Pathways

The School of Education and Social Work currently offers two 'pathways' which can be taken in addition to and alongside the regular modules of your undergraduate course to enhance your studies, help you specialise in an area of particular interest to you, and make your course more targeted to your own interests. Pathways are worth 60 academic credits and, when you graduate, will be reflected in the title of your award.

The 'International Education and Development' Pathway: 60 academic credits

This pathway is taught by staff across the Centre for International Education (CIE). Each module can also be taken as a free-standing elective.

The pathway explores the issues faced by governments in the Global South in getting all children to get into school, to stay there and to learn effectively, and so support children to achieve, through education, the social and economic development of the individual, their families and society. It provides an excellent introduction to the major institutions that direct aid and influence policy and practice, such as UNESCO and the World Bank.    

The first elective (Year 1: autumn), ‘Education for Development: Aid, Policy and the Global Agenda’, introduces basic ideas about the contribution that education can make to the development process, including economic development, social inequality, gender relations and citizenship.

The second elective (Year 1: spring), ‘Power in the Classroom: Global perspectives on curriculum, pedagogy and assessment', critically examines curricula, pedagogies and modes of assessment used in diverse classrooms and seminar rooms globally. Seminars discuss whose knowledge is valued in curriculum construction, what is not taught - and why, and ways in which international global drivers promote cross-country pedagogic transfer despite differing sociocultural contexts and resource allocation. Alternative approaches to ‘mainstream’ educational approaches are explored, brought into focus during the global pandemic, as are students’ own reflections and experiences as learners and citizens of their national education systems. 

The third module (Year 2: autumn),  ‘Access, Equity and Gender’ analyses large data sets that reflect patterns of access and transition into primary and secondary schools,  while more qualitative approaches explore theories and concepts around gender, children with disability, those marginalised through ethnicity or language and the very poor and how schools and communities include or exclude them.

The fourth and final module (Year 2: spring), ‘Education, Peacebuilding and Conflict’ considers the role that education, schools and teachers play in continuing or preventing conflict and in the reconstruction of society in post-conflict contexts.

These modules are assessed via a Portfolio, Learning Diary, Policy Brief and Essay.

What will I achieve?

On this pathway, you will explore the difference education can make to individuals, their families and their societies, and the national and international structures that can prevent or contribute to education. You will also gain skills in analysing and interpreting statistics, tables and figures central to education in developing countries; the ability to present, argue and collaborate with students from different disciplines; and the ability to write in forms other than essays, such as policy briefs and concept notes.

Career Paths

The International Education & Development pathway supports students who may wish to work in teaching at either primary or secondary level in the UK, perhaps with the aim of gaining productive skills that can be transferred to Global South contexts; who would like to work in educational environments, such as charities, international NGOs (e.g. Save the Children or Oxfam), Children’s Services or Children’s Rights in the UK or overseas; or who want work in politics and policy-making around education and development in the Global South.

The 'Wellbeing' Pathway: 60 academic credits

This pathway is made up of four separate modules, each worth 15 credits. Two modules are taken in Year 1 and the other two in Year 2.

Year 1:
Spirituality, Wellbeing and Health: Understanding Practices and Connections
Mental Health and Madness: Exploring Socio-Cultural Approaches

Year 2:
Migrant and Refugee Wellbeing: Theory and Practice
Exploring Death and Dying: Cultural, Theoretical and Practice Perspectives

What will I achieve?

• Knowledge and understanding of the ways that wellbeing features in different aspects of society
• The ability to think critically about wellbeing and the practices that support or undermine it
• Insight into the ways that culture and society shape knowledge and experience of wellbeing
• Skills with which to discuss and analyse wellbeing practices.

Career Paths

The Wellbeing Pathway helps to support your entry into careers in areas including:

• Public Health
• NGOs
• Social Work and Social Care
• Wellbeing Teams
• Youth Work
• Mental Health
• Teaching
• Policy Work

'Pathways' are part of Sussex Choice. See the Sussex Choice pages for more details about how pathways fit into your study schedule and are reflected in your degree.

Electives

'Electives' are the individual modules that make up 'Pathways'. In most cases, they can be taken independently, ie. you can take one or more modules from a pathway gaining only the credits each module is worth (usually 15). If you do not take the full pathway, the additional modules you take will not be reflected within the name of your final degree. The following is a list of all the 'elective' modules currently offered by the Department of Education:

YEAR 1 ELECTIVE MODULES

Education for Development: Aid, Policy and the Global Agenda - TERM 1

This module provides a grounding in education and international development, with a particular focus on the challenges facing low income countries and those developing in conditions of fragility and conflict with resource-constraints. Students will acquire an introduction to the field of education and development and an entry point into the relevant theoretical and evidence based literature and major sources of information and advocacy.

Spirituality, Wellbeing and Health: Understanding Practices and Connections - TERM 1

How spirituality is associated with health and wellbeing in contemporary societies and seen in the growth of wellbeing practices in a range of health, social care and educational settings. Consideration of ‘belief’ - and ‘non-belief’ - in wellbeing and the difference between religious and spiritual perspectives. How practices - such as mindfulness, martial arts, chanting, yoga, and shamanic work - have emerged from a spiritual foundation and are used to support wellbeing. Examination of concepts such as ‘flow’ and ‘self-compassion’ and the linking of theories of wellbeing to spiritual practices,

On this module you will consider the construction of spirituality within contemporary society and be introduced to theories of wellbeing that relate to spiritual approaches. You will also explore a range of spirituality-based wellbeing practices and consider their links with theory.

Discovering Role Models: Peer-Led Mentoring in Schools - TERM 1

Discovering Role Models trains students to create and facilitate workshops for local secondary school pupils.

The module provides theoretical grounding and practical training to work collaboratively with your peers; developing skills and confidence in participatory facilitation and working with young people. Module focus draws across substantive issues including mental health, racism, sex and relationships; expert safeguarding training; and critically rethinking traditional models of education.

You may take this as a stand-alone module, but you can only take 'Developing Role Models' (described below) in Semester 2. That module involves practical school-based work and follows on from this one - and can only be taken by those who have first completed 'Discovering Role Models'.

Power in the Classroom: Global perspectives on curriculum, pedagogy and assessment -      TERM 2

A critical examination of curricula, pedagogies and modes of assessment used in diverse classrooms and seminar rooms globally. In seminars, you will discuss whose knowledge is valued in curriculum construction, what is not taught - and why, and ways in which international global drivers promote cross-country pedagogic transfer despite differing sociocultural contexts and resource allocation.

Alternative approaches to ‘mainstream’ educational approaches are explored - brought into focus during the global pandemic - as are students’ own reflections and experiences as learners and citizens of their national education systems. 

Mental Health and Madness: Exploring Socio-Cultural Approaches - TERM 2

Understanding experiences of emotional distress and wellbeing, normality and insanity, and how they shape our attitudes and practices in relation to people diagnosed with a mental health difficulty. Exploration of the social influences that make up our understandings of madness, using this term to purposefully position the module within social-cultural contexts. You will learn about the effect of gender, ethnicity, culture and class on mental health and its governance within society, and reflect on the dynamic interactions between identity, wellbeing and ill-being. Teaching will draw on examples from literature, film, the press, autobiography and scholarship in order to relate theory to lived experiences.

On this module you will learn to recognise different theories of mental ill-being and the debates which they incite, and the significance of gender, ethnicity, culture and class in relation to mental wellbeing and ill-being. You will consider ways in which madness has been responded to in different times and places, and explore representations of madness in art, writing, film and media.

YEAR 2 ELECTIVE MODULES

Access, Equity and Gender - TERM 1

Access to education is at the heart of development and is central to the Millennium Development Goal. Lack of education reflects poverty while access to quality education is a means for poverty reduction.

This module covers Education for All and commitments to improve access; transitions and equity; gender and inclusion; access to education for marginal groups; low price privatised schooling and alternative forms of education to meet the development targets.

Some sessions will be shared with  the module on Inclusion and Diversity in UK Education within the Education Pathway.

Migrant and Refugee Wellbeing: Theory and Practice - TERM 1

Examination of the wellbeing of migrants and refugees with consideration of the historical and political contexts in which different groups of migrants are placed - including the specific situations of asylum-seekers and refugees. Examination of the welfare contexts of different receiving societies, including the impact of current debates on welfare provision for migrants and refugees. Within these contexts, contemporary services for migrants and refugees are examined, including the roles played by central government, local authorities and NGOs. Discussion of models of good practice in health and social care, and prospects for its transferral across countries.

Inclusion, Diversity and Equity in Education - TERM 1

This module looks at constructions of gender, ‘race’, class, poverty, ability/disability and behavioural norms in society and the ways in which education policy, systems and teachers can exclude and include particular groups of learners. 

Case studies of particular students designated as having ‘special education needs’ will be used to analyse the issues involved  in ensuring equality of access, provision and learning.

Understanding Forest Gardens - TERM 1

This elective explores the ‘Forest Food Garden’, the practice of harvesting food, medicine and other practical needs from a woodland ecosystem.  Although widespread in parts of the world, it is re-gaining attention in the global north as a response to climate change and loss of biodiversity.

You will learn about its heritage, underlying ecological theory and its social implications.

Visits and interviews with local forest gardeners, Roots students, an eco-nutritionist and a hemp bale building expert will inform ideas for the forest garden and a building that will serve it - to be developed with costed designs in module 2.

Exploring Comunity Engagement and Volunteering - TERM 1

This module gives you the opportunity to make a difference in our local community as part of your studies. It brings together classroom learning and the experience of volunteering in a local community organisation - such as a charity or community group.

The first part of the module looks at volunteering in the UK context, and ideas about what volunteering is and the impact it can have. There are a choice of volunteering opportunities to choose from with a range of vetted partner community organisations. You will be matched with one based on your interests, ability and timetabling availability. You must spend at least 30 hours in the volunteering placement in order to pass the module..

Volunteering may involve preparing engaging activities for children and young people, organising a fundraising event, redistributing surplus food, supporting older people, community gardening projects, campaigning on environmental issues, mentoring LGBTQ+ peers, reducing isolation amongst disabled people, helping a community group with its social media, taking on an administrative task, cataloguing for an archive, etc.

The module assignment is a 1500 word written report through which you will critically reflect on your experience. The community group will also have to verify that you completed the 30 hours with them.

You will be expected to successfully complete an Enhanced Disclosure and Barring Service (DBS) check. 

This module is a partnership between the University of Sussex Students’ Union and the School of Education and Social Work, bringing the academic learning of the school together with an opportunity for practical application in different community settings.

Find more inforation about this module on the Sussex Student Union website.

Contemporary Debates in Social Policy: Theory and Practice - TERM 1

This elective explores and questions the ways in which social policy shapes and is shaped by society, taking a critical approach to investigate contemporary issues in areas such as mental health, disability, parenting, family intervention, education, employment, poverty, youth justice, ageing society, consumerism and choice. While the main focus will be on UK social policy, comparisons from contrasting international social policy models will help to provide rich discussion and debate. The elective looks at the struggles over equality and social inclusion which characterise contemporary social policy positions, using a research-led approach to consider the ways that policies evolve and affect the social well-being of a nation. Throughout 12 weeks it will explore concepts of `social justice,` need, `fairness and `well-being' in relation to UK social policy and policy-driven practices, taking note of the voices of recipients of social policy practices through the involvement of key contacts from those using health and other services in some of the lectures. Learning will take place through a combination of lectures, online activities and student-led seminars. Online learning will include formative assessment through involvement in forums and self assessment quizzes, as well as the opportunity to access discussion groups around case studies and key topics of interest. Students will be expected to prepare work for seminars, and case studies around current issues will be used to promote active problem based engagement with the effects of social policy practice. The module will be formally assessed by an essay incorporating knowledge from research, theory and policy-in-practice.

Education, Peacebuilding and Conflict - TERM 2

In recent years, the nature of the relationship between education and conflict has emerged on the international development agenda with most development and political interventions focusing on countries in and emerging from conflict.

This module critically explores the relationship between education and conflict in low income countries and problematises the complex and multidirectional ways that education and conflict affect each other and the role that education can potentially play in both the production and prevention of violent armed conflict.

Exploring Death and Dying: Cultural, Theoretical and Practice Perspectives - TERM 2

Exploration of the diverse aspects of death and dying practices, encompassing history, the arts, the impact of technology and anthropological perspectives, as well as social policy and key theories. Underpinning this module is permission to discuss a subject normally viewed as ‘depressing’ or even ‘contagious’ in an open and sometimes fun way, challenging taboos and exploring a wide range of aspects – including the mundane and the bizarre.

Through discussion, course work, external visits and talks by visiting practitioners, you will examine dominant theories around death and bereavement, as well as the language and construction of death - both in contemporary times and in the past. The role of ritual and emotion is also explored, alongside debates around assisted dying and ‘good deaths’.

With a mainly UK focus, this module also includes anthropological perspectives on death, including those in South East Asia, Africa, Latin America and other cultures. The impact of rapidly expanding digital technologies in transforming the experience of death is also explored.

Understanding Autism and Education - TERM 2

This elective identifies the key features of autism, including the ‘triad of impairments’ (social interaction, communication and flexibility of thought) and examines the range of ways in which symptoms are manifested across the spectrum. Different theories are explored to understand psychological, biological and sociological approaches to this condition. You will be introduced to a range of case studies that take into account educational environments, interventions, behaviours and supports. The module will appeal to those who seek to further their understanding of this complex condition and, in particular, those interested in educational strategies used to support autistic pupils.

Decolonising Education: Knowledge, Power and Society - TERM 2

Decolonising education is critical for social justice in the Global North and South. This raises important questions about the relationships between knowledge, power and society in the past and present. This module addresses these issues - engaging with the politics and history of education in both UK and international contexts and critiquing how the curriculum has privileged particular knowledges and identities in ways that are racialised, gendered and classed.

Throughout the module, we relate these issues to students’ own experiences of education and what decolonising education means for them.

Promoting Community Engagement and Volunteering - TERM 2

This module follows on from the 'EXPLORING Community Engagement and Volunteering' module taken in Term 1, the former being a pre-requisite for being accepted onto this module. It brings together classroom learning and the experience of volunteering in a local community organisation such as a charity or community group.

On the first part of the module, you will look at theoretical ideas about volunteering and it’s place in British society. As with the earlier module, there are a number of volunteering opportunities with a range of vetted partner community organisations from which you will be matched to one based on your interests, ability and timetabling availability. You must spend at least 30 hours in the volunteering placement in order to pass the module.

The volunteering may involve preparing engaging activities for children and young people, organising a fundraising event, redistributing surplus food, supporting older people, community gardening projects, campaigning on environmental issues, mentoring LGBTQ+ peers, reducing isolation amongst disabled people, helping a community group with its social media, taking on an administrative task, cataloguing for an archive, etc.

The assignment is a 10 minute video presentation, in which you need to critically reflect on your experience.  This can be as simple as a vlog or something more creative. The community group will also have to verify that you completed the 30 hours with them.

You will be expected to successfully complete an Enhanced Disclosure and Barring Service (DBS) check. 

The module is a partnership between the University of Sussex Students’ Union and the School of Education and Social Work, bringing the academic learning of the school together with an opportunity for practical application in different community settings.

Find more information about this module on the Sussex Student Union website.

Everyday Digital:Generation, Life-Course and Expertise - TERM 2

This module examines new thinking about how digital technologies have become part of everyday lives in ways that both create and solve everyday problems. It is interdisciplinary in scope and draws on cutting edge research from across digital sociology and the digital humanities.

In the first part of the module you will be introduced to key concepts for understanding social and technical change, digital culture and the history of technology in the everyday. In the second part of the module we will examine how digital technologies have shaped different stages of the lifecourse from reproduction and childhood, to adulthood and elderly care. The final part of the module will reflect on areas where technology has significantly re-configured everyday living including around romantic relationships, health care and political engagement.

Creating a Forest Food Garden - TERM 2

This module follows on from ‘Understanding Forest Gardens’. 

You will collaborate to develop previous ideas into practical and costed designs for both a forest food garden and a hemp bale building (in 2020-21) to serve it plus two other related projects. As it will take at least five years from inception to early harvesting of the forest food garden, you will participate in a segment of that time, passing on your achievements and challenges for the next year’s cohort to develop.