EQ114-15 Historical Perspectives on Education
Introductory description
This module explores education using historical analysis techniques and frameworks. This exploration encompasses consideration of the role of government, political ideologies and social and economic issues as they have impacted education. Historical analysis frameworks and techniques will be used to explain developments in education and experiences of various groups will be examined to understand the nature of educational systems and movements. The skills developed in this module will allow students to comment on and critique past events with the aim of mapping continuity and change in education.
Module aims
Introduce key concepts, theories and research in the history of education.
Consider the economic, political and social forces which affect education.
Contextualise key events in the history of education.
Engage with research and arguments related to historical events in education.
Apply processes of historical analysis techniques to specific events, groups or movements.
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.
Key concepts in the study of past events.
The nature of historical sources and analysis.
The construction of education systems, practices and ideologies.
Educational ‘movements’ and their legacy.
Education legislation and policy.
Learning outcomes
By the end of the module, students should be able to:
- Demonstrate knowledge and understanding of educational change and continuity
- Relate the history and development of education to wider political, economic and social forces
- Critically read and understand relevant academic writings and other materials
- Formulate arguments based on the evaluation of theories and concepts
Indicative reading list
Allender and Spencer (eds) (2021) ‘Femininity’ and the History of Women's Education
Baroutsis, A. & Lingard, B. (2023) Exploring education policy through newspapers and social media: the politics of mediatisation, Routledge, Abingdon, Oxon
Bowen, G.A. (2009) "Document Analysis as a Qualitative Research Method", Qualitative research journal, vol. 9, no. 2, pp. 27-40.
Counsell, C., Chapman, A. & Burn, K. (2010) Analysing History, Teaching history (London), no. 139, pp. 2-2
Faire, L., Cowman, K., Gallois, W., Guldi, J., Gunn, S., Jordanova, L., Kidambi, P., King, M.T., Lilley, K., Mayne, A., Morris, R.J., Nicholson, B., Porter, C., Strange, J. & Thomson, A. (2022) Research Methods for History, Edinburgh University Press, Edinburgh.
Fitzgerald (ed) (2020) Handbook of Historical Studies in Education
Jordanova, L.J. (2019) History in practice, Third edn, Bloomsbury Publishing Plc, London.
Joseph (ed) (2023) New Studies in the History of Education
Kreuzer, M. (2023) The grammar of time: a toolbox for comparative historical analysis
Martin (2022) Gender and education in England since 1770: a social and cultural history
Maza, S.C. (2017) Thinking about history, The University of Chicago Press, Chicago.
McCulloch (2011) The Struggle for the History of Education
Rury and Tamura (eds.) (2019) The Oxford Handbook of the History of Education
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
- critiques of theory, practice and research in the area of education
- the significance of the cultural, historical and contemporary features of various policies, institutions and agencies
Transferable skills
Active listening
Analysis and decision making
Communication skills
Confidence
Coordinating with others
Creativity
Critical thinking
Emotional intelligence
Initiative and also follow instructions
Intellectual ability
International cultural awareness
Interpersonal and communication
Judgement and decision making
Management of learning
Managing others/People Management
Motivation, tenacity, commitment
Negotiation
Personal development skills
Planning and organisational skills
Reasoning
Self-management/resilience
Team working
Study time
| Type | Required |
|---|---|
| Lectures | 10 sessions of 1 hour (7%) |
| Seminars | 10 sessions of 2 hours (13%) |
| Private study | 85 hours (57%) |
| Assessment | 35 hours (23%) |
| Total | 150 hours |
Private study description
Independent study hours include background reading, completing reading/other tasks in preparation for timetabled teaching sessions, undertaking research using the library resources, follow-up reading work, working on individual and group projects, the completion of formative and summative assignments, revision.
Costs
No further costs have been identified for this module.
You do not need to pass all assessment components to pass the module.
Assessment group A
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
| Case Study Presentation | 25% | 10 hours | No |
|
Students apply historical analysis to a chosen educational movement, significant event in education, or aspect of a county’s education system. Findings presented in pairs. |
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| Reflective Journal Assignment | 75% | 25 hours | Yes (extension) |
|
Students maintain a reflective learning journal throughout the module. Formative feedback will be provided at set points during the term. The journal will form the basis of a reflective assignment considering the concepts and ideas covered in the module. |
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Feedback on assessment
Feedback given using the Education Studies feedback sheet
Courses
This module is Core for:
- Year 1 of UEQA-X35B Undergraduate Education Studies
- Year 1 of UEQA-X35C Undergraduate Education Studies (Intercalated Year)
- Year 1 of UIPA-XL38 Undergraduate Education Studies and Global Sustainable Development