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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Social Theory and Outdoor Education (EDUA11304)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Course typeStandard AvailabilityNot available to visiting students
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) Credits20
Home subject areaEducation Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionThis course uses social theory to explore outdoor education practice and policy. The wider social contexts of outdoor education groups and communities are explored with regard to (a) the way social trends influence them, and (b) their potential contribution to understanding principles of equity, equality and need. Group processes are explored as a launching point for examining community building and the claims surrounding these practices.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Students MUST NOT also be taking Social Theory and Outdoor Education (EDUA11271)
Other requirements None
Additional Costs None
Course Delivery Information
Delivery period: 2013/14 Block 3 (Sem 2), Not available to visiting students (SS1) Learn enabled:  Yes Quota:  None
Web Timetable Web Timetable
Course Start Date 20/01/2014
Breakdown of Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 10, Seminar/Tutorial Hours 21, Fieldwork Hours 4, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 161 )
Additional Notes This course is taught in a one-week block, from 20-24 January 2013
Breakdown of Assessment Methods (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
No Exam Information
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
Additional Information
Academic description Not entered
Syllabus Not entered
Transferable skills Not entered
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)

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.
Study Abroad Not entered
Study Pattern Not entered
KeywordsNot entered
Course organiserDr Simon Beames
Tel: (0131 6)51 6093
Course secretaryMrs Susan Scott
Tel: (0131 6)51 6573
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