I have attached a document that gives an overview of my reflective education journey. The work in the document needs to be extended to 4500 words, excluding the reference list (Harvard Reference Style). On the document, there are comments on the side that my lecture has made and it needs to be attended to.
Cohesive, Coherent, well synthesized. Harvard Referencing Style (in-text referencing and reference list)
In order to
address the Learning Outcomes of this module, read through the following
details:
1. Critically
evaluate different models of educational governance
a. To challenge the idea/practice of knowledge control and production:
b. Michel Foucault
c. Guy Debord & The Situationists
d. Roland Barthes
e. Michel de Certeau
f. Heutagogy
2. Analyse power
relationships within educational governance and provision
a. By utilising personal/micro experiences (via culture) and an organic
approach to knowledge (and informal education); power relationships – and how
to challenge these – will be analysed.
3. Recognise and
reflect upon how educational governance is both influenced by, and has
influence upon, wider social structures and cultural practices.
a. Through personal, creative and autoethnographic reflection, the
structures of traditional academic control will be challenged and critiqued;
the micro cultural practices and patterns for each student will illustrate the
assumptions and limitations of traditional knowledge governance.
Creative Autobiography & Reflective Writing
Guidelines
Each one of you will conceive, design, and
establish the content and title for your piece of work.
In order to produce the reflective written piece of
work, you are advised to actively engage with your ‘Creative Autobiographical’
journal reflections. Across the weeks of the module, you should construct a
personally reflective archive of associations, thoughts, and connections, in
response to your more formal experiences of learning, knowledge and education
(you are advised to make reference to the principles listed as part of column ‘A’ below).
These are to be compared and reflectively situated
against concepts and experiences associated with the informal/non-formal
elements of personal discovery, transformation and creativity (for example, you
can make reference to the formal principles listed as part of column ‘B’ below).
To develop the Creative Autobiographical journal,
you should reflectively consider your own ideas and connections, by
incorporating concepts and theorists (from columns
‘C’ & ‘D’ below).
This developmental material can then be utilised as
part of the assessed piece of reflective writing of 4500 words:
A:
Formal Ed/Learning
B:
Non/Informal Ed/Learning
C:
Concepts
School/Instruction
Discovery
Expressionism
Testing/Grading
Inspiration
Death of the Author
Conformity
Freedom
Punctum
Routine/Repetition
Daydream
Dérive
Authority
Transformation
Détournement
Control
Creativity
Utopia/Not-Yet
Structure
Imagination
Temporary Autonomous Zones
Security
Unstructured
Rhizome
Instruction
Self-directed
Trace
D:
Theorists
Geert Biesta
Paulo Freire
bell hooks
Deleuze &
Guattari
Guy Debord
Rosi Braidotti
Roland Barthes
Ernst Bloch
Peter McLaren
I
