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. 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 |
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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.
1. Understand their experiences in relation to theories of group process and community building
2. Examine claims of community building and articulate the extent to which these claims are justifiable
2. 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
3. 5. Conceptualise practices that reinforce or address philosophical positions relating to equity, equality and need
4. 6. Appreciate the potential contributions of outdoor education to building communities
5. 7. Understand 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 |
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.
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Simon Beames
Tel: (0131 6)51 6093
Email: simon.beames@ed.ac.uk |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: marie.hamilton@ed.ac.uk |
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