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2017/18 Undergraduate Module Catalogue

EDUC3903 Children, Families and Cultural Diversity: Philosophical Perspectives

20 creditsClass Size: 80

Module manager: Dr Peter Hart
Email: p.j.hart@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2017/18

This module is approved as a discovery module

Module summary

This module will explore the relationship between children, families, culture and diversity from a philosophical perspective. It will examine questions such as 'How might liberal democratic states balance the claims of parents keen to influence the nature of their children's schooling with the wider interest of the state in the way that children become citizens?' Such questions will be looked at in relation to cultures that are complex and diverse, where minorities may find themselves in opposition to, or oppressed by, the culture of the dominant majority. You will be asked to consider case examples involving such cultural tensions and examine the various issues and philosophical perspectives within them. The module will involve active work using a range of approaches such as documentary film analysis or role play. The module will be of particular interest to students thinking of a career involving work with children and their families.

Objectives

This module adopts a philosophical approach to children, families and cultural diversity.

It aims to
- illustrate the uncertainty, ambiguity and limitations of current knowledge and understanding of childhood, youth and family;
- explore the relationship between children, families and the state
- examine the concepts of citizenship and democracy
- explore tensions for the state in upholding children's rights and parents' rights
- explore the opportunities and challenges presented by cultural civersity, and
- explore the role of education in relation to rights, cultural diversity, democracy and citizenship

Learning outcomes
On completion of the module students should be able to
- understand and critically engage with philosophical debates surrounding children's rights, citizenship and cultural diversity
- demonstrate a conceptual understanding of a range of theoretical and often conflicting accounts of citizenship and rights
- understand how wider debates around the construction of childhood, youth and cultural diversity intersect with concepts of citizenship and democracy
- demonstrate an awareness of the tensions in balancing the roles and responsibilities of individuals, families and state


Syllabus

Week 1 Introduction to the module
The contribution of philosophy to the understanding of children, families and cultural diversity. Why does philosophy matter? What are the key philosophical approaches and which writers are associated with each of these? How do these philosophical understandings influence and inform our understandings of both childhood and youth, and cultural diversity?

Week 2 Philosophical perspectives on children and young people
This session is about applying and illustrating some of the approaches outlines in the first session to scenarios which might include examples from documentary films.

Week 3 Liberty, rationality and democracy
What are the core liberal values and how are they interpreted by different groups in society? Are there alternative perspectives?

Week 4 Children's Services
What services does the state provide for children? Why? What are the challenges of joint working across these services to meet the needs of diverse children and families?

Week 5 Children, families and plural society
What is a plural society? What challenges does living in a plural society present for children and families?

Week 6 Citizenship, rights and democracy: their interaction with education and schooling
Should children be viewed as citizens with rights and responsibilities? To what extent should schooling be preparation for citizenship?

Week 7 Children's care and upbringing: The role of families and the state
How can the possible beliefs, values and aspirations that parents might have be balanced with the needs of the state?

Week 8 Religion, pluralism and schooling: international perspectives
(This follows from the previous session as a context within which to explore how some of the tensions/contradictions are addressed. Additionally, it should model for the students how to do their group presentations)

Week 9 Philosophical perspectives on the role of state services 1
Structured group student presentations linked to the content of earlier sessions. Assessment workshop

Week 10 Philosophical perspectives on the role of state services 2
Structured group student presentations linked to the content of earlier sessions. Assessment workshop

Week 11 Review of themes
All the student presentations will be on the VLE and students will look across these and the taught sessions to inform a discussion of the themes in relation to the assessment for the module.

Teaching methods

Delivery typeNumberLength hoursStudent hours
Group learning22.004.00
Lecture92.0018.00
Private study hours178.00
Total Contact hours22.00
Total hours (100hr per 10 credits)200.00

Private study

In order to achieve the knowledge outcomes students will be required to conduct ongoing private study and reading between lectures in addition to giving an oral group presentation in weeks 9 and 10. These presentations are an opportunity for students to receive peer and tutor feedback to support the final summative assessment. Consequently students will be required to conduct independent research and study to support this presentation.

Opportunities for Formative Feedback

The module is structured around debates, discussion and other weekly tasks providing students with an opportunity to demonstrate their understanding of the key concepts on the module. Thus tutors will be able to monitor student progress towards the assessment.

In addition feedback will be provided to students during their week 8 and 9 presentations that will enable them to improve their understanding of key concepts and enable tutors to identify where additional support is required.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
Essay3500 words70.00
Computer ExerciseAcademic blog post 1500 words30.00
Total percentage (Assessment Coursework)100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 25/07/2017

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