This module communicates the relationship between educational outcomes and social inequalities. It discusses sociological perspectives on education, with a particular emphasis on how experiences and outcomes of education are affected by social and cultural factors (such as family and community practices). Education plays a vital role in both shaping individual and collective identities and in reflecting and reinforcing dominant societal values, and this module will consider a variety of different perspectives on these critical issues. The module is designed to get students to consider the place of education in society. How it relates to social inequality and to explore whether education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities?

1. Demonstrate a critical understanding of current debates on education and inequity.
Knowledge and understanding

2. Critically evaluate some key policy interventions that aim to impact positively upon educational outcomes in a specific area of education.
Analysis
Learning

3. Systematically analyse the socio-cultural factors impacting upon educational outcomes of a particular group of learners in order to suggest possible solutions.
Application
Learning
Analysis

4. Demonstrate a reflective approach to improving educational outcomes for specific groups of learners in order to develop new ideas to provide better support.
Reflection
Enquiry
Problem solving

5. Effectively communicate key concepts and ideas to academic and practitioner audience. Communication

A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.

• University Library for a range of relevant texts, e-books and academic journals
• Materials and resources on the module VLE
• Access to academic and library support

MA EDUCATION FULL TIME

Ainscow, M., Dyson, A., Goldrick, S. and West, M. (2011) Developing Equitable Education Systems, London: Routedge.

Arshad, R., Wrigley, T. and Pratt, L. (2012) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom, Stoke-on-Trent, Trentham Books.

Apple, M.W. (2011) Power and Education, Second Edition, London: Routledge.

Ball, S. (Ed) (2004) RoutledgeFalmer Reader in Sociology of Education, Abingdon: RoutledgeFalmer.

Moore, R. (2004) Education and Society: Issues and Explanations in the Sociology of Education, Cambridge: Polity.

Smith, E. (2012) Key Issues in Education and Social Justice, London: Sage.

Wilkinson, R. and Pickett, K. (2010) The Spirit Level. Why Equality is Better for Everyone, London: Penguin.

A written report (5000 words) weighted at 100% which:
Critically evaluates current policy, research and practice in relation to education and inequality in a chosen sector of the education system and critically reflects upon how issues of inequality might be addressed.

This module communicates the relationship between educational outcomes and social inequalities. It discusses sociological perspectives on education, with a particular emphasis on how experiences and outcomes of education are affected by social and cultural factors (such as family and community practices). Education plays a vital role in both shaping individual and collective identities and in reflecting and reinforcing dominant societal values, and this module will consider a variety of different perspectives on these critical issues. The module will encourage you to consider the place of education in society. How it relates to social inequality and to explore whether education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities?