2019/20 Undergraduate Module Catalogue
EDUC3040 Critical Debates in Childhood and Youth: Research
20 creditsClass Size: 70
Module manager: Dr A Luke
Email: A.C.Luke@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2019/20
This module is not approved as a discovery module
Module summary
This module draws on ideas about childhood and child development to enable you to analyse the emerging debates about children and young people. It will provide you with an opportunity to explore how researchers engage with the supposed problem(s) of youth in relation to issues such as crime, sex, drugs and youth culture. You will consider these in terms of the specific policy responses that claim to address the problems of children and young people. The syllabus is continuously updated to enable you to consider the most recent and relevant debates emerging within a range of different contexts including the media, social policy, professional practice and academic research. The module will be delivered in a lecture and seminar format. Key questions are posed within the lecture for discussion in smaller seminar groups and these discussions will relate specifically to the policy and practice implications of these debates. The dynamic nature of this module enables you to engage in the most recent and controversial debates and to consider their implications for education.Objectives
This module is designed to explore some of the central critical debates pertinent to the study of childhood and youth. The focus of this module is upon the theoretical and research implications of these debates. The module aims to be flexible and responsive to the changing contexts of childhood and youth.Specifically it aims to
- Explore emerging debates within academic research, the media, policy and practice in relation to childhood and youth
- Critically evaluate the research and theoretical implications of debates related to childhood and youth
- Explore how researchers and academics might respond to conflicting understandings of childhood and youth
- Support students in constructing their own position in relation to key debates in the study of childhood and youth
Learning outcomes
On completion of this module, students should be able to:
- Demonstrate an understanding of the complex concepts, paradigms, and practices which underpin contemporary debates surrounding childhood, youth, family and its contexts;
- Demonstrate a critical engagement with complex concepts, principles and values which underpin critical debates related to research into childhood and youth;
- Demonstrate an ability to select and justify appropriate techniques of enquiry and analysis in relation to the study of childhood, youth and family;
- Demonstrate an advanced ability to develop and sustain a research informed argument;
- Evaluate particular aspects of contemporary research and scholarship in the study of childhood, youth and family drawing from a range of interdisciplinary sources;
- Appreciate and explain the uncertainty, ambiguity and limitations of current concepts, principles and values relating to childhood, youth and family and its contexts.
Syllabus
Critical debates in child welfare
e.g. safeguarding and child protection, looked after children, children and young people in the criminal justice system, children's rights;
Critical debates in children and the media
e.g. children's use of media, children as media producers, representations of childhood, online/offline worlds, censorship, pornography and violence, children and celebrity;
Critical debates in education
e.g. curriculum reform, literacy, school policy, SEN, Children with social, emotional and behavioural difficulties, early years, teachers and teaching professionals;
Critical debates in children and health
e.g. children, food and nutrition, diet related diseases and disordered eating, teenage pregnancy, sex and relationships education, global health challenges and epidemiology, children with complex needs, young people and 'risk behaviours' – smoking, drinking and drug taking, immunisation and disease prevention.
Module review - student led debate and panel session
Teaching methods
Delivery type | Number | Length hours | Student hours |
Lecture | 11 | 2.00 | 22.00 |
Seminar | 2 | 1.00 | 2.00 |
Private study hours | 176.00 | ||
Total Contact hours | 24.00 | ||
Total hours (100hr per 10 credits) | 200.00 |
Private study
Students will be required to conduct considerable ongoing private study and reading prior to lectures. THe lecturers expect the students to have read the set readings before lectures and lectures will serve to deepen and reinforce learning from these core readings.Opportunities for Formative Feedback
Student progress will be monitored via their online engagement with discussion forums and via their contribution to seminar discussions.Methods of assessment
Coursework
Assessment type | Notes | % of formal assessment |
Assignment | 2500 words | 50.00 |
Total percentage (Assessment Coursework) | 50.00 |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Exams
Exam type | Exam duration | % of formal assessment |
Open Book exam | 2 hr | 50.00 |
Total percentage (Assessment Exams) | 50.00 |
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 websiteLast updated: 30/04/2019
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
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