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Active Learning for Social Change - EDU00068I

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  • Department: Education
  • Module co-ordinator: Dr. Peter Sutoris
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2023-24
    • See module specification for other years: 2024-25

Module summary

The purpose of this module is to explore ways that learning can lead to social change and how education can promote action that challenges the status quo towards a fairer, more equitable and environmentally sustainable world.

Module will run

Occurrence Teaching period
A Semester 2 2023-24

Module aims

The key aims are to:

  • Understand the key principles of education for social justice in different guises

  • Reflect on the importance of active pedagogies for active learning

  • Explore some of the theoretical frameworks that support this education, such as critical pedagogy

  • Engage in learning with the explicit goal of social change and learning through activism

  • Consider the implications of current crises, particularly the climate crisis, for education for the future

Module learning outcomes

  • Grasp the multiple pathways through which education can affect social change

  • Understand the strengths and limitations of the different ways in which education seeks to influence society

  • Learn how to apply social and critical theory to the analysis of education’s role in society

  • Expand understanding of the curriculum design process and lesson planning

  • Improve public speaking and presentation skills

Module content

Introduction: Educating for what?

There are many ends for which education may aim with social justice in mind. In this introductory unit we aim to bring together some of the key aspects that we might consider, drawing on some of the ideals in SDG 4.7. This may include, but is not limited to

Introduction: Educating for what?

There are many ends for which education may aim with social justice in mind. In this introductory unit we aim to bring together some of the key aspects that we might consider, drawing on some of the ideals in international frameworks (such as SDG 4.7) as well as a critical evaluation of these frameworks. This may include, but is not limited to :

Critical and Dialogic pedagogy

How can we teach in ways that engage active learners? How do we avoid, what Paulo Friere called, ‘banking’ education? What are the theoretical frameworks for social change through education?

Activism and Learning for Social Change

  • Human rights

  • Children’s rights

  • Critical global citizenship

  • Feminist education

  • Education outside the classroom, including community activism

Education for the future

  • Peace education

  • Sustainability Education

  • Education for the Anthropocene and Ecopedagogy

Assessment

Task Length % of module mark
Essay/coursework
Lesson plan/curriculum : Designing a curriculum or lesson plan for active learning		 N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Essay : Designing a curriculum or lesson plan for active learnin		 N/A 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information

Indicative reading

Apple, M. W. (2008). Can schooling contribute to a more just society? Education, Citizenship and Social Justice, 3(3), 239–261. https://doi.org/10.1177/1746197908095134

Carr, P. R. (2008). “But What Can I Do?” Fifteen Things Education Students Can Do to Transform Themselves In/Through/With Education. International Journal of Critical Pedagogy, 1(2), 81–97.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.