Pre-requisites None
Co-requisites None
Admissions requirements Approved DBS Certification
Disqualified combinations None

1. Account for the dominant welfare and social policy provision that is shaping the provision of services in your professional context
Knowledge and Understanding

2. Analyse current practice as situated within contemporary social, political and policy contexts;
Analysis
Learning

3. Critically reflect on the relationship between politics and theology
Learning
Reflection

4. Relate and apply approaches to facilitating the political and social education of children, young people and/or adults within the context of professional practice.
Application

CRITICAL ANALYSIS (100%) - 3,500 Words – To address learning outcomes 1,2,3,4
Example: Write a critical analysis of the theological politics of your practice agency, including a personal reflection on this aspect of your professional identity and how it informs you engagement in practice.

This module aims to frame formative reflection and aide critical investigation into students’ own position in relation to key beliefs and values, relating to contemporary social policy, welfare provision and the political backdrop to practice. This will require deliberate ongoing critical reflection on how their interpretation of this landscape relates to their identity as a professional, and informs their practice.

This module includes the study of politics, social policy and political theology. It will engage students in considering a range of perspectives on social policy and welfare drawing from sociological, political science and theological sources. Within this understanding, critical reflection on personal politico-theological commitments and the impact of these on practice will be undertaken, in conjunction with the critical examination of the local contexts, texts and traditions within which practice occurs. The social and political identities of young people and the wider community will be considered, alongside forms of intervention, engagement and political education.

This module utilises the three inter-related learning strategies for the programme. Taught workshops consist of interactive presentations, discussion, and critical debate at the residential teaching blocks. Tutorials (in person and on-line) allow discussion of the individual research that students are undertaking to prepare their assignments. Independent study and professional practice allows for critical reading around selected topics, the development of individual responses to theory and practice; and the preparation for the assessment tasks.

Alcock, P., & May, M. (2014) Social Policy in Britain. Basingstoke: Palgrave MacMillan

Atherton, J. (2011) Christianity and the New Social Order: A Manifesto for a Fairer Future. London: SPCK

Bradford, S. (2012) Sociology, Youth and Youthwork Practice. Great Britain: Palgrave MacMillan

Bretherton, L. (2010) Christianity and Contemporary Politics: The Conditions and Possibilities of faithful Witness. Chichester: WileyBlackwell.

Bretherton, L. (2015) Resurrecting Democracy. Cambridge: CUP
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Moltmann, J. (2012) Creating a Just Future: The Politics of Peace and Ethics of Creation in a Threatened World. London: SCM Press

Monbiot, G. (2016) How Did We Get Into This Mess?: Politics, Equality, Nature. London: Verso

Norman, J. (2010). The Big Society: the anatomy of the new politics. Buckingham: The University of Buckingham Press

Phillips, E. (2012) Political Theology: A Guide for the Perplexed. London: T&T Clark

Pimlott, N (2015) Embracing the Passion: Christian Youthwork and Politics. Croydon: SCM Press

Wolff, J (2006) An Introduction to Political Philosophy. Rev. 2nd Edition OUP Oxford

Wright, T (2011) Surprised by Hope. London: SPCK

The collaborative partner has approved and fully equipped teaching spaces for taught sessions; comprehensive library provision and a bespoke VLE that supports student access to resources when working remotely.