|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DEPARTMENT||Arts, Open Communities and Adult Education|
|DESCRIPTION||This study-unit advocates a transformative approach to curriculum development. Grounded in the tradition of critical social pedagogy, it sets out to help participants build a vision and generate outcomes and resources for potential education programmes with communities, organizations and groups engaged in transformative social action.
The study-unit therefore draws on the best traditions of critical pedagogy and community development, placing the focus on adult education participants as subjects rather than objects. Participants are encouraged to learn to be social actors rather than simply passive consumers of knowledge. Course participants will also be given the opportunity to expose themselves to the literature in these areas and glean insights and principles for curriculum development in adult education with a critical and transformative edge - learning for transformation of communities and societies to ones governed by greater social justice.
- To help participants build a vision and generate outcomes and resources for potential education programmes with communities, organizations and groups engaged in transformative social action.
- To provide ample opportunities for participants to explore a range of curriculum possibilities in a range of learning contexts.
- To provide an understanding of the politics of curriculum development.
- To highlight the basic elements of a social justice approach to pedagogy and curriculum development.
1. Knowledge & Understanding:
By the end of the study-unit the student will be:
- familiar with the theories that underpin different curricular trajectories.
- able to discern and glean appropriate theoretical frameworks for one's own engagement in curriculum development.
- able to construct protocols for evaluating different forms of curricula.
- able to know the basic elements of a social justice approach to curriculum development and a critical pedagogy.
By the end of the study-unit the student will be able to:
- create curricula according to different theoretical frameworks.
- develop curricula that take into account and build on the learners' existential situation.
- develop and adopt tools for evaluating and improving adult learning curricula.
Main Text/s and any supplementary readings:
- Brookfield, S (2013) Powerful Techniques for Teaching Adults, NYC (NY) John Wiley & Sons.
- Wang, V (ed) (2000) Curriculum Development for Adult Learners in the Global Community Vol. 1, Strategic Approaches, Florida: Kreiger.
- Ledwith, M. (2005) Community Development – A Critical Approach, Bristol: The Policy Press.
- Caffarella, R.S and Radcliff Daffon, S. (2013) Planning programs for Adult Learners. A Practical Guide, NYC (NY): John Wiley & Sons.
- Preskill S and Brookfield, S (2005) Discussion as a Way of Teaching. Tools and Techniques for the Democratic Classroom, NYC (NY): John Wiley & Sons.
- Vella, J. (2002) Learning to Listen, Learning to Teach, San Francisco: Jossey-Bass.
|METHOD OF ASSESSMENT||
|LECTURER/S||Carmel P. Borg
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 2020/1. It may be subject to change in subsequent years.