URBAN ENVIRONMENTAL PLANNING|ENVIRONMENTAL JUSTICE|URBAN SUSTAINABILITY|PARTICIPATORY PROCESSES

This module will provide you with an understanding of current environmental problems and how to act upon them, with specific reference to urban and peri-urban...

Urban Environmental Planning and Management in Development (DEVP0021)

This module aims to: develop students’ understanding of critical approaches to the analysis of Multimodality and Fan Cultures enable students to produce...

Multimodality and Fan Cultures  - Researching the Media II (CCME0148)

This module aims to: develop students’ understanding of critical approaches to the analysis of Multimodality and Fan Cultures enable students to produce a portfolio of work examine the construction of media texts and production processes as well as critically assess reception. 

NOTE: this module belongs to:

PATHWAY 1: Critical Media with Film – an emphasis on theory, but with a throughline of practical work in film-making running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in film up to advanced level.

PATHWAY 2: Critical Media with Games – an emphasis on theory, but with a throughline of practical work in game, VR/AR/XR design running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in games and interactive media up to advanced level.

INCLUSIVE EDUCATION|SPECIAL EDUCATION|SPECIAL EDUCATIONAL NEEDS|(DIS)ABILITY|RESEARCH|POLICY|P

This module reflects on the implications of recent, current and relevant legislation in the UK and internationally on policy, research and practice in schools,...

Concepts and Contexts of Special and Inclusive Education (PHDE0061)

This module reflects on the implications of recent, current and relevant legislation in the UK and internationally on policy, research and practice in schools, colleges and other education-related settings. It includes critical analysis of the terminology of '(dis)ability', 'special educational needs', 'inclusion', 'exclusion' and 'labelling' and sets UK special education policy, research and practice into a wider international context. The focus is to relate participants' own professional experience to a range of diverse theoretical models and to enable them to use knowledge, understanding, awareness and insights gained to generate own hypotheses and propose own 'solutions' to issues relevant to the field of special and inclusive education.