| Unit name | Education, Inequality and Social Justice |
|---|---|
| Unit code | EDUCM0022 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Walker |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
The unit will explore the role of education in perpetuating and overcoming inequality and in promoting social justice. Topics covered will include the nature of and interaction between different kinds of inequalities including those based on disability, social class, race/ethnicity and gender; theoretical perspectives on the relationship between education, inequality and social justice; and evidence for the role of education in reproducing and overcoming inequalities. The unit will draw on evidence and case studies from different national and regional contexts and from a range of organisational settings. Participants will be encouraged to apply insights gained to their own contexts. The aim of the unit is to develop a critical understanding of education’s role in reproducing and overcoming inequality and in promoting social justice.
How does this unit fit into your programme of study?
This is a core unit on the Inclusive Education pathway and an optional unit for Leadership and Policy, Learning Technology and Society, Neuroscience and Education, Policy and International Development, and Teaching and Learning. The unit addresses issues of (in)equality relevant to all of the above areas of study. It also covers issues relevant to policy, curriculum and education in a global context, hence consolidating material covered on the other units, core and optional.
An overview of content
The unit begins by engaging with theories of social justice, considering their affordances and limitations. It also considers the significance of an intersectional approach in an analysis of inequalities. This will draw, in particular, on insights from Black Feminist theorists. The unit will consider the role of education as an act of oppression – producing and reproducing inequalities. It will also consider the ways in which education can challenge injustices and inequalities, that is, education as a practice of freedom. The course will then address different dimensions of social and educational inequality such as gender, class, race/ethnicity and disability. These will be explored in different local, global and historical contexts. An engagement with a range of thinkers/authors/activists will underpin the course, providing students with an opportunity to approach their reflections and discussions in an informed manner.
How will students, personally, be different as a result of the unit
Students will develop their knowledge and capacity to engage in discussions concerned with inequalities as it relates to education with greater confidence. They will be able to reflect on where their own perspectives, thinking and experiences are located within wider debates and thinking.
Learning Outcomes
At the end of the unit a successful student will be able to:
1. Employ theories of social justice and other theoretical approaches to explore the relationship between education and inequality.
2. Discuss different kinds of inequalities including those based on social class, ethnicity and gender, and of the relationship between them.
3. Demonstrate how specific historical, economic, political, social and cultural contexts in different regions and countries shape inequalities in the context of a globalised world.
4. Propose strategies for promoting social justice and reducing inequalities in education based on insights from research and practice.
Classes will involve a combination of lectures, seminars, class discussion and group presentations.
Tasks which help you learn and prepare you for summative tasks (formative)
Students will work in groups (a maximum of 5 students) to prepare a 10-minute PowerPoint presentation to be presented during one of the unit sessions.
Tasks which count towards your unit mark (summative)
A 4,000-word essay in which students will be required to critically explore and examine issues of inequality in education. 100% ILOs 1-4
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0022).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
