Module Details
Module Code: |
EDUC6010 |
Title: |
Critical Pedagogy & Community
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Long Title:
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Critical Pedagogy & Community
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NFQ Level: |
Fundamental |
Valid From: |
Semester 2 - 2017/18 ( January 2018 ) |
Field of Study: |
1420 - Education Studies
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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.
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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).
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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.
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None |
Co-requisite Modules
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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.
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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.
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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.
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Module Content & Assessment
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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.
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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
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Recommended Book Resources |
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Bell Hooks. (2003), Teaching Community, Routledge, New York, [ISBN: 0415968186].
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Butcher, Hugh. (2007), Critical Community Practice, Polity Press, Bristol, [ISBN: 18613479X].
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Kirkwood, G. and Kirkwood, A.. (1989), Living Adult Education: Friere in Scotland, 2nd. Sense. Pub, [ISBN: 0978946091].
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Mezirow, J., Taylor E., and Associates. (2009), Transformative Learnig in Practice: Insights from Community Workplace and Higher Education, Jossey-Bass, USA, [ISBN: 9780470257906].
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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 |
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Hill Collins, Patricia. (2009), Black Feminist Thought, Routledge, New York, [ISBN: 0415964725].
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Vicki Kirby. (2006), Judith Butler, Continuum, [ISBN: 0826462936].
| Recommended Article/Paper Resources |
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Aontas. The Irish Journal of Adult and Community
Education.
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Hope, A. Sally Timmel. (1995), Training for Transformation Manuals:
Books 1-5, Gweru, Mambo Press.
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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 |
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-
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.
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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,
| Other Resources |
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Website, Nicholas J. Shudak, Mejai B. M. Avoseh. (2015), Freirean-Based Critical Pedagogy: The
Challenges of Limit-Situations and
Critical Transitivity,
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Website, Arjen Wals, Learning for sustainability
in times of accelerating change. (2015),
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