Education studies
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- EDUCATION STUDIES EDUCATION STUDIES (Early Childhood) EDUCATION STUDIES (Special and Inclusive Education)
- Module code: ES1210A Module Title: POLITICAL PERSPECTIVES ON EDUCATION
- Module code: ES1407 Module Title: Learning from the Renaissance
- Module code: ES1410 Module Title: EDUCATORS AND SCHOOLING
- Module code: ES2207 Module Title: WHAT IS A CHILD
- Module code: ES2212 Module Title: THEORISING EARLY CHILDHOOD
- Module code: ES2218 Module Title: THEORISING EDUCATION AND ECOLOGY
- Module code: ES2301 Module Title: EDUCATION:SOCIAL AND POLITICAL THOUGHT 1
- Module code: ES2305 Module Title: THEORIES OF DISCIPLINE
- Module code: ES2411 Module Title: Education and Isolation
- Module code: ES2414 Module Title: Globalisation and Comparative Education
- Module code: ES2420 Module Title: Theorising Special and Inclusive Education
- Module code: ES2422 Module Title: Pioneers and Separate Spheres Gender and History of Education 1789-1923
- Module code: ES2423 Module Title: Social Exclusion and Inclusion
- Module code: ES2999A Module Title: Volunteering
- Module code: ES3207 Module Title: THE CONSTRUCTION OF GENDER ROLES IN SCHOOLS
- Module code: ES3208 Module Title: Current Issues in Education
- Module code: ES3217 Module Title: The Loss of Childhood
- Module code: ES3301 Module Title: Constructing the Other:Race, Ethnicity, Religion
- Module code: ES3302 Module Title: Educating the Teenage Consumer
- Module code: ES3410 Module Title: Holocaust Education
- Module code: ES3411 Module Title: Marxisms and Schooling
- Module code: ES3413 Module Title: Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory
- Module code: ES3420 Module Title: Reconceptualising Early Childhood Education (RECE)
- Module code: ES3423 Module Title: Early Childhood in a Changing World
Faculty of Education, Health and Social Care EDUCATION STUDIES EDUCATION STUDIES (Early Childhood) EDUCATION STUDIES (Special and Inclusive Education) Module Catalogue Levels Four, Five and Six Semester 1 - 2015 / 2016
Module Credits: 15.00 Number of Periods: 1 Module Tutor: Description: Students are enabled to reflect on their own educational experiences, with an opportunity to work collaboratively with fellow students. The module also introduces some of the skills and content needed to be successful on the programme. Part 1 of the module facilitates reflection on students past educational experiences in relation to didactic and experiential approaches to teaching and learning. Time is also spent introducing and discussing the academic conventions to adhere to during the degree programme, the careers service, and the support, advice and guidance that will be available throughout the degree. Part 2 works with autobiographical material and experiences from diverse creative and analytical perspectives, including autoethnographic and psychoanalytic approaches to autobiography, poetry (David Whyte), fairy tales (Bettelheim, Steiner) and story-telling (Paley). Students are encouraged to keep a personal Learning Journal for the duration of the module to enhance the quality and depth of their experiential learning. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Presentation Module code: ES1210A Module Title: POLITICAL PERSPECTIVES ON EDUCATION Module Credits: 15.00 Number of Periods: 1 Module Tutor: Simon Boxley Description: The aim of this module is to ensure that students are well informed on a range of political concepts and perspectives. This is essential if they are, later in the programme, to make reasoned judgements on a variety of contemporary issues related to policy across the range of educational provision, including beyond the UK. This module therefore introduces students to a variety of contemporary political and policy issues and to concepts that can be brought to them from across the political spectrum. The second half of the module draws on the perspectives introduced in the first to introduce students to a considered theoretical engagement which the question of children as citizens.
Education Studies Education Studies (Special and Inclusive Education)
50% Essay Module code: ES1407 Module Title: Learning from the Renaissance Module Credits: 15.00 Number of Periods: 1 Module Tutor: Stephanie Spencer Description: This module introduces students to themes and personalities that were central to the period of Western history called the Renaissance. It will provide students with an historical overview of key events, as well as looking at the relation of the Renaissance to other historical periods. It will also look more deeply into selected ideas with a view to illustrating their significance both within the Renaissance and beyond. Central to the approach of the module will be to illustrate ways in which the Renaissance holds an 'educational' import both within itself and in terms of a legacy. Where appropriate, tutors will relate the material to both ancient and more modern issues and ideas. The module aims to increase student knowledge and understanding of the Renaissance but also to draw out its fundamental import for the notion of education in its widest sense. Many of the ideas introduced in this module will be returned to in years 2 and 3. Specific to: Education Studies (Early Childhood) Education Studies Education Studies (Special and Inclusive Education)
60% Essay Module code: ES1410 Module Title: EDUCATORS AND SCHOOLING Module Credits: 15.00 Number of Periods: 1 Module Tutor: Simon Boxley Description: This module will be studied in Semester 1 of the first year. The module combines an introduction to the ideas and theories of various educators concerned with schooling with an introduction to a range of skills which students need to develop. The first few weeks of the module will guide students towards their first piece of written work. Throughout the module there is a focus on developing essay writing skills. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Following the introductory lectures students may follow up issues raised in smaller seminar groups.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 20% Essay 80% Essay Module code: ES2207 Module Title: WHAT IS A CHILD ? Module Credits: 15.00 Number of Periods: 1 Module Tutor: Alexis Gibbs Description: This module explores different ways of thinking about or 'reading' the child and childhood. The first half of the module is principally theoretical and introduces ideas which put into question superficial or uncomplicated readings of the child. The second half uses literary texts on the subject of childhood as examples of how the child has been read and written in the past.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 40% ESSAY 60% ESSAY Module code: ES2212 Module Title: THEORISING EARLY CHILDHOOD Module Credits: 15.00 Number of Periods: 1 Module Tutor: Jaclyn Murray Description: A module for the Early Childhood degree pathway, module readings are related, first, to two early key texts - John Locke's essay 'Some Thoughts on Education' and J.-J. Rousseau's Émile; and second, to the more contemporary writings of Jean Piaget and Lev Vygotsky. The underpinning theme is the ‘Nature/Nurture debate’, which comprises a continually growing body of theory and argument that attempts to identify a set of fundamental causes said to 'determine' human nature, with the debate getting its name from these two supposedly opposed sources of causation. This highly topical debate provides a general reference point for most theoretical studies of early childhood education because the child is either thought to be 'plastic' and malleable in terms of possible outcomes (the nurture assumption), or relatively fixed in its characteristics - even pre-determined - before its birth (the nature assumption). Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% ESSAY 50% ESSAY Module code: ES2218 Module Title: THEORISING EDUCATION AND ECOLOGY Module Credits: 15.00 Number of Periods: 1 Module Tutor: Simon Boxley Description: This module introduces the problematic of our relationship with nature and the environment. Starting with an overview of changes in understanding in the nineteenth century following Darwin and Marx , this module moves to developing an insight into the educational thinking of twentieth century green tourists. The nature and role of education in the environmental debate continues to be explored in the middle weeks of the module through an examination of concepts of growth and transformation. If there is an environmental crisis, how do we understand and respond pedagogically? A consideration of such questions for education policy and practice is examined within a contest of contemporary debate around 'education for sustainability'. The module concludes with reading of visions of change in contrasting eco-utopian and dystopian versions, re-positing the question of education's role in the realisation of such imagined futures. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES2301 Module Title: EDUCATION:SOCIAL AND POLITICAL THOUGHT 1 Module Credits: 15.00 Number of Periods: 1 Module Tutor: Simon Boxley Description: This is the first of the two mandatory modules for Education Studies at level 2. In this module you will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. We will explore selected theorists through primary sources and you will be expected to have access to the key texts. A list of these will be available on the Learning Network. The goal of this module is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% ESSAY 50% ESSAY Module code: ES2305 Module Title: THEORIES OF DISCIPLINE Module Credits: 15.00 Number of Periods: 1 Module Tutor: Marie Morgan Description: This module philosophically explores the idea that there is an intrinsic link between education and discipline and examines the changing nature of that relationship from Ancient Greece to the present day. Discipline in education raises many serious questions about issues such as power, domination, oppression and cruelty but it also raises serious questions about issues such as respect morality, self control and so on. Throughout the module the complexities of the relationship between discipline and education will be examined in relation to many of these questions. This will lead us to consider discipline in terms of the punishment of the body and spirit and to consider whether, without discipline, education is possible at all. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES2411 Module Title: Education and Isolation Module Credits: 15.00 Number of Periods: 1 Module Tutor: Derek Bunyard Description: This module approaches its contents through two related themes. The first half concentrates on instances where the individual gains an education through abrupt and even damaging encounters with natural forces, or conditions that are beyond all previous experience. Selected examples in which the individual is seen to respond alone to such challenges provide an initial familiarisation with the many accounts which suggest that such encounters, although initially understood as damaging to personal identity and capability, subsequently lead to expanded, albeit altered, forms of personal growth. Inevitably, however, not all such narratives end so happily, and so examples of irreplaceable loss will also feature. The second half of the module features a study of the educational processes involved in the experience of isolation. The focus is less on the nature of the assault on personal integrity, and more on the philosophical understandings revealed through experience of isolation.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES2414 Module Title: Globalisation and Comparative Education Module Credits: 15.00 Number of Periods: 1 Module Tutor: Shaun Best Description: This module explores how a comparative approach to theorising educational policy and practice enables us to understand how ideas of race, gender, class, inclusion and politics are played out in education across the world. Students will be encouraged to reflect on their own experience of education in order to understand global trends in educational provision. They will consider whether the pitfalls of comparing diverse communities outweigh the advantages inherent in taking a world view of the universal experience of education in both formal and informal educational settings. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES2420 Module Title: Theorising Special and Inclusive Education Module Credits: 15.00 Number of Periods: 1 Module Tutor: Shaun Best Description: This module explores the possibilities that arise from and in theorising inclusive education. Indeed, the module takes, as its starting point, Slee’s contention ‘that the failure to apply theoretical analysis has been detrimental to the project of inclusion’ (Slee, 1998: 126). This module introduces theoretical perspectives as a way of understanding inclusive education practices and policies at a national level and an international level. If the module is successful, then it may validate the truth of Lewin’s (1952: 169) declaration: ‘There is nothing more practical than a good theory’. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES2422 Module Title: 'Pioneers and Separate Spheres' Gender and History of Education 1789-1923 Module Credits: 15.00 Number of Periods: 1 Module Tutor: Stephanie Spencer Description: This module explores how the theories of gender introduced in Principles in Inclusive Education at level 4 have contributed to writing women into the existing record of the past. It assesses contributions made by women and men as educational writers discussing the development of girls’ education from the late eighteenth century to the Differentiation of the Curriculum Report in 1923. The module uses primary texts written by women and men to explore the justification for women and girls’ participation in formal education. It also introduces contemporary historical theory to explore why so many women writers on education have disappeared from the history books. It does not require prior historical knowledge or prior historical skills. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 40% Oral Presentation or Blog 60% Essay Module code: ES2423 Module Title: Social Exclusion and Inclusion Module Credits: 15.00 Number of Periods: 1 Module Tutor: Shaun Best Description: In this module students’ will investigate historical, contemporary, cultural and political struggles in relation to issues of social exclusion/inclusion. This module will examine current debates concerning theory, research and practice in the area of social exclusion/inclusion in relation to education. The module will explore a number of topics, including definitions of social exclusion/inclusion and routes into and out of exclusion, the causes of educational and social exclusion in relation to a range of vulnerable groups. To provide students with an understanding of key issues of relevance to the development of UK policy on social inclusion and the skills necessary to enable them to judge the effectiveness of national policies and strategies. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES2999A Module Title: Volunteering Module Credits: 15.00 Number of Periods: 1 Module Tutor: Description: This module allows students to take up placement in a voluntary sector body either in the UK or overseas. The aim is that you will make a positive and personally rewarding contribution to the community whilst also demonstrating an understanding of how your voluntary work relates to a broader theoretical concepts and ideas. The purpose of this module is the development of skills which will enhance your employability and personal development. A combined honours student may only take ONE instance of this module.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 30% Portfolio and Essay 70% Essay Module code: ES3207 Module Title: THE CONSTRUCTION OF GENDER ROLES IN SCHOOLS Module Credits: 15.00 Number of Periods: 1 Module Tutor: Stephanie Spencer Description: The module investigates the construction and contestation of femininities and masculinities in schools. The place of the curriculum (hidden and overt), interactions between children and adults, teaching and management styles, gender and race, gender and disability, and questions of sexuality and power in contemporary gender relations in schools will be analysed critically in the light of the theoretical perspectives and educational philosophies introduced in earlier modules. The interaction of gender and notions of professionalism and the position of women in school management will be explored. Methodological issues in researching gender in schools and classrooms and theoretical questions in relation to strategies for addressing gender inequality will be subjected to critique. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 40% PRESENTATION 60% ESSAY Module code: ES3208 Module Title: Current Issues in Education Module Credits: 15.00 Number of Periods: 1 Module Tutor: Diana Sousa Description: This module will be structured around a reading of current issues in education in the context of political thought. After an introduction to the political and its relation to education, we will explore current issues in the light of each week’s readings. By reading current educational issues through the prism of the political the module seeks to put contemporary debates about education in a broader theoretical context. Recent political theory, and your own theoretical backgrounds developed on the degree so far, will thereby be shown to be relevant to educational thinking and will provide you with the critical tools to engage with the important educational issues of today.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 40% Presentation 60% Essay Module code: ES3217 Module Title: The Loss of Childhood Module Credits: 15.00 Number of Periods: 1 Module Tutor: Jaclyn Murray Description: In the first half of this module we will explore whether nature or nurture seems to have the biggest influence on the child as well as how we think about childhood. Are we really tied to either nature or nurture defining what we consider childhood to be? If we can move beyond the prejudices of both nature and nurture, what are we left with when we think about childhood? Is it simply contingent and relative? Does this mean principles of childhood should be stalwartly defended against relativism? If so, what are they and how can this be done? Has childhood really been lost or is it merely in the process of becoming something else? The second half of the module will lead on from these questions to consider whether childhood is best perceived as a preparation for, or protection from, adult life. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES3301 Module Title: Constructing the 'Other':'Race', Ethnicity, Religion Module Credits: 15.00 Number of Periods: 1 Module Tutor: Simon Boxley Description: This module aims to offer students the opportunity to analyse constructions of the ‘Other’ and developments in patterns of discriminatory practice and belief based on categories of ‘race’, ‘ethnicity’ and religion, primarily within a UK context. It employs theoretical models drawn from Edward Said, and from the Marxist tradition, the first of these offerings culturalist readings of constructions of ‘race’ whilst the second locates processes of racialisation in changes in production relations. Themes of contemporary interest will be examined through the application of these theories, e.g.,the way in which religion plays into racialised categories, the impact of immigration, and the role of terror in shaping perceptions. Orientalism and racialisation will be related to public pedagogy and connected at points in the module with issues of schooling.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES3302 Module Title: Educating the Teenage Consumer Module Credits: 15.00 Number of Periods: 1 Module Tutor: Stephanie Spencer Description: Historians are divided whether the past can be used as an advocate for the present or whether it can only be understood in its own context. Discussion over what is appropriate content for formal education in young adults has been ongoing since the end of the nineteenth century. The minimum school leaving age has been substantially increased since 1870, effectively also increasing young people’s age of entry into the world of work. The expanding availability of consumer goods, together with favourable employment conditions and improved educational opportunity, raised the public profile of ‘the adolescent’ in the 1950s. Is it the role of the school or university to prepare its students for life or for earning a living? The rationale and content of formal education for the 14-18 year old is still not resolved and this module asks whether there are any lessons to be learned from knowledge of past attempts to cater for this group. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 30% ESSAY 70% ESSAY Module code: ES3410 Module Title: Holocaust Education Module Credits: 15.00 Number of Periods: 1 Module Tutor: Marie Morgan Description: The Holocaust is recognised as a defining moment in Western, if not world history. But how is such an event to be included within education? This module explores some of the various ways in which the holocaust has been represented and questions whether it is possible to teach the holocaust in a way that does justice to its victims and to those who survived to bear witness to it. This will entail exploring some of the very difficult and complex moral, ethical, political and philosophical questions about power, prejudice, conformity and violence which are intrinsic, not only to the Nazi regime of the 20th Century but also to many other human situations.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay - Subject to Validation 50% Essay - Subject to Validation Module code: ES3411 Module Title: Marxisms and Schooling Module Credits: 15.00 Number of Periods: 1 Module Tutor: Simon Boxley Description: This module is for those who want to explore further the ideas of Karl Marx introduced in Education: Social and Political Thought, and of subsequent Marxists, and to apply them to schooling. In particular it explores both the ideas and practice of those Marxist theoreticians and leaders who have been in a position to turn ideas into policies. It considers their failures, successes and the lessons that might be learnt by those interested in Marxism today. The module will necessarily be broad in scope, including the perspectives of writers from the Nineteenth Century to the Twenty First and from Asia, Europe, South America and beyond. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES3413 Module Title: Exclusion in and from Schooling: Critical Reflections on Teaching, Policy and Theory Module Credits: 15.00 Number of Periods: 1 Module Tutor: Shaun Best Description: In On Liberty, J.S.Mill wrote: ‘What more or better can be said of any condition of human affairs, than that it brings human beings themselves nearer to the best thing they can be?’ (Mill,1859/1975:79). This module asks: Does educational practice and policy, currently deemed inclusive, contribute to human flourishing? By way of answering this question we will engage with understandings of human rights, educational spaces and cultures that inform approaches to special and inclusive education, before turning our critical attention to exclusionary pressures within and upon the educational system. Where level five modules about issues in special and inclusive education called upon us to reflect on the insights of others, this module asks us to engage with theory, practice and the possible, in order to develop critical perspectives on special and inclusive practice and policy.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Essay 50% Essay Module code: ES3420 Module Title: Reconceptualising Early Childhood Education (RECE) Module Credits: 15.00 Number of Periods: 1 Module Tutor: Diana Sousa Description: “Education is an act of love, and thus an act of courage. It cannot fear the analysis of reality or, under pain of revealing itself as a farce, avoid creative discussion.” (Paulo Freire) Throughout the years Early Childhood Education (ECE) systems, beliefs, creeds and pedagogies around the world have been highly dominated by psychology and child development discourses. This module aims to challenge the grand narratives which have prevailed in the ECE field by drawing on critical, post-colonial, feminist and post-modern theories in order to understand the complexities of diversity in this level of education. This module will deconstruct ECE theories, every day practices and pedagogies whilst exposing students to multiple discourses and critical reconceptualisations of the field. Reconceptualising Early Childhood Education (RECE) is concerned with social change and has the objective to improve the lives of children, parents and practitioners while taking action and debating difficult and hitherto ‘taboo’ issues which affect their everyday lives. For this reason, this module aims to provide a chance to capture complexities of life, question, and critically rethink ‘traditional frames’, experiences and ‘cemented beliefs’ in ECE.
Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 50% Reflection Diary 50% Essay Module code: ES3423 Module Title: Early Childhood in a Changing World Module Credits: 15.00 Number of Periods: 1 Module Tutor: Jaclyn Murray Description: “The birth of a child is a political event” (W. Penn Handwerker) In this module notions of children, childhood, development and education are explored from an anthropological perspective, where they are seen as affected by both global political-economic structures and daily practices embedded in the micro-level interactions of local cultures (Scheper-Hughes, 1998). The first half of this module takes a critical look at recent major economic and political structural and ideological adjustments/transformations of ‘international development’ and education and how these have impacted on the organization and configuration of families, child-rearing philosophies and childcare and early education practices in cross-cultural contexts. The second half of the module analyses the state of the world’s young children across a range of contexts. Drawing from a variety of ethnographic studies we explore the condition and life chances of children within the global - local framework set out in part one of the module and critically analyse what implications this has for how early childhood care and education is conceptualised and implemented. Specific to: Education Studies (Early Childhood) Education Studies (Early Childhood) Joint Education Studies Education Studies Joint Education Studies (Special and Inclusive Education) Education Studies (Special and Inclusive Education) Joint Availability: A 15/16 S1 Winchester Assessments: 60% Essay 40% Presentation Directory: Studyhere -> studyabroad -> incoming -> academicinformation -> Documents Documents -> Fashion: Media and Marketing Download 193.71 Kb. Share with your friends:
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