At the end of this course students will:
- have knowledge about several policy dossiers in the field of Human Development.
- have knowledge of, can apply, and can critically reflect upon paradigms (theoretical perspectives) underlying choices of policymaking in Human Development.
- continuously be reflexive of their own normative position and values in relation to policymaking and interventions in Human Development.
- are aware of and can place different dimensions in the cycle of policy, such as the functional, social, and infrastructural dimensions.
- are capable of designing an intervention while reflecting on its underlying paradigms and taking the various dimensions of policy into account.
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The purpose of the course is to teach students to critically reflect upon their position as pedagogue and to gain knowledge about their role in policymaking or designing interventions in the field of pedagogics or social science in general. We will start by reflecting on underlying core assumptions and theories that play an important role in the field of social science and pedagogy in particular. We will learn about possible alternative paradigms, such as critical pedagogy, and how these different paradigms influence our choices in policymaking. Following that, we will work with actual topical policy dossiers (chosen by students themselves) and reflect on the paradigms that the dossiers are based upon and possible ways of governance to improve the effects of the current policy. In order to do that, students will also learn skills in designing interventions.
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Individual assignment and group assignment (in pairs).
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Given the current situation regarding COVID-19, all information from this course description is expressly subject to change. Future developments in the field of COVID-19 could lead to certain passages no longer corresponding to the descriptions made at the start of the academic year. Therefore, no rights can be derived from the course descriptions.
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