Overview
* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)
The MA Early Childhood & International Education programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.
This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.
By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.
Facilities
Location
Start date
Liverpool
(Merseyside)
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Hope Park, L16 9JD
Start date
Different dates availableEnrolment now open
About this course
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Entry requirements
Normally a First Class or Upper Second Class Honours Degree in a relevant discipline.
Applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent) will be asked to demonstrate potential to achieve a Masters award via a sample of academic writing and interview before an offer is made.
You will also need adequate experience within the children’s workforce. It is expected that applicants can demonstrate engagement in CPD and provide a reference confirming their suitability to work at MA level.
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Subjects
International
Global
Course programme
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<h2>Curriculum</h2>
<p><strong>Early Childhood block</strong></p>
<p>Term 1</p>
<p><span style="text-decoration: underline;">The Development of Young Children’s Thinking and Learning in Socio-Cultural Context</span><span style="text-decoration: underline;"> (30 credits)</span></p>
<p>This module studies a range of theories relating to young children’s learning. It briefly visits traditional learning theories of Vygotsky, Bruner, and modern theorists. The majority of the module expands on the traditional aspects by examining attitudes and practices which provide for optimal learning. This examination includes social, cultural, historical and political influences on learning in national and international contexts. There are opportunities for students to engage with international literature and to benefit from the breadth of experiences brought to the debate by students from a variety of backgrounds.</p>
<p> </p>
<p>Term 2</p>
<p><span style="text-decoration: underline;">Children’s Rights and Participation (30 credits)</span></p>
<p>This module will develop an understanding of children’s rights, starting with the UNCRC. It will examine the implications of the convention in national and international contexts, both politically and practically. This course will examine the contemporary meanings of children’s rights and participation. It will analyse the concept of participation in relation to listening and consultation. Through Shier’s (2001) model of participation, it will consider how participation is facilitated in practice. It will enable to students to examine their own ability to facilitate participation through critical reflection. It will also examine the wider implications of facilitation in the context of the children, welfare and the state.</p>
<p> </p>
<p><strong>AND</strong></p>
<p><strong>International Education block<br> </strong>Term 1<br> <span style="text-decoration: underline;">International and Comparative Education: Key Concepts and Practices (30 credits)<br> </span>This module will analyse the theory and practice of comparative education and trace the historical development of the field. It will advance understanding of the relation of comparative education to International Education. Students will develop skills and concepts to systematically analyse the impact of historical, social, political and economical factors on various regional and national education systems within the international context with the view to develop a deeper understanding of how education systems evolve. Relation with policymaking, theoretical frameworks and methodological approaches to the comparative and international study of education will be critically examined.</p>
<p> </p>
<p>Term 2<br> <span style="text-decoration: underline;">Critical Perspectives in Global Education (30 credits)<br> </span>This module will analyse the role of education in overcoming global challenges such as climate change and social injustice. Students will be introduced to techniques to critique relevant policy and practice in global education and related pedagogical approaches. They will consider research methods for evaluating global education initiatives. Through the development of a case study and ongoing portfolio students will analyse the diverse perspectives and assumptions that underpin and impact upon an area of personal or professional interest.</p>
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