This module aims:

To introduce students to the critical study of education and educational sites.

To identify and explore a range of empirical sites and critical theoretical perspectives in the study of education.

To provide an understanding of the relationships between education, society, individuals, and educational (in)equalities.

To develop students’ critical, conceptual and theoretical capacities across sociology, social policy and criminology.

(LO1) Students will have a critically informed understanding of education and educational sites.

(LO2) Students should have an understanding of a range of critical theoretical perspectives related to education.

(LO3) Students will be able to identify and examine the relationship between education, society and inequality.

(LO4) Students should be able to connect critical concepts and perspectives to specific educational sites and debates.

(S1) Students will develop organisational skills

(S2) They will develop teamworking skills in seminars

(S3) They will develop flexibility and adaptability as part of their teamwork

(S4) They will develop verbal and written communication skills in seminars and their assessment

(S5) They will develop skills in ethical awareness through their knowledge about educational inequalities

(S6) They will have international awareness through the module’s globally connected focus

Key topics covered

The course will cover 4 different themes (or blocks):

Weeks 1-3 cover the ‘big debates’ in critical education studies inclusive of educational histories, purpose(s) and key thinkers in the field.

Weeks 4-5 cover relationships between the state and education, looking at educational policy and educational spaces (e.g. buildings/architecture).

Weeks 6, 8 and 9 consider specific stages of formal education, such as Secondary and Higher Education in the UK. Unpacking curriculums, pedagogies and experiences.

Weeks 10 and 11 focus on alterative educational provisions, such as special and extra educational needs, prison and education, and community/activist educations.

Relation to other modules

While the module introduces a range of new topics (as above), it has been developed with other core and optional modules across the curriculum in mind. It builds theoretical capacities learning in SOCI101 (Sociological Theory) and works alongside SOCI242 (Thinking Sociologically) for relevant students. It also builds on conceptual learning in SOCI102 and SOCI103 (Social Change and Social Policy 1&2 e.g. globalisation, marketisation and financialisation/theories of social class, ‘race’ and gender). SOCI108 (Controlling Crime) is also a good foundation for the week on ‘prison education’. Placing this module in second year means it can also act as a foundational course to a number of third year options through a number of introductory theoretical lenses e.g. SOCI335 (Class and Everyday Life) and SOCI346 (Race, Community Identity).

Reading lists

Students will be given a range of core, key, and recommended readings available through readinglists@liverpool, and on canvas.

They will also have access to weekly suggested and extra reading lists available in the module handbook.

Seminars will also be focused on a range of readings, topics, and ‘objects 019;. All of which will be provided and have clear instructions attached to them.

Teaching Method 1: Lecture

Scheduled Directed Student Hours: 11
Description: Lectures will give a broad and foundational overview to relevant empirical sites, topics, concepts and theories. Student should attend these and make notes during these sessions to reflect back on for revision purposes.

There may be the inclusion of guest lectures, but this will only be done when they are available, and it is appropriate.
Teaching Method 2: Seminar

Scheduled Directed Student Hours: 10

Description: Seminars will build, develop and focus student’s knowledge learned in a preceding lecture. Seminars will have a specific focus (rather than the broad oversight given in lectures), and starting in week 2, students will be instructed on a weekly task they should complete to discuss in their seminar. All necessary readings or materials to complete this task will be provided to students.

Self-Directed Learning Hours: 129

Description: Students should u se information, knowledge and skills learned in lectures and seminars, as well as required and suggested readings on readinglists@liverpool and in the handbook to expand their knowledge and studies.