2023/24 Taught Postgraduate Module Catalogue

PIED5245M Education in Emergencies

30 creditsClass Size: 40

Module manager: Prof Caroline Dyer
Email: c.dyer@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2023/24

Pre-requisite qualifications

Social sciences background as per entry criteria

Pre-requisite modules either
PIED 5256M or PIED 5235M

Pre-requisites

PIED5235M	Education in Development
PIED5256M	Global Inequalities and Development

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 takes a broad of education, including formal and non-formal programming as well as indigenous knowledge. 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 resilience and questioning of 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 completion of this module, students who have actively participated are expected to be able to:

1. Demonstrate an in-depth knowledge and understanding of 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. Demonstrate an in-depth knowledge and understanding 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. Demonstrate a critical understanding of the roles of different actors in education in emergencies, including state representatives, civil society, educators, and youth actors.

Syllabus

Across the 11 weeks of teaching/learning, the module is structured as follows:

Introduction:
Introduction to issues and theoretical positions on education in emergencies. Overview of the nature and scope of 'emergencies' (moments of crisis and slow onset crises) linked to mis-/unsustainable development. Overview of the 'two faces' of education(s), debates on education for social justice and resilience, and key stakeholders in education.

Education and the environment:
-Contexts of crisis - droughts, floods, earthquakes
-Education for disaster prevention
-Sustainable development:
-Education’s role in just transformations
-Education and rurality in an urbanising world
-Plundering resources and education for sustainable development (green curriculum and skills)
-Indigenous knowledges

Conflict:
-Before conflict: Education as a site of conflict and a site of resistance
-During conflict: Schools and education under attack
-After conflict: Education for peacebuilding, rebuilding education etc

Migration and displacement:
-Education for refugees and IDPs (during and after emergencies)
-Education, worker flows and precarity: Seasonal labour - international and internal

Education in health emergencies/pandemics:
-Education for maternal health
-Education inclusion in the Covid pandemic
-Digital solutions and their in- exclusionary effects

Education for sustainable development:
-Resilience as an individual and community capability
-Sustainable approaches to education: learning from and for emergencies

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

Private study

Students are expected to spend their private study time preparing for the lectures and seminars and working towards success in their assignments. They will be expected to read widely using the module's reading list with its prioritised and wider readings; to engage with other resources as appropriate; and to contribute to group activities and presentations in class via prior research and a critical, engaged attitude to learning. They will be expected to be able to communicate their ideas in fluent and accurate English.

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
Essay	1 x 4000 Word Essay (includes a revised version of the literature review) from a set list of questions	100.00
Literature Review	1 x 1000 Word Literature Review	0.00
Total percentage (Assessment Coursework)		100.00

Students will select a question from a set list based on the course syllabus that enables them to focus on an area of their own interest. The literature review is compulsory and should be on the same topic as the final assessment, giving students a chance to prepare for and check the viability of their final assignment. They will receive formative feedback on this and will be expected to incorporate a revised version of the review comprising no more than 1000 words into the final essay.

Reading list

The reading list is available from the Library website

Last updated: 26/10/2023 10:48:08

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