Postgraduate Course: Social Theory and Outdoor Education (EDUA11271)
Course Outline
School | Moray House School of Education |
College | College of Humanities and Social Science |
Course type | Standard |
Availability | Available to all students |
Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 20 |
Home subject area | Education |
Other subject area | None |
Course website |
None |
Taught in Gaelic? | No |
Course description | This course uses social theory to explore outdoor education practice and policy. Particular attention is paid to the ways in which outdoor education programmes influence, and are influenced by, the social contexts in which they take place. The broader contexts of outdoor education groups are explored with regard to the forces of structure and agency that shape them, as well as their potential contribution to understanding principles of equity, equality, and need. Consideration is also given to examining the role of outdoor education in supporting and building local communities. |
Entry Requirements (not applicable to Visiting Students)
Pre-requisites |
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Co-requisites | |
Prohibited Combinations | |
Other requirements | None |
Additional Costs | None |
Information for Visiting Students
Pre-requisites | None |
Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
1. ...be able to critically analyse outdoor education policy and practice in relation to a variety of social theories;
2. ...critically examine claims of community development in outdoor education contexts;
3. ...be able to articulate current social trends and their influences on the groups they may work with;
4. ...understand principles of equity, equality and need in educational contexts;
5. ...understand and interrogate the implications and normative nature, of intentionally highlighting principles, values and moral issues with the groups they may work with. |
Assessment Information
Assessment will be by a written assignment of 4000 words |
Special Arrangements
None |
Additional Information
Academic description |
Not entered |
Syllabus |
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Transferable skills |
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Reading list |
Allin, L. & West, A. (2013). Feminist theory and outdoor leadership. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 113-124). Abingdon, UK: Routledge.
Beames, S. & Pike, E. (2013). Introduction. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 1-9). Abingdon, UK: Routledge.
Beames, S., & Atencio, M. (2008). Building social capital through outdoor education. Journal of Adventure Education & Outdoor Learning, 8(2), 99-112.
Beames, S., & Pike, E. (2008). Goffman goes rock climbing: Using creative fiction to explore the presentation of self in outdoor education. Australian Journal of Outdoor Education, 12(2), 3-11.
Beames, S. & Telford, J. (2013). Pierre Bourdieu: Habitus, field and capital in rock climbing. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 77-87). Abingdon, UK: Routledge.
Butin, D.W. (2010). Service-learning in theory and practice: The future of community engagement in higher education. New York: Palgrave Macmillan. (pp. 3-7)
Butler, J. (2004). Undoing gender. New York: Routledge.
Breunig, M. (2005). Turning experiential education and critical pedagogy theory into praxis. Journal of Experiential Education, 28(2), 106-122.
Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 14-25.
Cohen, A. (2004). The symbolic construction of community. London: Routledge.
Crow, G., & Allan, G. (1994). Community life: An introduction to local social relations. London: Harvester Wheatsheaf.
Friere, P. (1970/1993). Pedagogy of the oppressed [M. Bergman Ramos trans.]. New York:Continuum.
Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor Books.
Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. London: Penguin.
Goodman, D.J. (2011). Promoting diversity and social justice: Educating people from privileged groups. Abingdon, UK: Routledge.
Ife, J. (2010). Human rights from below: Achieving rights through community development. Cambridge: Cambridge University Press.
Marx, K. & Engels, F. (1848). Manifesto of the Communist Party.
Molnar, G. & Kelly, J. (2012). Sport, exercise and social theory: An introduction. Abingdon, UK:Routledge.
McCulloch, K. (2007). Living at sea: Learning from communal life aboard sail training vessels. Ethnography and Education, 2(3), 289-303.
Putnam, R. (2000). Bowling alone: The collapse and revival of American community. London: Simon & Schuster.
Rose, J. & Paisley, K. (2012). White privilege in experiential education: A critical reflection. Leisure Sciences: An Interdisciplinary Journal, 34(2), 136-154.
Werner, C., Voce, R., Openshaw, K. & Simons, M. (2002). Designing service-learning to empower students and community: Jackson Elementary builds a nature study center. Journal of Social Issues, 58(3), 557-579.
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Study Abroad |
Not entered |
Study Pattern |
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Keywords | Not entered |
Contacts
Course organiser | Dr Simon Beames
Tel: (0131 6)51 6093
Email: simon.beames@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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