Undergraduate Course: Domains of Practice 3: Critical Analysis (EDUA09005)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 9 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | This course will provide students with an opportunity to develop an in-depth knowledge and understanding of the historical context, key theoretical ideas, policy and practice issues which relate to the contemporary CLD domains of practice: Adult Education; Youth Work and Community Development. It will enable students to analyse the relationship between theoretical traditions and the purpose of community-based CLD practice within these domains. |
| Course description |
Academic description
This course is particularly concerned with the current policy context as it constructs and constrains the professional practitioner in these three CLD domains of practice. It aims to locate and critically analyse those policy discourses which inform the context of practice to examine competing and contrasting priorities for the modern-day practitioner and to identify what spaces exist between competing discourses and demands in which to develop a critical, competent, ethical and coherent practice in; Community Work, Youth Work or Adult Education.
Outline content
This course will offer students an intensive engagement with the key domains of practice. For example the Youth Work element will include sessions on; youth work traditions and principles, contexts for practice, contemporary policy themes such as employability and participation, and the challenges faced by youth work practitioners. Students will develop an understanding of the impact of the social, economic and political factors on the lives and lifestyles of young people. The Adult Education element will draw on aspects of critical social theory to examine changing relationships between the state, economy and civil society and how these are mediated by current policy developments. Through a number of selective case studies students will consider how to work in critical and creative ways which can further social purpose adult education. The Community Work element will explore the changing context of practice and examine the role of the professional practitioner. A range of policy discourses and approaches will be explored and critically examined such as; community engagement, well being and resilience, asset based approaches, citizenship and participation and using the arts.
Student learning experience
The course is designed to be taught over 2 and a half days per week, with sessions in the morning and afternoon. Following a course introduction there will be 10, 2 hour sessions focusing on each domain of practice. Students should attend all sessions, but the minimum requirement is that they attend all of the sessions relating to 2 domains of practice.The last 3 sessions of the course will bring all students together to explore the commonalities and differences between these domains of practice and the implications these have for theory and practice. The last session will also involve a review of the course and an assessment briefing
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Understand and distinguish between the contrasting models and theoretical traditions of Adult Education, Youth Work & Community Work and identify their relevance to practice settings.
- Understand the impact of the social, economic and political factors on the lives and lifestyles of young people, adults and communities
- Identify, conceptualise and analyse critically the complex problems, issues and policy discourses relating to the practice of contemporary Adult Education, Youth Work & Community Work
- Demonstrate an informed and critical understanding of the professional role of educators in relation to the competing and contrasting priorities for the modern-day CLD practitioner.
- Identify the knowledge, skills, and values required to maximise the relative autonomy of the educator's role in practice to enable work towards social justice.
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Reading List
Boeren, E. & James, N. (2019) Being and Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Continuing Education, London: Palgrave MacMillan.
Bright, G. (Ed.) (2015) Youth Work: Histories, Policy and Contexts. London: Palgrave.
Meade R, Shaw M & Banks S (2016) (eds) Politics, Power and Community Development, Rethinking Community Development Series, Policy Press, Bristol.
Crowther, J., Ackland, A., Petrie, M. and Wallace, D. (2017) Adult Education, Community and Democracy in Scotland, Oxford Research Encyclopedia of Education
Fyfe, I., Biggs, H., Hunter, S., McAteer, J. and Milne, D. (2018). The Impact of Community-based Universal Youth Work in Scotland, Edinburgh: YouthLink Scotland.
Ledwith, M (2011) Why Empower? in Community Development: A Critical Approach, Policy Press: Bristol
Shaw, M & Crowther, J (2017) Community Engagement: A Critical Guide for Practitioners, Centre for Research and Development in Adult and Lifelong Learning (CRADALL): University of Glasgow.
Woodman, D. and Wyn, J. (2013) Youth Policy and Generations: Why Youth Policy Needs to Rethink Youth. Social Policy and Society, Vol.12, No.2
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Additional Information
| Graduate Attributes and Skills |
Personal and Intellectual Autonomy
develop reflective awareness of ethical dimensions, and responsibilities to others, in work and everyday life
recognise and address ethical dilemmas, social responsibility and sustainability issues, applying their own
ethical and organisational values to professional situations and choices
be critically self-aware, self-reflective and self-manage in order to fully maximise potential
Generic cognitive skills
Capability to evaluate information thoroughly; identifying assumptions, detecting false logic or reasoning and defining terms accurately in order to make an informed judgement on professional problems and issues.
Ability to undertake critical analysis, evaluation and synthesis of important ideas, conceptual frameworks and policy discourses to make critical connections between theory and practice.
establish personal vision and goals
Communication, numeracy & IT
develop oral communication of complex ideas and arguments using a range of media
enhance verbal communication: including listening and questioning
Recognise and value communication - both orally and in writing- as a tool for negotiating and creating new understandings and to persuade
articulate and effectively explain information
Autonomy
effectively perform within team environments including the ability to recognise and capitalise on individuals' different thinking, experience and skills
Manage ethical and professional issues in accordance with current professional and ethical codes of practice
have an ability to work with people from a range of cultures and backgrounds
Be reflective and reflexive in relation to intellectual inquiry and professional practice |
| Keywords | Adult education,Youth Work,Community Work,Critical policy analysis,professional reflective practice |
Contacts
| Course organiser | |
Course secretary | |
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