Study-Unit Description

Study-Unit Description


CODE ACA5036

 
TITLE Introduction to Educational Thought

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 5

 
DEPARTMENT Arts, Open Communities and Adult Education

 
DESCRIPTION This study-unit provides an introduction to some basic ideas about theory and practice of Education. Many of the students in the programme will not have had any exposure to educational theory or practice as their undergraduate preparation would be in a variety of fields.

Basic concepts will include:

- Different meanings attached to education and the scope of its terrain;
- Banking and dialogical Education - domestication or liberation;
- Cultural workers as educators;
- Lifelong and life-wide education;
- Education and Democracy;
- Education as Contested terrain;
- Learning and Social Difference;
- Cultural & Social Reproduction and Resistance in Education;
- Critical Pedagogy;
- Education and the Imagination;
- Postcolonial Education;
- The social relations of cultural production in Education;
- Educational spaces as Narrative Environments;
- Politics of Education.

Study-Unit Aims:

- To provide students with exposure to ideas about education.
- To expose students to different delivery methods in education.
- To enable students to engage critically with education.
- To appreciate the range of education that lies beyond schooling.
- To gain some preliminary ideas of the museum's educational role.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Critically discuss some of the central issues and areas of debate in Education.
- Understand the political underpinnings of various educational settings.
- Appreciate the fact that Education is a broad terrain, comprising a variety of sites and approaches.
- Gain familiarity with some key thinkers in the field: Jean Jacques Rousseau, NFS Grundtvig, Ib'n Kaldun, Antonio Gramsci, Ngugi Wa Thiong'O, John Dewey, Jean Piaget, Paulo Freire, Ada Gobetti, Lorenzo Milani, Maria Montessori, Jane Vella, Raymond Williams, Maxine Greene, Lev Vygotski, Ivan Illich, Jacques Ranciere.
- Familiarise themselves with some key concepts and terminology in Education.
- Research and reflect on various educational themes.

2. Skills:

By the end of the study-unit the student will be able to:

- Transfer thought from the Education field and relevant conceptual tools to debates around culture.
- Analyse texts from a critical perspective, and creatively come up with alternative solutions to perceived problems.
- Articulate educational issues by using the right terminology.
- Conceptualise Education in its broader context.
- Develop a dialogical teaching mode, implying the ability to listen to and learn from the learners themselves, connecting with their framework of relevance.
- Consider the learning encounter as a participatory experience for both Museum educator and learners.
- Teach in a manner that arouses epistemological curiosity, generates critical thinking and consciousness and stimulates the imagination.

Main Text/s and any supplementary readings:

Main Texts:

- Borg, Carmel and Mayo, Peter ( 2006) Learning and Social Difference. Challenges for Public Education and Critical Pedagogy, London and New York: Routledge.
- Borg, Carmel, Cardona Mario and Caruana Sandro (2009) Letter to a Teacher. Lorenzo Milani’s Contribution you Critical Citizenship Malta: Agenda.
- Dewey, John ( 2004 ) Democracy and Education, Mineola and New York: Dover Publications.
- Freire, Paulo ( 2018) Pedagogy of the Oppressed. 50th Anniversary edition, New York and London: Bloomsbury Academic.

Supplementary Readings:

- Darder, Antonia, Mayo, Peter and Paraskeva, Joao (Eds.) ( 2015) The International Critical Pedagogy Reader, New York and London: Routledge.
- Dimitriadis, Greg and George Kamberelis ( 2006) Theory for Education, New York and London: Routledge.
- Williams, Raymond (1981) Culture., London: Fontana Press.
- Greene, Maxine (2000) Releasing the Imagination. Essays on Education, the Arts and Social Change, San Francisco: Jossy Bass.
- Gobetti, Ada Marchesini (1982) Educare per emancipare. Scritti pedagogicI. 1953-1968. Manduria (TA), Italy: Lacaita Editore.
- Mayo, Peter (2015) Hegemony and Education under Neoliberalism. Insights from Gramsci. New York and London: Routledge.
- Mayo Peter and Paolo Vittoria (2017) Saggi di Pedagogia Critica ...oltre il Neoliberismo. Analizzando educatori, lotte e movimenti sociali, Florence: Società Editrice Fiorentina.
- Ngugi Wa Thiong'O (1986) Decolonising the mind. The politics of African Literature. Nairobi and London: Bogle Overture Inc., Heinemann.
- Ranciere, J (1991) The Ignorant Schoolmaster. Five lessons in Intellectual Emancipation (K. Ross trans. & ed.) Stanford/Palo Alto (CA): Stanford University Press.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM1 Yes 100%

 
LECTURER/S Peter Mayo

 
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.

https://www.um.edu.mt/course/studyunit