Education: Pedagogical Relations

Summary

Admission requirements

Prerequisite courses for this course are: Courses: ET604E-Education: Education and Formation.

Syllabus

Syllabus for students spring 2021

Course Code:
ET605E revision 1.1
Swedish name:
Pedagogik: Pedagogiska relationer
Level of specialisation
A1F
Main fields of study:
Education
Language:
English
Date of ratification:
27 December 2019
Decision-making body:
Faculty of Education and Society
Enforcement date:
18 January 2021
Replaces Syllabus ratified:
24 May 2019

Entry requirements

Prerequisite courses for this course are: Courses: ET604E-Education: Education and Formation.

Purpose

The course aims for the student to develop knowledge of different theories of pedagogical relations, and how to relate these to concepts such as generation, education, care, emotion, authority, and power. In addition, the course encourages students to explore literature, films and art and look at how pedagogical relations are portrayed therein.

Contents

The course begins with an overview of influential theories of pedagogical relations, placing focus on reading and interpreting both historical and contemporary texts. These theories include perspectives of feminism, intersubjectivity/communication and phenomenology. The course addresses ideas about pedagogical relations in relation to ideas about formation, care, emotion and power. Furthermore, pedagogical relations will be discussed in connection with questions about generation and the tension between governance and freedom.

Learning outcomes

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

  1. compare and discuss various theories of pedagogical relations;
  2. analyse fictitious and artistic examples of pedagogical relations, based on the course’s theoretical perspectives

Learning activities

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

Assessments

The course is assessed by a written paper and oral presentation, which combined examine learning outcomes 1 and 2.
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.

Grading system

Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).

Course literature and other teaching materials

Bergdahl, Lovisa & Langmann, Elisabet (2018). Pedagogical postures: a feminist search for a geometry of the educational relation. Ethics and Education, 13:3, pp. 309-328 (20 p.)
Biesta, Gert .J.J. (1994). Education as practical intersubjectivity: Towards a critical pragmatic understanding of education. Educational Theory, 44(3), pp. 299-317 (18 p.)
Dearden, Robert Frederick (2010/1972). Autonomy and education. In: Dearden, Robert Frederick, Hirst, Paul Heywood & Peters, R. S. (eds.), Education and the Development of Reason. London: Routledge & Kegan Paul (pp. 448–465) (17 p.)
Hand, Michael (2006). Against autonomy as an educational aim. Oxford Review of Education, 32(4), pp. 535–550 (15 p.)
Hunt for the Wilderpeople (2016) [video]. The Orchard
Jasinski, Igor & Lewis, Tyson E. (2016). ‘Trust Me, I Do Not Know What I Am Talking About!’ The Voice of the Teacher Beyond the Oath and Blasphemy’. Educational Philosophy and Theory, 49:1, pp. 47-57 (10 p.)
Kafka, Franz (2015). Letter to the Father/Brief an den Vater: Bilingual Edition. Berlin: Schocken (144 p.)
Kohan, Walter (2015). Childhood, education and philosophy: New ideas for an old relationship. New York: Routledge (148 p.)
Leave no Trace (2018) [video] Bleecker Street.
Morgan, Jeffrey (1996). A defence of autonomy as an educational ideal. Journal of Philosophy of Education, 30(2), pp. 239–252 (13 p.)
Mud (2012) [video]. Lionsgate
Rancière, Jacques (1991). The ignorant schoolmaster. Five lessons in intellectual emancipation. Stanford, CA: Stanford University Press (176 p.)
Stone, Carolyn M. (1990). Autonomy, emotions and desire: some problems concerning R. F. Dearden’s account of autonomy. Journal of Philosophy of Education, 24(2), pp. 271–283 (12 p.)
Sæverot, Herner (2011). Kierkegaard, Seduction, and Existential Education. Studies in Philosophy and Education, 30, pp. 557–572 (15 p.)
Todd, Sharon (2003). Learning from the Other. Albany, NY: SUNY Press (188 p.)
Twain, Mark (2012). The Mysterious Stranger. London: Penguin Classics (114 p.)

Course evaluation

Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).

Contact

The education is provided by the Faculty of Education and Society at the Childhood, Education and Society.

Further information

Application

29 March 2021 - 02 May 2021 Day-time 100% Malmö This course is offered as part of a program