Module EFPM914 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM914: Education Studies
This module descriptor refers to the 2021/2 academic year.
Module Aims
The module has the following principal aims:
- To enable you to develop a strong understanding of the core approaches which underpin education, in order for you to be able to recognize the particular and distinct contributions that they make to this field of study
- To advance your understanding of education as a complex, holistic, multi-dimensional field
- To enable you to draw upon these disciplinary perspectives in a confident, structured and imaginative manner, in order to address a range of key educational questions
- To provide you with the theories and analytical critical skills needed in order for you to apply these critical perspectives to your own areas of professional or research interest and to the other key educational phenomena, processes or practices which you will encounter during the rest of your MA study
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. Describe, discuss and distinguish between the different theoretical approaches (sociology, psychology, philosophy and history) which underpin education studies 2. Draw on these different approaches to critically analyse a selection of key topics in education 3. Confidently apply these different disciplinary perspectives to an area of research or professional interest |
Discipline-Specific Skills | 4. Critically engage with relevant sources of literature and current debates 5. Demonstrate ability to apply theoretical insights to a research problem or professional practice and to suggest a conclusion supported by relevant arguments |
Personal and Key Skills | 6. Engage in critical and reflective debate 7. Synthesise and organize key ideas to present an argument |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Why are we here? Education – a historical perspective.
- What is education and what is its purpose (philosophy)?
- Dialogic learning (psychology)?
- Education in whose interests (sociology)?
- Additional perspectives on education – the contribution made by economics, cultural studies and international education
- Application of these perspectives to major educational issues (e.g. race, ethnicity, gender and social class inequalities, learning, and inclusion)
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
30 | 270 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching Activities | 30 | 10 x 1.5 hour lectures, 10 x 1.5 hour seminar/workshop sessions |
Guided Independent Study | 50 | Directed reading related to topics discussed in the module |
Guided Independent Study | 120 | Directed study e.g. web-based activities; creating a personalized reading list; preparing for academic tutorial; preparing for seminars; responding to seminar activities; contributing to online discussions |
Guided Independent Study | 100 | Preparation for assignments and further independent reading |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Written assignment | 1,500 words | 1,2,4,7 | Written tutor feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Written assignment | 35 | 2,000 words | 2, 4, 6-7 | Written summative feedback |
Written assignment | 60 | 3,500 words | 1, 3, 5-7 | Written summative feedback |
Online activities | 5 | 500 words | 2, 6 | Written summative feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Written assignment | Written assignment (2,000 words) | 2, 4, 6-7 | 6 weeks |
Written assignment | Written assignment (3,500 words) | 1, 3, 5-7 | 6 weeks |
Online activities | Online activities (500 words) | 2, 6 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Dufour, B. & Curtis, W. (eds.) (2011) Studying education: an introduction to the key disciplines in educational studies. Maidenhead: Open University Press.
Furlong, J. (2012) Education: An Anatomy of the Discipline, Rescuing the University Project. London: Routledge.
Lauder, H., Brown, P. and Halsey, A. (2009) ‘Sociology of Education: critical history and prospects for the future’ Oxford Review of Education 35, 5, 569-85
Phillips, D. & Schweisfurth, M. (2014) Comparative and International Education: an introduction to theory, method, and practice, 2nd edition. London; New York: Bloomsbury Academic.
Hayes, D. (ed) (2004) The Routledge Falmer Guide to Key Debates in Education, London, Routledge.
Sheehy, N. (2003) Fifty Key Thinkers in Psychology, London, Routledge.
Ball, S.J. (2004) The Routledge Falmer Reader in Sociology of Education, London, Routledge Falmer.
Scott, J. (2006) Fifty Key Sociologists: The Contemporary Theorists, London, Routledge.
Black, J. & Macraild, D. (2000) Studying History, Basingstoke, Palgrave.
Jones, K. (2003) Education in Britain. 1944 to the Present Day, Cambridge, Polity.
Baggini, J. (2002) Philosophy: Key Texts, Basingstoke, Palgrave Macmillan.
During, S. (2007) Introduction in The Cultural Studies Reader (3rd Edition), London: Routledge