Module: EDU4105-20 Social Theory and Development, with reference to Education

Level: 4

Credit Value: 20

Module Tutor: Vandana Singh

Module Tutor Contact Details: v.singh@bathspa.ac.uk

1. Brief description and aims of module:

As an interdisciplinary field the unit seeks to explore the different theories and concepts that underpin debates around international development and education. Students will be introduced to a range of theories across the fields of International and Comparative Education, Geography and Sociology. The different perspectives will be used to frame a variety of debates within the field of education and development, illustrating how the way we frame a problem in the first place will change the way we see and respond to it.

Students will be introduced to social theorists and their paradigms, which will be linked to specific theories related to International Development and Education, such as: Modernisation theory; Neo-Liberal theory of economics; Keynesian economic theory; Liberalism; Liberal Peace; Capabilities theory and Border Cosmopolitan theory. From this theoretical foundation the unit will draw out critical awareness of ideas related to, for example: Poverty Reduction Strategy Papers (PRSP); the Education For All (EFA) initiative; The Sustainable Development Goals (SDGs); trends in Language of Instruction debates.

2.Outline syllabus

Social Theory:

· Broad approaches – functionalism, critical theory, phenomenology, etc. and theorists, e.g. Marx, Foucault, etc.

· Theories related to Globalisation – Realist, sceptic, hyper-globalist, globalised localisms, regionalism, etc.

· Theories related to development – Modernisation theory, Economic theories, Capabilities theory, Post-development theory etc.

Current issues (in Developing contexts):

Development industry framing of ‘problems’:

· Economic development

· Social development

· Cultural development

Development trends and critiques:

· Neo-liberal PRSP v Marxist analysis v Capabilities

· Economic rate of return studies v Human Rights approaches

· Economic growth v sustainable development

· EFA (Schooling) v Indigenous knowledges and education

· ‘Best practices’ v hybridity

· Normative development prescriptions v post-development approaches

Key Skills

Social Theorising

Critical thinking

Constructing and evidencing an academic argument

Critical literature review

3.Teaching and learning activities

Content input (powerpoint, lecture style content) in informal seminar groups punctuated by seminar activities:

• Debating the different perspectives

• Discussing the key readings

• Exploring and analysing specific examples/ case- studies

• Simulation activities

Assessment Item 1:

• Assessment Type: CW

• Description: Blog Contribution and Engagement (2000 words)

• % Weighting: 50%

Assessment Item 2:

• Assessment Type: CW

• Description: Essay (2000 words)

• % Weighting: 50%