THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2022/2023

Timetable information in the Course Catalogue may be subject to change.

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

Undergraduate Course: Domains of Practice 2: Introduction (EDUA08123)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 8 (Year 2 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course builds on foundational first year studies by providing a critical exploration of the key CLD domains of practice: adult education, community development and youth work. It will consider what is distinctive about each domain in terms of its historical development and contemporary significance.
Course description Academic Summary
1. This course will examine the roots and practices of the 3 domains of practice. It will identify common pedagogical themes, examine emerging trends and controversies in the contemporary policy context, and explore of professional identity.

2. Outline Content
Different ways of understanding the nature and purpose of CLD give rise to different and divergent forms of practice. This is why it is important to recognise that what CLD means at any time is contested, in the sense that there is argument about what it does and why it matters. Different arguments are informed by different historical traditions and ideological models of society. The course will introduce and explore these different historical traditions and ideological models of society and the contribution they make to our understanding of key concepts in CLD. These different meanings of CLD inevitably generate controversies which are the subject of debate over time. The course will explore a range of common policy themes such as citizenship, participation, employability or resilience and use these different ways of understanding CLD to compare and contrast what implications they have for professional practice and identity.

3. Student learning experience
Course will be taught over 3 hours per week, consisting of a 2 hour lecture/seminar and a separate 1 hour tutorial. Week 1 will be an introduction to the whole course. Weeks 2 to 4 will explore the roots of the 3 domains, weeks 5 to 7 will explore the distinctiveness of each domain, weeks 8 to 10 will introduce and explore contemporary emerging themes in policy and practice. Week 11 will include the review of the course and a focus on the assessment task. The lecture seminars will include tutor led input of knowledge and students will be encouraged to engage with this knowledge, discussing their views in small groups and with the whole class. The tutorials will focus more of an analysis of the set reading relating to the lecture seminar topic. Students will be encouraged to discuss their response to the set reading in small groups and the whole class
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2022/23, Not available to visiting students (SS1) Quota:  0
Course Start Semester 1
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 16.5, Seminar/Tutorial Hours 15, Revision Session Hours 1.5, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 163 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Formative assessment
Formative tasks will involve students writing an ongoing blog. This will involve students reflecting on their professional practice experiences to date and identifying how and in what ways the key ideas and concepts explored on taught element are experienced in their practice situation. The intention is that this will scaffold students' learning and support the final written summative assessment.

Summative assessment
Students will submit a 2000 word written task (100%).
Feedback Formative feedback will be offered to students by tutors throughout the course. There will also be opportunities to receive peer feedback.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Discuss the underlying commonalities of the distinctive domains of practice.
  2. Demonstrate an awareness of different theories and ideologies of CLD.
  3. Analyse the role, intent and possible consequences of state involvement in CLD activity.
  4. Justify a position in relation to contemporary debates on the field of practice.
  5. Identify the commonalities and distinctive features of each domain of practice.
Reading List
Boeren, E. & James, N. (2019) Being and Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Continuing Education, London: Palgrave MacMillan.

Bright, G. (Ed.) (2015) Youth Work: Histories, Policy and Contexts. London: Palgrave.

Coburn, A., & Gormally, S. (2017) Communities for Social Change: Practicing Equality and Social Justice in Youth and Community Work, New York: Peter Lang.

Crowther, J., Ackland, A., Petrie, M. and Wallace, D. (2017) Adult Education, Community and Democracy in Scotland, Oxford Research Encyclopedia of Education.
Meade R, Shaw M & Banks S (2016) (eds) Politics, Power and Community Development, Rethinking Community Development Series, Policy Press, Bristol.

Shaw M, and Mayo M (2016) (eds) Class, Inequality and Community Development, Rethinking Community Development Series, Policy Press, Bristol.
Additional Information
Graduate Attributes and Skills Personal and Intellectual Autonomy
recognise and address ethical dilemmas, social responsibility and sustainability issues, applying their own ethical values to key theoretical ideas and conceptual frameworks and practice situations
be critically self-aware, self-reflective and self-manage in order to fully maximise potential

Generic cognitive skills
Capability to evaluate information thoroughly; identifying assumptions, detecting false logic or reasoning and defining terms accurately in order to make an informed judgement on professional problems and issues.
Ability to undertake critical analysis, evaluation and synthesis of important ideas, conceptual frameworks and policy discourses within the common understanding of the professional discipline.
establish personal vision and goals

Communication, numeracy & IT
develop oral communication of complex ideas and arguments using a range of media
enhance verbal communication, including listening and questioning
Recognise and value communication - both orally and in writing- as a tool for negotiating and creating new understandings
articulate and effectively explain information.
Use a range of ICT applications to process and obtain information and data.

Autonomy
effectively perform within team environments including the ability to recognise and capitalise on individuals' different thinking, experience and skills
Manage ethical and professional issues in accordance with current professional and ethical codes of practice
have an ability to work with people from a range of cultures and backgrounds Work, under guidance from tutors, to acquire and understanding of current professional practice situations and dilemmas
KeywordsAdult Education,Youth Work,Community Work,Empowerment,Employability,Citizenship,Participation
Contacts
Course organiserDr Ian Fyfe
Tel: (0131 6)51 4803
Email: ian.fyfe@ed.ac.uk
Course secretaryMiss Rosie Roberts
Tel: (0131 6)516 210
Email: Rosie.Roberts@ed.ac.uk
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