward, C. (1990). The child in the city. London: Bedford Square Press.