Disability Studies and Education MA Study Liverpool Hope University,Study,Postgraduate Taught,Postgraduate Courses

Disability Studies and Education (MA)

Duration: 12 months (full-time); 27 months (part-time)

Overview

* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)

The MA Disability Studies and 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.

Curriculum

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.

Disability Studies block

Term 1

Critical Disability Theory (30 credits)

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. 

Term 2

Modelling Disability (30 credits)

Disability has been conceptualised in many ways and for many purposes. In the past it tended to be non-disabled people who were responsible for the conceptualising and theorising of disability. In recent years, however, thanks largely to disability activism, disabled people have taken control of the ways in which disability is modelled. In order to gain a better idea of what is meant by disability, the module takes a critical journey through religious, charity, medical, social, affirmative, cultural, and other models of disability.

And

Education Theory block

Term 1

Core Philosophers of Education (15 credits)

This module examines the development of philosophy of education from a historical perspective.  The approach taken in this module is similar to that of 'history of ideas' modules in philosophy courses where a range of historical figures from philosophy of education will be discussed.  Students will engage with historical figures such as Plato, Hegel, Rousseau, Buber, Dewey and more modern thinkers such as Arendt and Freire.  In this module students will critically engage with these philosopher's views on education. 

History of British Education 1750 to the Present Day (15 credits)

This module explores the political, social and cultural factors that have helped shape reform processes in British education (primary, secondary and university-level) since the late 18th century. Throughout this module, seminars will focus on interactions between pupils, students, teachers, activists and state institutions in attempts to alter systems of education as well as forms of teaching and learning. In particular, students will have the opportunity to explore how significant social, economic and political shifts such as the industrial revolution, the introduction of universal suffrage and the creation of the welfare state shaped attempts to transform education in the United Kingdom over the last 250 years.

Term 2

Educational Inequalities in the Global Age (15 credits)

This module examines education and inequality in a global age. This module will look at the role education plays in reinforcing and/or equalising societal hierarchies with a particular focus on social class, gender and ethnicity/race. The impact of wider social developments, such as marketisation of education and globalisation will be examined. The theories taught on this module will include critical and emancipatory theories, drawing on the work of sociologists such as Pierre Bourdieu and Basil Bernstein, as well as approaches of feminist and critical race theory. Drawing on these theories, students will analyse and evaluate the potential of education for social justice. 

Developmental Psychology (Childhood) - (15 credits)

The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.

OR

Education in Action block

Term 1

Learning and Teaching (15 credits)

This course aims to introduce students to contemporary thinking in learning and teaching research. Starting from the eminent education researchers of the past, this module traverses the fundamental theory which underpins contemporary education and attempts to provide students with the critical skills necessary to understand and implement the best practises at the modern educators’ disposal.

Assessment (15 credits)

This course aims to introduce students to contemporary thinking related to assessment practice. Students will be introduced to a range of assessment strategies and how they can be evaluated for effectiveness. Students are asked to consider the application of an assessment strategy theoretically or practically. Students will consider the impact of assessment on contemporary education in a variety of contexts and will be presented with evidence and insight into the multitude of factors which impact assessment and its application in contemporary learning contexts.

Term 2

Curriculum Theory (15 credits)

This module aims to enhance and develop participants' knowledge and understanding of curriculum theory from a range of perspectives. Participants will be guided in critiquing a range of policy documents and theoretical perspectives on curriculum relevant to professional practice and will uncover the social, political, cultural and technological influences on curriculum change.

Curriculum Development (15 credits)

This course aims to introduce students to the pragmatic and theoretical thinking behind curriculum development processes. Students will develop innovative curriculum elements in light of theoretical, practical and ethical considerations. Students present these elements to their peers and provide and receive critical scrutiny. Students will use this to reflect and further develop curriculum, with the aim of understanding the complexity and creativity needed to develop in today's evolving educational landscape.

 

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. 

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.

Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own.

For students whose first language is not English there is a language requirement of IELTS 6.5 overall (reading 6, writing 6), TOEFL ibt 87, or other equivalent recognised English language qualification. For additional information including entry requirements from your country, fees and scholarships go to the International section of the website.

 

Teaching & Research

Research in the Faculty of Education is organised around two centres and research fora / groups:

Students taking a Masters in the Education Faculty may find their work aligns with any or several of these groups, as the award is designed to allow individuals to study areas of education and teaching and learning in a wide variety of settings and contexts.

Employability

You will be able to structure your award to enhance your personal interests, career specific opportunities and potential for promotion to senior management and leadership. It will enable you to evaluate adult's and children's learning through research and postgraduate study. For teachers, this course will enhance opportunities to move beyond the threshold and become an 'excellent teacher'.

Students completing the MA will also be well placed to go on to a doctorate (EdD or PhD) at Liverpool Hope.

Overview

* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)

The MA Disability Studies and 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.

Curriculum

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.

Disability Studies block

Term 1

Critical Disability Theory (30 credits)

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. 

Term 2

Modelling Disability (30 credits)

Disability has been conceptualised in many ways and for many purposes. In the past it tended to be non-disabled people who were responsible for the conceptualising and theorising of disability. In recent years, however, thanks largely to disability activism, disabled people have taken control of the ways in which disability is modelled. In order to gain a better idea of what is meant by disability, the module takes a critical journey through religious, charity, medical, social, affirmative, cultural, and other models of disability.

And

Education Theory block

Term 1

Core Philosophers of Education (15 credits)

This module examines the development of philosophy of education from a historical perspective.  The approach taken in this module is similar to that of 'history of ideas' modules in philosophy courses where a range of historical figures from philosophy of education will be discussed.  Students will engage with historical figures such as Plato, Hegel, Rousseau, Buber, Dewey and more modern thinkers such as Arendt and Freire.  In this module students will critically engage with these philosopher's views on education. 

History of British Education 1750 to the Present Day (15 credits)

This module explores the political, social and cultural factors that have helped shape reform processes in British education (primary, secondary and university-level) since the late 18th century. Throughout this module, seminars will focus on interactions between pupils, students, teachers, activists and state institutions in attempts to alter systems of education as well as forms of teaching and learning. In particular, students will have the opportunity to explore how significant social, economic and political shifts such as the industrial revolution, the introduction of universal suffrage and the creation of the welfare state shaped attempts to transform education in the United Kingdom over the last 250 years.

Term 2

Educational Inequalities in the Global Age (15 credits)

This module examines education and inequality in a global age. This module will look at the role education plays in reinforcing and/or equalising societal hierarchies with a particular focus on social class, gender and ethnicity/race. The impact of wider social developments, such as marketisation of education and globalisation will be examined. The theories taught on this module will include critical and emancipatory theories, drawing on the work of sociologists such as Pierre Bourdieu and Basil Bernstein, as well as approaches of feminist and critical race theory. Drawing on these theories, students will analyse and evaluate the potential of education for social justice. 

Developmental Psychology (Childhood) - (15 credits)

The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.

OR

Education in Action block

Term 1

Learning and Teaching (15 credits)

This course aims to introduce students to contemporary thinking in learning and teaching research. Starting from the eminent education researchers of the past, this module traverses the fundamental theory which underpins contemporary education and attempts to provide students with the critical skills necessary to understand and implement the best practises at the modern educators’ disposal.

Assessment (15 credits)

This course aims to introduce students to contemporary thinking related to assessment practice. Students will be introduced to a range of assessment strategies and how they can be evaluated for effectiveness. Students are asked to consider the application of an assessment strategy theoretically or practically. Students will consider the impact of assessment on contemporary education in a variety of contexts and will be presented with evidence and insight into the multitude of factors which impact assessment and its application in contemporary learning contexts.

Term 2

Curriculum Theory (15 credits)

This module aims to enhance and develop participants' knowledge and understanding of curriculum theory from a range of perspectives. Participants will be guided in critiquing a range of policy documents and theoretical perspectives on curriculum relevant to professional practice and will uncover the social, political, cultural and technological influences on curriculum change.

Curriculum Development (15 credits)

This course aims to introduce students to the pragmatic and theoretical thinking behind curriculum development processes. Students will develop innovative curriculum elements in light of theoretical, practical and ethical considerations. Students present these elements to their peers and provide and receive critical scrutiny. Students will use this to reflect and further develop curriculum, with the aim of understanding the complexity and creativity needed to develop in today's evolving educational landscape.

 

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. 

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.

Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own.

For students whose first language is not English there is a language requirement of IELTS 6.5 overall (reading 6, writing 6), TOEFL ibt 87, or other equivalent recognised English language qualification. For additional information including entry requirements from your country, fees and scholarships go to the International section of the website.

 

Teaching & Research

Research in the Faculty of Education is organised around two centres and research fora / groups:

Students taking a Masters in the Education Faculty may find their work aligns with any or several of these groups, as the award is designed to allow individuals to study areas of education and teaching and learning in a wide variety of settings and contexts.

Employability

You will be able to structure your award to enhance your personal interests, career specific opportunities and potential for promotion to senior management and leadership. It will enable you to evaluate adult's and children's learning through research and postgraduate study. For teachers, this course will enhance opportunities to move beyond the threshold and become an 'excellent teacher'.

Students completing the MA will also be well placed to go on to a doctorate (EdD or PhD) at Liverpool Hope.

Course Contact Details

Student Recruitment Team

t: +44 (0) 151 291 3111

e: enquiry@hope.ac.uk

Faculty: Education

t: +44 (0) 151 291 3410

e: educationpgt@hope.ac.uk

Start date: January & September

How to Apply