Social Theories of Learning

EDUC71500 Social Theories of Learning - 15 credits 15 Full year Postgraduate Taught Level 7 Julian Williams Unit coordinator Erica Burman Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5  The course unit will explore the question: What does social theory have to say about learning?Learning is understood throughout the unit as situated in the context of social practice and activity and therefore, does not only take place in formal educational institutions but also in informal settings, e.g. in workplaces and in everyday life. The main frameworks covered in this unit reflect the diversity of theories that are used to understand and analyse such ‘learning’ contexts. This includes (amongst others): Communities of Practice, Bourdieu, Fanon, Cultural-Historical Activity Theory and Foucault. The content of the course is structured to provide:  <ul> <li> an awareness of social theoretical perspectives on learning (the unit begins with Indicative Foundational Texts which introduce all students to the theoretical perspectives to be addressed in the unit)</li> <li> theoretical grounding through sustained engagement with foundational texts within each strand of social theory presented in the unit</li> <li> evaluation of theory by contrasting theoretical frameworks</li> <li> application of social theory in research and practice (based on student interest and project goals)</li> </ul>  The course unit will explore the question: What does social theory have to say about learning?Learning is understood throughout the unit as situated in the context of social practice and activity and therefore, does not only take place in formal educational institutions but also in informal settings, e.g. in workplaces and in everyday life. The main frameworks covered in this unit reflect the diversity of theories that are used to understand and analyse such ‘learning’ contexts. This includes (amongst others): Communities of Practice, Bourdieu, Fanon, Cultural-Historical Activity Theory and Foucault. The content of the course is structured to provide:  <ul> <li> an awareness of social theoretical perspectives on learning (the unit begins with Indicative Foundational Texts which introduce all students to the theoretical perspectives to be addressed in the unit)</li> <li> theoretical grounding through sustained engagement with foundational texts within each strand of social theory presented in the unit</li> <li> evaluation of theory by contrasting theoretical frameworks</li> <li> application of social theory in research and practice (based on student interest and project goals)</li> </ul>  Social Theories of Learning is an innovative module that functions as a collaborative group of students and tutors who have an interest in applying social theories of learning to research problems in practice. We have built a strong network of participants that join us each year to continue learning in this dynamic and productive group. The module is suitable and open to students at Masters and PhD level, and provides expert support in theoretically focussed doctoral research training. The credit bearing component of this course unit (15 credits) operates as an optional unit on the MSc Research Methods which provides preparation for doctoral study. Although, the unit is situated in the Manchester Institute of Education, we welcome students from across all pathways of the MSc Research Methods.  The aims of this unit are to: <ul> <li> Understand Social Theories of Learning and their application in research and practice </li> <li> Engage in sustained and focused study of a variety of theoretical frameworks, for example: Communities of Practice, Bourdieu, Fanon, Cultural-Historical Activity Theory and Foucault</li> <li> Experience cross-disciplinary collaboration for the purpose of advancing our understanding of theory, research and practice</li> <li> Understand key foundational texts in order to critically interpret, evaluate and apply social theories of learning in research and practice.</li> </ul>   <ul> <li> demonstrate an awareness of foundational theoretical perspectives on social theory</li> <li> evaluate theoretical frameworks with regards to their applicability to a particular research project and/or professional practice</li> <li> demonstrate critical understanding of at least one social theoretical framework presented in the course unit </li> </ul> show appreciation of the distinction between (uses of)  ‘foundational’, ‘secondary’, and ‘theoretically critical’ and ‘applications’ texts   <ul> <li> display enhanced critical reading skills of key texts on social theories of learning</li> <li> reflect on and analyse key texts on social theories of learning through group discussions, oral presentations and written assessment</li> <li> adeptness at identifying dimensions along which similarities and differences between theoretical frameworks can be detected</li> <li> develop and justify a theoretical framework for a research plan</li> </ul> show due concern for possible limitations of social theory with regards to research and practice     <ul> <li> demonstrate enhanced skills in presenting their work orally and building networks with colleagues</li> <li> demonstrate initiative and confidence in undertaking and managing their assessment</li> <li> utilise online and digital sources and tools for researching, processing and presenting ideas and information</li> </ul>   <ul> <li> appreciate the value of engaging with diverse perspectives in order to advance understanding of research, theory and practice</li> <li> engage and respond to formative feedback in order to develop their research project and/or writing.</li> </ul> The unit is open to students on all pathways of the MSc Research Methods and encourages participation from diverse disciplines in order to strengthen discussion regarding similarities and differences across contexts for the theoretical frameworks addressed in the unit. As such, student participation is crucial and the course is structured to provide maximum opportunity for discussion through workshops and action learning sets, in which groups of students discuss readings in relation to a particular theoretical strand.The course unit begins with an introductory session to outline the theoretical perspectives that will be addressed throughout. Students will then read introductory readings for each theory, and meet with a Teaching Assistant to discuss each text (5 introductory reading group meetings). Two further workshops involve reflection on the introductory readings and students are then organised into action learning sets, which reflect the theoretical perspective they are most interested in. Each action learning set will meet together as a group to discuss more in depth readings in relation to their chosen theoretical strand and students are welcome to attend more than one action learning set if preferred. Action learning sets are seen as preparation for a group presentation (formatively assessed) and individual written assignment (summative assessment), in which the student considers ways social theories of learning can advance a particular research problem (see assessment below). Participants will be able to access Blackboard to share and discuss relevant readings and resources. Participants will be expected to:  <ul> <li> work in action learning sets, regularly meeting with their group to support each other in the on-going tasks during the course unit, as well as in lecture/seminar contexts</li> <li> regularly engage with core and extended readings in relation to the theoretical perspectives chosen</li> <li> present informally and formally on the readings and on their research and practice in writing (to be included in a portfolio) and to the course as a whole at various times</li> <li> actively engage in the online learning environment, maintaining an electronic portfolio</li> </ul>   2 Written assignment (inc essay) 100% Written and orally in class N Foundational Texts*Communities of Practice:Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. (Prologue, pp. 3-41 and notes, pp. 279-285). <a href="https://contentstore.cla.co.uk/secure/link?id=204550d0-bc0a-e611-80bd-0cc47a6bddeb">https://contentstore.cla.co.uk/secure/link?id=204550d0-bc0a-e611-80bd-0cc47a6bddeb</a>Activity Theory/Figured Worlds:Roth, W.M and Lee, Y.J. (2007). Vygotsky’s neglected legacy: Cultural-historical activity theory. Review of Educational Research, vol. 2 (June), pp. 186-232.<a href="http://rer.sagepub.com/content/77/2/186.full.pdf+html">http://rer.sagepub.com/content/77/2/186.full.pdf+html</a>Holland, Dorothy, (1998). The Woman Who Climbed Up the House. Holland, Dorothy. In  D. Holland, W. Lachicotte Jr., D. Skinner, & C. Cain. Identity and Agency in Cultural Worlds   pp.3-18, London, Harvard University Press.<a href="https://contentstore.cla.co.uk/secure/link?id=c965e76e-fdda-e511-80bd-0cc47a6bddeb">https://contentstore.cla.co.uk/secure/link?id=c965e76e-fdda-e511-80bd-0cc47a6bddeb</a>Foucault and Discourse:  Foucault, M. (1970) The order of discourse, in R. Young (ed.) (1981) Untying the Text: A Post-Structuralist Reader. London: Routledge and Kegan Paul, available at: <a href="http://www.humanities.uci.edu/cte/.../Foucault_The_Order_of_Discourse.pdf">www.humanities.uci.edu/cte/.../Foucault_The_Order_of_Discourse.pdf</a><cite>Also reproduced (from the Young 1981 version) in:</cite>Foucault, M. (1970) ‘The order of discourse’, in I. Parker (ed.) (2011) Critical Psychology: Critical Concepts in Psychology, Volume 4, Dominant Models of Psychology and Their Limits. London and New York: Routledge.Foucault, M. (1983) 'The subject and power', <a href="http://foucault.info/documents/foucault.power.en.html">http://foucault.info/documents/foucault.power.en.html</a>Fanon: Fanon, F. (1952/1970) Black skin, white masks. (Translated by CL Markmann) London: Paladin. (or more recent translations)Bourdieu: Bourdieu, P. (1986). The forms of capital. In: J. Richardson (Ed). Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood Press.<a href="https://contentstore.cla.co.uk/secure/link?id=4a0aff73-1a7f-e611-80c6-005056af4099" target="_blank">https://contentstore.cla.co.uk/secure/link?id=4a0aff73-1a7f-e611-80c6-005056af4099</a> * Texts are indicative of theoretical work to be addressed in this unit. Final reading list will be determined based on these foundational texts. eAssessment 40 Lectures 10 Practical classes & workshops 17 Tutorials 6 0 77 This Course Unit is for MSc Research Methods students ONLY from the School of Environment, Education and Development