The Protestant Reformation had a major influence on education and literacy in England, as it encouraged the reading of the Bible in the vernacular of the people. (Formerly, the Bible was printed only in Latin, the official language of the Catholic Church.) Counties in the east of England, which had frequent interaction with the Low Countries, where the Reformation movement had flourished, developed a higher rate of literacy in the early years of the Reformation than did other areas of England.
The Government-run Eleven-Plus exam selection exam has now been abolished in the UK, and no longer do all children sit for it as used to be the case. However, voluntary selection tests are still conducted in certain areas of the UK, where some of the original grammar schools have been retained. These areas include: Northern Ireland and some English counties and districts including Devon, Dorset, Kent, Buckinghamshire, Essex, Birmingham, Trafford, Wiltshire, North Yorkshire, Calderdale, Kirklees, Wirral, Warwickshire, Gloucestershire, Lincolnshire and some London boroughs such as Bexley, Kingston-upon-Thames and Redbridge. There have been various so far unsuccessful attempts by campaigners to abolish all remaining grammar schools. The remaining grammar schools are now thus still selective, typically taking the top 10-25% of those from the local catchment area. Some of the still-existing grammar schools in the United Kingdom can trace their history back to earlier than the sixteenth century.
The purpose of this special subject is to introduce students to the study of peace and conflict, broadly defined, and to encourage them to write and think about these subjects in a critical and engaged manner informed first and foremost by history-based discourse, but also borrowing from political science, anthropology, and related disciplines. The module will focus on the case study of Rwanda, with individual classes proceeding chronologically. The first semester will cover the pre-colonial period to the start of the second Hutu Republic in 1973, while the second semester will cover 1973 to present. Throughout, students will analyse relevant primary and secondary sources to explore the benefits of applying a historical lens to understanding a nation whose recent history includes both periods of peace and political stability, and several manifestations of state-sanctioned violence, including colonialism, small-scale ethnic, regional, and political conflicts, civil war, genocide, and authoritarianism. Students seeking careers in human rights advocacy, international law, diplomacy, and journalism will also find this course particularly relevant.
You will have the opportunity to develop employability skills and knowledge through volunteering, events, field trips to historical sites, workshops and work placements with local partners in history and heritage. Students will also engage with research placements, organising talks and social events.
This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.
British and Foreign School Society Archive Centre The Society was founded in 1808 by the supporters of Joseph Lancaster (1788-1838) and his system of non-conformist popular education. Collections include the records of the Society, secretaries’ letters and papers, overseas correspondence, annual reports and records of the Society’s schools and colleges. Major collections include correspondence of Joseph Lancaster and his contemporaries 1810-1812. Detailed reports of the archive’s holdings are given in Journal of Educational Administration and History (July 1980), History of Education (October 1981) and The Local Historian, xiv/4 .
Students will be invited to interrogate a variety of differing learning experiences and engage in evaluation of these with reference to issues of equity, diversity and social justice. Students will be encouraged to reflect on their own learning experiences with reference to critical evaluation of theoretical perspectives, reading and research and to further understanding of concepts such as education, schooling, identities, learner/teacher roles, educational values and beliefs.
The aim of this class is for to gain an understanding of the key role that disability plays in the study of the historical past. The class will explore the ways in which disability has been defined, treated and experienced. It will place developments in disability policy within wider social, cultural and political contexts. Students will engage with, and think critically about, primary sources ranging from official papers, newspaper articles, and oral testimonies, in addition to relevant secondary source material. The use of oral testimonies in particular will help students to consider the lived experiences of disabled people and the ways in which society sought to define and treat disability.
The controversial Conservative Education Act 1902 (also 'Balfour's Act') made radical changes to the entire educational system of England and Wales. It ended the divide between schools run by the 2568 school boards and the 14,000 church schools, administered primarily by the Church of England, which educated about a third of students. Local Education Authorities were established, which were able to set local tax rates, and the school boards were disbanded. Funds were provided for denominational religious instruction in voluntary elementary schools, owned primarily by the Church of England and Roman Catholics. The law was extended in 1903 to cover London.
In ancient Egypt, literacy was concentrated among an educated elite of scribes. Only people from certain backgrounds were allowed to train to become scribes, in the service of temple, pharaonic, and military authorities. The hieroglyph system was always difficult to learn, but in later centuries was purposely made even more so, as this preserved the scribes' status. The rate of literacy in Pharaonic Egypt during most periods from the third to first millennium BC has been estimated at not more than one percent, or between one half of one percent and one percent.
All KIS information has been published on the Unistats website and can also be accessed via the small advert, or ‘widget’, below. On the Unistats website you are able to compare all the KIS data for each course with data for other courses.
In Tudor England, Edward VI reorganised grammar schools and instituted new ones so that there was a national system of "free grammar schools." In theory these were open to all, offering free tuition to those who could not afford to pay fees. The vast majority of poor children did not attend these schools since their labour was economically critical to their families.
During the second year of study you will undertake a 20-credits module entitled ‘Learning in an Inclusive Environment’. As part of this module, you will have the opportunity for gaining valuable work experience through a work placement. This placement may be in a classroom, museum or other contexts which respond to education in its broadest sense. The work will provide you with an insight into the application of concepts and ideas that surround education. Further it offers an opportunity to gain first-hand experience that will support your future career aspirations. In your second year you will also study a module that explores educational identities in relation to knowledge, power, culture and social relations.
Modern systems of education in Europe derive their origins from the schools of the High Middle Ages. Most schools during this era were founded upon religious principles with the primary purpose of training the clergy. Many of the earliest universities, such as the University of Paris founded in 1160, had a Christian basis. In addition to this, a number of secular universities existed, such as the University of Bologna, founded in 1088. Free education for the poor was officially mandated by the Church in 1179 when it decreed that every cathedral must assign a master to teach boys too poor to pay the regular fee; parishes and monasteries also established free schools teaching at least basic literary skills. With few exceptions, priests and brothers taught locally, and their salaries were frequently subsidized by towns. Private, independent schools reappeared in medieval Europe during this time, but they, too, were religious in nature and mission. The curriculum was usually based around the trivium and to a lesser extent quadrivium (the seven Artes Liberales or Liberal arts) and was conducted in Latin, the lingua franca of educated Western Europe throughout the Middle Ages and Renaissance.
In the Ancien Régime before 1789, educational facilities and aspirations were becoming increasingly institutionalized primarily in order to supply the church and state with the functionaries to serve as their future administrators. France had many small local schools where working-class children — both boys and girls — learned to read, the better to know, love and serve God. The sons and daughters of the noble and bourgeois elites, however, were given quite distinct educations: boys were sent to upper school, perhaps a university, while their sisters perhaps were sent for finishing at a convent. The Enlightenment challenged this old ideal, but no real alternative presented itself for female education. Only through education at home were knowledgeable women formed, usually to the sole end of dazzling their salons.
History at Ulster covers the period from the early modern era to the 20th Century. Students are given the opportunity to select from a diverse range of modules that cover Ireland, Britain, the Americas, and Europe. Political, social, economic and cultural history are given due weighting in the programme.
Japan isolated itself from the rest of the world in the year 1600 under the Tokugawa regime (1600–1867). In 1600 very few common people were literate. By the period's end, learning had become widespread. Tokugawa education left a valuable legacy: an increasingly literate populace, a meritocratic ideology, and an emphasis on discipline and competent performance. Traditional Samurai curricula for elites stressed morality and the martial arts. Confucian classics were memorized, and reading and recitation of them were common methods of study. Arithmetic and calligraphy were also studied. Education of commoners was generally practically oriented, providing basic 3-Rs, calligraphy and use of the abacus. Much of this education was conducted in so-called temple schools (terakoya), derived from earlier Buddhist schools. These schools were no longer religious institutions, nor were they, by 1867, predominantly located in temples. By the end of the Tokugawa period, there were more than 11,000 such schools, attended by 750,000 students. Teaching techniques included reading from various textbooks, memorizing, abacus, and repeatedly copying Chinese characters and Japanese script. By the 1860s, 40-50% of Japanese boys, and 15% of the girls, had some schooling outside the home. These rates were comparable to major European nations at the time (apart from Germany, which had compulsory schooling). Under subsequent Meiji leadership, this foundation would facilitate Japan's rapid transition from feudal society to modern nation which paid very close attention to Western science, technology and educational methods. .
Entry requirements A minimum of a second-class UK Bachelor's degree in an appropriate subject, or an overseas qualification of an equivalent standard from a recognised higher education institution. English language requirements If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency. The English language level for this programme is: Good Further information can be found on our English language requirements page.
Under the guidance of Wilhelm von Humboldt a new university was founded in Berlin in 1810 which became the model for many research universities. Herbart developed a system of pedagogy widely used in German-speaking areas. Mass compulsory schooling started in Prussia c1800 to "produce more soldiers and more obedient citizens" In the late 19th century, most of West, Central, and parts of East Europe began to provide elementary education in reading, writing, and arithmetic, partly because politicians believed that education was needed for orderly political behavior. As more people became literate, they realized that most secondary education was only open to those who could afford it. Having created primary education, the major nations had to give further attention to secondary education by the time of World War I.
From around the 13th century until the latter part of the 19th century, the Three Character Classic, which is an embodiment of Confucian thought suitable for teaching to young children, served as a child's first formal education at home. The text is written in triplets of characters for easy memorization. With illiteracy common for most people at the time, the oral tradition of reciting the classic ensured its popularity and survival through the centuries. With the short and simple text arranged in three-character verses, children learned many common characters, grammar structures, elements of Chinese history and the basis of Confucian morality.
In modern times, apprenticeship became less important, especially as employment in heavy industry and artisan trades has declined since the 1980s. Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example.
You'll take part in workshops for practical aspects of the course, and have access to lab space and specialist teaching space for science and the expressive arts, including physical education. Field trips and the chance to study elective and optional classes are also available to students.
The systematic provision of learning techniques to most children, such as literacy, has been a development of the last 150 or 200 years, or even last 50 years in some countries. Schools for the young have historically been supplemented with advanced training for priests, bureaucrats and specialists.
This module offers students the opportunity to enhance their critical understanding of the concepts of equality and diversity and engage with their own interests. Students will critically engage with research and debates surrounding equality and inclusion policy agendas. These will include analysis and interpretations of ‘race’, ethnicity, social class, gender, disability, ageing and sexuality and how these are mediated by the concept of inter-sectionality. Students will blend experience and a review of research and policy to produce presentations and a policy report on a theme and specific issue of their choice.
This class focuses on the history of the British Isles from 1700 to 1914. It was a period of phenomenal change in terms of who ruled the country, the main economic activities, emerging cultural expression and attitudes and the growth of British power overseas on an unprecedented scale.
There is an optional field trip connected to a module for second and third year students to the Mediterranean to allow students to visit ancient sites first hand. The Faculty subsidises this trip but the cost each year is dependent on airfare, location, and currency exchange rates. The Faculty aims to keep the cost in the range £400-£700. For the Field trip modules, a deposit is usually required in September/October to ensure a place with the full cost due in December/January. Payment is made to the Finance Office on campus or through the online payment facility.
The modern era of French education begins in the 1790s. The Revolution in the 1790s abolished the traditional universities Napoleon sought to replace them with new institutions, the Polytechnique, focused on technology. The elementary schools received little attention until 1830, when France copied the Prussian system.
http://www.tipz9ja.ml
In what became Mesopotamia, the early logographic system of cuneiform script took many years to master. Thus only a limited number of individuals were hired as scribes to be trained in its reading and writing. Only royal offspring and sons of the rich and professionals such as scribes, physicians, and temple administrators, were schooled. Most boys were taught their father's trade or were apprenticed to learn a trade. Girls stayed at home with their mothers to learn housekeeping and cooking, and to look after the younger children. Later, when a syllabic script became more widespread, more of the Mesopotamian population became literate. Later still in Babylonian times there were libraries in most towns and temples; an old Sumerian proverb averred that "he who would excel in the school of the scribes must rise with the dawn." There arose a whole social class of scribes, mostly employed in agriculture, but some as personal secretaries or lawyers. Women as well as men learned to read and write, and for the Semitic Babylonians, this involved knowledge of the extinct Sumerian language, and a complicated and extensive syllabary. Vocabularies, grammars, and interlinear translations were compiled for the use of students, as well as commentaries on the older texts and explanations of obscure words and phrases. Massive archives of texts were recovered from the archaeological contexts of Old Babylonian scribal schools, through which literacy was disseminated. The Epic of Gilgamesh, an epic poem from Ancient Mesopotamia is among the earliest known works of literary fiction. The earliest Sumerian versions of the epic date from as early as the Third Dynasty of Ur (2150-2000 BC) (Dalley 1989: 41-42).
Discover Durham tours offer a brief introduction to the University. The tour begins at one of our undergraduate colleges, where you will receive an introductory talk from a member of college staff, followed by a tour of the college by current students.
This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.
The modules introduce a variety of approaches, perspectives and theoretical resources for understanding and explaining aspects of Education Policy, Social Diversity and Inclusion. Modules also explore early modern European history c1500-1700, Nineteenth century European History and Holocaust studies.
This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.
The Government-run Eleven-Plus exam selection exam has now been abolished in the UK, and no longer do all children sit for it as used to be the case. However, voluntary selection tests are still conducted in certain areas of the UK, where some of the original grammar schools have been retained. These areas include: Northern Ireland and some English counties and districts including Devon, Dorset, Kent, Buckinghamshire, Essex, Birmingham, Trafford, Wiltshire, North Yorkshire, Calderdale, Kirklees, Wirral, Warwickshire, Gloucestershire, Lincolnshire and some London boroughs such as Bexley, Kingston-upon-Thames and Redbridge. There have been various so far unsuccessful attempts by campaigners to abolish all remaining grammar schools. The remaining grammar schools are now thus still selective, typically taking the top 10-25% of those from the local catchment area. Some of the still-existing grammar schools in the United Kingdom can trace their history back to earlier than the sixteenth century.
The purpose of this special subject is to introduce students to the study of peace and conflict, broadly defined, and to encourage them to write and think about these subjects in a critical and engaged manner informed first and foremost by history-based discourse, but also borrowing from political science, anthropology, and related disciplines. The module will focus on the case study of Rwanda, with individual classes proceeding chronologically. The first semester will cover the pre-colonial period to the start of the second Hutu Republic in 1973, while the second semester will cover 1973 to present. Throughout, students will analyse relevant primary and secondary sources to explore the benefits of applying a historical lens to understanding a nation whose recent history includes both periods of peace and political stability, and several manifestations of state-sanctioned violence, including colonialism, small-scale ethnic, regional, and political conflicts, civil war, genocide, and authoritarianism. Students seeking careers in human rights advocacy, international law, diplomacy, and journalism will also find this course particularly relevant.
You will have the opportunity to develop employability skills and knowledge through volunteering, events, field trips to historical sites, workshops and work placements with local partners in history and heritage. Students will also engage with research placements, organising talks and social events.
This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.
British and Foreign School Society Archive Centre The Society was founded in 1808 by the supporters of Joseph Lancaster (1788-1838) and his system of non-conformist popular education. Collections include the records of the Society, secretaries’ letters and papers, overseas correspondence, annual reports and records of the Society’s schools and colleges. Major collections include correspondence of Joseph Lancaster and his contemporaries 1810-1812. Detailed reports of the archive’s holdings are given in Journal of Educational Administration and History (July 1980), History of Education (October 1981) and The Local Historian, xiv/4 .
Students will be invited to interrogate a variety of differing learning experiences and engage in evaluation of these with reference to issues of equity, diversity and social justice. Students will be encouraged to reflect on their own learning experiences with reference to critical evaluation of theoretical perspectives, reading and research and to further understanding of concepts such as education, schooling, identities, learner/teacher roles, educational values and beliefs.
The aim of this class is for to gain an understanding of the key role that disability plays in the study of the historical past. The class will explore the ways in which disability has been defined, treated and experienced. It will place developments in disability policy within wider social, cultural and political contexts. Students will engage with, and think critically about, primary sources ranging from official papers, newspaper articles, and oral testimonies, in addition to relevant secondary source material. The use of oral testimonies in particular will help students to consider the lived experiences of disabled people and the ways in which society sought to define and treat disability.
The controversial Conservative Education Act 1902 (also 'Balfour's Act') made radical changes to the entire educational system of England and Wales. It ended the divide between schools run by the 2568 school boards and the 14,000 church schools, administered primarily by the Church of England, which educated about a third of students. Local Education Authorities were established, which were able to set local tax rates, and the school boards were disbanded. Funds were provided for denominational religious instruction in voluntary elementary schools, owned primarily by the Church of England and Roman Catholics. The law was extended in 1903 to cover London.
In ancient Egypt, literacy was concentrated among an educated elite of scribes. Only people from certain backgrounds were allowed to train to become scribes, in the service of temple, pharaonic, and military authorities. The hieroglyph system was always difficult to learn, but in later centuries was purposely made even more so, as this preserved the scribes' status. The rate of literacy in Pharaonic Egypt during most periods from the third to first millennium BC has been estimated at not more than one percent, or between one half of one percent and one percent.
All KIS information has been published on the Unistats website and can also be accessed via the small advert, or ‘widget’, below. On the Unistats website you are able to compare all the KIS data for each course with data for other courses.
In Tudor England, Edward VI reorganised grammar schools and instituted new ones so that there was a national system of "free grammar schools." In theory these were open to all, offering free tuition to those who could not afford to pay fees. The vast majority of poor children did not attend these schools since their labour was economically critical to their families.
During the second year of study you will undertake a 20-credits module entitled ‘Learning in an Inclusive Environment’. As part of this module, you will have the opportunity for gaining valuable work experience through a work placement. This placement may be in a classroom, museum or other contexts which respond to education in its broadest sense. The work will provide you with an insight into the application of concepts and ideas that surround education. Further it offers an opportunity to gain first-hand experience that will support your future career aspirations. In your second year you will also study a module that explores educational identities in relation to knowledge, power, culture and social relations.
Modern systems of education in Europe derive their origins from the schools of the High Middle Ages. Most schools during this era were founded upon religious principles with the primary purpose of training the clergy. Many of the earliest universities, such as the University of Paris founded in 1160, had a Christian basis. In addition to this, a number of secular universities existed, such as the University of Bologna, founded in 1088. Free education for the poor was officially mandated by the Church in 1179 when it decreed that every cathedral must assign a master to teach boys too poor to pay the regular fee; parishes and monasteries also established free schools teaching at least basic literary skills. With few exceptions, priests and brothers taught locally, and their salaries were frequently subsidized by towns. Private, independent schools reappeared in medieval Europe during this time, but they, too, were religious in nature and mission. The curriculum was usually based around the trivium and to a lesser extent quadrivium (the seven Artes Liberales or Liberal arts) and was conducted in Latin, the lingua franca of educated Western Europe throughout the Middle Ages and Renaissance.
In the Ancien Régime before 1789, educational facilities and aspirations were becoming increasingly institutionalized primarily in order to supply the church and state with the functionaries to serve as their future administrators. France had many small local schools where working-class children — both boys and girls — learned to read, the better to know, love and serve God. The sons and daughters of the noble and bourgeois elites, however, were given quite distinct educations: boys were sent to upper school, perhaps a university, while their sisters perhaps were sent for finishing at a convent. The Enlightenment challenged this old ideal, but no real alternative presented itself for female education. Only through education at home were knowledgeable women formed, usually to the sole end of dazzling their salons.
History at Ulster covers the period from the early modern era to the 20th Century. Students are given the opportunity to select from a diverse range of modules that cover Ireland, Britain, the Americas, and Europe. Political, social, economic and cultural history are given due weighting in the programme.
Japan isolated itself from the rest of the world in the year 1600 under the Tokugawa regime (1600–1867). In 1600 very few common people were literate. By the period's end, learning had become widespread. Tokugawa education left a valuable legacy: an increasingly literate populace, a meritocratic ideology, and an emphasis on discipline and competent performance. Traditional Samurai curricula for elites stressed morality and the martial arts. Confucian classics were memorized, and reading and recitation of them were common methods of study. Arithmetic and calligraphy were also studied. Education of commoners was generally practically oriented, providing basic 3-Rs, calligraphy and use of the abacus. Much of this education was conducted in so-called temple schools (terakoya), derived from earlier Buddhist schools. These schools were no longer religious institutions, nor were they, by 1867, predominantly located in temples. By the end of the Tokugawa period, there were more than 11,000 such schools, attended by 750,000 students. Teaching techniques included reading from various textbooks, memorizing, abacus, and repeatedly copying Chinese characters and Japanese script. By the 1860s, 40-50% of Japanese boys, and 15% of the girls, had some schooling outside the home. These rates were comparable to major European nations at the time (apart from Germany, which had compulsory schooling). Under subsequent Meiji leadership, this foundation would facilitate Japan's rapid transition from feudal society to modern nation which paid very close attention to Western science, technology and educational methods. .
Entry requirements A minimum of a second-class UK Bachelor's degree in an appropriate subject, or an overseas qualification of an equivalent standard from a recognised higher education institution. English language requirements If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency. The English language level for this programme is: Good Further information can be found on our English language requirements page.
Under the guidance of Wilhelm von Humboldt a new university was founded in Berlin in 1810 which became the model for many research universities. Herbart developed a system of pedagogy widely used in German-speaking areas. Mass compulsory schooling started in Prussia c1800 to "produce more soldiers and more obedient citizens" In the late 19th century, most of West, Central, and parts of East Europe began to provide elementary education in reading, writing, and arithmetic, partly because politicians believed that education was needed for orderly political behavior. As more people became literate, they realized that most secondary education was only open to those who could afford it. Having created primary education, the major nations had to give further attention to secondary education by the time of World War I.
From around the 13th century until the latter part of the 19th century, the Three Character Classic, which is an embodiment of Confucian thought suitable for teaching to young children, served as a child's first formal education at home. The text is written in triplets of characters for easy memorization. With illiteracy common for most people at the time, the oral tradition of reciting the classic ensured its popularity and survival through the centuries. With the short and simple text arranged in three-character verses, children learned many common characters, grammar structures, elements of Chinese history and the basis of Confucian morality.
In modern times, apprenticeship became less important, especially as employment in heavy industry and artisan trades has declined since the 1980s. Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example.
You'll take part in workshops for practical aspects of the course, and have access to lab space and specialist teaching space for science and the expressive arts, including physical education. Field trips and the chance to study elective and optional classes are also available to students.
The systematic provision of learning techniques to most children, such as literacy, has been a development of the last 150 or 200 years, or even last 50 years in some countries. Schools for the young have historically been supplemented with advanced training for priests, bureaucrats and specialists.
This module offers students the opportunity to enhance their critical understanding of the concepts of equality and diversity and engage with their own interests. Students will critically engage with research and debates surrounding equality and inclusion policy agendas. These will include analysis and interpretations of ‘race’, ethnicity, social class, gender, disability, ageing and sexuality and how these are mediated by the concept of inter-sectionality. Students will blend experience and a review of research and policy to produce presentations and a policy report on a theme and specific issue of their choice.
This class focuses on the history of the British Isles from 1700 to 1914. It was a period of phenomenal change in terms of who ruled the country, the main economic activities, emerging cultural expression and attitudes and the growth of British power overseas on an unprecedented scale.
There is an optional field trip connected to a module for second and third year students to the Mediterranean to allow students to visit ancient sites first hand. The Faculty subsidises this trip but the cost each year is dependent on airfare, location, and currency exchange rates. The Faculty aims to keep the cost in the range £400-£700. For the Field trip modules, a deposit is usually required in September/October to ensure a place with the full cost due in December/January. Payment is made to the Finance Office on campus or through the online payment facility.
The modern era of French education begins in the 1790s. The Revolution in the 1790s abolished the traditional universities Napoleon sought to replace them with new institutions, the Polytechnique, focused on technology. The elementary schools received little attention until 1830, when France copied the Prussian system.
http://www.tipz9ja.ml
In what became Mesopotamia, the early logographic system of cuneiform script took many years to master. Thus only a limited number of individuals were hired as scribes to be trained in its reading and writing. Only royal offspring and sons of the rich and professionals such as scribes, physicians, and temple administrators, were schooled. Most boys were taught their father's trade or were apprenticed to learn a trade. Girls stayed at home with their mothers to learn housekeeping and cooking, and to look after the younger children. Later, when a syllabic script became more widespread, more of the Mesopotamian population became literate. Later still in Babylonian times there were libraries in most towns and temples; an old Sumerian proverb averred that "he who would excel in the school of the scribes must rise with the dawn." There arose a whole social class of scribes, mostly employed in agriculture, but some as personal secretaries or lawyers. Women as well as men learned to read and write, and for the Semitic Babylonians, this involved knowledge of the extinct Sumerian language, and a complicated and extensive syllabary. Vocabularies, grammars, and interlinear translations were compiled for the use of students, as well as commentaries on the older texts and explanations of obscure words and phrases. Massive archives of texts were recovered from the archaeological contexts of Old Babylonian scribal schools, through which literacy was disseminated. The Epic of Gilgamesh, an epic poem from Ancient Mesopotamia is among the earliest known works of literary fiction. The earliest Sumerian versions of the epic date from as early as the Third Dynasty of Ur (2150-2000 BC) (Dalley 1989: 41-42).
Discover Durham tours offer a brief introduction to the University. The tour begins at one of our undergraduate colleges, where you will receive an introductory talk from a member of college staff, followed by a tour of the college by current students.
This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.
The modules introduce a variety of approaches, perspectives and theoretical resources for understanding and explaining aspects of Education Policy, Social Diversity and Inclusion. Modules also explore early modern European history c1500-1700, Nineteenth century European History and Holocaust studies.
This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.
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