Education studies



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Faculty of Education, Health

and Social Care




EDUCATION STUDIES

EDUCATION STUDIES (Early Childhood)

EDUCATION STUDIES (Special and Inclusive Education)
Module Catalogue

Levels Four, Five and Six

Semester 1 - 2015 / 2016

Module code: ES1204

Module Title: REFLECTIONS ON AUTOBIOGRAPHY

Module Credits: 15.00

Number of Periods: 1

Module Tutor:


Description: Students are enabled to reflect on their own educational experiences, with an

opportunity to work collaboratively with fellow students. The module also

introduces some of the skills and content needed to be successful on the

programme. Part 1 of the module facilitates reflection on students past

educational experiences in relation to didactic and experiential approaches to

teaching and learning. Time is also spent introducing and discussing the academic

conventions to adhere to during the degree programme, the careers service, and

the support, advice and guidance that will be available throughout the degree.

Part 2 works with autobiographical material and experiences from diverse creative

and analytical perspectives, including autoethnographic and psychoanalytic

approaches to autobiography, poetry (David Whyte), fairy tales (Bettelheim,

Steiner) and story-telling (Paley). Students are encouraged to keep a personal

Learning Journal for the duration of the module to enhance the quality and depth

of their experiential learning.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Presentation


Module code: ES1210A

Module Title: POLITICAL PERSPECTIVES ON EDUCATION

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Simon Boxley


Description: The aim of this module is to ensure that students are well informed on a range of

political concepts and perspectives. This is essential if they are, later in the

programme, to make reasoned judgements on a variety of contemporary issues

related to policy across the range of educational provision, including beyond the

UK. This module therefore introduces students to a variety of contemporary

political and policy issues and to concepts that can be brought to them from

across the political spectrum. The second half of the module draws on the

perspectives introduced in the first to introduce students to a considered

theoretical engagement which the question of children as citizens.
Specific to: Education Studies (Early Childhood)

Education Studies

Education Studies (Special and Inclusive Education)
Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES1407

Module Title: Learning from the Renaissance

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Stephanie Spencer


Description: This module introduces students to themes and personalities that were central to

the period of Western history called the Renaissance. It will provide students with

an historical overview of key events, as well as looking at the relation of the

Renaissance to other historical periods. It will also look more deeply into selected

ideas with a view to illustrating their significance both within the Renaissance and

beyond. Central to the approach of the module will be to illustrate ways in which

the Renaissance holds an 'educational' import both within itself and in terms of a

legacy. Where appropriate, tutors will relate the material to both ancient and

more modern issues and ideas. The module aims to increase student knowledge

and understanding of the Renaissance but also to draw out its fundamental import

for the notion of education in its widest sense. Many of the ideas introduced in

this module will be returned to in years 2 and 3.


Specific to: Education Studies (Early Childhood)

Education Studies

Education Studies (Special and Inclusive Education)
Availability: A 15/16 S1 Winchester
Assessments: 40% Essay

60% Essay


Module code: ES1410

Module Title: EDUCATORS AND SCHOOLING

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Simon Boxley


Description: This module will be studied in Semester 1 of the first year. The module combines

an introduction to the ideas and theories of various educators concerned with

schooling with an introduction to a range of skills which students need to develop.

The first few weeks of the module will guide students towards their first piece of

written work. Throughout the module there is a focus on developing essay writing

skills. The range of educators examined will represent particular interests of

course tutors and will introduce students to the breadth of content they will

encounter during their studies. Following the introductory lectures students may

follow up issues raised in smaller seminar groups.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 20% Essay

80% Essay


Module code: ES2207

Module Title: WHAT IS A CHILD ?

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Alexis Gibbs


Description: This module explores different ways of thinking about or 'reading' the child and

childhood. The first half of the module is principally theoretical and introduces

ideas which put into question superficial or uncomplicated readings of the child.

The second half uses literary texts on the subject of childhood as examples of how

the child has been read and written in the past.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 40% ESSAY

60% ESSAY


Module code: ES2212

Module Title: THEORISING EARLY CHILDHOOD

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Jaclyn Murray


Description: A module for the Early Childhood degree pathway, module readings are related,

first, to two early key texts - John Locke's essay 'Some Thoughts on Education' and

J.-J. Rousseau's Émile; and second, to the more contemporary writings of Jean

Piaget and Lev Vygotsky. The underpinning theme is the ‘Nature/Nurture debate’,

which comprises a continually growing body of theory and argument that

attempts to identify a set of fundamental causes said to 'determine' human nature,

with the debate getting its name from these two supposedly opposed sources of

causation. This highly topical debate provides a general reference point for most

theoretical studies of early childhood education because the child is either thought

to be 'plastic' and malleable in terms of possible outcomes (the nurture

assumption), or relatively fixed in its characteristics - even pre-determined - before

its birth (the nature assumption).


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% ESSAY

50% ESSAY


Module code: ES2218

Module Title: THEORISING EDUCATION AND ECOLOGY

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Simon Boxley


Description: This module introduces the problematic of our relationship with nature and the

environment. Starting with an overview of changes in understanding in the

nineteenth century following Darwin and Marx , this module moves to developing

an insight into the educational thinking of twentieth century green tourists. The

nature and role of education in the environmental debate continues to be

explored in the middle weeks of the module through an examination of concepts

of growth and transformation. If there is an environmental crisis, how do we

understand and respond pedagogically? A consideration of such questions for

education policy and practice is examined within a contest of contemporary

debate around 'education for sustainability'. The module concludes with reading

of visions of change in contrasting eco-utopian and dystopian versions, re-positing

the question of education's role in the realisation of such imagined futures.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES2301

Module Title: EDUCATION:SOCIAL AND POLITICAL THOUGHT 1

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Simon Boxley


Description: This is the first of the two mandatory modules for Education Studies at level 2. In

this module you will be introduced to a range of thinkers who have argued for

education as a tool for social and political reform. The emphasis in this first

module will be on the notion of education as enlightenment, both in ancient and

modern versions. We will explore selected theorists through primary sources and

you will be expected to have access to the key texts. A list of these will be

available on the Learning Network. The goal of this module is to extend our

understanding of education beyond the classroom and into the wider world. It

will, of necessity, introduce many important social and political issues, and will

provide perspectives that can be employed in other optional modules.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% ESSAY

50% ESSAY


Module code: ES2305

Module Title: THEORIES OF DISCIPLINE

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Marie Morgan


Description: This module philosophically explores the idea that there is an intrinsic link

between education and discipline and examines the changing nature of that

relationship from Ancient Greece to the present day. Discipline in education

raises many serious questions about issues such as power, domination, oppression

and cruelty but it also raises serious questions about issues such as respect

morality, self control and so on. Throughout the module the complexities of the

relationship between discipline and education will be examined in relation to

many of these questions. This will lead us to consider discipline in terms of the

punishment of the body and spirit and to consider whether, without discipline,

education is possible at all.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES2411

Module Title: Education and Isolation

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Derek Bunyard


Description: This module approaches its contents through two related themes. The first half

concentrates on instances where the individual gains an education through abrupt

and even damaging encounters with natural forces, or conditions that are beyond

all previous experience. Selected examples in which the individual is seen to

respond alone to such challenges provide an initial familiarisation with the many

accounts which suggest that such encounters, although initially understood as

damaging to personal identity and capability, subsequently lead to expanded,

albeit altered, forms of personal growth. Inevitably, however, not all such

narratives end so happily, and so examples of irreplaceable loss will also feature.

The second half of the module features a study of the educational processes

involved in the experience of isolation. The focus is less on the nature of the

assault on personal integrity, and more on the philosophical understandings

revealed through experience of isolation.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES2414

Module Title: Globalisation and Comparative Education

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Shaun Best


Description: This module explores how a comparative approach to theorising educational

policy and practice enables us to understand how ideas of race, gender, class,

inclusion and politics are played out in education across the world. Students will

be encouraged to reflect on their own experience of education in order to

understand global trends in educational provision. They will consider whether the

pitfalls of comparing diverse communities outweigh the advantages inherent in

taking a world view of the universal experience of education in both formal and

informal educational settings.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES2420

Module Title: Theorising Special and Inclusive Education

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Shaun Best


Description: This module explores the possibilities that arise from and in theorising inclusive

education. Indeed, the module takes, as its starting point, Slee’s contention ‘that

the failure to apply theoretical analysis has been detrimental to the project of

inclusion’ (Slee, 1998: 126). This module introduces theoretical perspectives as a

way of understanding inclusive education practices and policies at a national level

and an international level. If the module is successful, then it may validate the

truth of Lewin’s (1952: 169) declaration: ‘There is nothing more practical than a

good theory’.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES2422

Module Title: 'Pioneers and Separate Spheres' Gender and History of

Education 1789-1923

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Stephanie Spencer


Description: This module explores how the theories of gender introduced in Principles in

Inclusive Education at level 4 have contributed to writing women into the existing

record of the past. It assesses contributions made by women and men as

educational writers discussing the development of girls’ education from the late

eighteenth century to the Differentiation of the Curriculum Report in 1923. The

module uses primary texts written by women and men to explore the justification

for women and girls’ participation in formal education. It also introduces

contemporary historical theory to explore why so many women writers on

education have disappeared from the history books. It does not require prior

historical knowledge or prior historical skills.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 40% Oral Presentation or Blog

60% Essay


Module code: ES2423

Module Title: Social Exclusion and Inclusion

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Shaun Best


Description: In this module students’ will investigate historical, contemporary, cultural and

political struggles in relation to issues of social exclusion/inclusion. This module

will examine current debates concerning theory, research and practice in the area

of social exclusion/inclusion in relation to education. The module will explore a

number of topics, including definitions of social exclusion/inclusion and routes

into and out of exclusion, the causes of educational and social exclusion in relation

to a range of vulnerable groups. To provide students with an understanding of key

issues of relevance to the development of UK policy on social inclusion and the

skills necessary to enable them to judge the effectiveness of national policies and

strategies.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES2999A

Module Title: Volunteering

Module Credits: 15.00

Number of Periods: 1

Module Tutor:


Description: This module allows students to take up placement in a voluntary sector body

either in the UK or overseas. The aim is that you will make a positive and

personally rewarding contribution to the community whilst also demonstrating an

understanding of how your voluntary work relates to a broader theoretical

concepts and ideas. The purpose of this module is the development of skills which

will enhance your employability and personal development. A combined honours

student may only take ONE instance of this module.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 30% Portfolio and Essay

70% Essay


Module code: ES3207

Module Title: THE CONSTRUCTION OF GENDER ROLES IN SCHOOLS

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Stephanie Spencer


Description: The module investigates the construction and contestation of femininities and

masculinities in schools. The place of the curriculum (hidden and overt),

interactions between children and adults, teaching and management styles,

gender and race, gender and disability, and questions of sexuality and power in

contemporary gender relations in schools will be analysed critically in the light of

the theoretical perspectives and educational philosophies introduced in earlier

modules. The interaction of gender and notions of professionalism and the

position of women in school management will be explored. Methodological issues

in researching gender in schools and classrooms and theoretical questions in

relation to strategies for addressing gender inequality will be subjected to critique.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 40% PRESENTATION

60% ESSAY


Module code: ES3208

Module Title: Current Issues in Education

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Diana Sousa


Description: This module will be structured around a reading of current issues in education in

the context of political thought. After an introduction to the political and its

relation to education, we will explore current issues in the light of each week’s

readings. By reading current educational issues through the prism of the political

the module seeks to put contemporary debates about education in a broader

theoretical context. Recent political theory, and your own theoretical backgrounds

developed on the degree so far, will thereby be shown to be relevant to

educational thinking and will provide you with the critical tools to engage with the

important educational issues of today.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 40% Presentation

60% Essay


Module code: ES3217

Module Title: The Loss of Childhood

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Jaclyn Murray


Description: In the first half of this module we will explore whether nature or nurture seems to

have the biggest influence on the child as well as how we think about childhood.

Are we really tied to either nature or nurture defining what we consider childhood

to be? If we can move beyond the prejudices of both nature and nurture, what

are we left with when we think about childhood? Is it simply contingent and

relative? Does this mean principles of childhood should be stalwartly defended

against relativism? If so, what are they and how can this be done? Has childhood

really been lost or is it merely in the process of becoming something else? The

second half of the module will lead on from these questions to consider whether

childhood is best perceived as a preparation for, or protection from, adult life.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES3301

Module Title: Constructing the 'Other':'Race', Ethnicity, Religion

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Simon Boxley


Description: This module aims to offer students the opportunity to analyse constructions of the

‘Other’ and developments in patterns of discriminatory practice and belief based

on categories of ‘race’, ‘ethnicity’ and religion, primarily within a UK context. It

employs theoretical models drawn from Edward Said, and from the Marxist

tradition, the first of these offerings culturalist readings of constructions of ‘race’

whilst the second locates processes of racialisation in changes in production

relations. Themes of contemporary interest will be examined through the

application of these theories, e.g.,the way in which religion plays into racialised

categories, the impact of immigration, and the role of terror in shaping

perceptions. Orientalism and racialisation will be related to public pedagogy and

connected at points in the module with issues of schooling.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES3302

Module Title: Educating the Teenage Consumer

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Stephanie Spencer


Description: Historians are divided whether the past can be used as an advocate for the

present or whether it can only be understood in its own context. Discussion over

what is appropriate content for formal education in young adults has been

ongoing since the end of the nineteenth century. The minimum school leaving age

has been substantially increased since 1870, effectively also increasing young

people’s age of entry into the world of work. The expanding availability of

consumer goods, together with favourable employment conditions and improved

educational opportunity, raised the public profile of ‘the adolescent’ in the 1950s.

Is it the role of the school or university to prepare its students for life or for

earning a living? The rationale and content of formal education for the 14-18 year

old is still not resolved and this module asks whether there are any lessons to be

learned from knowledge of past attempts to cater for this group.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 30% ESSAY

70% ESSAY


Module code: ES3410

Module Title: Holocaust Education

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Marie Morgan


Description: The Holocaust is recognised as a defining moment in Western, if not world history.

But how is such an event to be included within education? This module explores

some of the various ways in which the holocaust has been represented and

questions whether it is possible to teach the holocaust in a way that does justice

to its victims and to those who survived to bear witness to it. This will entail

exploring some of the very difficult and complex moral, ethical, political and

philosophical questions about power, prejudice, conformity and violence which

are intrinsic, not only to the Nazi regime of the 20th Century but also to many

other human situations.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay - Subject to Validation

50% Essay - Subject to Validation


Module code: ES3411

Module Title: Marxisms and Schooling

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Simon Boxley


Description: This module is for those who want to explore further the ideas of Karl Marx

introduced in Education: Social and Political Thought, and of subsequent Marxists,

and to apply them to schooling. In particular it explores both the ideas and

practice of those Marxist theoreticians and leaders who have been in a position to

turn ideas into policies. It considers their failures, successes and the lessons that

might be learnt by those interested in Marxism today. The module will necessarily

be broad in scope, including the perspectives of writers from the Nineteenth

Century to the Twenty First and from Asia, Europe, South America and beyond.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES3413

Module Title: Exclusion in and from Schooling: Critical Reflections

on Teaching, Policy and Theory

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Shaun Best


Description: In On Liberty, J.S.Mill wrote: ‘What more or better can be said of any condition of

human affairs, than that it brings human beings themselves nearer to the best

thing they can be?’ (Mill,1859/1975:79). This module asks: Does educational

practice and policy, currently deemed inclusive, contribute to human flourishing?

By way of answering this question we will engage with understandings of human

rights, educational spaces and cultures that inform approaches to special and

inclusive education, before turning our critical attention to exclusionary pressures

within and upon the educational system. Where level five modules about issues in

special and inclusive education called upon us to reflect on the insights of others,

this module asks us to engage with theory, practice and the possible, in order to

develop critical perspectives on special and inclusive practice and policy.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Essay

50% Essay


Module code: ES3420

Module Title: Reconceptualising Early Childhood Education (RECE)

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Diana Sousa


Description: “Education is an act of love, and thus an act of courage. It cannot fear the analysis

of reality or, under pain of revealing itself as a farce, avoid creative discussion.”

(Paulo Freire)

Throughout the years Early Childhood Education (ECE) systems, beliefs, creeds and

pedagogies around the world have been highly dominated by psychology and child

development discourses. This module aims to challenge the grand narratives

which have prevailed in the ECE field by drawing on critical, post-colonial, feminist

and post-modern theories in order to understand the complexities of diversity in

this level of education. This module will deconstruct ECE theories, every day

practices and pedagogies whilst exposing students to multiple discourses and

critical reconceptualisations of the field. Reconceptualising Early Childhood

Education (RECE) is concerned with social change and has the objective to improve

the lives of children, parents and practitioners while taking action and debating

difficult and hitherto ‘taboo’ issues which affect their everyday lives. For this

reason, this module aims to provide a chance to capture complexities of life,

question, and critically rethink ‘traditional frames’, experiences and ‘cemented

beliefs’ in ECE.
Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 50% Reflection Diary

50% Essay


Module code: ES3423

Module Title: Early Childhood in a Changing World

Module Credits: 15.00

Number of Periods: 1

Module Tutor: Jaclyn Murray


Description: “The birth of a child is a political event” (W. Penn Handwerker)
In this module notions of children, childhood, development and education are

explored from an anthropological perspective, where they are seen as affected by

both global political-economic structures and daily practices embedded in the

micro-level interactions of local cultures (Scheper-Hughes, 1998). The first half of

this module takes a critical look at recent major economic and political structural

and ideological adjustments/transformations of ‘international development’ and

education and how these have impacted on the organization and configuration of

families, child-rearing philosophies and childcare and early education practices in

cross-cultural contexts. The second half of the module analyses the state of the

world’s young children across a range of contexts. Drawing from a variety of

ethnographic studies we explore the condition and life chances of children within

the global - local framework set out in part one of the module and critically

analyse what implications this has for how early childhood care and education is

conceptualised and implemented.


Specific to: Education Studies (Early Childhood)

Education Studies (Early Childhood) Joint

Education Studies

Education Studies Joint

Education Studies (Special and Inclusive Education)

Education Studies (Special and Inclusive Education) Joint


Availability: A 15/16 S1 Winchester
Assessments: 60% Essay

40% Presentation


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