Postgraduate Course: Education for All (EDUA11236)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The course offers an opportunity to critically explore theoretical perspectives of 'Social Justice' in relation to education. It centres around 3 inter-related themes:
1. 'Inclusion' is a human rights issue founded on the principle of social equity and justice, as enshrined in international legal conventions. It represents a positive valuing of the diversity that characterises human experience and identity in terms of, for example, social class, gender, disability, ¿race¿, and sexual orientation.
2. The main roots of 'social exclusion' are to be found in interpersonal, structural, and systemic discrimination, frequently exerted via unexamined institutionalised practices, as well as the conscious and unconscious misuse of power, rather than in individual deficits, pathologies, dysfunctional lifestyles and prejudices;
3. Discrimination of various types is socially constructed, context-specific and multi-faceted. Addressing discrimination and exclusion and moving towards a socially just education, involves change at structural, cultural and individual levels. At the individual level, practitioners need to critically examine their own practice in the context of wider political, social and economic settings. |
| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
|
| Academic year 2017/18, Available to all students (SV1)
|
Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 11,
Online Activities 9,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
174 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Each participant will produce an assignment of no more than 4,000 words exploring theoretical approaches to social justice and investigating inclusion, equality and how discrimination acts on pupils in the education system, referring to intersectionality, and drawing on theory, policy and research findings. (LOs 1 ¿ 4). |
| Feedback |
Formative assessment: opportunity for proposed title and 100 word assignment summary submitted to tutor for written formative feedback;
Individual talk based on plan for assignment plus feedback from peers and tutors about theme and structure of planned assignment (LOs 1 ¿ 4);
Written feedback on the final assignment providing justification for grade and feedforward for future assignments. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically understand different theoretical perspectives of social justice and inclusion
- Examine ways in which power, politics and competing discourses impact on educational policy and practices
- Critically reflect on ways in which social justice can be embedded within educational practice
- Identify and critique key legal and policy requirements, obligations and entitlements relating to equality and social justice.
|
Reading List
Bryce, T.G.K. & Humes, W.M. (Eds.) (2013) Scottish Education, Fourth Edition: Referendum, Edinburgh: Edinburgh University Press. (Section X - Challenges and Responses: Education for All? pp. 785 ¿ 902)
Lauder, H., Brown, P., Dillabough, J. & Halsey, A.H. (Eds.) (2006) Education, Globalization & Social Change, Oxford: Oxford University Press.
Liasidou, A. (2015) Inclusive Education and the Issue of Change: Theory, Policy and Pedagogy, Basingstoke: PalgraveMacMillan.
Barnes, C. & Mercer, G. (2010) Exploring Disability (2nd edition) Cambridge: Polity Press |
Additional Information
| Graduate Attributes and Skills |
Knowledge and understanding
1) Develop a thorough understanding of key concepts, for example ¿inclusion¿, ¿inclusive education¿, ¿additional support for learning¿, recognising them as problematic and contested terms
2) Develop a critical understanding of Scottish, national and international policies and provision in relation to inclusive education
3) Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy
Research and Enquiry
1) Critically analyse, evaluate and synthesise relevant literature (evidence, theory and practice), issues and developments at the forefront of the discipline
Personal and intellectual autonomy
1) Be open to new perspectives, methods and creative ideas in inclusive education
2) Be able to develop, maintain and sustain intellectual rigour and application
Skills and abilities in communication
1) Be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points. |
| Additional Class Delivery Information |
3 Saturday sessions
1 Thursday evening session
On-line sessions
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| Keywords | social justice,inclusion,discrimination,Equality,Education |
Contacts
| Course organiser | Ms Laura Mitchell
Tel: (0131 6)51 6503
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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