Undergraduate Course: Domains of Practice 2: Introduction (EDUA08123)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course builds on foundational first year studies by providing a critical introduction to the key CLD domains of practice: adult education, community development and youth work. Through the taught sessions we will examine distinctive features of each domain in terms of relevant historical developments, the broader social context and their significance on shaping the purpose of contemporary practice. |
| Course description |
Academic Summary
1. This course will examine the 3 domains of practice that constitute the contemporary CLD sector; namely community development, adult education and youth work. The taught programme will explore pedagogical themes, examine the contemporary policy context, and consider the implications for professional practice in each of the domains.
2. Outline Content
It is important to understand the relationship between theoretical ideas, the policy context and CLD practice. Perspectives on the nature and purpose of CLD are informed by historical traditions as well as social, economic and political changes in society over time. The course will introduce and explore the historical traditions, principles and values that have shaped the domains of practice. The priorities for CLD practice are frequently the subject of debate. For example, the goals of policy can often undermine or compromise the needs of learners in our communities. The taught sessions will focus on a range of issues, challenges and opportunities faced by the modern-day CLD practitioner. Across the 3 domains, we will identify and study common themes as well as discrete aspects of contemporary practice in youth work, adult education and community development respectively.
3. Student learning experience
This course will be taught through a weekly 3 hour session, consisting of two 85 minute lecture/seminars separated by a 10 minute break. The first session in week 1 will be an introduction to the whole course. Each domain of practice will then be covered in six 85 minute sessions, taught in a consecutive block. For example, six sessions focused on Adult Education, followed by six on youth work and then six on Community Development. The last 3 sessions will be focused on preparation for and engagement in a practitioner panel discussion facilitated by students and finally a course review. 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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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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 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative assessment
Students will receive regular feedback in classroom discussion. Lecturing staff will comment on essay plans.
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:
- Develop an understanding of the historical and theoretical development of the domains of practice.
- Develop an awareness of the distinctive features of and commonalities between the domains of practice.
- Develop an understanding of the core theories, conceptual principles, educational methods and approaches which frame the domains of practice.
- Develop an understanding and awareness the topical debates and current issues in relation to the domains of practices.
- Critically analyse and evaluate the possible consequences of changing national and international policy imperatives on the activity of practitioners working in the domains of practice.
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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.
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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
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| Keywords | Adult Education,Youth Work,Community Work,Empowerment,Employability,Citizenship,Participation |
Contacts
| Course organiser | Dr Ian Fyfe
Tel: (0131 6)51 4803
Email: ian.fyfe@ed.ac.uk |
Course secretary | Miss Eleanor Terry
Tel: (0131 6)51 6812
Email: eterry@ed.ac.uk |
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