| CODE | ACA1009 | ||||||
| TITLE | Adult Education for Community Development and People-Driven Change | ||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||
| DESCRIPTION | A critical theory approach, the study-unit's discussion will first conceptually unpack 'adult education', 'community development' and related concepts. This will be followed by a critical discussion of scholarly perspectives on adult education and community development, such as those of Paulo Freire, Ira shor, Stephen Bookfield, Margaret Ledwith and Budd Hall. The study-unit will conclude with a discussion of case studies of adult education for community development and people-driven change contextualized in Malta and beyond. Study-Unit Aims: The main aims of the study-unit are to: - Expose students to main concepts, perspectives, traditions, discourses and practices in the fields of adult education for community development and people-driven change; - Question (by drawing on the critical theory approach) the foundations and relevance of the above to contemporary practices in adult education, training and development; and - Draw (as relevant) on scholarly literature and case studies of adult education for community development and people-driven change in one's own vocational practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain main concepts, perspectives, traditions, discourses and practices in the fields of adult education for community development and people-driven change; - Critically discuss (by drawing on the critical theory approach) the relevance of select scholarly literature and case studies to contemporary adult education, training and development practices and contexts; and - Identify adult education and community development theoretical and discourse influence / bias (or lack of) in contemporary policy and practice engagement with adult education, training and development. 2. Skills: By the end of the study-unit the student will be able to: - Analyze given policy and practice engagement with adult education, training and development with reference to the discussed main concepts, perspectives, traditions, and discourses in the fields of adult education for community development and people-driven change; and - Deploy concepts, perspectives, traditions, and discourses discussed in the course of the study-unit in a discussion / an evaluation of an adult learning and training environment that is relevant to the student. Main Text/s and any supplementary readings: Main Texts: - Bell, B, Gaventa, J. & Peters, J. (1990). We Make the Road by Walking: Conversations on Education and Social Change – Myles Horton and Paulo Freire. Philadelphia: Temple University Press. - Brookfield, S. (2008). RADICAL QUESTIONING ON THE LONG WALK TO FREEDOM: NELSON MANDELA AND THE PRACTICE OF CRITICAL REFLECTION . In Adult Education Quarterly, 58(2), 95 - 109. - Brookfield, S. (2003). A Critical Theory Perspective on Accelerated Learning. In NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION 97, Spring, 95 - 109. - Brookfield, S. (1993). Breaking the code: Engaging practitioners in critical analysis of adult educational literature. In Studies In The Education Of Adults, 25(1), 64 - 91. - Collins, M. (1991). Adult Education as Vocation: A Critical Role for the Adult Educator. New York: Routledge. - Craig, G., Mayo, M., Popple, K., Shaw, M. & Taylor, M. (Eds.).The Community Development Reader: History, themes and issues. Bristol: The Policy Press. - Crowther, J. (2013). Defining And Measuring ‘Empowerment’ In Community Based Projects. In CONCEPT: The Journal of Contemporary Community Education Practice Theory, 4(3), 1 - 9. - Crowther, J., Tett, L., & Galloway, V. (1999). Adult literacy and democratic renewal in the new Scotland. In Studies In The Education Of Adults 31(2), 210 – 219. - English, L. & Mayo, P. (2012). Learning with Adults: a Critical Pedagogical Introduction. Rotterdam: Sense Publishers. - Hall, B.L. (2006). Social Movement Learning: Theorizing a Canadian Tradition. In Fenwick, T., Nesbit, T. & Spencer, B. Contexts of Adult Education (pp. 230 - 238). Toronto: TEP. - Hamilton, R. (2013). Did the dream end there? Adult education and Resurrection City 1968. Studies in the Education of Adults, 45(1), 4 – 26. - Ledwith, M. (2005). Community Development: a critical approach. Bristol: BASW/Policy Press. Supplementary Readings: - Biesta, G.J.J. (2009). Good Education: What it is and why we need it. Inaugural Lecture at The Stirling Institute of Education, 4th March 2009, Stirling, UK. - Biesta, G.J.J. (2006). Beyond Learning: Democratic Education for a Human Future. Boulder: Paradigm Publishers. - Borg, C. (Ed.) (2013a). L-Edukazzjoni hi Politika: ġabra ta’ kitbiet ta’ Paulo Freire (Education is Politics: a collection of writings of Paulo Freire). Malta: Horizons. - Borg, C., Cauchi, B. & Mayo, P. (2006). Museum Education as Cultural Contestation. In Borg, C. & Mayo. P. Learning and Social Difference (pp. 75-90). London: Paradigm Publishers. - Borg, C. & Mayo, P. (2007). Public Intellectuals, Radical Democracy and Social Movements: a Book of Interviews. New York: Peter Lang Publishing, Inc. - Brown, M. (2014) Between domestication and liberation: A Freirean community-based educational intervention in Malta. Unpublished Thesis - PhD in Education. Malta: University of Malta. - Brookfield, S. (2005). The power of critical theory for adult learning and teaching. Maidenhead: Open University Press. - English, L. (Ed.) (2005). International Encyclopaedia of Adult Education. Hampshire: Palgrave Macmillan. - Freire, P. (2007). Daring to Dream: Toward a pedagogy of the unfinished. Boulder. Paradigm Publishers. - Freire, P. (2005). Pedagogy of the Oppressed (30th Anniversary edition). New York: Continuum. - Freire, P. (2000). Cultural Action for Freedom. Boston: Harvard Educational Review. - Freire, P. (1998a). Teachers as Cultural Workers - Letters to Those Who Dare Teach. Boulder: Westview Press. |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Alex Grech Michael Briguglio Maria M. Brown |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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