SECTION A
Educational Resource
Design an educational resource that effectively illustrates and communicates how a community of young people have been negatively discriminated against and the
legislation that aims to prohibit such oppressive behaviour
(Equivalent of 1,000 words)
SECTION B
Case Study
Identify and debate a form of oppression using established theories of discrimination and prejudice, and use real life examples to demonstrate your knowledge of how
this operates at a personal/local, national and international level. Discuss some of the mechanisms by which youth and community workers and NGOs could intervene to
reduce the negative impact of this on young people and communities
(3,000 words)
Sections A&B should focus on the same category of oppression
SECTION C
Reflective Essay
Reflect upon how the process of putting together your portfolio has helped you examine your own perspectives and values regarding oppression and discrimination
(1,000 words)
How the Learning outcomes are assessed
For the assessment of this module you complete a portfolio that combines an educational resource with a 3,000 word case study and a 1,000 word reflective essay.
The table below shows how the assessment of this module relates to the learning outcomes:
Tasks
Learning Outcomes
1
2
3
4
5
6
Educational Resource: (1,000 words equivalent)
Design an educational resource that effectively illustrates and communicates how a community of young people have been negatively discriminated against and the
legislation that aims to prohibit such oppressive behaviour
X
X
Case Study (1,500 words)
Identify and debate a form of oppression using established theories of discrimination and prejudice, and use real life examples to demonstrate your knowledge of how
this operates at a personal/local, national and international level. Discuss some of the mechanisms by which youth and community workers and NGOs could intervene to
reduce the negative impact on young people and communities
X
X
X
Reflective Essay: (1,000 words)
Reflect upon how the process of putting together your portfolio has helped you examine your own perspectives and values regarding oppression and discrimination
X
The Educational Resource and Case study should focus on the same category of oppression
Assessment Criteria
Module learning outcome
The student can:
1 Debate various theories of discrimination and oppression in contemporary societies. Within their case study:
• Define and discuss discrimination and oppression in a way which makes reference to the definitions, models, theories and debates from literature, lectures and
Moodle
• Show a depth of debate – i.e. include various perspectives on the area?
2 Outline key Equality of Opportunity and Human Rights legislation
Within their Educational Resource:
• Demonstrate their understanding of the application of Human Rights and Equal Opportunities legislation
• Reference relevant and valid research
3 Discuss the roles of youth and community workers, NGOs, governments and international bodies in promoting social justice
Within their case study:
• Demonstrate a clear understanding of the role of NGO’s and other bodies with reference to the definitions, models, theories and debates from literature,
lectures and Moodle
4 Identify and reflect upon the impact of globalisation on the lives of young people
Within their case study:
• Define and discuss globalisation in a way which makes reference to the definitions, models, theories and debates from literature, lectures and Moodle
• Show a depth of debate – i.e. include various perspectives on the area?
5 Create educational resources that are accessible to young people
Within their Educational Resource:
• Produce a tool capable of educating and raising awareness amongst 13 -19 year olds
6 Reflect upon their own perspectives and values regarding oppression and discrimination.
Within their reflective essay:
• Reflect upon their learning and increased self awareness
• Reflect on different approaches to challenging discrimination, prejudice and oppressive behaviour and introducing global issues into work with young people
• Reflect upon your power / powerlessness
READING AND RESOURCES LIST
Core:
Adams, P. (2009) A history of global youth work, Thinkpieces, London: DEA (available on Moodle)
Soni, S. (2011) Working with Diversity in Youth and Community Work. Learning Matters: Exeter
Thompson, N. (2011) Promoting equality: working with diversity and difference. Basingstoke: Palgrave
Recommended
Adams, P. (2000) Guidelines for producing global youth work resources, London: Development Education Association.
Adams, P. Ed (2007) Global Youth Work Practice Training and Resource Manual, London: DEA (available on Moodle)
Adams, P. (2011) A Mapping of Global Youth Work ,Thinkpieces, London: DEA (available on Moodle)
Adams, P (2013) ‘Young People and Development: The Role of Global Youth Work in Engagement and Learning’ in McCloskey, S (ed.) Development Education in Theory and
Practice, Basingstoke, Hampshire: Palgrave MacMillan.
Banks, S. (ed.) (1999) Ethical Issues In Youth Work, New York: Routledge
Bass, E. (1996) Free Your Mind: The Book for Gay, Lesbian and Bisexual Youth, and Their Allies New York: HarperCollins
Bourn, D. & McCollum, A. (eds.) (1995) A World of Difference: Making Global Connections in Youth Work. London: DEA (available on Moodle)
Bradley, H. (1996) Fractured Identities; Changing Patterns of Inequality. Cambridge: Polity Press
Clements, P. &Spinks, T. (2005) The Equal Opportunities Handbook: How to Deal with Everyday Issues of Unfairness London: Kogan Page
DEA, (2002) Global Youth Work Improving Practice Series, London: DEA (available on Moodle)
Fitzsimons, A. (2011) Empowerment and Participation in Youth Work, Learning Matters: Exeter
Howson, C &Sallah, H. (2007) Working With Black Young People Lyme Regis: Russell House Publishing.
James, O. (2010) Britain on the Couch. How keeping up with the Jones has depressed us since 1950. Reading: Edbury Vermilion or by the same author ‘ Affleunza / The
Selfish Capitalist
Jones, O. (2011) Chavs: The Demonisation of the Working Class
London: Verso
Mac M., Ghaill A, & Haywood, C. (2005 ‘Young Bangladeshi people’s experience of transition to adulthood’ Joseph Rowntree Trust.
McCloskey, S. Ed.(2014) Development Education in Policy and Practice, Basingstoke: Palgrave Macmillan
National Youth Agency (2007) Blackberries from Mexico. Leicester: National Youth Agency
Palmer, S & Pitts, J. (2006) ‘Othering the Brothers: Black Youth, Racial Solidarity and Gun Crime, in Youth and Policy Number 91, spring 2006, Leicester: National
Youth Agency
Participation Works, (2010) Listen and Change – a guide to Young People’s Participation Rights London: Children’s Rights Alliance for England
Researcher, CQ. (2009) Issues in Race Ethnicity, Gender and Class, Pine Forge Press
Sallah, M and Cooper, S (eds.) (2008) Global Youth Work: Taking it Personally. Leicester: National Youth Agency
Sallah, M. (2010) Developing global literacy and competence in youth work. In: J. Batsleer and B. Davies eds. What is Youth Work? Exeter: Learning Matters, pp. 104-115
Swain, J., Barnes, C., French, S. and Thomas, C. (eds) (2004) Disabling Barriers – Enabling Environments (2nd edition). London: Sage.
Think Global (2010) Connect, Challenge Change – A Practical Guide to global Youth Work London: Think Global (available on Moodle)
Thompson, N. (2003) Promoting equality: challenging discrimination and oppression. Basingstoke: Palgrave
Wilkinson, R. & Pickett, K. (2010) The Spirit level, why equality is better for everyone. London: Penguin Books
Web sources:
Action Aid www.actionaid.org.uk/100006/schools.html
Commonwealth Youth Exchange Council www.cyec.org.uk/
Department for Education and Skills: http://www.everychildmatters.gov.uk/
Disability Rights Commission: http://www.drc-gb.org/
Equality Act Summary: www.smarta.com/Equality-Act
Equality and Human Rights Commission http://www.equalityhumanrights.com
Equality & Justice for Lesbians, Gay Men & Bisexuals
: http://www.stonewall.org.uk/
Fawcett Society, campaigns for equality between women and men in the UK on pay, pensions, poverty, justice and politics: http://www.fawcettsociety.org.uk/
Global Youth Action www.globalyouthaction.org.uk
Informal Education website: http://www.infed.org
Institute of Race Relations www.irr.org.uk/
Naomi Klein www.naomiklein.org/main
National Youth Agency www.nya.org.uk
Oxfam www.oxfam.org.uk/education/
Participation works : http://www.participationworks.org.uk/
People and Planet www.Peopleandplanet.org
Pine Forge Press Student Resources: http://www.pineforge.com/healeystudy5/articles.htm#ch3Stonewall –
Think Global (was DEA) www.think-global.org.uk/
United Nations www.un.org/en/
World Bank www.worldbank.org/
International Monetary Fund www.imf.org/external/np/exr/key/global.htm
Y-Care International www.ycareinternational.org/
Journals:
Race and Class available via Athens Account
Youth and Policy available via Athens Account
Youth Studies available via Athens Account
Please make sure to utilise your Athens Account
http://www.uel.ac.uk/lls/search/athens
Please note the LRC catalogue address
http://www.uel.ac.uk/lls/search/databases/
A reminder of useful sections on the Library website:
Electronic Databases- refresher: BEI/ERIC; EBSCO; WoS; BHINet; Lexis-Nexis Pro; SwetsWise
ED 5018 ASSESSMENT REQUIREMENTS IN DETAIL
Learning Outcomes Portfolio – Deadline 11.59pm 04/05/15
2. Outline key Equality of Opportunity and Human Rights legislation
5. Create educational resources that are accessible to young people
SECTION A
Educational Resource
Design an educational resource that effectively illustrates and communicates how a community of young people have been negatively discriminated against and the
legislation that aims to prohibit such oppressive behaviour
(Equivalent of 1,000 words)
1. Debate various theories of oppression discrimination and prejudice in contemporary societies
4. Identify and reflect upon the impact of globalisation on the lives of young people
3. Discuss the roles of youth and community workers, NGOs, governments and international bodies in promoting social justice
SECTION B
Case Study
Identify and debate a form of oppression using established theories of discrimination and prejudice, and use real life examples to demonstrate your knowledge of how
this operates at a personal/local, national and international level. Discuss some of the mechanisms by which youth and community workers and NGOs could intervene to
reduce the negative impact on young people and communities
(3,000 words)
Sections A&B should focus on the same category of oppression
6.Reflect upon their own perspectives and values regarding oppression and discrimination.
SECTION C
Reflective Essay
Reflect upon how the process of putting together your portfolio has helped you examine your own perspectives and values regarding oppression and discrimination
(1,000 words)
WEIGHTING
The weighting of each element correlates to the word count and is set out in the table below:
Element Educational
Resource Case Study Reflective
Essay
Word Count 1,000
(equivalent) 3,000
words 1,000
words
Weighting
20 60 20
Please note however that this weighting is provided for indicative purposes only as the portfolio will be assessed holistically and given one overall mark out of 100
WORD COUNTS
• At UEL, a margin of +/- 10% is normally allowed in word counts
• For example, your 3,000 word Case Study can be under or over by up to 300 words, giving you a minimum of 2,700 words and a maximum of 3,300 words to play with.
• The 1,000 word Reflective Essay can be anything between 900 words and 1,100.
You will be penalised if your work is substantially under or over length (allowing for any margin) and you could be failed for not just that element but the whole
portfolio.
The educational resource is described as beingthe equivalent of 1,000 words yet given the multi-media options, the actual submitted word count is likely to be
considerably less.
If the main part of the submission is an audio or video file, this should be no longer than 10 minutes in length. In this case, the student may want to submit a
summary, transcript or ‘teacher notes’ in case there are technical issues. All students may want to consider submitting ‘teacher notes’ to aid the understanding of how
the resource is intended to be used.
Powerpoints / slideshows should keep text to a minimum and not exceed a total of 15 slides and remember ‘less can be more’ in terms of making an impact.
SECTION A
THE EDUCATIONAL RESOURCE
Students are required to:
Design an educational resource that effectively illustrates and communicates how a community of young people have been negatively discriminated against and the
legislation that aims to prohibit such oppressive behaviour
Examples of educational resources include power point presentations, games, workshop plans, posters, web pages, plus audio or video productions.
The educational resource should be presented in a style that is appropriate and accessible to the 13-19 year old age group.
The marker will be looking to asses to what extent the resource is capable of educating and raising awareness amongst this age group
The educational resource must demonstrate that the student understands the application of Human Rights and Equal Opportunities legislation and could therefore offer a
historical context to the issues under discussion,
You must attribute your sources (including images) by submitting a reference list as an appendix. It may be better not to include references within the resource or
provide so much detail that the resource becomes difficult to digest. Consider at all times the educational resources suitability to the target audience, including the
younger age group. You may want to ensure therefore there is some interactivity and consider how accessible and age appropriate it is.
Students are recommended to consider submitting ‘teacher notes’ to aid the understanding of how the resource is intended to be used.
SECTION B
CASE STUDY – SUGGESTED BREAKDOWN
Content, guidance and suggested word count
Title
This should be exactly as stated in this Module Guide:
Identify and debate a form of oppression using established theories of discrimination and prejudice, and use real life examples to demonstrate your knowledge of how
this operates at a personal/local, national and international level. Discuss some of the mechanisms by which youth and community workers and NGOs could intervene to
reduce the negative impact on young people and communities
Introduction (approx word count 200)
This should succinctly encapsulate what is being demanded by the title
• Outline what is to follow in your essay
• Be as brief as possible
• Try not to repeat words (inc. too many of those contained within the title)
• Demonstrate a breadth of vocabulary
• Be clear as to which type of oppression you are going to focus on
• Try and ‘whet the appetite’ of the reader
Part One: What is oppression? (approx word count 200)
Students should:
• Define oppression
• Identify a number of types such as Classism, Racism, Sexism, Heterosexism, Ableism, Careism, Sizeism, Lookism, Ageism, Nativism, Cisgenderism and Islamphobia
• By providing examples. demonstrate an awareness of how in many cases, these categories overlap in such a way that one person has to deal with multiple forms of
oppression
• Refer to literature as well as reflecting on their personal experience.
Part Two: How does your chosen form of discrimination and prejudice operate at a local, national and international level?(approx word count 900)
Students are recommended to:
• Identify recent events that illustrate the category of oppression chosen in part one (e.g. classism, racism or sexism)
• Draw upon at least one event that is personal to them, (perhaps when discrimination or prejudice was witnessed at work, on placement or amongst friends or
family)
• Then choose at least one UK (headline making) incident that represents the same kind of oppression
• Thereafter select one or more international events that evidence similar abuses of power
• Demonstrate how these events are connected: (For instance, are they all examples of how human rights are denied?)
• Make links to theories such as:
? ‘PCS’ Theory
? Critical Race Theory
? Deviance Theory
? Social Identity Theory
? System Justification Theory
? Theories of Power
? Structural Theory -, Lack of Opportunity, Social Mobility and Capital
? Medical v Social Model Theory
• Maybe suggest which theory provides the strongest explanation for the link between the incidents
• Continue to ensure the work is punctuated with plenty of references to literature as well as drawing on real life experiences
• Resist describing the incidents in too much detail, and thereby save word count for critical analysis / the application of theory
.
Part Three: What role might globalisation play in this?(approx word count 200)
Students are recommended to discuss:
• and define globalisation
• the impacts of Consumerism,
• ‘Fair’ and ‘unfair’ trade
• the role of the mass and new/social media etc. in perpetuating and challenging discrimination/oppression
Students should continue to ensure the work is punctuated with plenty of references to literature as well as drawing on real life experiences.
Part Four: How might young people be negatively impacted?(approx word count 400)
Students should: discuss:
• and define ‘internalised oppression’
• mental health Impacts: such as self esteem or image issues, alienation, anger, resentment and stress
• and define inequality of opportunity
• how access to resources are denied: including, wealth and employment
• how young people might be put off participating in certain activities or disclosing significant parts of their identity
• the often adverse role of, public services such as the police, social services and even children and youth services who all could be seen as being seen ‘on
the case’ of young people
Students should continue to ensure the work is punctuated with plenty of references to literature as well as drawing on real life experiences
Part Five: What could youth and community workers and NGOs do to intervene?
(approx word count 800)
Students should: discuss and define youth work principles of promoting social justice, such as
? Safeguarding young people’s welfare
? Challenging Discrimination
? Respecting Difference
? Equality of Opportunity
? Youth Empowerment
? Youth Participation
? Informal Education
And explore Thompson’s (2003) Theories of Anti-Discriminatory Practice, such as
? Using the Law e.gEquality / Human Rights Legislation
? Applying the highest professional standards, systems and policies
? Reflecting and evaluating practice
? Elegantly challenging inappropriate behaviours
? Empowering oppressed communities
? Avoiding inappropriate language and image
And discuss/apply the principles of global youth work, which include
? Starting from young people’s experiences and agenda
? Working to informal education principles
? Engaging young people in critical analysis of local and global influences
? Encouraging an understanding of the world based on the historical process of globalisation, contrasting North, South perspectives
? Exploring inequalities caused by globalisation
? Promoting the values of justice and equity
? Encouraging an understanding of, and appreciation for, diversity, locally and globally.
? Building alliances to bring about change. (DEA, 2004)
It is recommended that you also discuss how a youth and community worker might use follow the ‘Think Global’ Connect, Challenge, Change model
The above theories should be aligned to some practical opportunities for / real life examples of: positive interventions by youth and community workers and NGOs
Students should continue to ensure the work is punctuated with plenty of references to literature as well as drawing on real life experiences
Conclusion (approx word count 300):
Provide a clear summary of issues addressed
Indicate what you have evidenced as:
• a resonating definition of oppression
• the strongest theoretical link(s) between the chosen incidents
• the consequence(s) of increasing globalisation
• the damaging impact(s) of oppression
• realistic intervention strategies open to youth and community workers and NGOs
Do not include any surprises or further references within the conclusion
Reference list:
• Should include all items referred to in your assignment
• Wide ranging (including the core texts)
• Does not over rely on websites
• Follows academic conventions (Cite them Right)
Presentation: academic conventions followed
Layout:
• Please ensure you use the submission template provided
• Ensure the accuracy of your in-text referencing.
• DO NOT USE SUB HEADINGS
• Do not make paragraphs so short they appear more like bullet points
Language:
• clear, succinct, coherent expression, error free
• spelling and grammar accurate and consistent
• correct use of punctuation
• effective use of topic sentences and linking words to create a flow
• students may use the first person, for example I witnessed…I felt … I chose…. However they should ensure that their work doesn’t become too descriptive,
informal or conversational.
• as a rule try to make minimal use of the first person,
SECTION C
REFLECTIVE ESSAY – SUGGESTED BREAKDOWN
Content, guidance and suggested word count
Title
This should be exactly as stated in this Module Guide:
Reflect upon how the process of putting together your portfolio has helped you examine your own perspectives and values regarding oppression and discrimination
Introduction (approx word count 75)
This should succinctly encapsulate how you are going to articulate ‘your journey’
• Outline what is to follow in your essay
• Be as brief as possible
• Try not to repeat words
• Demonstrate a breadth of vocabulary
• Try and ‘whet the appetite’ of the reader
Part One: How you put your portfolio together (approx word count 200)
You must refer to literature as well as reflecting on your personal experience.
. You should cover:
• Why you chose the topic for your portfolio?
• Why your chose particular ingredients for your educational resource?
• Why you selected specific incidents for your case study?
You should define key terms and make links to accessibility theories such as:
? Youth Work Principles
? Thompson’s (2003) Theories of Anti-Discriminatory Practice
? the social model of disability,
? informal education
? experiential learning
? Adams’ () Theories of Globalisation particularly Connect … change
Part Two: What were some of your values and perspectives before studying the ED5018 module? (approx word count 300)
Again please ensure you work is punctuated with plenty of references to literature
.
You should cover:
o To what extent your values and perspectives aligned, internalised and colluded with dominant ideologies
o To what extent have you helped and wanted to maintain the status quo?
o Why might you have behaved this way?
o What might have been the impact of these behaviours?
? To what extent have you contributed to an emancipatory discourse and challenged incidents of discrimination and oppression?
? To what extent have your challenged the powers that be?
? Why might you have behaved this way?
? What might have been the impact of these behaviours?
You should define key terms and make links to theories such as:
? ‘PCS’ Theory
? Connect, Challenge and Change model
? Critical Race Theory
? Principles of Global Youth Work
? Social Identity Theory
? System Justification Theory
? Theories of Power
? Thompson’s (2003) Theories of Anti-Discriminatory Practice
? Youth Work Principles
As marks are awarded for meeting the learning outcomes at the end of the Module, not before it, you should endeavour to be honest about any prior shortfalls
.
Part Three: How have some of your values and perspectives now changed? (approx word count 300)
You should reflect upon:
• Power and powerlessness
• What you have learnt in the Module that you might put into practice
You should define key terms and make links to any of the theories covered in any of the lectures
? This could include theories of the reflective practitioner
You should demonstrate that you have made a reflective log by referring to it.
You may want to put extracts from your reflective log into an appendix
Conclusion (approx word count 125):
• Provide a clear summary of issues addressed
• Indications of the greatest impacts this module has had upon you
• Do not include any surprises or references within the conclusion
Reference list:
Should include all items referred to in your assignment
• Wide ranging (including the core texts)
• Does not over rely on websites
• Follows academic conventions (Cite them Right)
Presentation: academic conventions followed
Layout:
* Please ensure you use the submission template provided
• Continue to ensure the accuracy of your in-text referencing.
• DO NOT USE SUB HEADINGS
Language:
• clear, succinct, coherent expression, error free
• spelling and grammar accurate and consistent
• correct use of punctuation
• effective use of topic sentences and linking words to create a flow
• students may use the first person, for example I learnt…I felt … I chose…. However they should ensure that their work doesn’t become too descriptive,
informal or conversational.
• as a rule, make minimal use of the first person,
• Find an appropriate academic voice which is usually modest
• Note that effective reflective writing identifies personal areas for development more than strengths
Appendices:
• You may want to put extracts from your reflective log into an appendix
• you could provide an example of draft (educational resource perhaps) that illustrates recognised weaknesses such as the use of inappropriate language, imagery
or inaccessible writing
• you must make sure however that any appendix is relevant and referred to in an appropriate manner within the main body of your essay
• appendices should represent additional insight and effort
• appendices that appear to act as ‘filler’ could undermine rather than augment your submission
• appendices can however be an effective strategy for being able to say more, yet remain within challenging word count constraints
General indicators of the standards expected at Level 5
Area of learning
At level 5, students are expected to:
Acquiring knowledge, understanding and specialist vocabulary and principles
demonstrate a sound knowledge and criticalunderstanding of established principles and techniques associated with the area of study;
Applying knowledge and understanding apply knowledge and understanding accurately to a range of questions and issues within the area of study and use established
methods and techniques of enquiry to critically select, analyse and contrast information in a range of contexts;
In doing this critically compare the appropriateness of different approaches to issues and problems within the discipline
Communication of ideas and argument; academic writing communicate effectively using the styles and language of the subject and showing some awareness of purpose and
audience.
Linking theory with practice; the skills of searching, referencing, making links.
applyskills to identify, search for and use information accurately and critically in the context of specific tasks.
Reflecting on own learning and progress and acting on this.
becoming an autonomous learner, using skills of self-reflection with confidence
Guidance Notes for Written Assignments
The overall presentation of your work must be clear, coherent and legible. Use the following questions to guide you through key processes in carrying out your
assignment:
1. Length – is my piece of coursework within the required length?
2. Content – have I identifiedkey issues raised by the question? Have I referred to the key theoretical frameworks and models we covered in class to demonstrate my
knowledge and understanding of the topic under discussion? Are the points I make relevant and focussed?
3. Organisation – do I provide a clear introduction explaining how I have structured the essay? Is the development of my discussion easy to follow?Have I used section
divisions to give a clear focus to each part to guide the reader? i.e. clearly marked paragraphs in an essay or sub-headings in a report.
4. Coherence – do I have a clear idea of my general argument / discussion / analysis? How well have I shown connections between the main points? Are my paragraphs
linked? Am I just reproducing the views of others or writing in my own voice? Do I provide evidence in support of my arguments?
5. Presentation – have I followed the conventions associated with academic writing? Is the work word-processed – 12point font and one-and-a-half line spacing? How
well have I checked my work for legibility; unwieldy sentences; grammar, spelling and punctuation; vocabulary and phrasing? (spell checker will not discriminate
between words such as ‘their’, ‘they’re’ and ‘there’).
6. References and reference list – have I provided clear and adequate references for texts that I have referred to in my work? Have I listed all the sources I have
referred to in my work? Have I acknowledged the work of others through the use of quotation marks, references and a reference
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