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Your Assessment Task
The task
100% Portfolio – which has two parts to be submitted at the same time.
Part One: Campaign Brief (Equivalent 1500 words)
Part Two: FIVE Social Media content submissions, (at least two are required to be mixed media/video) (Equivalent 1500words)
NB- I have attached the submission document to use to write this essay. Than you.
Learning Outcomes
Knowledge
1. Critically evaluate a range of factors which influence the lives of children and young people in relation to the module themes (CC).
2. Identify and interpret the role of educators, organisations and/or government in addressing issues of social justice (IC).
Thinking skills
3. Demonstrate knowledge and understanding of children and young people’s experiences and rights in relation to the module content. This includes an explicit understanding of institutional power and inequality in relation to race in conjunction with gender, sexuality, class and/or disability (CI, SEI, COI).
Subject-based practical skills
4. Engage with the experiences of children and young people across an educational/community setting, particularly in relation to issues of social justice through the axes of inequality on the basis of race in conjunction with class, gender, sexuality and/or disability (IC, CC).
Skills for life and work (general skills)
5. Articulate how learning on this course might impact on future professional practice, in relation to relevant core concepts of social justice (relating to race in conjunction with class, gender, sexuality and/or disability), and ethics (CI, SEI).
Part One Guidance
Campaign Brief: Texas judge temporarily blocks investigations into parents of trans …
Your Campaign Brief Framework, is already embedded into the Submission Document on the previous page.
You are required to use this document, and this format for this submission.
Within the Campaign Brief, you will find the following sections that you need to complete:
Campaign Title
Rationale
Audience
Five Objectives
Campaign Strategy
Each of these sections address one of the Five Learning Outcomes for this module (remember this first part of the assessment is only 50% weighting, so your social media content posts will also be covering each of these learning outcomes too).
Within the submission document you will find that I have added blue text. This should be deleted before you submit your final piece of work.
The blue text gives you hints and prompts as to what you should include in each section, and a suggested word count for each section too.
It is recommended that you go through and read each section within this document as this also gives a clear guidance on the expectations of this module and what we are looking for within each part.
Part Two Guidance
Part Two or your Assessment is a total of 5 Campaign content posts designed for social media.Creative Social Media Campaign Ideas to Drive Traffic to Your Site …
IMPORTANT: This work should not actually be posted live onto social media during this module.
Part Two will also be submitted via the Submission Document available on chapter 3 of this moodle book, which you are hopefully now familiar with.
Design anything in canva by Haseebcanvaexp | FiverrIt is suggested the you use Canva to create your five posts, you will need to create a free account if you do not already have one.
This is the best editing tool (I think) with a range of formatting and design actions that are available under a free account, as well as being able to download and save your work and even share and co-create your work with others, without having to sign up to the paid for service.
Canva Training:
There are a huge range of options for Canva training, it is quite an intuitive programme, so many people (like me) are actually self taught. It is a great tool, to support you in making your work look professional and ‘finished’.
We will be focusing on Canva training within Week One content – this should be a focus for you in the first week to familiarise yourself with this editing tool and to engage with videos suggested or finding your own.
If you do wish to use an alternative programme or app, that you are familiar with, then that is fine – you need to ensure that you can download your work as jpeg and or MP4 files to your university OneDrive files.
You will find further instruction of this within the submission document, and also within weekly content of this module (including video guidance).
The Campaign Content:
Further tips and hints are also included in the Submission Document, please familiarise yourself if you have not already.
Each post will count towards 10% of your overall grade totalling 50% contribution to your overall grade (5 content posts).
At least 2 of these posts should be of a video/mixed media creation, lasting no longer the 1min30sec (each).
The remaining three posts can be of any media you choose, imagery, mixed media etc…
Each post must make direct links to your proposals within your Campaign Brief.
It is recommended that at least one of your posts is targeted or related to children’s and/or human rights focus.
Your posts should meet the strategies or target the strategies you have outlined in your brief clearly.
TIP: You have five posts to create, and five learning outcomes to meet – perhaps ensure that each of your posts meet the requirements for each of your learning outcomes
.
Lecture notes:
ransformative Paradigm
Transformative Paradigm:
An ICEBERG, with only ‘METHOD’ above the surface. Below, is METHODOLOGY, then THEORY and deepest is PHILOSOPHICAL FOUNDATIONS
Is associated with transformative philosophical assumptions and provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies.
It recognises that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values which indicate that power and privilege are important determinants of real-time experiences of individuals and groups.
In education the transformative paradigm emphasises a shift in learning approaches and teaching methodologies to create more dynamic, inclusive and student-centred learning environments.
It seeks to foster critical thinking, adaptability, and lifelong learning skills among students, preparing them to thrive in an increasingly complex and interconnected world.
A transformative approach would involve dismantling the power relations, social hierarchies and cultural hegemonies that currently underpin education, the assumed norms and values of inherited curricula and setting up processes to reimagine more inclusive ways of participating in curriculum and pedagogic practices.
The transformative paradigm emerged in response to individuals who have been pushed to the societal margins throughout history and who are finding a means to bring their voices into the world of research and/or activism.
Their voices, shared with scholars who work as their partners to support the increase of social justice and human rights, are reflected in the emergence of the transformative paradigm to guide researchers. The transformative paradigm is a framework of belief systems that directly engages members of culturally diverse groups with a focus on increased moral and social justice.
Merton (2007, 2010); Luckett and Shay (2017)
Theoretical Connections
Many of you have been asking how to define the difference between theory and concepts in social justice literature.
It can be tricky when the terminologies often overlap so here are some examples of theory and concepts in Critical Theory.
Transformative Paradigm is rooted in Critical Theory.
Critical theory’s core focus of inquiry is power and how it produces social inequality.
It believes that power is unfairly distributed and is wielded by the powerful to maintain their power while oppressing the marginalised.
It aims to call into question dominant cultural narratives by promoting marginalised voices and highlighting their oppression.
It believes that power structures need to be disrupted and dismantles for justice and equality to be achieved
Some examples of theories that sit within Critical Theory and specifically in Transformative Paradigm are:
Critical Race Theory:
Challenges the ways in which race and racial inequalities are constructed and perpetuated by social structures and institutions. Embedded under this framework is also critical whiteness studies.
Key thinkers: Derrick Bell, bell hooks, W.E.B Du Bois, Kimberle Crenshaw
Key concepts: cultural appropriation, reification/normativity and critical consciousness.
Critical Feminism:
Critiques the patriarchal systems that lead to gender inequality and advocates for the rights and empowerment of women and other gender minorities.
Feminism has gone through several ‘waves’ over time, with each wave focusing on progressively different and new areas of analysis.
Key thinkers: Simone De Beauvoir, bell hooks, Judith Butler, Kate Millet
Key Concepts: Patriarchy, Gender Roles and Gender Performativity, Stereotypes and Intersectionality.
Queer Theory:
Queer theory questions the fixed categories of gender and sexual identity. It challenges the normative ideas of sexuality and gender, arguing that these concepts are fluid and socially constructed (Butler, 1993).
In addition to challenging the binary views of gender and sexuality, queer theory also critiques the societal norms that define and constrain individual identities. It encourages the exploration and acceptance of diverse expressions of identity, emphasising that these should not be limited by traditional or mainstream understandings of gender and sexuality.
Key thinkers: Eve Kosofsky Sedgwick, Judith Butler, Michel Foucault
Key Concepts: Performativity, Heteronormativity, Intersectionality
Post-Colonial Theory:
Postcolonial theory critically examines the legacy of colonialism and its ongoing impacts on former colonies and colonised peoples.
It analyses how Western imperialism has shaped the social, cultural, and political structures of colonised regions, often leading to the marginalisation and oppression of their cultures and identities (Said, 1979). Said’s Orientalism, which talks about the white man’s romanticisation of non-white people, is a particularly good introduction to this topic.
This theory challenges Eurocentric perspectives, advocating for the recognition and visibility of indigenous knowledge and cultural practices.
Key Thinkers: Edward Said, Frantz Fanon, C.L James.
Key Concepts: Eurocentrism, Orientalism, Subaltern Studies.
Marxism:
As both a social theory and a political movement, Marxism analyses the effects of capitalism on labor, productivity, and economic development (Claeys, 2018).
Founded by Karl Marx, this theory critiques the capitalist system for creating class struggles due to the exploitation of the working class by the ruling class. Marx’s theories, including his concept of communism were later embraced by various far-left political movements and implemented in many societies in the 20th Century, including Russia, Venezuela, Cuba, and China.
Key Thinkers: Karl marx, Antonio Gramsci, Louis Althusser, Stuart Hall
Key Concepts: Social Class, historical materialism, a ‘class-less society’
Critical Pedagogy:
Critical Pedagogy is an educational approach that emphasises the role of teaching in challenging social injustices and empowering students to critically engage with and transform their world (Freire, 2018; Giroux, 2011).
It critiques traditional education systems as perpetuating societal inequalities and seeks to create a more dialogic and democratic educational experience.
Pedagogy of the Oppressed, highlights an alternative way of educating children that doesn’t simply focus on preparing them to be workers for the capitalist class.
Critical Pedagogy argues that education should not just be about transmitting knowledge, but also about developing critical consciousness in students, enabling them to question and challenge dominant power structures.
Key Thinkers: Paulo Freire, Antonia Darder, Henry Giroux, bell hooks
Key Concepts: Teacher-Student relationships, dialogic and democratic processes, education as a tool for social change.
Intersectionality:
Developed by Kimberlé Crenshaw (2013), intersectionality examines how different aspects of a person’s social and political identities (e.g., race, gender, class, sexuality) combine to create different modes of discrimination and privilege.
This concept is widely used and explores how marginalisation compounds itself when people belong to multiple marginalised identities, and attempt to draw together the research from various fields of research on marginalisation (Marxism for class, feminism for gender, critical race theory for race) to explore how this research overlaps.
Key Thinkers: Kimberlé Crenshaw, Patricia Hill, Collins Angela Davis
Key Concepts: Layered and interdependent systems of discrimination, disadvantages that are shaped by combinations of social categories and identities.
Sustainability
So how does sustainability sit within transformative paradigm and discourse?
Transformative discourse as we have covered is all about creating change, empowering us as educators and learners to recognise the opportunities for change-making in our environments both within the classroom and outside of it, in our lived experiences and relationships with people and the world we live within.
It’s about making meaningful connections, fostering a sense of responsibility, and capability of enacting change.
This is more than just about knowledge creation and acquisition…
It calls us to question the purpose of education, why is it important, and who does it benefit?
Think & Reflect on some big questions: Post your thoughts into the teams page so we can have this discussion.
What is the purpose of Education?
Why is Education so deeply embedded in to our Rights?
Transformative Sustainability moves beyond a systematic view of ‘becoming educated’ and pushes to:
Promote holistic thinking
Develop values and attitudes that create opportunity
Encourage active participation
Social Responsibility
Engaged citizenship
Relational values of care, ethics and morality.
Moving away from rote learning and preferred knowledge and curriculums based on historic ‘power narratives’:
Transformative Sustainable Education seeks to promote new pedagogies to be explored and to be used in education, which advocate for real-world-problem solving, critical reflection and collaboration.
It focus’ upon knowledge acquisition but also practical skills, adaptability and qualities that are essential to prepare the next generation for a rapidly changing and sometimes challenging world.
Transformative Sustainability Educations aligns with SDG 4.7 – Education that promotes sustainable development, human rights, gender equality, and global citizenship, (UNESCO, 2017).
It argues that by revisiting the values and definitions within our curriculum, we have the opportunity to nurture a generation capable of driving sustainability efforts across sectors and creating meaningful and sustainable systems for the tomorrow.
Morality Debts
There are some BIG morality debts within our education system and wider society.
These are often historical, and deeply embedded into institutional and cultural practices. They are as Lange (2023) refers to as ‘Wicked Problems’ (think back to our weeks one and two in the module).
Ladson-Billings (2006) referred to the ‘Educational Debt’ accumulated by education systems, when they fail to provide equitable resources, teaching quality, and supportive learning environments to marginalised students.
She referred to this as an accumulation of unmet responsibilities to disadvantaged groups, specifically when looking at racial and social-disparities.
Freire (1970) called for the need for education to respect the humanity and dignity of each learner. He stated that morality debts were incurred when learning environments failed to create inclusive spaces that empower students to be agents of change and did/do not afford access and opportunity to all.
How do we link this to our Campaigns?
Your social justice campaigns will all have a sub theme of morality-debt
When you chose your campaign, you were considering the phenomena of social injustices that we see in education and our wider society.
How to apply this to LO 2 and 5:
LO2: . Identify and interpret the role of educators, organisations and/or government in addressing issues of social justice (IC).
In your campaign what is the morality debt? Who has been marginalised?
How can educators, organisations and governments address these debts?
Are educators, organisations and/or governments accountable for this change?
LO5: Articulate how learning on this course might impact on future professional practice, in relation to relevant core concepts of social justice (relating to race in conjunction with class, gender, sexuality and/or disability), and ethics (CI, SEI).
What is your campaigns call for change?
How does your campaign begin to tackle the social justice issue and morality debt you have identified?
How can we foster transformative sustainability into meaningful actions?
Perhaps your content calls for raising awareness, gets your audience to engage in activities, or suggests ideas for workshops or thinking groups….
Remember, when you are writing this into your strategy submission document, you will be linking this back to the theoretical underpinning we have looked at through this module.
You will be making links to your rationale and strategy, through exploring how theoretical and conceptual knowledge, has underpinned how you are developing your campaign, and how you seek to engage activism as an opportunity for raising visibility, listening to unheard voices and participating in change.
You cannot include everything from the 12 weeks into this written work, but you will need to focus on the conciseness of your writing.
What to do now…
Working from your mind-maps:
Start to think about how you are underpinning your social justice campaign with social justice frameworks such as Nancy Fraser parity of participation, and also critical theory.
Where do the SDG’s align with your social justice campaign?
What Human or Children’s Rights articles underpin your call to action?
Start now to plan your writing in the submission document – perhaps using themes from your mind-map to create sub-headings.
From Week 8 onwards we will be using popular Social Justice topics to unpack campaigns and critical theory, to really gain a deeper insight into lived experiences of children and young people.
We will be using the critical theory examples laid out this week as a lens to view these social justice issues.
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