| CODE | YTH5037 | ||||||||
| TITLE | Intervention for Community Action and Development | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Youth, Community and Migration Studies | ||||||||
| DESCRIPTION | A platform for critical engagement with formal, informal and non-formal pedagogies underpinning educational interventions in local, glocal, European and globalized community contexts. The discussion will include a review of perspectives on formal, informal and non-formal education; word, world and digital literacy; as well as case studies of community educational interventions. In this regard, this study-unit provides critical engagement with: - Perspectives on power that shed light on (a) how power and discrimination are found at every stage of our day to day practices (b) how power can be translated into participatory democracy. - Principles of participatory democracy as a tool to act together to bring about positive change. - Community development as the process where people learn to question their everyday reality. - Case studies of community-based interventions analytically situated in local, glocal, European and globalized structures and dynamics. Study-Unit Aims: The aims of this study-unit include: - An analysis of power, taking into consideration a number of sociological theories to explore and explicate the structures of oppression in the world that reach into our local communities and impact on personal lives. The objective is to use these to raise critical consciousness. - Development of anti-discriminatory analyses that reach from local to global, identifying the ways in which personal stories are political (e.g. feminist standpoint theories/ narratives and philosophical thought of Iris Marion Young for political change within communities). - Critical exposure to a number of strategies that can be used at community level to tap into collective and individual knowledge. - Critical analysis of how participatory democracy can be deployed to target cooperation and equality, where the objective is to transform individuals, policies and structures in a praxis where theory and practice are synthesized. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss thoroughly sociological perspectives on power to appraise structure and agency in community contexts; - Analyze how communities attempt to overcome problems associated with inequality, cultural stigma, prejudice and discrimination; - Appraise the application of principles of participatory democracy in community contexts. 2. Skills: By the end of the study-unit the student will be able to: - Analyze power dynamics underpinning case studies of community-based interventions; - Analyze strategies underpinning case studies of community-based interventions; - Develop strategies for social change based on participatory democracy. Main Text/s and any supplementary readings: Main Texts: - Freire, P. (2007). Education for Critical Consciousness. London: Continuum. - Freire, P. (2005). Pedagogy of the Oppressed (30th Anniversary edition). New York: Continuum. - Ledwith, M. (2005). Community Development: a critical approach. Bristol: BASW/Policy Press. Supplementary Readings: - Bell, B, Gaventa, J. & Peters, J. (1990). We Make the Road by Walking: Conversations on Education and Social Change – Myles Horton and Paulo Freire. Philadelphia: Temple University Press. - Borg, C. (Ed.) (2013). L-Edukazzjoni hi Politika: ġabra ta’ kitbiet ta’ Paulo Freire (Education is Politics: a collection of writings of Paulo Freire). Malta: Horizons. - Borg, C. & Mayo. P. (2006). Learning and Social Difference. London: Paradigm Publishers. - Brookfield, S. (1993). Breaking the code: Engaging practitioners in critical analysis of adult educational literature. In Studies In The Education Of Adults, 25(1), 64 - 91. - Buttigieg, J. A. (2002). Education, the Role of Intellectuals, and Democracy: A Gramscian Reflection. In Borg, C., Buttigieg, J. & Mayo, P. (2002). Gramsci and Education (pp. 121 - 132). Maryland: Rowman & Littlefield Publishers, Inc. - Calleja, C., Cauchi, B. & Grech, M. (2010). Education and Ethnic Minorities in Malta. Malta: e-SPICES Learning Partnership with the assistance of the European Union. - Craig, G., Mayo, M., Popple, K., Shaw, M. And Taylor, M. (Eds.). The Community Development Reader: History, themes and issues. Bristol: The Policy Press. - Crowther, J. (2013). Defining And Measuring ‘Empowerment’ In Community Based Projects. In CONCEPT: The Journal of Contemporary Community Education Practice Theory, 4(3), 1 - 9. - Crowther J. & Martin, I. (2010). Adult education in Scotland: past and present. In CONCEPT: The Journal of Contemporary Community Education Practice Theory, 5(1), 1 - 4. - Crowther, J., Tett, L., & Galloway, V. (1999). Adult literacy and democratic renewal in the new Scotland. In Studies In The Education Of Adults 31(2), 210 – 219. - Darder, A. (2004). The Politics of Language: An Introduction. In Latino Studies 2(2), 231 – 236. doi:10.1057/palgrave.lst.8600084. - English, L. (Ed.) (2005). International Encyclopaedia of Adult Education. Hampshire: Palgrave Macmillan. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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| LECTURER/S | Audrey Bezzina |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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