Module manager: Dr Peter Hart
Email: p.j.hart@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2026/27
This module is not approved as a discovery module
Can members of far-right political groups also be teachers in culturally diverse schools? What protections should religious groups expect from equality legislation? Should parents be allowed to take their child abroad for experimental treatment against the advice of UK doctors? Is the sharing of information between school and home an invasion of children’s privacy? This module will use philosophical theory as a resource to better understand, articulate, and recognise tensions inherent in a plural society, as they relate to children and families. Questions that consider the challenge of balancing the interests of the state, the family, and the child will be looked at in relation to cultures that are complex and diverse, where minoritised groups may find themselves in opposition to, or oppressed by, dominant cultures. You will be asked to consider case examples involving such cultural tensions and examine the various issues and philosophical perspectives within them. The module will be of particular interest to students thinking of a career involving work with children and their families.
This module adopts a philosophical approach to children, families and cultural diversity.
It aims to
- illustrate the uncertainty, ambiguity and limitations of current knowledge and understanding of childhood, youth and family;
- explore the relationship between children, families and the state
- examine the concepts of citizenship and democracy
- explore tensions for the state in upholding children's rights and parents' rights
- explore the opportunities and challenges presented by cultural diversity, and
- explore the role of education in relation to rights, cultural diversity, democracy and citizenship
On successful completion of the module students will be able to:
1. Critically evaluate complex social issues
2. Apply philosophical theory to real-world examples
3. Develop coherent and logical arguments for complex topics
4. Assess policy and legal frameworks regarding children and families.
5. Articulate complex ideas in written and oral forms
6. Engage in reasoned, respectful debate about controversial topics.
7. Engage sensitively with a wide-range of audiences who hold different perspectives on issues that may provoke controversy.
Subject specific learning outcomes:
On successful completion of the module students will be able to:
1. Analyse philosophical debates surrounding tensions evident in diverse societies
2. Critically evaluate differing viewpoints to produce a philosophically justifiable position on key issues involving children and families.
3. Compare and contrast a range of theoretical accounts of citizenship, democracy, liberalism and rights, including conflicting perspectives.
4. Explain how societal constructions of childhood, youth, and cultural diversity influence concepts of citizenship and democracy.
5. Assess the tensions between the roles and responsibilities of individuals, families, and the state in supporting children's rights and democratic participation.
This module will cover:
- How philosophical perspectives can aid our understanding of the state's role in family life and the development of children
- Liberalism
- Citizenship
- Democracy
- Children's rights and parental responsibilities
- Pluralism
- Tensions around children and childhood within a plural society
- How social professional (including teachers and social workers) practice within these tensions.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 2 | 22 |
| Seminar | 5 | 1 | 5 |
| Independent online learning hours | 33 | ||
| Private study hours | 140 | ||
| Total Contact hours | 27 | ||
| Total hours (100hr per 10 credits) | 200 | ||
In order to achieve the knowledge outcomes students will be required to conduct ongoing private study and reading between lectures in addition to giving an oral group presentation in weeks 9 and 10. These presentations are an opportunity for students to receive peer and tutor feedback to support the final summative assessment. Consequently students will be required to conduct independent research and study to support this presentation.
Formative feedback is offered via:
Online contribution to discussion tasks that module staff moderate
In-person feedback during class discussion
Peer feedback during seminars
The submission of an essay plan
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Computer Exercise | Contributing to an online discussion | 10 |
| Essay | 4000 words | 90 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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