Course summary
The fundamental aim of this MRes programme is to enable students to engage with some of the pivotal debates about children and childhood in contemporary society. Central to this will be to explore the different ways that childhood and youth is understood socially and culturally: the programme will help students reflect on their own beliefs and values and how these may impact on their work with children and young people. In particular, the MRes programme encourages students to challenge any taken-for-granted assumptions and ideas about children and young people in society. For example, we may debate questions such as: when does a child really become an adult? What do participation rights mean in practice? Are children and young people passive victims or empowered consumers in the 21st century? Overall, the MRes Programme will equip students to challenge and critically engage with social perceptions and discourses about childhood and youth through research.
Modules
Part 1 core taught modules: Research Methods (30 credits) is a core module taken by all Masters students in the School of Education. It provides a broad introduction to research methodology and methods, giving you the knowledge and tools necessary to undertake research for your dissertation. Throughout the module you will develop an understanding of the different approaches to research in social and educational contexts, ethical issues, and an overview of the range of methodological tools that can be adopted to gather data. As MRes students you will be offered guidance by tutors to tailor your reading and assessment work in this module to fit in with your research interests. In particular, this will involve close engagement with scholarship relating to research methodology involving children and young people. Sociology of Childhood and Youth (30 credits) is a key module and provides students with the necessary theoretical framework to enable them to develop their dissertation research. It introduces students to key paradigms that have influenced the multidisciplinary field of Childhood and Youth studies, whilst also engaging with national and international research and policy relating to children and young people in the 21st century. Students will be encouraged to critically reflect on their own practice, beliefs and understandings of the status of children and young people in society. Overall, the module will enable practitioners to develop their knowledge and understanding of different concepts of childhood and youth and make links with practice; explore multidisciplinary perspectives and concepts of childhood and youth; interrogate and explore dominant understandings of childhood and youth; give students a thorough understanding of the interdisciplinary field of Childhood and Youth studies, and enable them to become familiar with key national and international research; explore methodological concerns and practices in research that involves children and young people; focus on the notion of children as agents and rights holders, exploring contrasting debates within research and policy; encourage students to make cross-cultural comparisons and challenge taken-for granted assumptions about children and childhood. Part 2: students will write a 30,000 word dissertation (120 credits) on a topic of their choice that is relevant to the multidisciplinary field of Childhood and Youth studies; this will have been outlined by students in their Proposal at the application stage. Current research expertise and capacity for dissertation supervision include: Identity in childhood and youth (e.g. gender, culture, race); youth cultures and sub-cultures; children/young people and self-esteem; human rights of children and young people; childhood/youth voice and participation; political/social/cross-cultural perspectives of childhood and youth; children and young people’s rights in health practice and policy; working with marginalised children and young people.
Assessment method
Assessments include: literature review of research methods; proposal; mini-research project; case study and individual presentation; 30,000 word dissertation.
Entry requirements
Applicants should normally have a good first degree in social science, psychology, law, or education related subjects, and/or at least two years’ professional experience of work with children and/or young people. For those whose first language is not English, the minimum English language requirements is: IELTS: 6.5 (with no individual score lower than 6.0); Pearson PTE: 62 (with no individual score lower than 58); Cambridge English Test – Advanced: 176 (with no individual score lower than 169).
English language requirements
For the most up-to-date information on acceptable English Language proficiency qualifications, please visit our webpage below.
https://www.bangor.ac.uk/international/future/englishlanguage
Fees and funding
Tuition fees
No fee information has been provided for this course
Additional fee information
For the most up-to-date fees information: Home/EU students: https://www.bangor.ac.uk/studentfinance/postgrad/index.php.en or International students: www.bangor.ac.uk/international/future/Finance_and_scholarship.php
Sponsorship information
The University offers a wide range of scholarships, studentships and bursaries.
Provider information
Bangor University
Bangor (Wales)
LL57 2DG