| Title: | Critical Pedagogy & Community |
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| Long Title: | Critical Pedagogy & Community |
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| Field of Study: |
Education Studies
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| Valid From: |
Semester 2 - 2017/18 ( January 2018 ) |
| Next Review Date: |
November 2021 |
| Module Coordinator: |
Mary Galvin |
| Module Author: |
MARGARET O KEEFFE |
| Module Description: |
This module provides an account of critical pedagogy and critical citizenship to assist students to develop an appreciation of the ideals and best practices of citizenship and the promotion of substantive citizenship for marginalised social groups. This involves recognition and strategies to overcome authoritarian tendencies in society. Practical case studies will be used to support student practitioners to develop a deeper appreciation of the role of both concepts at community level in the creation of a fairer society. |
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Describe the relationship between critical pedagogy and critical citizenship |
| LO2 |
Outline the key theoretical frameworks that underlie the concepts of critical pedagogy and critical citizenship |
| LO3 |
Critique the theory and practice of the anti-oppressive educational and related social practices of one group or movement within the community sector |
| LO4 |
Identify the knowledge, skills and competences related to the promotion of critical citizenship at community level |
| LO5 |
Describe the relevance of the learning for the learner's work and/or community context |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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| None |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list. |
| None |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| None |
Module Content & Assessment
| Indicative Content |
|
Theoretical Frameworks
An overview of some interrelated concepts from among the following: critical pedagogy/critical citizenship; Frankfurt School; Critical Theory; Education and Conscientisation; the Pedagogy of anti-oppression; Critical Feminist, Anti-Racist and Queer Theories.
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Citizen Education and Communities:
Identification and development of strategies for critical thinking and empowerment in the promotion of equal citizenship and anti-oppressive social practices; strategies for gender empowerment; promoting anti-oppressive practice; practical application of these strategies in work with marginalised groups, particularly ‘hard to reach’ groups.
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| Assessment Breakdown | % |
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| Course Work | 100.00% |
| Course Work |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Short Answer Questions |
In Class test on core concepts in Critical Pedagogy |
1,2 |
20.0 |
Week 5 |
| Written Report |
An report on the strengths and limitations of critical theory in the promotion of a fairer society, with specific focus on one organization or movement |
2,3,4 |
65.0 |
Sem End |
| Reflective Journal |
Reflective Journal |
3,4,5 |
15.0 |
Sem End |
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The institute reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture and Workshops |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Application of theory and good practice in community setting |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture/workshop |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Application of theory and good practice in community settings |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
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- Bell Hooks 2003, Teaching Community, Routledge New York [ISBN: 0415968186]
- Butcher, Hugh 2007, Critical Community Practice, Polity Press Bristol [ISBN: 18613479X]
- Kirkwood, G. and Kirkwood, A. 1989, Living Adult Education: Friere in Scotland, 2nd Ed., Sense. Pub [ISBN: 0978946091]
- Mezirow, J., Taylor E., and Associates 2009, Transformative Learnig in Practice: Insights from Community Workplace and Higher Education, Jossey-Bass USA [ISBN: 9780470257906]
- Schön, D. 1990, Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions, Ashgate Publishing London [ISBN: 1555422209]
| | Supplementary Book Resources |
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- Hill Collins, Patricia 2009, Black Feminist Thought, Routledge New York [ISBN: 0415964725]
- Vicki Kirby 2006, Judith Butler, Continuum [ISBN: 0826462936]
| | Recommended Article/Paper Resources |
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- Aontas The Irish Journal of Adult and Community Education
- Hope, A. Sally Timmel 1995, Training for Transformation Manuals: Books 1-5, Gweru, Mambo Press
- Zembylas 2015, Exploring the Implications of Citizenship - as Equality in Critical Citizenship Education, Democracy & Education, Vol 23, No. 1, 6
| | Supplementary Article/Paper Resources |
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- Costelloe, A. 2014, Learning for Liberation, Teaching for Transformation: Can Education in Prison Prepare Prisoners for Active Citizenship?, Irish Journal of Applied Social Studies, Vol. 14 (1), 6
- Arjen Wals 2016, Beyond unreasonable doubt: Education and learning for socio-ecological sustainability in the anthropocene, Inaugural address held upon accepting the personal Chair of Transformative Learning for Socio-Ecological Sustainabilityat Wageningen University on 17 December 2015
| | Other Resources |
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- Website: Nicholas J. Shudak, Mejai B. M. Avoseh 2015, Freirean-Based Critical Pedagogy: The
Challenges of Limit-Situations and
Critical Transitivity
- Website: Arjen Wals, Learning for sustainability in times of accelerating change 2015, n/a
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Module Delivered in
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