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 following questions in relation to their own professional experiences and that of their learners: What is the place of education in society? How does it relate to social inequality? Do education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities?

1. An essay that critically evaluates current policy, research and practice on education and inequity in a specific area of own professional setting. (LO1,LO2 & 3)

2. 1000-word Blog posted onto a discussion site which considers the impact of policy discourse on stakeholders, followed by a 500-word reflective response to the discussion. (LO4 & 5)

A variety of blended learning and teaching methods will be used to help students develop their critical thinking and evaluative skills of the key debates related to social justice. Examples of these methods include physical classroom based and online engagement in collaborative learning activities, debates and presentations, 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 directed learning. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers in order to identify a relevant issue which they intend to investigate.

Tutorial support will be available either on campus or online (using Teams, Blackboard Collaborate, etc) in the form of scheduled appointments discussion.

Formative assessment for and of learning, and subsequent feed forward will take the form of individual (tutorial, written work) and group activities (observation of group discussions, debates and presentations).

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

Knowledge & 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

Analysis
Application
Learning

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

Enquiry
Problem Solving
Reflection

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

Communication

MS Teams and Blackboard VLE will be used throughout the programme for repository of resources and interactive learning.

University Library for a range of relevant texts, e-books and academic journals

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

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

Arshad, R; Wrigley, T. and Pratt, L. (eds.)(2019) Social Justice re-examined: dilemmas and solutions for classroom teachers. Institute of Education Press: London

Atkins, L. and Duckworth, V. (2019) Research Methods for Social Justice and Equity in Education

Boyle,¿B.,¿Charles,¿M.¿(2020).¿Decolonizing the Curriculum Through Theory & Practice: Pathways to Empowerment for Children, Parents & Teachers.¿United Kingdom:¿Independently Published.

Brown, Z. (ed.) (2016) Inclusive Education: perspectives on pedagogy, policy and practice. Routledge: Abingdon

Kauffman, J.M (2020). On Educational Inclusions, Meanings, History, Issues and International perspectives (Connecting research with Practice in Special and Inclusive education). Routledge: Abingdon
Smith, E. (2018) 2nd Ed. Key Issues in Education and Social Justice, London: Sage..

Quinn, L (20190 Ed. Re-imagining Curriculum: Spaces for Disruption.¿South Africa:¿SUN Press.

Tomlinson, S. (2017) A sociology of Special and Inclusive Education: Exploring the manufacture of inability. Routledge: Abingdon

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 following questions in relation to their own professional experiences and that of their learners: What is the place of education in society? How does it relate to social inequality? Do education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities?