5B099E - Global Childhoods 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 5B099E | ||
|---|---|---|---|
| Module Title: | Global Childhoods | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Philippa Watkins | ||
| Module Team: | Wendy-Lee Jones, Sallyann Seaward | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | |||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
To develop students’ critical understanding of the diverse, socially and culturally constructed nature of childhood in a global context, drawing on perspectives from Childhood Studies.
To enable students to critically examine how global discourses, policies, and practices shape and sometimes misrepresent childhood, including engagement with frameworks such as the United Nations Convention on the Rights of the Child.
To support students in applying theoretical and research-informed knowledge to design and justify contextually appropriate, ethical responses to real-world issues affecting children globally.
Content Summary
This module explores how childhood is shaped, experienced, and understood across different global contexts. Drawing on perspectives from Childhood Studies, you will examine how social, cultural, political, and economic factors influence children’s lives, and critically question the idea of a “universal” childhood.
You will engage with key international frameworks, including the United Nations Convention on the Rights of the Child, while also considering critiques that highlight how global policies can reflect Western assumptions and power imbalances. Through case studies, discussion, and applied activities, the module encourages you to analyse how childhood is sometimes misrepresented in media, policy, and education.
The module adopts a challenge-based approach, supporting you to move from critical understanding to practical application. You will investigate a real-world issue affecting children and design a contextually appropriate solution, supported by a justification paper that demonstrates your use of theory, research, and ethical reasoning. By the end, you will be equipped to think critically, engage with diverse perspectives, and develop informed responses to complex global issues in education.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical Classes and Workshops | 56 |
| Guided Study | 10.5 |
| Digital Learning | 10.5 |
| Summative assessment | 60 |
| Independent Study | 163 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Analyse and evaluate diverse constructions of childhood across global contexts, using relevant theoretical and research-informed perspectives from Childhood Studies and postcolonial theory. |
| LO2 | Apply theoretical and research-informed knowledge to design and justify a contextually appropriate educational or policy-based intervention that challenges dominant representations of childhood and demonstrates ethical and cultural awareness |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Essay 1 | This assessment requires students to investigate contemporary issues affecting childhood across different cultural, social and political contexts. It requires students to explore current thinking and practice before using AI (AIAS evel 4) to designing a solution. Students will offer a critique and evaluate of the response in essay form. The assessment strategy for this module aligns with the USW Assessment for Learning Principles by emphasising authenticity, inclusivity, and developmental progression. | 0 | 4000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Essay 1 | ✔ | ✔ | |