Undergraduate Course: Educational Studies 3 (MA Primary Education with German Programme) (EDUA10171)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | At the start of this 20-credit course students are introduced to the notion of how social justice and inequalities inform the culture of a school and the construction of pupil cultures. They are provided with tools and knowledge to conduct a small piece of qualitative research whilst on placement using data sources such as local census materials as a starting point. They are also introduced to elements of ethnographic-type approaches and the design of case studies to enable them to then observe how their placement schools address these issues at the personal, cultural and institutional levels. The taught part of the course draws upon students' research while on placement to develop an understanding of how social inequalities relate to education and specifically how cultures shape and are shaped by inequalities. Students are asked to consider how schooling can promote egalitarian practices and positive relationships. |
| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: 250 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
There are two assessed activities.
Assessed Activity 1: 500-word individual written summary (20% of course mark)
In the final week of Block 2, students give an individual 10-minute presentation of their data gathered on placement and the research process to a small group of peers. Each student is offered peer feedback from the students to whom they presented. This is then used to write up their individual presentation in a summary of 500 words.
Assessed Activity 2: 4000-word individual written assignment (80% of course mark)
Students are asked to use their data gathered on placement to examine pupil cultures and how they reflect social justice issues. Following the taught element from the course, students will write up their data in the form of either an ethnographic-type study or a case study.
Assessed activities are marked out of 100 and aggregated as above. Students need to achieve an aggregate of 40% to pass the course. Where a student achieves a mark of 30-39% for the first assessed activity, this can be compensated by an overall mark of at least 40%. Students need to achieve 40% on the second assessed activity to pass the course, with no compensation allowed. |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
By the end of the course, and at a level appropriate to a 3rd year undergraduate, students will be able to:
* Demonstrate an awareness of how the culture and ethos of a school relate to power, politics and social justice
* Devise and conduct a small ethnographic-type study or a case study in one school and develop an understanding of the contribution these methodological approaches can make to their own professional practice
* Develop a critical understanding of some of the key concepts related to social justice in the context of school education
* Demonstrate an understanding of how theories of equality, social justice and anti-discrimination can impact on practice
* Develop an understanding of the role of the educational professional with regard to issues of social justice
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Reading List
Arnott, M. and Reay, D. (2013) Social Inequalities (Re)formed: Consulting Pupils about Learning. London, Routledge.
Arshad, R., Wrigley, T. & Pratt, L. (Eds) (2012) Social Justice Re-Examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent, Trentham
Cole, M. (2012, 3rd edition) Education, Equality and Human Rights: Issues of gender, 'race', sexuality, disability and social class. London, Routledge.
Gorski, P. and Pothini, S. (2013) Case Studies on Diversity and Social Justice Education. London, Routledge
Greener, I. (2011) Designing Social Research: A Guide for the Bewildered. London, Sage.
Hayes, D., Mills. M., Christie P. & Lingard, B. (2006) Teachers and Schooling Making a Difference: productive pedagogies, assessment and performance. Crows Nest, Allen and Unwin.
Laker. A. (Ed.) (2002) The Sociology of Sport and Physical Education: an introductory reader. London: RoutledgeFalmer
Pink, S. (2001) Doing Visual Ethnography: images, media and representation in research London, Sage.
Thomas, G. (2009) How to Do Your Research Project. London, Sage.
Thompson, N. (2011) Promoting Equality: working with difference and diversity. Basingstoke, Palgrave Macmillan. |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Ann Rae
Tel: (0131 6)51 4880
Email: |
Course secretary | Ms Lorraine Denholm
Tel: (0131 6)51 6433
Email: |
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