Week 1: Introduction to Current Issues in Education

Knowledge:too much or too little?

0One of the interesting things about current issues is that it is very difficult for anyone to know too much of what is going on at one time. By focussing your interest on one or two topics you can sometimes blind yourself to other events which may be far more significant – or even totally nullify the theme you have been exploring. Equally, by not picking out a few particular subjects of interest you can end up with a very superficial understanding of goings on.

The module0 This module is an attempt to overcome some of the problems

inherent in either reading things outside of a broader context or attempting to read everything with very little depth.

0 Because we are interested in reading events through the prism of education (primarily in the UK) we already have an advantage of specific focus.

0 However, we will be using more broadly political theory to make sure this specific focus does not blind us to the broader political and philosophical context.

0 While it is not sufficiently practical to simply speak philosophically about education, it is also not helpful to speak about the policies and practices of education as if philosophy does not matter.

0 It is this complex relationship between the practical and philosophical that we will aim to explore through current issues in education.

Sources0 As stated on the outline, you are expected to keep up to date

with articles on these newspapers sites:

0 http://www.guardian.co.uk/education0 http://www.telegraph.co.uk/education/0 http://www.tes.co.uk/publications.aspx0 http://www.timeshighereducation.co.uk/

As well as taking a weekly look through The Economist, The Spectator, The New Statesman and the London Review of Books, to see if there is anything relevant. Printing out or photocopying an article you find interesting and bringing it to the seminars is encouraged.

Examples

0By bringing in articles to sessions yourselves you will be able to discuss them in small groups and with me.

0Every week we will make time to do this.0This will involve summarising the content and/or

argument of the article to a small group and discussing in briefly. Then each group will decide which is the most interesting piece of information and will share this with the whole class.

0Here follow some examples of very recent articles from the four main sources.

The Telegraph

0Here is an article about how new mothers and fathers should be sent text messages from the Department for Education telling them how to be good parents:

0http://www.telegraph.co.uk/education/educationnews/9016393/Send-mums-and-dads-good-parenting-texts-says-advisor.html

The Guardian (and The Observer)

0An article on why the education secretary should be focusing on the shortage of primary places rather than free schools:

0http://www.guardian.co.uk/education/2012/jan/16/michael-gove-shortage-primary-places

Times Education Supplement (TES)

0An article on an historically significant conference exploring ideology in relation to academies:

0http://www.tes.co.uk/article.aspx?storycode=6164815

Times Higher Education (THE)

0A newly released documentary on higher fees, the Browne report and the current context of higher education:

0http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=418693&c=1

Essay0 Essay (60%) Due Week 70 Critically evaluate a current educational issue of your choosing in relation to

ideas laid out in at least one piece of the required theoretical reading. You may also bring in theorists introduced in other modules or previously in the degree. (3000 words)

0 Potential issues might include:0 Values in Education0 Early Years: Sure Start, Tickell and extra places0 Primary: Deficit in places0 Academies and Free Schools: Curriculum and Council0 Universities: Fees and Financial Aid0 Apprenticeships/Youth Contract0 Exam corruption0 GCSEs and the English Baccalaureate

‘There is no education when ideas and knowledge are not translated into emotion, interest, and volition. There must be constant accompanying organization and direction of organized action into practical work. “Ideas” must be linked to the practical situation, however hurly-burly that is.’

 

-         John Dewey, 1931.