Degree of Bachelor in education, social sciences or the humanities, and the equivalent of Swedish secondary school English 6

alternatively

A professional qualification specialising in teaching that comprises 180 credits, of which 15 credits from an independent project, and the equivalent of Swedish secondary school English 6

No main field

The purpose of the course is for the student to develop a broad understanding of the relationship between education and politics. In addition, the purpose is for the student to develop an understanding, as well as an ability to analyze, education as political activity, as a means for political governance, as a preparation for a future political life, and as a non-political project.

The course introduces key concepts and ideas of educational theory and political philosophy, focusing on the relationship between education and politics in different contexts. A central part of the content concerns tensions between the state, other political actors, and public educational institutions and practices. The course also encompasses a discussion on policy analysis as method and on the relationship between education and democracy as well as between personal autonomy and social dependence.

Upon completion of the course, the student should be able to

1. explain and critically scrutinize pedagogical and political theories about the relation between education and politics from
historical and contemporary perspectives,
2. analyze the relation between education as a project of individual emancipation and as a social political project,
3. analyze discussions of education as a means for political change in different contexts,
4. analyze educational policy documents from a policy analytical point of view.

The course is based on regular lectures, seminars and joint study. There will be opportunities for feedback between the students throughout the course.

Test 1: Written exam, 10 credits. This test will examine the intended learning outcomes 1 and 2.

Test 2: Written exam, 5 credits. This test will examine the intended learning outcomes 3 and 4.

The course coordinator will provide information about grading criteria at the start of the course.

It must be possible to distinguish between individual performances for all assessments.

Arendt, Hannah (2006).Between Past and Future: Eight Exercises in Political Thought. London: Penguin (298 s)

Hobbes, Thomas (2008).Leviathan. Oxford: Oxford University Press (508 s)

Mouffe, Chantal (2005).On the Political. London: Routledge (160 s)

Ozga, Jenny (2000).Policy Research in Educational Settings: Contested Terrain. Buckingham: Open University Press (146 s)

Plato (2007).The Republic. London: Penguin Classics (480 s)

Rawls, John (2005).A Theory of Justice. Cambridge, Mass: Harvard University Press (607 s)

Rousseau, Jean-Jacques (2004).The Social Contract. London: Penguin (176 s)

Spinoza, Benedict (2007).Theological-Political Treatise. Cambridge: Cambridge University Press (280 s)

Ett urval av vetenskapliga artiklar tillkommer (ca 200 s).

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.