EDUC2421: Learning Lives

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• To introduce students to learning across the life course.
• To introduce students to contexts of education outside of standard provision.
• To introduce students to theoretical and practical perspectives on education in relation to lifelong learning and wider contexts.
• To introduce students to issues of social justice, diversity and inclusion in lifelong learning and wider contexts of education.
• To introduce students to ways of researching lifelong learning and wider contexts of education and the impact of this on policy.

• Purposes of life long learning education in relation to wider contexts.
• Social theory and learning theory in relation to lifelong learning and wider contexts of education, such as transformative learning theory.
• Other theoretical, methodological and practical perspectives on education in relation to learning across the lifecourse and wider contexts, such as life history/biographical methods.
• The role of an educator and the learner in life long learning and wider contexts.
• Context of Educations: Montessori education, forest schools and eco-learning; shadow and extra-curricular education; prison education; adult education and lifelong learning; medical education; therapeutic education for wellbeing.

Subject-specific Knowledge:

• By the end of the module students will have:
• increased their knowledge and understanding of lifelong learning;
• increased their knowledge and understanding of some wider contexts of education;
• increased their knowledge and understanding of the role of education in wider society and across the lifecourse;
• increased their awareness of educational values, purposes and possibilities;
• increased their awareness of the recipients of education in wider contexts and across the lifecourse and their needs.

Subject-specific Skills:

• Provision of well-argued conclusions relating to significant educational issues and contexts.
• To reflect on their own value systems and development.
• Acquired competence in argument and debate about education.
• To interrogate the assumptions underpinning theory and practice.

Key Skills:

• Think critically and independently.
• Acquire complex information of diverse kinds in a structured and systematic way.
• Construct and sustain a reasoned argument.
• Communicate effectively.
• Improve their own learning and performance including the development of study and research skills.
• Use a range of printed and online resources.
• Work to deadlines.

• Students will be introduced to a range of educational theories and concepts through lecture, seminar, group work and guided reading. Students will develop their knowledge and understanding by actively contributing to seminars.
• Students will further develop their knowledge and understanding, apply and reflect on ideas and demonstrate key skills through one formative outline that feeds into one summative assessment that requires students to critically evaluate a wider context of education through fieldwork.
• Students will organise and undertake visits to at least one and possibly several different non-standard educational settings for this fieldwork and incorporate reflection on this experience in the summative portfolio assessment.

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