Library, where you will find relevant textbooks and audio-visual materials.
Internet, where you will find relevant web-sites.

The blackboard virtual learning environment will be availalbe (where relevant) to support this module. Details will be supplied in the module handbook.

This module incorporates three inter-related learning strategies. The three day-long workshops will be used for the consideration of core issues and key tools relating to overcoming barriers to community engagement. Tutorials allow discussion of the work that students are undertaking to prepare their assessments, and support for any study skills needs the tutor and students identify. The independent study will allow reading around selected topics, the development of individual responses to the reading, and the preparation of the assessments.

Key Information Set Data:
16% scheduled learning and teaching activitiies
84% guided independent learning

This module will offer the opportunity to explore strategies for empowering communities to overcome barriers to development and to consider models of community development such as Action for Better Community Development and Community Arts. The issues that we will address include the concepts underpinning community empowerment, such as the definition of community, the positive and negative aspects of community engagement, and the concept of social exclusion. We will investigate strategies for engaging communities in processes aimed at challenging inequalities, influencing policy and promoting change within a participatory framework. We will also consider issues of governance, obstacles to policy implementation, and issues relating to community regeneration. Case studies will include projects such as ABCD, New Deal for Communities, Truck Stop Rock, Leicester New Arrivals Project, My Body My Self, and Safety Soap Box.

Learning outcomes 1-5 (2500 words)

The portfolio will include a variety of assessments which will include an oral presentation [covers learning outcomes 4] (notes and bibliography to be submitted) and may include a selection of the following:
-Goal setting
-Reflection
-Negotiated element of work-based learning
-Use of discussion board on Blackboard
-Video podcast
-Viva voce
-Essay
-Web quest
-Case study

Key Information Set Data:
100% coursework

Buhaenko, H. et. al. (2004) What men and women want: A practical guide to gender and participation, Oxfam: UK Poverty Programme.
Somerville, P. (2011) Understanding Community: Politics, Policy and Practice, Bristol: Policy Press.
Wates, N. (2000) The Community Planning Handbook (London: Earthscan Publications)