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

Undergraduate Course: Community Work (EDUA10121)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 3 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course is particularly concerned with the current policy context as it constructs and constrains the community work task. It aims to locate and analyse those policy discourses which inform the context of practice and to identify what spaces exist between competing discourses and demands in which to develop a critical, competent and coherent community work practice.
Course description This course will explore the changing context of professional practice, and examine the implications of key policy discourses. It will consider the complex relationship between politics, policy and practice in relation to specific practice contexts. It will explore the changing role of the professional practitioner.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites It is RECOMMENDED that students have passed Concepts and Controversies in Community Education (EDUA08064)
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2017/18, Not available to visiting students (SS1) Quota:  30
Course Start Semester 1
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 22, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 174 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Students will submit a 4,000 word paper at the end of the course.
Feedback Feedback is an integral part of this course and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to the Course Organiser. You will also find a wealth of information on feedback, including information about what to expect and how to make use of if, on the University's Enhancing Feedback website, available at:

Informal Feedback
Informal, formative feedback takes place during seminar and tutorial discussions throughout the semester. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.

Formal Feedback
We will aim to release your provisional marks and feedback within 15 working days from the date of submission. If there is a delay for reasons that cannot be anticipated we will let you know as soon as possible, and will give you a revised date.. All marks released prior to the meeting of the Board of Examiners are provisional and subject to ratification by the Board.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Identify relevant policy developments
  2. Critically identify, define, conceptualise and analyse complex problems and issues
  3. Critically review the contradictory relationship between politics, policy and practice
  4. Articulate potential areas of 'relative autonomy' in professional practice
  5. Identify possibilities and problems for practice in the current policy context
Reading List
Key Reading Texts

¿The public sphere as dilemmatic space¿ an extract from Hoggett, P, Mayo, M and Miller, C (2008) The Dilemmas of Development Work: Ethical Challenges in Regeneration, Policy Press, Bristol. [Available on Learn]

Cornwall, A (2008) ¿Unpacking ¿participation¿: models, meanings and practices, Community Development Journal, 43 (3).

Harrison, (2013) ¿Bouncing back? Recession, resilience and everyday lives¿, Critical Social Policy 33 (1) 97-113.

Wallace, A (2009) ¿Governance at a distance? The turn to the local in UK social policy¿, in Rummery, K, Greener, I and Holden, I (eds) Social Policy Review 21, Policy Press.

Fraser, G (2012) ¿Community development and the politics of local government¿, Concept 3(3) 2012.

Jupp, E (2012) ¿Rethinking local activism: ¿cultivating the capacities¿ of neighbourhood organising¿, Urban Studies, 49 (14) pp. 3027-3044.

Meade, R and Shaw, M (2011) ¿Community development and the arts: Sustaining the democratic imagination in lean and mean times¿, Journal of Arts & Communities, 2(1).

Shaw, M and Crowther, J (2013 forthcoming) Adult education, community development and democracy: renegotiating the terms of engagement¿, Community Development Journal.

Stanistreet, P (2013) ¿Things we didn¿t learn at school¿, Adults Learning, Winter 2012.

Quinn, N and Knifton, L (2012) ¿Positive Mental Attitudes: how community development principles have shaped a ten-year mental health inequalities programme in Scotland¿, Community Development Journal, 47 (4).

Toomey, A. H (2011) ¿Empowerment and disempowerment in community development practice: eight roles practitioners play¿, Community Development Journal, 46(2) pp. 181-195.


Community Development Journal
Concept (available free at
Policy & Politics
Critical Social Policy
Journal of Social Policy


Additional Information
Graduate Attributes and Skills Personal and Intellectual Autonomy
Work both independently and collaboratively in academic context
Make critical connections between theory and practice
Recognise and value communication as a tool for negotiating and creating new understandings.
Personal Effectiveness
Be reflective and reflexive in relation to intellectual inquiry and professional practice
Keywordscommunity policy practice
Course organiserMs Margaret Petrie
Tel: (0131 6)51 4788
Course secretaryMrs Lesley Spencer
Tel: (0131 6)51 6373
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