Arendt, Hannah (2006). Between Past and Future: Eight Exercises in Political Thought. London: Penguin (298 pp)
Hobbes, Thomas (2008). Leviathan. Oxford: Oxford University Press (508 pp)
Mouffe, Chantal (2005). On the Political. London: Routledge (160 pp)
Ozga, Jenny (2000). Policy Research in Educational Settings: Contested Terrain. Buckingham: Open University Press (146 pp)
Plato (2007). The Republic. London: Penguin Classics (480 pp)
Rawls, John (2005). A Theory of Justice. Cambridge, Mass: Harvard University Press (607 pp)
Rousseau, Jean-Jacques (2004). The Social Contract. London: Penguin (176 pp)
Spinoza, Benedict (2007). Theological-Political Treatise. Cambridge: Cambridge University Press (280 pp)
Plus a selection of academic papers (approx. 200 pp.)
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About the course
The course interrogates different classical and contemporary political theories and their various implications for education. A key aspect of this endeavor concerns investigating tensions between the formation of the individual and the formation of society. In the course we will meet twice on a weekly basis and each week we will tackle a new thinker and a new aspect of the core problem dealt with in this course. This problem can be summarized as follows: What makes society work and what role does education play in making society work?
This course is offered as part of programme:
Course content
The purpose of the course is for the student to develop a broad understanding of the relationship between education and politics. In addition, the purpose is for the student to develop an understanding, as well as an ability to analyze, education as political activity, as a means for political governance, as a preparation for a future political life, and as a non-political project.
The course introduces key concepts and ideas of educational theory and political philosophy, focusing on the relationship between education and politics in different contexts. A central part of the content concerns tensions between the state, other political actors, and public educational institutions and practices. The course also encompasses a discussion on policy analysis as method and on the relationship between education and democracy as well as between personal autonomy and social dependence.
Entry requirements
Degree of Bachelor in education, social sciences or the humanities, and the equivalent of Swedish secondary school English 6
alternatively
A professional qualification specialising in teaching that comprises 180 credits, of which 15 credits from an independent project, and the equivalent of Swedish secondary school English 6
Course literature
Course evaluation
Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).
