Module manager: Dr Anne Luke
Email: A.C.Luke@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2024/25
This module is approved as an Elective
This module will introduce you to the concepts of child poverty and child well-being. Child poverty and well-being will be examined in national and international perspectives. You will explore different, and sometimes competing, theories around what child poverty is and why some children experience poverty while others do not. The importance of theories in determining how poverty is conceptualised, measured, and addressed through policy will be covered. You will investigate the links between child poverty and child well-being, and how the inclusion of children’s perspectives in how we define and measure both concepts can help to further our understanding of these links. You will critically engage with literature from academic, policy, and civil society sources, and develop an understanding of how different theories and measures of poverty and well-being inform the thinking and agendas of these different actors.
This module investigates child poverty and well-being, and the links between the two. It aims to:
1. Explore multiple competing conceptions, definitions and measures of poverty and well-being
2. Encourage students to engage with varied understandings of what child poverty and child well-being mean, for children’s lives in the present
3. Consider the role of children themselves in shaping our understanding of child poverty and well-being
4. Consider child poverty and well-being in national and international contexts, and across diverse cultures
5. Examine the position of child poverty and well-being in national and international policy
6. Explore the role of children, families, and the state in reducing children’s exposure to poverty and enhancing their well-being
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject. On completion of this module students will be able to:
1. Evaluate different conceptions and definitions of child poverty and well-being
2. Evaluate different methodological approaches to studying child poverty and well-being, and how these link to issues of conceptualisation and definition
3. Explain the importance of cultural and national contexts to children’s experiences of poverty and to their well-being
4. Devise appropriate research strategies to explore child poverty and well-being
5. Critically analyse research literature to evaluate different approaches to conceptualising, defining and measuring child poverty and child well-being
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Evaluate and apply ideas, arguments and concepts related to child poverty and wellbeing clearly, coherently, and concisely in written and oral forms.
2. Critically evaluate theories to examine child poverty policies and practices.
3. Apply independence, autonomy and self-direction in planning and completing assessments.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 2 | 22 |
| Private study hours | 278 | ||
| Total Contact hours | 22 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Formative assessment is conducted during the activities and discussion conducted in the weekly sessions. These will enable students to ask questions, clarify issues and the tutor to monitor student progress. Specific support for the assessment assignment will be provided in the final lecture, and students will have the opportunity to seek support on the assignment through 1-1 contact with the teaching staff and specifically module leader.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | Coursewook | 100 |
| Total percentage (Assessment Coursework) | 100 | |
4000 words.
The reading list is available from the Library website
Last updated: 30/01/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team