Studying at York
Learning and Transformation Across the Lifecourse (LATAL) - EDU00066I
- Department: Education
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2023-24
- See module specification for other years: 2024-25
Module summary
This module is about different forms of learning that happen outside of formal schooling, in a range of different contexts. It will also draw on theoretical underpinnings of learning theory, such as transformative learning theory and experiential learning. The module will define the differences between formal, non formal and informal education and focus on non formal and informal settings for learning throughout the lifecourse, including children, young people and adults.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2023-24 |
Module aims
The aims of the module are to:
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Define the differences between formal, non formal and informal education
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Explore the different outcomes learning in different settings
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Understand transformative learning theory and experiential approaches to learning
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Consider how learning happens in different contexts and for different purposes
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Recognise the importance of learning throughout life
Module learning outcomes
By the end of this module students will be able to:
Subject content:
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Critically reflect on where and when education and learning occurs outside of schools
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Apply learning theory to thinking about education
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Critically analyse discourse of transformation in relation to informal and non formal education
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Apply critical ideas from this module to relevant case studies
Academic and graduate skills
Students will have learned how to:
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Apply critical thinking applied to real-world examples
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Use reflective thinking to apply critical ideas to students’ own experiences
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Clearly communicate ideas in written English
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Develop abilities in terms of note taking, searching for sources, essay writing at the undergraduate level,
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Self-directed learning
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identify suitable supplemental readings
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VLE/IT skills: This module is supported by the Yorkshare Virtual Learning Environment (VLE)
Module content
Core discussion questions:
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Where does education happen outside of formal systems, at different stages of the lifecourse?
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Where COULD education happen outside of formal systems, at different stages of the lifecourse?
Defining formal, non formal and informal education in different contexts
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What are the connections?
Theoretical framing:
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Lifecourse theory, transformative learning theory and experiential approaches to learning
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Is education outside of formal systems/lifecourse stages necessarily transformative?
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What makes it transformative or not? Critically analyse claims of transformation at every stage.
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Homework – find an example of education happening outside of formal systems/structures or later in the lifecourse
Themes of the module may include:
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self organised learning
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alternative education such as steiner wardolf, montessori etc.
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education for nomadic populations
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young people excluded from formal education
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children out of school
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education through NGOs in different contexts
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learning through social movements (eg International Falcon Movement, Climate Camp, environmental movements)
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education outside the classroom, such as in museums, forest school
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supplementary education (eg quranic schools)
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extracurricular education (eg art sport drama music education)
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
Formative assessment: 700-1000 word reflective writing: reflect on your own experiences of education outside formal systems. To what extent were these transformative, and why? To what extent do these experiences call into question assumptions about where learning fits within the lifecourse? Draw on your reading in your reflective discussion. You may find this resource helpful: https://subjectguides.york.ac.uk/academic-writing/reflective
Summative assessment (2500 words)
Choose their own case study and write a critical analysis of it drawing on critical approaches to transformation. Students might choose examples from the weekly themes indicated above.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 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
Transformative learning: theory to practice – Jack Mezirow https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf
Overview of transformative learning: https://www.valamis.com/hub/transformative-learning
UNESCO (2018) Transformative pedagogy for peace-building: A guide for teachers. 9 January. Available at: https://en.unesco.org/themes/gced (accessed 9 September 2021).
Journal of Transformative Education: https://journals.sagepub.com/home/jtd
International Journal of Lifelong Education: https://www.tandfonline.com/toc/tled20/current
Erikson, Erik. (1963). ‘Chapter 7: Eight Stages of Man’. In Childhood and Society. Harmondsworth: Penguin Books. Note: this is a classic lifecourse perspective which students can then critique
Hunt, Stephen. (2017). ‘Chapter 1: From life cycle to the life course: theoretical accounts’, The Life Course: A Sociological Introduction. London: Palgrave MacMillan. Pp9-37.