| Unit name | Addressing Controversial Issues in Education |
|---|---|
| Unit code | EDUCM0036 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Ingram |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
There are many issues in education that are controversial because they embody major conflicts of values and interests. Controversial issues can be discussed with students during subject lessons or tutor times. It is difficult to teach such issues calmly and dispassionately and without accusations of bias. Some controversial issues relate directly to teachers’ professional practices, where the impacts of bias are difficult to recognise and evaluate.
This unit seeks to use normative ethical frameworks to discuss and evaluate different approaches to controversial issues in education. The development of a dialogic pedagogy will help people to address controversial issues in education, including in their own practice, with increased insight and confidence. No prior knowledge of ethics is required and frameworks can be developed within any education sector, curriculum subject or area, so this unit is suitable for anyone with an interest in education - teachers, co-ordinators, middle and senior managers, and researchers. The ethical approach will also be extended to consider controversial issues in contemporary educational practice, and so the unit will be suitable for those interested in education, but who are not working in schools and colleges. The course will be responsive to the personal and professional interests of the enrolled students. The unit is designed for practising teachers.
The aims of the unit are:
The teaching strategy will employ three broad approaches, where appropriate, with the aims of contextualising as well as theorising issues of central importance, the development of student autonomy, and the individualisation of study and support. These are:
Face to Face Teaching
Examples here include large and small group teaching methods, including presentations from staff and experienced professionals, debates, case study analyses, student presentations and practical workshops.
ELearning
ELearning approaches will be used to facilitate individualised study and support within the broad parameters of the units and programme. These will include: on-line discussion (with individuals and groups, online supervision and peer mentoring, guidance and feedback. Critical use of Web resources will be encouraged.
Collaboration
The use of collaborative working practices (synchronous, asynchronous, face-to-face and virtual) will be encouraged and facilitated.
Contact Hours
20 in Total
Summative assessment:
Production of teaching and learning materials to incorporate an ethical discussion into a teaching scheme. The materials will be accompanied by 4 000 word (or equivalent) written assignment introducing its theoretical context and reporting on its development, implementation and evaluation.
Or
Production of an essay to critically explore issues about the use of ethical framework in a controversial issue, reflecting on the implications for education. To total 4 000 words or equivalent.
