BA (Hons) Education, Culture & Society

The programme is designed to promote understanding and critical reflection on the role of education in diverse societies and how the system continues to be shaped by social, political and economic factors. There is an emphasis on what counts as knowledge; the interrelationship between education, the individual and society and the tensions that can arise in a system that advocates education for all but mediates against the full participation of some groups. We think this emphasis on inclusion is a unique quality of the degree and a sound preparation for employment in this area.

We are also proud of the strong creativity strand that permeates the programme and reflects our expertise in visual and performing arts. If you are interested in employment in the creative industries, with a focus on education, this is the degree for you.

Your pathway through the degree is individually designed, offering you the opportunity to create combinations that match your interests and/or intended career route. You take part in seminars, lectures, tutorials, studio practice, performances and personal research.

In the first year you take four compulsory modules that will introduce you to the interaction between:

• identity and culture
• learning and thinking
• creativity and learning
• historical and philosophical perspectives on education

These modules introduce you to key concepts in relation to the psychology, sociology, history and philosophy of education and provide the foundation for selecting options offered in the second year. In Year 1 there is also a study skills module that is integrated across the four core units. It is designed to support the development of the skills you need to be a successful student at university level.

Year 1 modules Module title Credits. Culture and Identity Culture and Identity 30 credits

A central question to think about throughout the module is: in the modern global world that we are a part of, how do we negotiate our own identities as we cross geographical, political, social and psychological borders? Other aspects of identity are traced through important ideas and forces which shape our sense of self, specifically, the family, childhood and adolescence, citizenship, globalisation and schooling, social class, gender, race and language.




30 credits. Learning and Thinking Learning and Thinking 30 credits

You're introduced to the central concepts of learning and thinking and the theorists who have constructed the role of the learner, the teacher and the community in different ways. These key theories of learning offer an introduction to key debates around cognition, which have great significance for education.


30 credits. Creativity and Learning Creativity and Learning 30 credits

An introductory exploration of the creative process and learning. The module combines theory with a focus on the experience of creative practice in a range of contexts. These include the art studio, computer lab and performance space. You explore a range of traditional and new technologies.




30 credits. The Curriculum: Historical and Philosophical Perspectives The Curriculum: Historical and Philosophical Perspectives 30 credits

You examine how the curriculum is a means to educating the type of person society deems desirable. It explores how this has changed over time and how it varies in different societies today. The philosophical issues underpinning these differences are explored. You're encouraged to reflect on what education is and what it means to be educated in a democratic society.



30 credits. Year 2 (credit level 5)

For the second year you choose a combination of three modules from the options outlined below. These are likely to be informed by both your interests and intended career paths.

In addition all students follow a compulsory unit on research in Education which prepares you both to read and evaluate educational research and to conduct a small research project of your own.

All Level 5 options build upon and further explore the issues raised in Level 4 modules. Please note that options are regularly reviewed and new modules developed.

Year 2 modules Module title Credits. Introduction to Social and Cultural Research Introduction to Social and Cultural Research 30 credits

This compulsory module will introduce you to qualitative research methods and how they are used in social and cultural research. We will explore how qualitative research is understood and how it differs from quantitative methods. This will involve considering the sorts of things that can be understood through qualitative research and how we can go about researching them.

Work in the module will prepare you both to read and evaluate social and cultural research and to conduct a small research project of your own. The module supports your work throughout both ECS and SCS by developing your ability to make a detailed critique of a research paper and by teaching you how to design research projects of your own.

In order to begin to prepare you for undertaking the Dissertation module in year 3, we will introduce you to some key qualitative research strategies and methods of data gathering. Some of the strategies we will cover include ethnography, grounded theory, life-history/biography, and case-studies. Some of the methods of data collection we will cover include qualitative interviewing, group interviews, participant observation, and discourse and conversation analysis.

Linked to these strategies and methods we investigate sampling, gaining access to the research field, ethical questions, conducting a literature review, writing up methodology and doing data analysis. We will also cover a small amount of work quantitative methods, equipping you to read statistics competently. We will analyse examples of published qualitative research in order to show how theory can be grounded in research practice and to help us think about particular problems in methodology.

The module culminates in the preparation of a research proposal which can be used for the compulsory Year 3 Dissertation. We will seek to nurture a critical and reflexive approach to research: one where knowledge, wisdom and understanding are both subject and object of enquiry, probing the interpretive gaps and forms of power inevitably bound up in their pursuit.

30 credits. Changing Ethnicities Changing Ethnicities tbc

You explore what is meant by the term ethnicity, and how it differs from race and culture. You'll consider the historical roots of notions of race and ethnicity; what role language and religion play in maintaining an ethnic identity, and how gender and social class intersect with ethnicity. The module will look at hybrid identities and what they tell us about notions of ethnicity as fixed and unchanging. Moving into the world of education policy and schooling,you will consider the impact that ethnicity has on both teachers’ and young people’s experience of schooling, in terms of curriculum content, achievement and teacher-pupil relationships.




tbc. Comparative Education Comparative Education tbc

You examine education in different countries by using data and insights drawn from different contexts. You'll review the impact of globalisation on education systems and across nation states, with consideration of their history and present socioeconomic and political structure. A comparative approach to educational paradoxes and incompatibilities will be adopted, centred on ‘equality of opportunities’: centralisation versus decentralisation, collectivism versus individualism and uniformity versus diversity.




tbc. Culture and the Construction of Identity Culture and the Construction of Identity 30

You'll discuss how children and young people develop and construct their identities within the various communities that they are part of. We will look at the importance of gender, ‘race’/ethnicity, language, religion, social class and sexuality in relation to this. You'll also explore the processes of identity construction in relation to educational policy and practice.




30. Early Childhood in a Diverse Society Early Childhood in a Diverse Society 30

You explore key ideas and issues in the area of young children’s learning, with special reference to the cultural contexts of that learning. You consider the impact of such ideas and issues on curriculum and policy development and become familiar with techniques for, and approaches to, observing and analysing young children’s learning. This includes a consideration of: the care and development of young children in diverse settings; cross cultural perspectives on children’s learning; the concept of childhood and its impact on policy development. Visits are taken to observe young children in different settings.




30. An Introduction to the Teaching and Learning of English as a Foreign Language An Introduction to the Teaching and Learning of English as a Foreign Language tbc

You explore the link between language and identity in both individual and cultural contexts. This module-unit explores the assumptions behind learning and teaching English as a further language. It also considers the practical teaching strategies involved in this process and uses workshops and microteaching as part of this.




tbc. Knowledge and Power Knowledge and Power 30 credits

You explore the ‘knowledge and power’ relationship within different societies and the philosophies that have been used to support and challenge the structures created from this interaction. The nature of knowledge itself is explored while the role of the ‘gatekeeper’ in determining both status and access to different forms of knowledge is examined. The role of organised and informal educational bodies in this process is considered.



30 credits. Language and Literacy in the Early Years Language and Literacy in the Early Years 30

You consider how young children’s language develops in a range of contexts, and examine literacy as a socially constructed phenomenon. You have the opportunity to consider how theoretical understandings of language and literacy development have influenced educational policy. This is achieved through an examination and exploration of the nature of language, language diversity; children’s literature, literacy and learning and educational policy developments. You will also have the opportunity to visit an early years setting to enable you to relate theory to practice.




30. Critical Multilingualism and Multiculturalism in Education Critical Multilingualism and Multiculturalism in Education 30 credits

This module will explore policy and practice in multilingualism and multiculturalism in education in the UK and internationally, including:

• A historical perspective through international and UK research studies of multilingualism and multiculturalism in education policies and practices in the twentieth century.
• A critical perspective on recent international and UK research of multilingualism and multiculturalism in education in the early twenty-first century, including the phenomenon of ‘superdiversity’.
• A critical overview of selected literature on constructions of difference, failure, special educational need (SEN) and disability in multilingual and multicultural educational contexts.
• A critical perspective of processes of development and change in conceptual understandings of multilingualism and multiculturalism in education. A critical perspective of conceptual underpinnings in research approaches to multilingualism and multiculturalism in education
30 credits. New Media Technologies and Learning New Media Technologies and Learning 30 credits

You consider the permeation of New Media Technologies in a range of educational contexts encompassing settings both in and out of school, formally and informally constructed. You engage critically with recent debates about pedagogy and new technology inside and outside formal educational structures. The module-unit considers the potential for new technology to contribute to the learning and assessment process. You are encouraged to create an electronic portfolio or online reflective account, which demonstrates your understanding of the nature of learning with IT tools and resources. The concept of what it means to be 'information literate' will be examined in the context of the permeation of new media technologies in all aspects of life.




30 credits. Performing Arts in the Community Performing Arts in the Community tbc

You explore the significance of the performing arts as a powerful medium of communication within and between communities. This is critically considered from the perspective of practitioner and audience. You examine the importance of cultural context and the places and spaces in which performing arts happen. The module-unit enables you to interrogate the role of the performing arts in inclusive educational practice and as a means of empowerment to marginalised groups and communities. You are required to undertake a performance project (for example, the creation of a video) which provides opportunities for the development of technical and evaluative skills, engagement in a creative process and a vehicle for communicating insights and understanding developed through the module-unit.




tbc. Studies in Inclusion and Exclusion Studies in Inclusion and Exclusion 30 credits

You will consider case studies, narratives and life stories to illustrate the meaning behind the theory and policy of inclusion and exclusion. The module will focus on the experiences of young people in relation to issues such as refugees and asylum seekers, those concerned with issues of faith and religion, language and plurilingualism, gender and sexuality, and neurocognitive aspects such as Autism/Asperger’s Syndrome and Tourette’s syndrome and anti-social behaviour policy and the youth justice system.




30 credits. Body, Gender and Culture Body, Gender and Culture 30 credits

This module provides an introduction to recent thematics in feminist and cultural theory. It allows students to explore a series of case study topics in the broader fields of gender and cultural studies.

Throughout the module, students will become aware of a range of theoretical resources used to explore how bodies change and take shape over time, developing an understanding of the interconnectedness of gender, culture and ‘the body’.

30 credits. Arts Practice in Education, Cultural and Community Settings Arts Practice in Education, Cultural and Community Settings 30 credits

This module builds on the Year 1 Introduction to Creativity and Learning. It can stand alone or lead into the Year 3 Arts Practice Module.

It combines site visits and theoretical perspectives on the arts in society with extended opportunities for practical creative work. Practical workshops and visits to cultural settings will be elaborated on through the study of a range of key texts and artists’ work. The content is tailored to stimulate theoretical understanding and critical discourse alongside the development of arts practice.

Through a series of workshops students will develop skills in interpretation, meaning making and working with materials to enable them to develop your own critical practice in the arts. Students will be taught a range of techniques in printmaking, performance, embroidery, plaster casting and ceramics. They will develop pedagogical knowledge, reflecting on how art activities are planned, resourced and taught or facilitated in a range of contexts. Site visits and lecture/seminar sessions will explore educational, cultural and community settings as case studies.

30 credits. Children's Cultures: School and Community Contexts Children's Cultures: School and Community Contexts 30 credits

This module aims to understand children's cultural worlds and social interactions within the context of schooling.

We will explore the idea of schools as social microcosms and children as astute social actors engaged in processes of identity formation and social power plays. We will examine some of the ways that children come to understand themselves in these complex, engrossing settings by considering processes that are particularly significant for children's identity constructions including gender, ethnicity, sexuality, religion and race.

The module begins from the premise that much of children's social learning takes place outside of the official curriculum and that children create for themselves complex social worlds and meanings in and around the spaces of schooling.

Although we will focus on research that has taken place in schools, we will also go beyond this to look at other important sites of learning and meaning making for children including the playground, neighbourhood and home. The module will begin with an introduction to childhood studies and will go on to look at the social construction of childhood from a historical and sociological perspective.

We will look at the ways in which children are produced as subjects within schools and at the historical significance of schools as sites for disciplining, containing and developing children into socially competent adults.

Specific topics we will explore might include: children's learner identities and testing cultures, the playground and children's use of space, children's gender and sexual