Faculty of Humanities and Education (Postgraduate) - The University ...

POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
COURSE DESCRIPTIONS
MEd - Concentration in Youth Guidance &
MEd - Concentration in Curriculum
YEAR:
SEMESTER:
COURSE CODE: EDFA 6207
COURSE TITLE: EDUCATION AND THE DEVELOPMENT OF
SOCIAL COMPETENCIES
NUMBER OF CREDITS: 4
COURSE DESCRIPTION: This course will employ a problembased
approach to introduce participants to some of the
critical dilemmas, conflicts, and prominent controversies
arising from social development. It therefore takes into
consideration the dilemmas that often arise in the nature of the
relationship between education and the promotion of equity,
the enhancement of productivity and competitiveness, the
empowerment of agents and actors in the education system,
and the development of sustainable models of socio-economic
and political development. It seeks to help students to identify,
characterize, and analyze some of these major dilemmas in
contemporary social life as they would impact on educational
issues. It would contribute to the development of theoretical
insights that can guide actors and agencies in education
towards the formulation of practical solutions.
OBJECTIVES
The student will be able to:
1. identify and examine some of the major dilemmas in
contemporary social life that impact on educational
practice;
2. apply key principles, concepts, and theories from the
philosophy, sociology, and psychology of education to the
analysis of these major dilemmas;
3. adduce and address the implications for education
emanating from the analysis of these dilemmas.
CONTENT
• Philosophy: Cultural Diversity – Schooling and the issue of
citizenship in a multicultural/plural society
• rights and duties of citizens in a diverse society
• democracy, problems of toleration and recognition
• teaching, citizenship and the justification of
schooling
• Sociology: Culture, Postmodernism, and Education
• globalisationandnativism:thechallengeforeducation
(a new learning culture)
• reducing prejudice in the postmodern world: the
sociology of modern mass media, information and
communication technologies
• social construction and postmodernism
• education and a culture of peace
• Psychology: Education, Culture, and the Individual
• frames of mind: the psychological bases of the
traditional vs. the reformed curriculum
• new departures in learning and instruction:
implications for the design of effective instruction, e.g.
,constructivism
• psychological perspectives on authentic and self
assessment
ASSESSMENT
This course will be assessed through coursework (40%)
and a final written examination (60%).
REFERENCES
(Philosophy)
Crick, B. (2000). Essays on citizenship. London: Continuum.
Delanty, G. (2000). Citizenship in a global age. Buckingham, UK:
OUP.
Fullinwider, R. (Ed.). (1996). Public education in a multicultural
society. Cambridge, UK: CUP.
Habermas, J. (1985). The philosophical discourse of modernity.
Cambridge, UK: Polity.
Krausz, M. (Ed.). (1989). Relativism. Notre Dame, IN: Notre Dame
University Press.
Rawls, J. (1993). Political liberalism. New York: Columbia University
Press.
Stapleton, J. (Ed.). (1995). Group rights. Bristol, UK: Thoemmes.
Tamir, Y. (Ed.). (1995). Democratic education in a multicultural
state. Oxford: Blackwell.
Waldron, J. (Ed.). (1984). Theories of rights. Oxford: OUP.
Waldron, J. (1993). Liberal rights. Cambridge, UK: CUP.
(Sociology)
Apple, M., & Beane, J. (Eds.). (1995). Democratic schools.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Barrow, C., & Reddock, R. (Eds.). (2001). Caribbean sociology:
Introductory readings. Kingston, Jamaica: Ian Randle.
Haq, M. ul (1999). Reflections on human development (expanded
ed.). New York: OUP.
Lewin, K. (1993). Education and development: The issues and the
evidence. London: Overseas Development Administration
Lyotard, J. (1992). Postmodernism explained. Minneapolis, MN:
University of Minnesota Press.
Taylor, S. (Ed.). (1999). Sociology: Issues and debates. London:
Macmillan.
Young, M. (1998). The curriculum of the future: From the ënew
sociology of education’ to a critical theory of learning. London:
Falmer.
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