2024/25 Taught Postgraduate Module Catalogue

PIED5245M Education in Emergencies

30 creditsClass Size: 80

Module manager: Dr Katie Hodgkinson
Email: k.a.hodgkinson@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

This module is not approved as an Elective

Module summary

This module offers an in-depth engagement with theoretical positions and practices around education in in a range of emergency contexts. It covers the nature and scope of 'emergencies' and how they reflect mis-/unsustainable development, and how differing forms of education are implicated in exacerbating or mitigating inequalities in these contexts. It focuses extensively on what can be learned from experience in emergency contexts about education’s role and relevance in promoting social justice, resilience, and sustainable development. The module adopts a wide-ranging, interdisciplinary approach to examining education in emergencies such as conflict, environmental degradation, disasters, migration, and pandemics. "It understands education in a broad sense, examining formal and non-formal programming as well as indigenous knowledges and community engagement. It is suitable for students with backgrounds and interests in social sciences, arts and humanities, global health, and environmental studies.

Objectives

This module aims to engage students in an interdisciplinary exploration of the roles of education in emergencies. It will build further on the organising themes of PIED 5235M ('inequalities' and education as a 'contested resource'), adding the politics of education in contexts of emergencies as a core thread. The module will have a gender-sensitive perspective, along with a sustained focus on questioning the politics and practices of 'sustainability' The 'emergencies' in focus are contexts of conflict, environmental and climate crisis, health emergencies, and displacement. Education in these settings will be examined via theoretical debates, examples of practice, policy analyses and case studies. The goal of the module is to guide student exploration of education's role in sustaining and perpetuating social inequalities in emergencies and its potential to contribute to transformative change and sustainable development.

Learning outcomes
On successful completion of the module students will be able to:
1. Identify, explain and discuss key characteristics of 'emergencies' and possibilities for an educational response.
2. Apply a range of theoretical insights to analysis of policy and practices of education in different emergency contexts.
3. Understand of how differing forms of education (i.e. formal and non-formal) can perpetuate and/or challenge social inequalities in emergency contexts.
4. Reflect critically on 'inclusive' education in emergency contexts and the role of education in promoting social justice and transformative change.
5. Engage with the roles of different actors in education in emergencies, including state representatives, civil society, educators, and youth actors.

Skills learning outcomes
On successful completion of the module students will be able to:
1. Identify and link educational interventions with varying forms of social inequality in emergency contexts.
2. Gather, evaluate and analyse primary texts.
3. Plan and develop an independent piece of written research.

Syllabus

Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	11	1.00	11.00
Seminar	11	1.50	16.50
Private study hours			272.50
Total Contact hours			27.50
Total hours (100hr per 10 credits)			300.00

Opportunities for Formative Feedback

The literature review assignment (1 x 1000 words) is compulsory but not graded, and provides an opportunity for formative feedback focusing on finding and critically analysing relevant literature. It will also enable students to assess the viability of their idea for the final course assignment, and to receive feedback on this. Formative feedback will also run through the module via the interactive and participatory seminar activities.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	Coursework	100.00
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: 05/04/2024

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