Undergraduate Course: Politics, Policy & Professional Identity in Community Education (EDUA10117)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Not available to visiting students
|Summary||The aim of the course is to explore the interplay between the professional, the policy and the political contexts in which community educators operate.
The course will consider the ways contemporary theoretical debates about community, equalities, social order, social justice, citizenship and democracy both open up and constrain the possibilities for professional action. Particular attention is given to the interrogation of specific policy and policy discourses at different levels from the local to the transnational.
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 11,
Seminar/Tutorial Hours 11,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Students will submit a 4,000 word paper at the end of the course.
||Feedback on your work
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: http://www.enhancingfeedback.ed.ac.uk/
Informal, formative feedback takes place during lecture 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.
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.
|No Exam Information
On completion of this course, the student will be able to:
- Develop, deploy and evaluate different kinds of theoretical arguments and understand their potential to frame the terms of the debates that are possible
- Understand the relevance of current intellectual debates to theoretical accounts of community, citizenship and democracy
- Locate the local and particular within the global and universal
- Think in a constructively critical way about the contemporary politics of citizenship and democracy
- Critically analyse how politics and policy create opportunities and constraints for community educators
|Bacchi, C. (1999) Women, Policy and Politics: The Construction of Policy Problems. London: Sage.|
Clarke, J. and Newman, J. (1997) The Managerial State. London: Sage.
Craig, G., Burchardt, T. and Gordon, D. (2008) Social Justice and Public Policy: Seeking Fairness in Diverse Societies. Bristol: Policy Press
Delanty, G. (2000) Citizenship in a Global Age: Society, Culture, Politics. Buckingham: Open University Press.
Fraser, N. (1997) Justice Interruptus: Critical Reflections on the ¿Postsocialist¿ Condition. New York: Routledge.
Hacker, J. and Pierson, P. (2010) Winner-Take-All-Politics. New York: Simon Schuster.
Hancock, L. Mooney, G. and Neal, S. (2012) ¿Crisis social policy and resilience of the concept of community¿, Critical Social Policy, 32(3): 343-364.
Kuisma, M. (2008) ¿Rights or privileges? The challenge of globalization to the values of citizenship¿, Citizenship Studies, 12(6): 613-627.
Lawy, R. & Biesta, G. (2006) ¿Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship¿, British Journal of Educational Studies, 54(1): 34-50.
Mayo, M., Gaventa, J. and Rooke, A. (2009) ¿Learning global citizenship? Exploring
connections between the local and the global¿, Education, Citizenship and Social Justice,
Mooney, G. and Scott, G. (2012) (eds) Social Justice and Social Policy in Scotland. Bristol: Policy Press.
Pierson, P. (1998) ¿Irresistible forces, immovable objects: Post-industrial welfare states confront permanent austerity¿, Journal of European Public Policy, 5(4): 539-560.
Wacquant, L .(2009) Punishing the Poor: The Neoliberal Government of Social Insecurity Durham: Duke University Press
Walby, S. (2009) Globalisation and Inequalities. London: Sage.
Wilkinson, R. and Picket, K. (2010) (2nd edition) The Spirit level: Why Equality is Better For Everyone. London: Penguin.
|Graduate Attributes and Skills
|Additional Class Delivery Information
||Students will engage in lectures and tutor led tutorials via the hybrid model incorporating either on campus or on line delivery.
|Course organiser||Mr Gary Fraser
|Course secretary||Mrs Lesley Spencer
Tel: (0131 6)51 6373