module specification

This module will embrace the notion of social justice, compassion, and inclusion. This is key to our Education for Social Justice Framework at London Metropolitan University

Rationale:

The rationale of this module is to provide students with an outline of the historical and contemporary approaches to the concepts of race, class, gender, sexuality, disability and other forms of oppressions and how power and the impact on notions of difference, identity, positionality and community has an affect. It will also explore how and when oppression became institutionalised and where it hasn’t been embedded in society supported by a unique philosophy.

It aims to:

• To explore and analyse the impact of the position that ideologies in relation to; race, class, gender, sexualities, age and disabilities etc. are  socially and politically constructed with reference to difference, culture / distinction  and community.
• Familiarise students with key issues that have practical importance in the lives of young people today, and assist students to reflect upon differences from a local to an international context and of the systems used by different societies to maintain people in a hierarchy.
• To analyse how power is maintained and implemented through normalising issues of compulsory heterosexuality, whiteness, religion and ‘ableism’.  It will also explore, compare and contrast cultures where power has not been abused.

None

The syllabus will encourage students to think critically about issues affecting oppression in contemporary contexts and introduce theory, practice and applied youth work principles in relation to the following themes:

1. Socio-cultural dimension of oppression, exclusion and marginalisation of groups and communities, collective responses to oppression LO2 LO4
2. Critically analyse the work of people such as; Steve Biko, Malcolm X, Gandhi, Noam Chomsky, Angela Davis and a variety of other theorists, writers and activists. LO3 LO5
3. First Nation philosophies. The colonisation of people and the land. LO3 LO5
4. The Politics of Class LO2 LO4 
5. Disability Models – Social and Medical LO2 LO4 
6. Diversity, multiculturalism and race LO1 LO5 
7. The values, principles, ethics and practice of  Youth Work In relation to racism, classism and disablism LO1 LO4 LO5 
8. The historical and contemporary perspectives on gender and sexuality LO2 LO4
9. Identity issues - Androgyny, Transexuals, Heterosexuals, Lesbians, Gay men, Bisexuals LO2 LO4 
10. Masculinity - theories, research and approaches relating to men’s role in society, lifestyle and behaviour LO1 LO2 LO4 
11. Socio-economic, political and cultural theories relating to aspects of women’s life LO2 LO4 LO5 
12. Sex discrimination and sexual orientation legislation LO2 LO4 
13. Global issues affecting women LO3 LO5 
14. The importance of anti-oppressive practice in Youth Work LO1 LO2 LO5 

The module will be taught by a blended learning approach to lecture and critical discussion. There will be a focus on group work.

A student-centred approach will be adopted in teaching and learning on the module, relying on class discussions/activities, reflections.

1. Recognition that work with young people remains within the professional boundaries of a youth worker's role and the core values of youth work and the wider context in which they operate (LO1).
2. Discuss organisational policies, procedures and legislation relating to equal opportunities, discrimination and oppression (LO2).
3. Demonstrate an awareness of anti-oppressive practice and behaviour in ways which promote youth work values, identify the connection between personal values, youth work values and behaviour in practice and analyse the use and abuse of power in micro and macro contexts (LO3).
4. Implement AOP effectively and with due regards to the principles and values of youth and community work and allied professionals (LO4).
5. Ability to work effectively as a youth worker using professional skills to enhance practice (LO5).

Formative assessment, and draft work is considered and commented on. Comments on draft work are provided a week before the final hand in date, so that students have opportunities to amend their work.

The learning of the module will be assessed through a 500 word short answer  assessment, 1500 word equivalent reflective account which can be in any form they desire e.g. poems, arts, posters etc. and one 2000 word assignment

Assessment of different forms of assessment will be informed by a rubric which allows comparison between a range of assessment forms

https://rl.talis.com/3/londonmet/lists/8F83C83A-FD64-05FE-C91C-8A3BB7737602.html?lang=en-US