Introductory description

This module concerns understanding and debating contemporary trends within education and the social values they reflect. It will encourage you to become familiar with the dominant areas of debate, controversy and innovation that can be seen to characterise contemporary education discourse.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will approach the topic of education through many contrasting perspectives. It will encourage students to critically appraise the social, cultural and political factors that affect students, teaching professionals, parents and other key stakeholders as they negotiate and participate in the contemporary education 'offer' provided at a local, national and international level. Key practical approaches and philosophical perspectives will be introduced and debated as students consider how factors such as inclusion, equality, diversity, community, religion, attainment, quality, excellence, economic growth and political instability interact within the contemporary education marketplace. Through a mixture of lecture, seminar and tutorial students will be encouraged to identify particular areas of debate and controversy that interest
themandtodeveloppresentationsandseminarpapers thatinvestigate thestrengths,
weaknesses and opportunities that can be identified within contemporary education policy and practice.
Key areas to be debated include:
Why educate?
Why go to school?
Does politics help or hinder educational policy and practice?
How is education leadership conceptualised within different models of education?
Do schools work? In what ways do different institutions, organisations, communities and faith groups approach evaluating this matter?
Is too much asked of schools? Is too much asked of pupils? Is too much asked of teachers?
What will schools be like in the future?
How do factors relating to multiculturalism, diversity and equality affect different people's and communities' experiences of education policy and practice?
How do different education models prepare pupils for adult life? In what ways do contrasting curriculums explore concepts such as spirituality, morality, becoming a responsible citizen, becoming employable and/or achieving economic independence?
Where can issues relating to educational inequality and exclusion be identified within contrasting models of education and which communities, would evidence suggest, become most directly and consistently affected by such factors?
Where can effective tactics for tackling exclusion and gaps in attainment be identified as having achieved a degree of success and impact?
What do different curriculums promote as essential and non-essential subject matter? Who is considered eligible to make decisions within this area? Where can decisions within this area be seen to have created tension, inequality and controversy?

Learning outcomes

By the end of the module, students should be able to:

• To comprehend and articulate the key debates within contemporary educational policy.
• To be able to distinguish and articulate the different ideological and political orientations of contrasting models of education.
• To be able to identify and express the key challenges facing different stakeholders within education such as pupils, parents, governors, teachers, politicians and multi-agency professionals.
• To be able to debate and articulate the contrasting ways in which different models of education respond to issues of educational inequality
• To have developed a range of perspectives on how the concepts of education and schooling are positioned within wider social, economic and political policies and institutional practices within society.
• To have a critical awareness of the role and influence of spirituality, morality, civic responsibility, faith and religion within contemporary educational policy and practice and be able to clearly distinguish between these concepts.
• To have a critical awareness of the challenges facing the teaching profession in today's globalised, diverse and rapidly changing world

Indicative reading list

Abbott, I., Rathbone, M., & Whitehead, P. (2013) Education Policy, London: Sage
Bartlett, S. & Burton, D. (2012) Introduction to Education Studies (Third Edition), London: Sage
Bates, J., Lewis, S. & Pickard, A. (2011) Education Policy, Practice and the Professional, London:
Continuum International Publishing Group
Chitty, C. (2009) Educational Policy in Britain (Second Edition), Basingstoke : Palgrave Macmillan
Collini, S. (2012) What are Universities for? London: Penguin Books
Curtis, W. & Pettigrew, A. (2009) Learning in Contemporary Culture: Perspectives in Education
Studies Series, Exeter, Learning Matters
Duff, L. (2003)Spiritual development and education: A contemplative view, International Journal
of Children's Spirituality, Vol. 8 (3).
Garrat, D. & Forrester, G. (2012) Education Policy Unravelled, London: Continuum International
Publishing Group
Jackson, P.W. (2012) What is Education? Chicago: The University of Chicago Press
Pratt-Adams, S., Maguire, M. & Burn, E. (2010) Changing Urban Education, London: Continuum
International Publishing Group
Ward, S. & Eden, C. E. (2009) Key Issues in Education Policy, London: Sage

View reading list on Talis Aspire

Subject specific skills

Students should demonstrate a critical understanding of: • the underlying values, theories and concepts relevant to education • the diversity of learners and the complexities of the education process • the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process • theories, practice and research in the area of education.

Transferable skills

• Active listening • Communication skills • Confidence • Coordinating with others • Creativity • Critical thinking • Judgement and decision making • Managing others/People Management • Motivation, tenacity, commitment • Negotiation • Passion • Personal development skills • Persuading/influencing • Planning and organisational skills • Problem solving • Reasoning • Team working