2024/25 Taught Postgraduate Module Catalogue

OSSP5205M Becoming Disability Change Makers

15 creditsClass Size: 120

Module manager: Professor Angharad Beckett
Email: a.e.beckett@leeds.ac.uk

Taught: 1 Jan to 28 Feb, 1 Jan to 28 Feb (adv year) View Timetable

Year running 2024/25

Pre-requisite qualifications

Students are required to meet the programme entry requirements prior to studying the module.

Pre-requisites

OSSP5100M	Disability and Inequality
OSSP5101M	Understanding Disability
OSSP5102M	Disability and Inclusion

Module replaces

None

This module is not approved as an Elective

Module summary

The module is designed to be relevant to those who are or strive to be activists, advocates, or allies (be that family-, professional- or academic-allies). What does it mean to be an effective human-rights defender or disability-inclusion change-maker? What are the objectives of these defenders and change-makers? What strategies (tactics and practices) have been used, successfully, to bring about positive change in the lives of disabled people? When it comes to social innovation and social transformation in relation to disability, human rights and inclusion - what works, for whom, in which contexts and why? This module will allow you to explore these questions and find answers. Learning from real-world case-studies and from international change-makers (disability activists, legal advocates, radical practitioners and academic-activists) you will grapple with the challenges involved in, and opportunities available to effect positive change.

Objectives

This module will equip students with the knowledge and skills they need to be effective human rights defenders and disability-inclusion change-makers.

During the module students will hear from real-world change-makers: disability activists, legal advocates, radical practitioners and academic-activists. They will analyse case-studies of successful change-making. They will explore change-maker tactics and practices and consider their transferability and utility in different contexts.

The concept of ‘social innovation’ will flow throughout this module. Students will interrogate the concept sociologically. They will imagine/create model(s) of social innovation that integrate diversity, equity and inclusion. Students will consider how ensuring human rights and inclusion for disabled people implies conceptual, process, product/service and/or institutional change – and as such, there are many ways to make be part of ‘the change’.

Learning outcomes
On successful completion of the module the student will be able to

1. Articulate different types of conceptual, process, produce/service or institutional ‘change’ that might be/come the objective of change-makers;
2. Demonstrate a critical understanding of the concept of social innovation;
3. Critically evaluate an array of tactics and practices that have been employed by human rights defenders and disability-inclusion change-makers;
4. Develop a credible strategy for effecting positive change – ensuring disabled people’s human rights and inclusion – that is context appropriate and is informed by a commitment to recognising and increasing diversity, equity and inclusion;
5. Engage in self-reflection to assess their own potential as a ‘change-maker’.

Syllabus

This module considers the different types of change needed to ensure that disabled people’s human rights are respected, they are able to participate in society and their dignity and wellbeing is assured. During the module students will hear from real-world change-makers: disability activists, legal advocates, radical practitioners and academic-activists. They will explore the various types of change-maker, ‘resisters’, ‘investigators’, ‘builders’, ‘networkers’ and ‘communicators’. They will identify the types of change that is most often the focus of social justice activism - conceptual shifts, new ways of doing (‘practices’), new products/services and institutional transformation – and relate these to disability. The module introduces the concept of social innovation and working together we will develop a distinctive, critical, sociological approach to this, informed by a human rights and disability-inclusion perspective. Finally array of tactics and practices used by human rights defenders and change-makers will be investigated and we will evaluate what works, for whom, in which contexts and why.

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	6	1.00	6.00
Discussion forum	6	2.00	12.00
Independent online learning hours			42.00
Private study hours			90.00
Total Contact hours			18.00
Total hours (100hr per 10 credits)			150.00

Private study

Independent online learning refers to non-facilitated directed learning. Students will work through bespoke interactive learning resources and reflective activities in the VLE.

Private study refers to directed reading and other activities including self-directed research in support of learning activities and discussions, as well as in preparation for and production of assessments.

Opportunities for Formative Feedback

The module’s digital learning materials provide regular opportunities for students to check their understanding and gain feedback eg case studies with short answer questions and automated feedback.

The webinars and discussion forums provide opportunities for formative feedback from peers and tutors.

Scaffolding assessment focused exercises are incorporated into select units, with these exercises designed to specifically help students work on, reflect and progress with the module assessment.

Students will receive feedback on their Change-Maker Proposal, which they can then take forward into other units/their applied project.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Report	UDL options for submission see below*	100.00
Total percentage (Assessment Coursework)		100.00

Assignment: A Change-Maker Proposal, to be in the format of a green paper, campaign strategy or manifesto for change. *Students can select to submit this assessment as either: a/ Written report (3,000 word limit) b/ Presentation (20 minute recorded presentation or script 3,000 words, with or without PowerPoint or alternative). NB this has been designed to reduce the requirement for individual reasonable adjustments.

Reading list

The reading list is available from the Library website

Last updated: 29/04/2024 16:18:46

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