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The Pedagogy of the Social Sciences Curriculum

  • Book
  • © 2017

Overview

Editors:
  1. Jamie P. Halsall

    1. Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, United Kingdom

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  2. Michael Snowden

    1. Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, United Kingdom

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    You can also search for this editor in PubMed   Google Scholar

  • Provides a new teaching and learning model to community development within the context of public health
  • Focuses on key concepts such as community development, health, the voluntary and statutory sectors, teaching and learning, accreditation and pedagogical approaches
  • Addresses issues pertinent to the relationship between the higher education sector and voluntary sector
  • Includes supplementary material: sn.pub/extras

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Where We Are Now

    • Jamie P. Halsall, Michael Snowden
    Pages 1-10

  3. Towards a Concept of Solution-Focused Teaching: Learning in Communities: About Communities—for the Benefit of Communities

    • Mark Schofield
    Pages 11-23

  4. Heutagogy in an Emerging Curriculum

    • Michael Snowden
    Pages 25-38

  5. On the Edge

    • Gill Cressey
    Pages 39-54

  6. Collaborative Working in the Statutory and Voluntary Sectors

    • Younus Khan, Jamie P. Halsall
    Pages 55-67

  7. Delivering a Community Development Curriculum to Students with Multiple Identities: Exploring the Issues and Identifying Challenges for Educators

    • Dexter du Boulay
    Pages 69-83

  8. Photography and Teaching in Community Development

    • Geoff Hinds
    Pages 85-92

  9. A Model for Change: Sharing Ideas and Strategies

    • Ian G. Cook, Paresh Wankhade
    Pages 93-106

  10. Establishing Excellence: Where Do We Go from Here?

    • Michael Snowden, Robert McSherry
    Pages 107-118

  11. Back Matter

    Pages 119-123
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Keywords

About this book

This far-sighted volume describes emerging trends and challenges in university-level social sciences education in an era marked by globalization, austerity, and inequity. It spotlights solution-focused and interdisciplinary methods of teaching,  developed to match influential academic ideas, such as self-directed learning and learning in communities, as students seek to engage with and improve conditions in their immediate environments. Chapters offer real-world applications of foundational concepts in the modern practice of teaching, learning, and curriculum development. Accordingly, the editors emphasize the relationship between pedagogy and curriculum, as both are critical in encouraging student autonomyand promoting optimum academic and societal outcomes.

Included in the coverage:

· Towards a concept of solution-focused teaching: learning in communities.

· Heutagogy and the emerging curriculum.

· Collaborative working in the statutory and voluntary sectors.

· Delivering a community development curriculum to students with multiple identities.

· Photography and teaching in community development.

· A model for change: sharing ideas and strategies.

The Pedagogy of the Social Sciences Curriculum will inspire sociologists, social workers, and health and sociology educators to take a deeper role in community well-being as students, faculty, and communities collaborate to make lasting contributions to society.

 

Editors and Affiliations

  • Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, United Kingdom

    Jamie P. Halsall, Michael Snowden

About the editors

Jamie Halsall is a senior lecturer in social sciences in the School of Human and Health Sciences at the University of Huddersfield. His research interests lie in the field of sociology of community. In December 2011 Jamie co published a book with Ian Cook, Aging in Comparative Perspective: Processes and Policies, which was published by Springer Press. Jamie is currently a stream coordinator at the British Sociological Association for the Social Divisions/Social Identities. He is the book review and conference report editor for the international journal, Global Built Environment Review (GBER). Michael Snowden is a senior lecturer in health and community studies in the School of Human and Health Sciences at the University of Huddersfield. His research interests lie in the field of pedagogy, mentorship, curriculum enhancement, and learning. Michael is a regular speaker at national and international conferences concerned with the development of pedagogical strategies. Michael is currentlythe national coordinator for the flexible pedagogy group of the Universities Association for Life Long Learning and works in collaboration with the European Mentoring and Coaching Council to develop mentorship within higher education.

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