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ERIC Number: ED443606
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 7
Abstractor: N/A
Reference Count: N/A
Centering a Degree on the Periphery: Curriculum Design in Cornwall and the Politics of Place.
Deacon, Bernard; Westland, Ella
In most debates about teaching, learning, and research, the spatial context of education is either taken for granted or ignored. But places can be viewed as more than empty frames for social action; they can be seen as both historically constituted by social processes and, in turn, constituting those social processes. This paper aims to restore a sense of place to the discussion of the education of adults by locating the connections among space, teaching, learning, and research in one particular place: Cornwall (England). The University of Exeter's Continuing Education department developed a part-time degree in Cornwall. After setting out the theoretical context, the problems of evolving and delivering this part-time degree are located in the context of Cornwall's location as a periphery in a set of center-periphery relations. These relations help to explain both the constraints experienced in developing the degree and the teaching method and curriculum design that are being evolved. Program developers initially thought about ways to compensate for the distance from Exeter (and the supposed deprivations of being on the periphery) but later came to rethink their teaching methods to maximize local resources and help learners reflect on Cornwall's strengths. Curriculum design focused on transferable skills such as technology skills and teamwork and on promoting the explicit awareness of center-periphery relations, notably through a strong element of Cornish Studies. (Contains 29 references.) (SV)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)