Module Details

Module Code: EDUC6010
Title: Critical Pedagogy & Community
Long Title: Critical Pedagogy & Community
NFQ Level: Fundamental
Valid From: Semester 2 - 2017/18 ( January 2018 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 2 programme(s)
Module Description: This module provides an account of critical pedagogy and critical citizenship to assist students to develop an appreciation of the ideals and best practices of citizenship and the promotion of substantive citizenship for marginalised social groups. This involves recognition and strategies to overcome authoritarian tendencies in society. Practical case studies will be used to support student practitioners to develop a deeper appreciation of the role of both concepts at community level in the creation of a fairer society.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Describe the relationship between critical pedagogy and critical citizenship
LO2 Outline the key theoretical frameworks that underlie the concepts of critical pedagogy and critical citizenship
LO3 Critique the theory and practice of the anti-oppressive educational and related social practices of one group or movement within the community sector
LO4 Identify the knowledge, skills and competences related to the promotion of critical citizenship at community level
LO5 Describe the relevance of the learning for the learner's work and/or community context
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
None
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
None
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
None
 
Indicative Content
Theoretical Frameworks
An overview of some interrelated concepts from among the following: critical pedagogy/critical citizenship; Frankfurt School; Critical Theory; Education and Conscientisation; the Pedagogy of anti-oppression; Critical Feminist, Anti-Racist and Queer Theories.
Citizen Education and Communities:
Identification and development of strategies for critical thinking and empowerment in the promotion of equal citizenship and anti-oppressive social practices; strategies for gender empowerment; promoting anti-oppressive practice; practical application of these strategies in work with marginalised groups, particularly ‘hard to reach’ groups.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Short Answer Questions % of Total Mark 20
Timing Week 5 Learning Outcomes 1,2
Assessment Description
In Class test on core concepts in Critical Pedagogy
Assessment Type Written Report % of Total Mark 65
Timing Sem End Learning Outcomes 2,3,4
Assessment Description
An report on the strengths and limitations of critical theory in the promotion of a fairer society, with specific focus on one organization or movement
Assessment Type Reflective Journal % of Total Mark 15
Timing Sem End Learning Outcomes 3,4,5
Assessment Description
Reflective Journal
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture and Workshops Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Application of theory and good practice in community setting Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture/workshop Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Application of theory and good practice in community settings Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Bell Hooks. (2003), Teaching Community, Routledge, New York, [ISBN: 0415968186].
  • Butcher, Hugh. (2007), Critical Community Practice, Polity Press, Bristol, [ISBN: 18613479X].
  • Kirkwood, G. and Kirkwood, A.. (1989), Living Adult Education: Friere in Scotland, 2nd. Sense. Pub, [ISBN: 0978946091].
  • Mezirow, J., Taylor E., and Associates. (2009), Transformative Learnig in Practice: Insights from Community Workplace and Higher Education, Jossey-Bass, USA, [ISBN: 9780470257906].
  • Schön, D.. (1990), Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions, Ashgate Publishing, London, [ISBN: 1555422209].
Supplementary Book Resources
  • Hill Collins, Patricia. (2009), Black Feminist Thought, Routledge, New York, [ISBN: 0415964725].
  • Vicki Kirby. (2006), Judith Butler, Continuum, [ISBN: 0826462936].
Recommended Article/Paper Resources
  • Aontas. The Irish Journal of Adult and Community Education.
  • Hope, A. Sally Timmel. (1995), Training for Transformation Manuals: Books 1-5, Gweru, Mambo Press.
  • Zembylas. (2015), Exploring the Implications of Citizenship - as Equality in Critical Citizenship Education, Democracy & Education, Vol 23, No. 1, p.6.
Supplementary Article/Paper Resources
  • Costelloe, A.. (2014), Learning for Liberation, Teaching for Transformation: Can Education in Prison Prepare Prisoners for Active Citizenship?, Irish Journal of Applied Social Studies, Vol. 14 (1), p.6.
  • Arjen Wals. (2016), Beyond unreasonable doubt: Education and learning for socio-ecological sustainability in the anthropocene, Inaugural address held upon accepting the personal Chair of Transformative Learning for Socio-Ecological Sustainabilityat Wageningen University on 17 December 2015,
    https://arjenwals.files.wordpress.com/20 16/02/8412100972_rvb_inauguratie-wals_or atieboekje_v02.pdf
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HCOED_7 Bachelor of Arts in Community Development 4 Mandatory
CR_HCOED_6 Higher Certificate in Arts in Community Development 4 Mandatory