Module Information
Module Identifier
EDM7220
Module Title
Children, Global Citizenship & Sustainable Development: Perspectives, Policy & Practice
Academic Year
2017/2018
Co-ordinator
Semester
Semester 1
Other Staff
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Case Study Written case study report evaluating the implementation of ESDGC. 3375 words | 50% |
| Semester Assessment | Critical Bibliographic overview Critical bibliographic overview of one key theme. 2000 words | 30% |
| Semester Assessment | Oral presentation Oral presentation on one of the key themes | 20% |
| Supplementary Assessment | Case study Failed elements must be re-taken if the student?s average mark falls below the required pass mark of 50%. Written case study report evaluating the implementation of ESDGC in a different context to the original submission. 3375 words | 50% |
| Supplementary Assessment | Critical bibliographic overview Critical bibliographic overview of one key theme, that is different to the original submission. 2000 words | 30% |
| Supplementary Assessment | Oral presentation Oral presentation on one of the key themes. | 20% |
Learning Outcomes
On successful completion of this module students should be able to:
Demonstrate an advanced, critical understanding of the historical and political background of ESDGC in a UK and International context
Critically evaluate the implementation of ESDGC into the curriculum from policy and practice perspectives.
Analyze the potential barriers for implementing ESDGC.
Critically evaluate and implement current issues, research and scholarship in ESDGC
Demonstrate an in depth, critical, specialist knowledge and understanding of wider key issues relating to ESDGC
To demonstrate an advanced critical understanding of the key theoretical frameworks within which ESDGC is implemented
Aims
Children, Global Citizenship and Sustainable Development: Perspectives, Policy and Practice places a key emphasis on recognising the intrinsic links between children and their environment. Theoretical approaches to global citizenship have noted the convergence of space and time to allow instant global communication and sharing of knowledge (Gillis 2010). More recently these issues have emerged in areas such as economy, education and childhood studies. This module explores these theoretical approaches, but with an emphasis on key issues relating to education and childhood studies. The module begins with a critical examination of theories of global citizenship that draws upon literatures from a wide range of disciplines. The module identifies theoretical positions on how children are viewed as global citizens (Gidley 2012; Dillon, Ruane & Kavanagh 2010; Johanasson 2009), with emphasis on how schools draw upon children'r own experiences and background to highlight interactions of people from mixed races and ethnic background (Hong 2003; Robbins, Francis and Elliot 2003). There is a further interrogation of children'r perceived attitudes towards issues of race and ethnicity and how children are taught to think critically about their own and perceptions (see Aboagye 2001; Connolly & Hosken 2006; Finn Nybell and Shook 2010; Robbins, Francis and Elliot 2003 for example). Moreover the module investigates how children are taught to be sustainable citizens (Clarke & Drudy 2006; Douglas & Wade 1999; Evans and Honeyford 2012), with a detailed analysis of how policy frameworks have been built around these theoretical interventions.
There has been a growing recognition that principles of good environmental management and sustainability need to be included in curricula of education at all levels (Aberystwyth University 2011; Percy-Smith & Thomas 2010). Education for Sustainable Development and Global Citizenship (ESDGC) is a cross-cutting theme in the revised curriculum for Wales 2008 (DCELLS, 2008). The key document on ESDGC in Wales, Education for Sustainable Development and Global Citizenship: A Common Understanding for Schools (DCELLS, 2008), emphasises that ESDGC is a holistic approach to education which:
There has been a growing recognition that principles of good environmental management and sustainability need to be included in curricula of education at all levels (Aberystwyth University 2011; Percy-Smith & Thomas 2010). Education for Sustainable Development and Global Citizenship (ESDGC) is a cross-cutting theme in the revised curriculum for Wales 2008 (DCELLS, 2008). The key document on ESDGC in Wales, Education for Sustainable Development and Global Citizenship: A Common Understanding for Schools (DCELLS, 2008), emphasises that ESDGC is a holistic approach to education which:
- Prepares learners for the new challenges that will be part of their future such as climate change and international competition for resources
- Helps them to understand the complex, interrelated nature of their world
- Builds the skills that will enable learners to think critically, think laterally, link ideas and concepts such as needs and rights and uncertainty and precaution, and make informed decisions.
Brief description
This module explores the political and theoretical approaches in recognising the child as a responsible global citizen. From this theoretical framework the module interrogates contemporary perspectives on implementing Education for Sustainable Development and Global Citizenship (ESDGC) in educational contexts. Students will examine practice and implementation across various educational settings and childhood institutions and will critically evaluate the theoretical, political, and practical barriers that have arisen as a result of changing legislation.
Content
Key Themes
Session 1 ? The Emergence of the Global Citizen: Time Space Convergence and Global Communication
Session 2- The Child as a Global Citizen
Session 3- International Perspectives on Global Citizenship and Childhood
Session 4- ICT, Social Networks and the Media: Global Learning and Global Understanding
Session 5- Sustainability and Childhood: a Global Perspective
Session 6- ESDGC: Contemporary Theory and Practice
Session 7- ESDGC: Implementation into the National Curriculum
Session 8- ESDGC- Barriers to Implementation
Session 9- ESDGC- in Wales
Session 10- ESDGC: future possibilities and changing policy
Session 11- Student presentations
Additional: Students will also be required to research and present on one of the following for Assignments 2&3:
Session 1 ? The Emergence of the Global Citizen: Time Space Convergence and Global Communication
Session 2- The Child as a Global Citizen
Session 3- International Perspectives on Global Citizenship and Childhood
Session 4- ICT, Social Networks and the Media: Global Learning and Global Understanding
Session 5- Sustainability and Childhood: a Global Perspective
Session 6- ESDGC: Contemporary Theory and Practice
Session 7- ESDGC: Implementation into the National Curriculum
Session 8- ESDGC- Barriers to Implementation
Session 9- ESDGC- in Wales
Session 10- ESDGC: future possibilities and changing policy
Session 11- Student presentations
Additional: Students will also be required to research and present on one of the following for Assignments 2&3:
- Health Education and Sustainability
- International perspectives on children'r rights
- Urbanisation, migration and education
- Development theories and educational
- Colonialism and education
- Education and national development
- International aid and educational development
- Education for all
- Gender, development and education
- Ethnicity and Education
- Religion and Education
- Another topic generated from students reading- agreed with the course tutor
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | Students will be expected to utilize statistics as a part of their critical evaluation of ESDGC |
| Communication | Oral communication will be essential for participation in sessions. Oral communication will be assessed in assignment 3. Written communication will be required for assessments 1&2. |
| Improving own Learning and Performance | Students will receive feedback on their assignments and during sessions to improve their performance. |
| Information Technology | There will be a session on ICT in relation to ESDGC. In addition, written assignments must be word processed and PowerPoint utilized for the presentation in assignment 3. |
| Personal Development and Career planning | Assessments will be relevant to students wishing to continue to research at postgraduate level or move into employment in the field |
| Problem solving | Problem solving is an essential part of critical assessment and evaluation. Students will exercise this in all assessments. Students will also be required to apply their knowledge to practical problems and case studies given in sessions |
| Research skills | Research skills will be required for all assessments and for participation in sessions |
| Subject Specific Skills | This module will provide students with theoretical knowledge and practical skills of ESDGC, with a sound knowledge of implementation strategies. |
| Team work | There will be opportunities for team work in the individual sessions. |
Notes
This module is at CQFW Level 7