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

Postgraduate Course: Critical perspectives on Education: international policy discourses (EDUA12001)

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 12 (Postgraduate) Credits20
Home subject areaEducation Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionA selection of critical theoretical perspectives will be introduced and examined as frameworks for addressing international policy discourses on education. These frameworks will enable students to deepen their knowledge and understanding of theoretical and conceptual resources as well as to identify and critically evaluate the ┐blind spots┐ of dominant policy discourses. The course will draw, for example, from materialist and structural accounts of critical theory, post-structuralism and a selection of identity theories. These theoretical resources will be used to critically analyse key policy trends in the following sectors of education and their relevant discourses: adult education and lifelong learning; schooling; further and higher education and development. UK policy trends will be situated in the context of globalising forces and international policy discourses.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs Nil
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
1. 1. Demonstrate in-depth knowledge and understanding of a number of critical perspectives and how, in turn, these can provide new insights into policy problems or issues.
2. 2. Critically analyse the nature and role of power and its impact on international policy discourses.
3. 3. Critically assess the role of social forces and movements for change and document their impact historically as well as on the contemporary policy context.
4. 4. Show how policy discourses can be addressed, challenged and redefined in more socially just ways.
5. 5. Demonstrate critical understanding of the relationship between global and local policy discourses, and community and institutional practices.
Assessment Information
Either a 4-5000 word essay on a title to be negotiated with the course team. Alternatively, they can produce the equivalent to this in terms of a conference powerpoint presentation with voiceover.
Special Arrangements
Additional Information
Academic description Not entered
Syllabus Not entered
Transferable skills Not entered
Reading list Apple, M. W. (2012) Can Education Change Society? London, Routledge.

Bacchi, C. (1999) Women, Policy and Politics: The Construction of Policy Problems. London: Sage

Ball, S. J. (2012) Education Inc.: New Policy Networks and the Neoliberal Imaginary. London, Routledge.

Birkland, T (2010), An Introduction to the Policy Process: Theories, Concepts and Models of Public Policy Making, Armonk, New York: M.E. Sharpe.

Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching, San Francisco: Jossey-Bass.

Craig, G., Burchardt, T. and Gordon, D. (2008) Social justice and public policy: Seeking fairness in diverse societies. Bristol: Policy Press.

Hill, M. (2009), The Public Policy Process, London, Longman (4th edition), particularly Chapter 2: ┐Theories of power and the policy process┐.

Ringrose, J. (2012) Postfeminist Education? Girls and the Sexual Politics of Schooling. London, Routledge.
Study Abroad Not entered
Study Pattern Taught over four full days in the EdD week in July and September
KeywordsCritical Theory International Education Policy Practice
Course organiserDr Jim Crowther
Tel: (0131 6)51 6176
Course secretaryMs Lorraine Denholm
Tel: (0131 6)51 6433
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