Module XAC-2032:
Y Plentyn Byd-eang
Module Facts
Run by School of Education and Human Development
20.000 Credits or 10.000 ECTS Credits
Semester 1
Organiser: Mr Clive Underwood
Overall aims and purpose
Bwriad y modiwl yw craffu ar faterion yn ymwneud â mynediad cyfartal at addysg mewn cyd-destun rhyngwladol. Mae’n herio rhai o’r rhagdybiaethau am addysg, gan edrych yn arbennig ar anghydraddoldeb o safbwynt addysgol, cymdeithasol a lles mewn gwledydd datblygedig a gwledydd sy'n datblygu. Mae’n canolbwyntio ar themâu amrywiaeth, cymhathiad, cydraddoldeb a chyfiawnder i blant a phobl ifanc. Mae’n craffu ar sut mae ymarferion economaidd a gwleidyddol yn effeithio ar gyfleoedd addysgol, a chanlyniadau cymdeithasol a dewisiadau bywyd. Mae’n archwilio swyddogaeth cyrff rhyngwladol, llywodraethau, sefydliadau anllywodraethol etc wrth hyrwyddo hawliau plant a phobl ifanc.
Course content
Y cefndir yw Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP, 1989) ac y Nodau Datblygu Cynaliadwy (NDC): Mae’r modiwl yn canolbwyntio ar gymharu a chyferbynnu darpariaeth addysgol i blant a phobl ifanc mewn amrywiaeth o wledydd datblygedig ac sy'n datblygu.
Gosodir y pwyslais ar y canlynol:
• y ffordd mae polisïau addysgol yn cydnabod neu'n anwybyddu anghenion plant a hyrwyddo cynhwysiant neu allgau cymdeithasol.
• y diffyg cyfle cyfartal a’r anghydraddoldebau addysgol mewn gwledydd
datblygedig a gwledydd sy’n datblygu
•heriau moesol, moesegol, economaidd, a gwleidyddol yr unfed ganrif ar hugain
o ran cam-drin hawliau ac anghenion plant mewn amrywiol gyd-destunau, gan gynnwys: plant fel ceiswyr lloches, ymfudwyr economaidd a ffoaduriaid; plant fel caethweision a llafur plant; plant yn filwyr ac yn amddifad oherwydd rhyfel; plant sydd wedi eu hecsbloetio’n rhywiol; plant mewn gwrthdaro diwylliannol a chrefyddol a gweithredoedd terfysgol; plant ag AIDS a phlant yn byw mewn tlodi.
• swyddogaeth ac ymyriad mudiadau rhyngwladol, megis y Cenhedloedd Unedig, ILO, llywodraethau cenedlaethol a chyrff anllywodraethol i sicrhau newid cymdeithasol a chyfiawnder a thegwch i blant a phobl ifanc.
Assessment Criteria
threshold
Arddangos yn foddhaol y deilliannau dysgu
good
Gwybodaeth dda a dealltwriaeth sylweddol, tystiolaeth gadarn o sgiliau gwerthuso a dadansoddi cymwys, yn drefnus ac wedi ei strwythuro’n dda.
excellent
Gwybodaeth gynhwysfawr a dealltwriaeth ddatblygedig, cryn dystiolaeth o adfyfyrio beirniadol a gwerthuso eithriadol, strwythur a dadleuon ardderchog
Learning outcomes
-
- Deall a thrafod yn feirniadol y gwerthoedd y tu ôl i bolisïau addysgol gwledydd datblygedig ac sy’n datblygu;
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- Arfarnu cryfderau a gwendidau polisïau ac ymarferion o’r fath yn eu cyd-destunau cymdeithasol, gwleidyddol, crefyddol, diwylliannol;
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- Nodi a thrafod yn feirniadol anghyfiawnder a diffyg cydraddoldeb a chyfleoedd addysgol trwy’r byd;
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- Deall effaith materion byd-eang cyfredol, mewn gwahanol wledydd, ar draws y byd datblygedig a’r byd sy’n datblygu ar anghenion a datblygiad cymdeithasol, amgylcheddol ac addysgol plant;
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- Nodi a gwerthfawrogi’r ffactorau economaidd a gwleidyddol allweddol sy’n rhyngweithio mewn gwledydd sy’n diystyru hawliau plant;
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- Gwerthuso gwaith gwahanol fudiadau rhyngwladol, llywodraethau cenedlaethol a chyrff anllywodraethol yn ymyrryd ac yn eiriol dros newid yng nghyd-destun hawliau ac addysg plant.
Assessment Methods
Type | Name | Description | Weight |
---|---|---|---|
Written assignment, including essay | Traethawd Beirniadol | 50.00 | |
Written assignment, including essay | Clytwaith | 50.00 |
Teaching and Learning Strategy
Hours | ||
---|---|---|
Lecture | 33 awr o amser cyswllt yn cael ei ddarparu mewn dull dysgu cyfunol, yn cynnwys darpariaeth ar-lein ar ffurf tasgau strwythuredig, darlleniadau, cyflwyniadau wedi'u recordio a rhai seminarau cymorth wyneb yn wyneb. |
33 |
Private study | 167 |
Transferable skills
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resources
Talis Reading list
http://readinglists.bangor.ac.uk/modules/xac-2032.htmlReading list
Reading List
Check Bb for additional weekly reading sources for sessions and assignments
Key texts
Cox C. & Marks J, (2006) This Immoral Trade: Slavery in the 21st Century, Monarch
Penn, H (2005) Unequal Childhood: Young children’s lives in poor countries, Routledge
Other recommended texts:
Ahier, J., et al., (2000) Diversity and Change: Education, Policy and Selection, Routledge
Alexander, R., (2001) Culture and Pedagogy, Blackwell, 2000.
Bales, K (2009) Disposable People, California
Beah, I. (2007) A long way gone: Memoirs of a boy soldier, London: Fourth Estate
Brown, M., and Harrison, D. (1996) Changing Childhood Oxford UP.
Children & Society, (2008) Special Issue: Child Slavery Worldwide, Vol. 22, Issue 3
**Craig, G. (ed) (2010) Child Slavery Now – A Contemporary Reader, Bristol:
The Policy Press General Assembly of the United Nations (1989),
The Conventions of the Rights of the Child http://www.unicef/org/CVC. Mann, S, (2007),
Human Rights and Social Justice in a Global Perspective: An Introduction to International Social Work , OUP
Martaine E et al (2006) Improving Primary Education in Developing Countries, World Bank
**Montgomery, H. (ed) (2013) Local Childhoods, Global Issues, 2nd edition, Bristol:
The Policy Press Rosen, D. M. (2005) Armies of the Young: child soldiers in war and terrorism, Rutgers University Press UNICEF. (various)
State of the World's Children. Oxford UP. UN. (2000) Millennium Development Goals.
**Wells, K. (2009) Childhood in a Global Perspective, Cambridge: Polity Press Wessells, M. G. (2006) Child Soldiers: from violence to protection, Harvard University Press
Williams J H & Cummings, W K, (2005) Policy-making for Education Reform in Developing Countries: Contexts and Processes, Oxford
Journals (all accessible via the Library catalogue)
*Journal of International Development International Journal of Educational Development Childhood – A Journal of Global Child Research Children’s Geographies Children and Society Gender and Education Gender and Society
*New Internationalist: a magazine that you can subscribe to, but you can go online and follow their blogs and international reports & stories. An excellent resource for global issues from a non-Western perspective. www.newint.org
Key Organisations/Websites Human Rights Watch: www.hrw.org
International Labour Organisation (ILO): www.ilo.org
UNICEF: www.unicef.org
ECPAT (Campaigning against child trafficking and transnational child exploitation): www.ecpat.org.uk
UN Women (UN entity for gender equality and the empowerment of women): www.unwomen.org
Unicef Office of Research (‘Innocenti Centre’): www.unicef-irc.org
Save the Children International: www.savethechildren.net Minority Rights Group International: www.minorityrights.org
Courses including this module
Optional in courses:
- X314: BA Astudiaethau Plentyndod ac Ieuenctid year 2 (BA/API)
- X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 2 (BA/APIC)
- X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 2 (BA/APIPC)
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 2 (BA/APIS)
- X319: BA Childhood and Youth Studies and Psychology year 2 (BA/CYP)
- X313: BA Childhood and Youth Studies year 2 (BA/CYS)
- X317: BA Childhood and Youth Studies and Social Policy year 2 (BA/CYSP)
- X315: BA Childhood and Youth Studies and Sociology year 2 (BA/CYSS)
- X321: BA Astudiaethau Plentyndod ac Ieuenctid a Chymraeg year 2 (BA/PIC)