Module Details
| Module Code: |
POLA8002 |
| Title: |
Local & Global Community Ed
|
|
Long Title:
|
Local & Global Community Ed
|
| NFQ Level: |
Advanced |
| Valid From: |
Semester 1 - 2017/18 ( September 2017 ) |
| Field of Study: |
3132 - Policy & Administration
|
| Module Description: |
This module considers community education in both local and global settings. It explores in some depth conceptual models of community education and their implications for practice at both the local and global levels. This module draws on theoretical models and practice examples. The module also includes a critical overview of the contemporary political, cultural and gendered context of community education.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Critique the distinctions between diverse conceptualisations of community education and their implications for practice. |
| LO2 |
Analyse the problematic nature of community education via different theoretical perspectives. |
| LO3 |
Debate the relationship between purpose, theory and practice regarding a range of community education settings and contexts. |
| LO4 |
Elaborate on the theoretical frameworks to critically reflect on community education practice in the local and global context. |
| LO5 |
Critically review one’s own knowledge of community education in light of the new learning and its implications for practice. |
| 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 |
|
Concepts
Conceptualising community education: the three strand conceptualisation of community education, adult education, community work and youth work.
|
|
Local Issues
Community education in a local context: the challenge of accreditation and the labour market; gender and community education; strategies for engaging 'hard to reach' groups.
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|
Global Issues
Community education in a global context: challenges and opportunities in an unequal world; community education and strategies for female empowerment, an issues-based approach.
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Reflective Practice
Reflective practice and the community education practitioner: What is reflection? Key contributions and their significance for informal educators; experiential learning; learning reflection and change; participation in learning.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| 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/Workshop |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Study and reading |
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 |
Study and reading |
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 |
|---|
-
Kathleen Lynch, Bernie Gummell & Dympna Devine. (2015), New Managerialism in Education Commercialisation, Carelessness and Gender, Ch. 1, 6, 7, 9 & 10, Palgrave Macmillan, London, [ISBN: 9781137007].
| | Supplementary Book Resources |
|---|
-
Bell Hooks. (1994), Teaching to Transgress. Education as the practice of freedom, Routledge, London, New York, p.216, [ISBN: 0415908086].
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Bell Hooks. (2003), Teaching Community: A pedagogy of hope, Routledge, New York, p.200, [ISBN: 0415968178].
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Mark Bracher. (2006), Radical Pedagogy: Identity, Generativity, and Social Transformation, Palgrave Macmillan, London, p.244, [ISBN: 023062111].
| | Recommended Article/Paper Resources |
|---|
-
Nicholas J. Shudak, Mejai B. M. Avoseh. (2015), Freirean-Based Critical Pedagogy: The
Challenges of Limit-Situations and
Critical Transitivity, Creative Education, 6, p.8,
-
E. Wayne Ross. (2011), Critical Theories, Radical Pedagogies,
and Social Education,
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Mary Drinkwater. (2011), Radical Educational Policy: Critical
democratic pedagogy and the reinfusion
of the arts in secondary schools, Art & Education,
| | Other Resources |
|---|
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Website, AONTAS - National Adult Learning
Organisation. Website,
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Website, INFED - The encyclopaedia of informal
education. Website,
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website, Tom Lovett. (2015), Radical community education, Infed,
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