Moodle@Warwick

This option, an alternative to the MA dissertation, allows students to pursue an independent practice-as-research project in the field of literary and/or theatre and performance studies, developing a specialised insight into their selected topic and chosen form. Students will engage analytically with key debates and major theoretical concepts in their chosen field, and learn key research skills. They will gain an understanding and awareness of practice-as-research methodology, including any relevant ethical considerations.

This option, an alternative to the MA dissertation, allows students to undertake a six-week placement that develops their knowledge of professional practice in the fields of literature, theatre or performance. Students will use their placement to explore clearly-articulated research questions, and reflect critically upon these questions in the written submission. They will also develop relevant professional skills.

Students receive five supervisions for their MA dissertations, two in Term 2 and three in Term 3. Supervisions are generally around 45-60 minutes in length, but the initial two meetings may be shorter. In the case of the Professional Practice Dissertation, Term 3 meetings may need to be rescheduled for other points in the year (depending on the timing of the placement).

Assessed by a 10,000 word reflective essay/portfolio.

This option, an alternative to the MA dissertation, allows students to undertake a six-week placement that develops their knowledge of professional practice in the fields of literature, theatre or performance. Students will use their placement to explore clearly-articulated research questions, and reflect critically upon these questions in the written submission. They will also develop relevant professional skills.

This module aims to enable students to understand and evaluate the use of Education Theory research methods in the study of Religions, Society and Education with specific reference to Islamic Education. 

Students will explore the principles of Education Theory and be guided to critically analyze the use of Education Theory methods in relation to the theory and practice of Islamic Education with the view of developing distinctive research projects in the field.

The aim is to critically examine the psychological foundations of educational theory both in the western and Islamic framework with a specific focus on exploring the interconnection between educational practice and human development within context of Muslim minority and majority societies.  The emphasis will be on facilitating a critical and reflective dialogue between western and Islamic perceptions and values of human development facilitated through diverse models of pedagogic practice. 

Students will explore the interdisciplinary nature of research into understanding human development, its contextual articulations and formations in diverse cultural settings. The concept of holistic human development and Islamic Education will be critically grounded in individual and collective self-understanding(s) that include mental, physical, social, emotional and spiritual growth.

The relationship between education theory, pedagogic practice and diverse perceptions of human psycho-spiritual maturation and identity development will be discussed.  Students will be guided to critically analyze the use of education theory methods in examining the awareness and role of human development in the organization, content and delivery (curriculum, teaching/learning strategies, assessment) of Islamic Education at different levels of formal and informal education in contemporary Muslim minority and majority societies. 

Welcome to 

New Perspectives in Islamic Pedagogy  

This module aims to enable students to engage critically with the concept of Islamic pedagogy through exploring historical formation of Islamic traditions of learning and teaching and assessing their contemporary applications in diverse Muslim educational settings.  Students will be taught the principles of historical, cultural and pedagogic  analysis in relation to a selected texts, context(s)  and topics in particular research projects in the inter-disciplinary field of Islamic Education.

Students will critically and comparatively explore the notion of pedagogic practice within diverse Muslim historical and contemporary cultural settings with the view of examining the role  of gender, learner agency, values and ethics of teacher-student relations. The emphasis will be on exploring the models of leaner-led critical and reflective pedagogies in Islamic and western educational thought.  Students will be encouraged to consider the implications of their inquires for the pedagogic creativity and development in contemporary Islamic educational practice.  

Welcome to

New Perspectives in Islamic Pedagogy 

This module aims to enable students to engage critically with the concept of Islamic pedagogy through exploring historical formation of Islamic traditions of learning and teaching and assessing their contemporary applications in diverse Muslim educational settings.  Students will be taught the principles of historical, cultural and pedagogic  analysis in relation to a selected texts, context(s)  and topics in particular research projects in the inter-disciplinary field of Islamic Education.

Students will critically and comparatively explore the notion of pedagogic practice within diverse Muslim historical and contemporary cultural settings with the view of examining the role  of gender, learner agency, values and ethics of teacher-student relations. The emphasis will be on exploring the models of leaner-led critical and reflective pedagogies in Islamic and western educational thought.  Students will be encouraged to consider the implications of their inquires for the pedagogic creativity and development in contemporary Islamic educational practice.