University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:	UTTGE4-20-3
Title:	Critical Theory and Education
Version:	3
Level:	3
UWE Credit Rating:	20
ECTS Credit Rating:	10
Module Type:	Standard
Owning Faculty:	Social Sciences and Humanities
Field:	Primary, Early Childhood and Education Studies
Field Leader: (see guidance notes)
Valid From:	September 2008
Discontinued From:
Contributes Towards: (see guidance notes)	Joing Honours Education Studies BA (Hons) Education Studies
Pre-requisites:	None
Co-requisites:	None
Excluded Combinations:	None

Learning Outcomes

On completion of this module, successful participants will be able to:

• identify and critically engage with a range of contemporary critical social theories (A);

• understand the significance of contexts within which such theories have arisen (A);

• analyse and evaluate the contribution that such theories can make to our understanding of educational processes and perspectives (A);

• apply critical theory to interrogate issues of equity, diversity, inclusion and social justice in education (A);

• work effectively as an independent and self-motivated learner (A).

Syllabus outline:

The syllabus will be drawn from:

• theories of modernity, postmodernism and post-structuralism;

• discourse, language, ideology and social practice;

• the contribution of psychoanlaysis and psychosocial studies;

• theoretical debates concerning identity and the 'subject';

• theoretical debates concerning power, empowerment and 'voice';

• post-colonial theory;

• feminisms, gender, sexualities and subjectivities;

• post-vygotskian, sociocultural and activity theory;

• marxian and neo-marxian theories

Teaching and learning methods:

Lectures, tutor and peer led seminars, tutorials, guided reading.

Reading Strategy

It is essential that students read one of the many texts on research methods available through the Library. Key chapters from several will be available electronically via the Library’s Digital Collections.

Students are expected to identify all other reading relevant to their chosen topic for themselves. They will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. It will be expected that assignment bibliographies and reference lists will reflect the range of reading carried out

Additonal support is available through Blackboard. This includes interactive tutorials on search skills and on the use of specific electronic library resources.

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, , CURRENT advice on readings will be available via other more frequently updated mechanisms.

BAUMAN, Z. (1991) Modernity and Ambivalence Cambridge: Polity Press.

BALL, S. J. (ed) (1990) Foucault and Education: Disciplines and Knowledge London: Routledge.

BROOKS, A. (1997) Postmodernisms: feminism, cultural theory and cultural forms London: Routledge.

BUTLER, J. (1993) Bodies that Matter London: Routledge.

DANIELS, H. (ed) (1993) Charting the Agenda: Educational Activity After Vygotsky London: Routledge.

DU GAY, P., EVANS, J. AND REDMAN, P. (2000) Identity: a reader London: Sage.

ELIOT, A. AND RAY, L. (2001) Key Contemporary Social Theorists Oxford: Blackwells.

GIDDENS, A. (1971) Capitalism and Modern Social Theory: an analysis of the writings of Marx, Durkheim, and Weber Cambridge: CUP.

GIDDENS, A. (1994) Modernity and Self-identity Cambridge: Polity Press.

GRENFELL, M. AND JAMES, D. (1998) Bourdieu and Education: Acts of Practical Theory London: Falmer Press.

HARVEY, D. (1990) The Condition of Postmodernity: An enquiry into the origins of cultural change Oxford: Blackwell.

KOZULIN, A. (1998) Psychological Tools: A Sociocultural Approach to Education London: Harvard University Press.

WILLIAMS, P. AND CHRISMAN, L. (1993) Colonial Discourse and Post-colonial Theory New York: Harvester/Wheatsheaf.

Assessment:

Weighting between components A and B (standard modules at levels 0-3 only)

A: 100%

ATTEMPT 1

First Assessment Opportunity

Component A

A 3 hour closed book examination. Assessment criteria: AL3, BL3, CL3 (from list below).

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

A 3 hour closed book examination. Assessment criteria: AL3, BL3, CL3 (from list below).

Assessment Criteria:

AL3: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

BL3: Literature Domain

The assignment demonstrates that the student can reference

appropriate literature and utilise it in the development of analysis and discussion of ideas.

CL3: Contextual Domain

The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required but may be recommended.

Specification confirmed by ……………………………………Date ……………………………

(Associate Dean/Programme Director)