Religious 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>The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.</p> <h4>Religious Education block</h4> <p>Term 1</p> <p><span style="text-decoration: underline;">Controversial Issues in Religious Education (30 credits)</span></p> <p>This module examines a range of controversial issues associated with the teaching of RE in academies, primary and secondary schools. Through contemporary contexts issues are explored regarding accurate representations of religious traditions, challenging stereotypes, and the role of textual interpretation for framing religious worldviews. Students will critically analyse teaching methodologies and resources used for exploring sensitive issues in the RE classroom.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Context, Curriculum and Purposes of Religious Education (30 credits)</span></p> <p>This module examines the curriculum and purposes of RE and its place within a range of contexts including primary, secondary and post-compulsory education; faith and non-faith schools .Attention will be given to issues inherent in the contemporary RE classroom. The impact of different pedagogies for the teaching of Religious Education will be explored along with a contextual analysis of curriculum design, assessment and the contributions of Religious Education to spiritual, moral, social and cultural development.</p> <h4>Special Educational Needs block</h4> <p>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 education.&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> <p>&nbsp;</p> <p>After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied.&nbsp;</p> </div>