module specification

This module reflects on the meaning, purposes and role of the educator in democratic societies.  It explores notions of social pedagogy and ideas around the role of a public intellectual. It considers value settings for the educator and for education and seeks to help students develop a personal philosophy of education.
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;
• Critically explore contemporary education and the pressures of teaching – focused around professionalism, ideology and the marketisation of education;
• Enable students to develop their own philosophies of education – where it takes place and what it means?;
• Explore global models of education in an attempt to critically explore western education from a decolonial perspective

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.  (LO 1,2,3).

The module is designed in three parts:

In Part I, students are introduced to the concept of social pedagogy and different theoretical perspectives that underpin such practice. In doing so, a number of theorists and their work are critically analysed (eg Dewey, Freire, Alinsky, Crick) (LO 1,2,3,4).

In Part II, the applicability of such theories to the contemporary education system is explored with respect to a number of contexts, including formal, informal and non-formal contexts. Emphasis is given to citizenship education in a broad sense with discussion of democratic learning in school in relation to purposes of schooling and school policy, curriculum and practices (LO 1,2,3,4).

Competing notions of the role of the public intellectual are explored in Part III, with particular reference to teachers in settings from school to higher education. Key thinkers and their work are explored, such as Gramsci, hooks, Giroux. In this context debate surrounding free speech in the university context and the marketisation of education, are explored (LO 1,2,3,4).

Throughout, students will be encouraged to reflect on the above and their positioning in relation to their emerging and future professionalism. The module also links to student employability with sessions on, for example, applying for a PGCE, and education degree career paths run by the careers service (LO 4).

The syllabus also includes assignment briefings, seminars in which students present and discuss their work, and individual tutorials, in relation to both assignments (LO 1,2,3).

Lectures and seminars delivered once a week. Students are encouraged to independently and critically read the key texts before the start of class each week. The lectures are interactive, dialogical and encourage students to take positions, critique the reading, and questions are presented throughout to make the students think about the wider ramifications of theory presented. The seminars are collaborative and organised as workshops where students are given tasks and activities to discuss in small groups and and then within wider class discussions. These contact sessions will be accompanied by some opportunities to extend understanding and analysis of key ideas and issues in the virtual learning space for the module. Additional time is spent with students informally discussing aspects of the module outside the classroom. Students also independently watch 2 docu-films about subject area and independently upload reviews and analysis as a blogpost. These activities are designed to encourage students to develop their thinking confidently and also reflect.

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

1. demonstrate knowledge and understanding of theories and practices of social pedagogy and the role of the public intellectual;
2. articulate their awareness of the problematics surrounding education in a plural society;
3. reflect on their own value system, and that of others, in relation to the theoretical and ideological areas explored in the module;
4. express knowledge and understanding of their own emergent professional identities.

https://rl.talis.com/3/londonmet/lists/0DEA98BE-F8DC-E6F4-EB5B-E6810B89DEB2.html?lang=en-GB