Critical perspectives on curriculum and pedagogy (D)
| Code | School | Level | Credits | Semesters |
| EDUC4093 | Education | 4 | 30 | Spring UK |
- Code
- EDUC4093
- School
- Education
- Level
- 4
- Credits
- 30
- Semesters
- Spring UK
Summary
This module critically examines contemporary, global debates surrounding orthodoxies in curriculum, pedagogy and assessment, particularly but not exclusively in schools, and how these relate to policy, research and practice. It considers the way different orthodoxies frame what children and young people learn (curriculum), how they learn and how assessment practices inform pedagogy. The module will explore these orthodoxies in terms of their origins and purposes and it will consider global influences and alternative models from an international perspective. The module starts by considering the history, politics and ideology of the curriculum as it currently exists in England, as a specific case, and invites students to extend this analysis to international contexts. It then develops understanding through application of psychological, social and cultural theories of learning, pedagogy and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique wide-ranging policy and research discussions about curriculum, pedagogy and assessment in a range of international contexts. Participants will be engaged in considering how developments of, and alternatives to, current practices will impact curriculum, pedagogy and assessment in the future, in the context of increasingly globalised education.
Target Students
Available for MA Education (Flexible), and MA TESOL who are studying via distance learning.
Classes
This module is delivered digitally, with tutorial support included.
Assessment
- 100% Coursework: 6,000 words or equivalent.
Assessed by end of spring semester
Educational Aims
The aims of the module are:to develop understanding of the ways in which school curricula are historically, politically and ideologically situated, in national and global contexts;to explore the potential impact ofnational and global policy agendas in curriculum reform in a range of contexts;to develop critical understanding of pedagogy and apply this to participants' professional contexts and experience;to develop a critical understanding of current orthodoxies and potential alternatives in curriculum pedagogy;to consider how theories of pedagogy and curricula can be applied in national and global contexts..Learning Outcomes
Knowledge and Understanding
On successful completion of the module students will have gained knowledge of:
•curriculum reform history (5-19) in different global contexts, including national and global trends in official knowledge and pedagogy.
Intellectual Skills
On successful completion of the module students will have the ability to:
•critically evaluate theory and research in the field;
•critically analyse policy trajectories;
•theorise pedagogy and critique assessment practices.
Professional Practical Skills
On successful completion of the module students will be able to:
•reflect on their experiences of curriculum and pedagogy and that of others;
•apply different theoretical perspectives on curriculum and, pedagogy to a range of education contexts.
Transferable Skills
On successful completion of the module students will have the capacity to:
•critique policy and research educational change;
•understand the relationship between policy and practice in education.
Conveners
- Eugenia Katarzi