International Education & SEN (MA)

<div id="tab2" class="tab grid_8 alpha hide-on-small" style="display: block;"> <div class="courseLinks hide-on-medium-down"> <img src="/media/liverpoolhope/styleassets/cssimages/media,975,en.gif" alt="print Icon" style="width : 24px; height : 24px; "> <span><a href="javascript:window.print()">print this page</a></span> <span class="st_sharethis_custom" st_processed="yes"><a href="#">share this course</a></span> </div> <h2>Curriculum </h2> <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>&nbsp;</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> <p>&nbsp;</p> <p><strong>AND</strong></p> <p><strong>Special Educational Needs block<br> </strong>Term 1</p> <p><span style="text-decoration: underline;">Critical Disability Theory (30 credits)</span></p> <p>Focusing on critical theory from the modern and postmodern eras, this module provides a basis for an interrogation of Disability Studies and Special Educational Needs. From Freud to Foucault, Goffman to Garland-Thomson, Derrida to Davis, McRuer to Murray, and so on, the module follows the progression of critical disability theory from the early twentieth century to the present day. Though explicitly theoretical, the content of the module is grounded in experiential knowledge. Concepts such as stigma, the normate, panopticism, normalcy, narrative prosthesis, dismodernism, crip theory, aesthetic nervousness, autistic presence, and the metanarrative of blindness are explored in relation to social, cultural, and individual attitudes toward impairment, disability and</p> <p>education.</p> <p>&nbsp;</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Segregation, Integration and Inclusion (30 credits)</span></p> <p>As Baglieri and Knopf (2004) suggest human differences are ordinary, yet education continues to mark out some human differential characteristics as 'abnormal' and in need of 'special' education. Therefore, this module intends to map out how learner's differences have been conceptualised across time and examine the range of influences that have been significant to the changing landscape of what we now call SEN.</p> </div>