Postgraduate Course: Community Engagement: co-constructing knowledge with communities (EDUA11358)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course will enable students to address the core challenges associated with community engagement which sets out to work alongside communities rather than on them. It will teach a progressive methodology which draws on participative techniques and encourages both, innovation in the process of engagement, and the co-construction of knowledge with communities.
A range of policy imperatives mean that practitioners from the whole spectrum of public, private or charitable service providers need to know how to effectively engage with communities. This growing prominence of community engagement marks a new emphasis on the need for agencies and institutions to recognise the value and significance of communities as stakeholders and to endeavour to engage with them in all of their work. These imperatives will require agencies to develop new approaches and methods to help them make their engagements both meaningful and effective.
These approaches and methods are grounded in an ethical value base which:
Respects the experience of communities and seeks to understand the hopes, fears and aspirations of people as a starting point for engagement and the development of curriculum.
Implements methodological approaches to the development of curriculum which are dialogical and co-constructed to reflect the interests of communities and agencies alike.
Accepts the premise that people will act to change the conditions which inhibit and disrupt their full participation.
Entry Requirements (not applicable to Visiting Students)
|| Students MUST have passed:
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Students will be asked to complete a 2500 word analytical report (40% of overall mark), produce a digital portfolio of evidence (30%) and deliver a presentation ( online or on campus) (30%).
10 online 2 hour synchronous sessions (which can be accessed asynchronously if necessary) including taught input and discussion. Asynchronous discussion forums on pre-set readings and on individual and group engagement tasks, pebble pad reflective blogs detailing engagement activity.
||Prior to the written submission, students will receive feed forward guidance on their presentations and on possible approaches to their assignments.
|No Exam Information
On completion of this course, the student will be able to:
- Critically discuss the meanings and purposes ascribed to the term community engagement and the impact on engagement policy.
- Illustrate a critical understanding of models and frameworks of engagement
- Demonstrate practical skills and knowledge of participatory approaches to community engagement and research
- Evidence understanding of praxis and dialogical approaches to knowledge co-construction.
- Develop a programme of engagement which could lead to transformative action
|Andersen. L., Boud, D. and Cohen, R. (2004) Experience Based Learning in Foley, G. (Ed.). Understanding Adult Education and Training. Second Edition. Sydney: Allen & Unwin, 225-239.|
Dempsey, Sarah E. (2009) Critiquing Community Engagement, Management Communication Quarterly, August 2010; vol. 24, 3: pp. 359-390., first published on December 9, 2009
Geraldine Blake, John Diamond, Jane Foot, Ben Gidley, Marjorie Mayo, Kalbir Shukra and Martin Yarnit (2008) Community engagement and community cohesion, Joseph Rowntree Foundation
Horowitz CR, Robinson M, Seifer S (2009) Community-based participatory research from the margin to the mainstream: are researchers prepared? Circulation 2009;119(19) :2633
Senior, Paul (2013) Community Engagement, Innovation: Past, Present and Future, Probation Journal 60 (3), 242 ¿ 258
Shor, I and Freire, P. (1987) A Pedagogy for Liberation. New York: Bergin and Garvey. p 17 ¿ 51
|Graduate Attributes and Skills
|Course organiser||Ms Margaret Petrie
Tel: (0131 6)51 4788
|Course secretary||Miss Amanda Gilmour
Tel: (0131 6)51 1196