SCHOOL OF SOCIAL SCIENCES, BUSINESS & LAW
TEESSIDE UNIVERSITY
SCHOOL OF SOCIAL SCIENCES, BUSINESS & LAW
MA in Education
Module Guide
Contextualising Education
EDU4099
MODULE LEADER :Dr Jean Pierre Elonga Mboyo
LEVEL: 7 (Masters)
CREDITS: 30
ACADEMIC YEAR
2024/25
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Contents
TOC o "1-3" h z u Module Welcome PAGEREF _Toc175767676 h 3Module Aims PAGEREF _Toc175767677 h 3Learning Outcomes PAGEREF _Toc175767678 h 4Tutorials PAGEREF _Toc175767679 h 4Lectures and seminar Programme PAGEREF _Toc175767680 h 5The Learning Hub PAGEREF _Toc175767681 h 5Attendance PAGEREF _Toc175767682 h 5Assessment Information PAGEREF _Toc175767683 h 5Submission Arrangements PAGEREF _Toc175767684 h 7Extensions PAGEREF _Toc175767685 h 7Assessment Criteria PAGEREF _Toc175767686 h 8Assessment Marking and Feedback PAGEREF _Toc175767687 h 9Module Re-sit Arrangements PAGEREF _Toc175767688 h 9Module Evaluation PAGEREF _Toc175767689 h 9Reading List PAGEREF _Toc175767690 h 9Regulations and Procedures PAGEREF _Toc175767691 h 10
Module Welcome
Welcome to Contextualising Education module!
Education that we seek to practice and theorise does not happen in a vacuum. It is situated within time and space within which we are either bystanders or actors that shape its past, present and future context(s). This module, therefore, is designed to develop your capacity as education professionals from a variety of settings to understand the defining features of the context of education, critique and frame it in a way that triggers further new and transforming insights.
The need to come up with new insights means that we cannot take anything for granted or any analysis as a given. This is where your imagination backed up with evidence to corroborate your thinking is called upon to and be that wind of fresh air. In so doing, you will turn individual reflections into a collective exercise of knowledge production, which will be reflected in the successful completion of this 30 credit Masters module. It goes without saying that this will only be possible with your dedication to reading widely, engaging diligently with lectures and seminars, and organising your time to ensure that you are up to date with the demands of the module.
Your studies on this module are supported by our virtual learning environment which can be accessed through this link https://bb.tees.ac.uk/ultra/course It is important to check the module site regularly as key announcements, learning materials and assessment information will be posted there.
Module Aims
This module aims to:
Reflect on aims of education,
Frame and reframe the context of education,
Identify and critique some significant features of the theorising and context of education,
Develop a critical appreciation of the philosophical, psychological, socio-cultural, political, historical and research-based evidence of the context of education, and
Suggest the way forward on the basis of ones informed view of the context of education.
Learning OutcomesLearning outcomes are spread over four categories which are set out below. On successful completion of this module participants should be able to:
Personal and Transferable Skills Knowledge & Understanding
1. A critical understanding of how contemporary educational context has shaped learning, teaching and profession within own context and how one's analysis of that context and relevant theories shape future professional practice.
2. The ability to communicate complex academic issues and concepts clearly and effectively.
Research, Knowledge and Cognitive & Skills
3. Critically analyse a range of factors relevant to educational contexts and theories to explore their impact on educational provision and processes.
4. The evaluation of the context of education in relation to relevant theories andquestion orthodox perspectives in order to develop or propose unique perspectives.
Professional Skills
5. Engagement in independent learning.
TutorialsLectures, seminars, informal conversations are part and parcel of the help we provide to ensure that your learning develops. We also provide individual tutorials particularly in the last two sessions (see schedule of lectures) and throughout the semester. Each student is entitled to a maximum of 10 hours supervision. This includes reading drafts, face-to-face, emails and telephone contact. Tutors will keep a record of face-to-face contact.
The responsibility for initiating and maintaining contact with your tutorials rests with you, the student. If, for any reason, you experience difficulty in contacting your tutor or in arranging meetings that are convenient to you both, please contact the module leader, Dr George Stobbart, as soon as possible. Each supervisor should inform you of any time that they will be unavailable, please make sure you know when this is so that you can negotiate your supervisory requirements with them.
Contact Details of the team teaching on this module
Dr Jean Pierre Elonga Mboyo. JP.Elonga@tees.ac.uk
Lectures and seminar ProgrammeYour one-hour lecture followed by another hour of seminar session will be take place on Tuesdays from 7-9pm (face-to-face). Furthermore, depending on your chosen pathway (MA in Early Childhood Studies, MA in School Leadership and/ or Main Education), you will have an additional input online activities and reading to do with your specific specialism.
The Learning Hub
The Learning Hub offers guidance to all students on developing their skills as independent learners. Support includes advice at the Learning Hub desk, drop-in Succeed@Tees workshops, one-to-one tutorials and online resources. Guidance is available on a wide variety of academic skills, for example literature searching, referencing, writing and maths.
Help is available so that you can get the most from the Library:
The Social Sciences, Humanities & Law team in the Library is:
Fran Porritt: Academic Librarian f.porritt@tees.ac.uk; phone 01642 342122
Patricia Crosier: Assistant Academic Librarian p.crosier@tees.ac.uk; phone 01642 342107
Gemma Wells: Assistant Academic Librarian Gemma.Wells@tees.ac.uk 01642 342107
They are here to help so please get in touch.
AttendanceYou are expected to attend all lectures, seminars, workshops and any other scheduled teaching activity. It is through interpersonal exchanges with tutors and peers that experiential learning and the testing of ideas takes place, and the University has strong evidence that good attendance is related to success in assessments. Attendance will be monitored and if there is evidence that you are not engaging with University studies then you may be withdrawn from the programme.
Assessment InformationThis module is assessed by an assignment that is 100% of the module mark. Your submitted work is marked by your tutor and moderated by another academic staff before you have access, through the module blackboard site, of your provisional mark within 20 working days since submission and pending ratification by the assessment board. 50% is the pass mark and written feedback will give a detailed commentary about the strength and areas of your work needing or may have needed further development.
The Assignment
In negotiation with your assigned ECA tutor, you will be invited to select an artefact, document or imageof educational interest to you as a starting point for analysis. You will be expected to develop a critical discussion of the context ofachosen educational artefact,document or image(4,500words). Your discussion needs to engage with relevant contemporary educational debates.
Discuss the structure and section lengths with your tutor and refer to proposed structure shared by tutors. The overall piece might contain some of the following features:
Title Page (effectively, this is the cover of your assignment)
Abstract (if any, not counted in the overall word count)
Table of Contents (if any, not counted in the overall word count)
List of Tables (if any, not counted in the overall word count)
List of Figures (if any, not counted in the overall word count)
Your chosen artefact, document...
Acknowledgements (if any, not counted in the overall word count)
Body of Text (further information follows about possible sections within this)
References (full academic references for all sources cited in the dissertation)
Appendix or Appendices (if any, not counted in the overall word count)
Title Page
Your title page should contain the following information:
Teesside University
School of Social Sciences, Business and Law
MA Education Contextualising Education
Your name.
Year submitted
Title of your assignment
The title should be short and indicate exactly what your main message around the chosen artefact, document...
Main Body of Text
Each section of your assignment should start with its title, represent an important division and have a clearly defined function. Special care should be given to dividing the text into paragraphs and the appropriate use of subheadings to help the reader.
As a rough guideline, paragraphs should not normally exceed 200 words in length. They should be seen as an explicit structuring device, which allows you to put together a set of ideas that belong together or have something in common. Once the ideas change or develop in a new direction you should start a new paragraph.
You can use one or more frameworks to help you unpick and critically discuss the context of education in a way that is concise, well structured, logical and aware of the effects of context in education while suggesting innovative ways of more productive approaches to education. Although, this is an autonomous module but it is strategically placed to inform the context within your dissertation module.
Submission ArrangementsYou are expected to use Turnitin software via blackboard site when submitting your assignment by 4 pm on 14/01/2025.
ExtensionsRequests for short extensions to the submission date should be made to the Module Leader Dr George Stobbart. Requests for extensions of up to a week may be granted if there is a specific reason, longer extensions are possible by individual negotiation with the Programme Leader Fiona Corby F.Corby@tees.ac.uk and you will need supporting evidence.
Assessment CriteriaStandard university level 7 criteria will be used.
FHEQ LEVEL 7
90-100%
An excellent critical and complete demonstration of understanding in all key areas of knowledge relevant to the work and demonstrating an innovative and creative approach. Evidence throughout the work of a sustained ability to synthesise and interpret complex concepts, to make inferences and to provide an original and/or compelling argument and discussion. Excellent structure and immaculate presentation, with cogent use of academic language and grounded in a pertinent and substantial selection of source materials. Excellent use of appropriate analytical and research methods and addresses ethical considerations in an informed and perceptive manner. Exceptional ability to link and critically analyse theory and practice where appropriate.
80-89%
An excellent, critical and systematic demonstration of understanding in all key areas of knowledge relevant to the work. Evidence throughout of the ability to synthesise and interpret complexconcepts to provide a compelling argument and discussion. Very good structure and presentation, with confident use of academic language and grounded in a relevant and extensive selection of source materials. Excellent use of appropriate analytical and research methods and fully addresses ethical considerations. Excellent ability to link and critically analyse theory and practice where appropriate.
70-79%
An excellent, critical and organised demonstration of understanding in all key areas of knowledge relevant to the work. Evidence throughout of the ability to synthesise and interpret diverse concepts to provide a sound argument and discussion. Good structure and presentation, with fluent use of academic language and grounded in an appropriate and comprehensive selection of source materials. Very effective use of appropriate analytical and research methods and consideration of ethical implications. Very good ability to link and critically analyse theory and practice where appropriate.
60-69%
A proficient, clearly stated and analytical demonstration of understanding in all key areas of knowledge relevant to the work. Evidence of the ability to integrate and analyse diverse concepts in a rational and logical argument and discussion. Well-structured and clearly presented work, with fluent use of academic language and utilising a relevant and extensive range of source materials. Effective use of appropriate analytical and research methods and consideration of ethical issues. Good ability to link and critically analyse theory and practice where appropriate.
50-59%
An acceptable and substantiated demonstration of understanding in all key areas of knowledge relevant to the work. Evidence of the ability to integrate and analyse diverse concepts in a reasoned and valid argument and discussion. Adequately structured and presented work, with clear use of academic language and reference to a sufficient range of relevant source materials. Adequate use of appropriate analytical and research methods and does address ethical considerations. Effective linking of theory and practice where appropriate.
40-49%
A limited, insufficient and/or inaccurate understanding in key areas of knowledge relevant to the work. Insufficient evidence of ability to integrate and analyse concepts to provide a valid discussion. Unacceptably structured and presented work, with insufficient use of academic language and conventions. A limited range of source materials is used. Limited or ineffective use of analytical and research methods and limited coverage of ethical considerations. Inadequate linking of theory and practice where applicable.
30-39%
A descriptive and/or narrative account, with little critical and/or flawed understanding of key areas of knowledge relevant to the work. Insufficient evidence of ability to discuss fundamental concepts. Unclear and/or un-evidenced argument and discussion. Poorly structured and presented work, with little use of academic language and conventions. A narrow and/or inappropriate range of source materials and analytical and research methods is used. Failure to identify ethical considerations and to link theory and practice where applicable.
0-29%
A weakly descriptive and/or narrative account, with no analytical content and/or significant inaccuracies in understanding of key areas of knowledge relevant to the work. Little or no evidence of research and the ability to discuss fundamental concepts. No awareness of ethical issues. Unclear and unsourced arguments and discussion. Flawed structure and presentation, with negligible attention to academic language or conventions. Some or all source materials are unreferenced and/or irrelevant. Failure to link theory and practice where applicable.
Assessment Marking and FeedbackFeedback on study plans and early draft materials will be provided by your supervisor/tutor as long as you:
Email drafts as an attached Word file to your tutor making sure that the document includes your full name and the project title.
Send drafts to your tutor at least 5 working days before an appointment.
Agree with your tutor the latest date that he or she is able to comment on a draft in order to ensure you get time to work on any feedback before the hand-in date.
Please note that we will give comments on draft work on up to 20% of the total word count of the assignment and can only comment on each part of your assignment ONCE. It is up to you to negotiate with your supervisor about when and how you submit drafts for their comments.
Written summative feedback on the assignment will be available to all students after the Exam Board has met and this will be posted on Blackboard. Your assignment will be marked by your tutor and moderated by others teaching the module before a selection is cross-checked by an external examiner to ensure quality.
Module Re-sit ArrangementsIf your assignment does not pass you will normally be allowed to resubmit it, but this is at the discretion of the Exam Board. You would normally be asked to submit a revised version of the work taking into account the feedback given. Normally you will be given four weeks to do this from the date that you receive notification of your final result from the Examination Board for the module.
Module EvaluationThis module will be evaluated online in accordance with normal School policy.
Reading ListPlease see Reading Lists Online, accessible from the Blackboard site.
Regulations and ProceduresNaturally within the University there are a number of regulations which you may need to refer to as you progress through this module and the University generally. The University has placed these regulations on the University Website at:
http://www.tees.ac.uk/docs/index.cfm?folder=Student%20RegulationsIt is your responsibility to familiarise yourself with these regulations which include:
Academic Regulations including:
Academic Misconduct
Applicants with Disabilities
Attendance Policy
Framework for Assessment, Award and Progression
Mitigating Circumstances Regulations
Recording of Lectures
Submission of Assessments
Computer Regulations
Student Conduct Regulations
University Assessment Review Application
Student Protocol
University Complaints Procedure
Contextualising Education
(Year 2024-2025)
EDU4099-N
Taken from UTREG
91 items
Recommended (64 items)
The SAGE handbook of philosophy of education, by Richard Bailey, 2013
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Children's minds, by Margaret Donaldson, 1987
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Children in difficulty: a guide to understanding and helping, by Julian Elliott; Maurice Place, 2012
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The SAGE handbook of Special Education: volume 1, by Florian Lani, 2014
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Madness and civilization: a history of insanity in the Age of Reason, by Michel Foucault, 1988
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The archaeology of knowledge, by Michel Foucault, 1972
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Journals (13 items)
British Educational Research JournalJournal
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Gender and SocietyJournal
Journal of Research on Educational EffectivenessJournal
Professional Development in EducationJournal
Research in Post-Compulsory EducationJournal
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Electronic (14 items)
British Education Research Association | BERAWebsite
| A useful site that gives details about the latest educational research.
Department for Education - GOV.UKWebpage
| This includes all documents and links to key government documents and initiatives.
International Professional Development Association (IPDA)Website
| A useful site that gives details about the latest educational research.
National Foundation for Educational ResearchWebsite
| A useful site that gives details about the latest educational research.
Ofsted - GOV.UKWebpage
| Gives access to reports, and a databases of reports for all inspections carried out by OFSTED.
Centre for Studies on Inclusive EducationWebsite
| An independent centre set up in 1982, actively supporting inclusive education as a human right of every child.
Gender and Education AssociationWebsite
| This association works to challenge and eradicate sexism and gender inequality within and through education.
Philosophy of Education Society of Great BritainWebsite
| This society promotes the study, teaching and application of philosophy of education.
TeacherNet: the education site for teachers and school managersWebpage
| A government education site (NOW ARCHIVED) that contains a wide range of information about schools and education.
NasenWebsite
| An organisation which aims to promote the education, training, advancement and development of all those with special and additional support needs.
NCB: National Children's BureauWebsite
| A national charity which supports children, young people and families and those who work with them.
Niace | The National Institute of Adult and Continuing EducationWebsite
| Aims to encourage all adults to engage in learning of all kinds.
Sutton TrustWebsite
| The Trust exists to combat educational inequality and prevent the subsequent waste of talent.
Institute of Race RelationsWebsite
| Today the IRR engages in research and analysis that inform the struggle for racial justice in Britain, Europe and internationally. It seeks to reflect the experiences of those who suffer racial oppression and draws its perspective from the most vulnerable in society.
The Assignment
In negotiation with your assigned ECA tutor, you will be invited to select an artefact, document or imageof educational interest to you as a starting point for analysis.
You will be expected to develop a critical discussion of the context ofachosen educational artefact,document or image(4,500words). Your discussion needs to engage with relevant contemporary educational debates.
For example, if you choose the following image:
1400175829945
You may want to apply a critical discussion on what makes a school, a Community School?
What is distinctive between a community school and other schools?
Is there a history of community schools
What are the pedagogical benefits of a community school to the pupils to parents, to staff?
Does it impact upon the curriculum and/or the ethos of the school?
Are there any specific resources needed in community schools?
Are there any specific leadership qualities that are relevant to community schools
What are the underlining social or pedagogical theories that are implicit in the term community and community school?
What government policy initiatives developed and encouraged the concept of community schools?
Are these policies relevant within current government thinking?
This is just one example, and you can see to make this a critical assignment, the use of questions is used to form a framework for analysis. However, one of the challenges is to contain the work within 4,500 words (plus or minus 10%)
Choose an educational artefact, document or image that reflects your personal or professional interests. For examples, in past assignments student have chosen
A sand tray (Early Years pedagogy)
A red pen (to reflect marking policies)
A picture of parents reading to a child (parental support)
An image of a lonely and depressed child (bullying)
A logo containing a jigsaw image of a human head (which was an originated as an autism symbol in the 1960s).
Therefore, be imaginative in selecting your artefact/image that reflects the subject you want to focus upon.
The submission date is 14th January at 4.00 pm.
Late submissions will be award a capped mark of 50% unless you have been granted an extension ( see Module Guide).
