Studying at York
Active Learning for Social Change - EDU00068I
- 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
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:
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Understand the key principles of education for social justice in different guises
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Reflect on the importance of active pedagogies for active learning
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Explore some of the theoretical frameworks that support this education, such as critical pedagogy
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Engage in learning with the explicit goal of social change and learning through activism
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Consider the implications of current crises, particularly the climate crisis, for education for the future
Module learning outcomes
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Grasp the multiple pathways through which education can affect social change
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Understand the strengths and limitations of the different ways in which education seeks to influence society
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Learn how to apply social and critical theory to the analysis of education’s role in society
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Expand understanding of the curriculum design process and lesson planning
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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
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Human rights
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Children’s rights
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Critical global citizenship
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Feminist education
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Education outside the classroom, including community activism
Education for the future
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Peace education
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Sustainability Education
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Education for the Anthropocene and Ecopedagogy
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
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
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.