Undergraduate Course: Children, Education and Social Justice (EDUA08092)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The Children, Education and Social Justice course is designed to develop your thinking around questions of social justice in childhood practice and education.
We hope that through this course you will strengthen your analytical and academic skills. The course will enable you to continue to develop your reflective, questioning and critical approach to thinking about your own work with children, families and other practitioners.
The course has three interconnected themes:
- Personal and professional self-reflection
- Theories and dimensions of social justice (e.g. gender, sexuality, social class, race, ethnicity, dis/ability)
- Social Justice in childhood practice, education and inter-agency working |
| Course description |
This course aims to presents early childhood and educational settings as significant institutional sites in the lives of children. It introduces students questions of social justice in pedagogy, assessment & curriculum and links these to current educational contexts in Scotland and internationally. Students will be asked to investigate and analyse a range of policy that is relevant to the intersection between school and social services. The course also introduces students to a range of social justice issues and how they may be manifest in schooling.
The course will take an interdisciplinary and multi-agency perspective, encouraging students to undertake critical analysis of the place and purpose of schooling in both the broader context of children's lives and of the students' own workplaces. Through analysis of the intersecting research and policy for school and social services, the students will be encouraged to undertake critical and creative evaluation of their own services and practice. This course builds upon the theory, research and management evident in courses undertaken by the students in the previous year of study.
***This is a core course of the BA Childhood Practice. Students from other programmes need to contact the course organiser before they enrol on the course.***
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2019/20, Not available to visiting students (SS1)
|
Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
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) |
Children, Education and Social Justice is assessed via one summative 2000 word essay.
In addition, you are required to maintain a reflective commentary on your readings and
observations, which can form part of your personal Professional Development Portfolio.
You might also like to maintain a record of the discussion fora to contribute to your
Professional Development Portfolio (remember this will be an important record of your
learning for your final year assessments).
The essay task:
With focus on one specific aspect of social justice consider concepts, research and
academic writing to produce an essay on 'Improving Social Justice in Our Workplace' (You
can title the essay to suit the focus of your study if you so wish).
Aspects of social justice covered during the course are:
-Social Class
-Gender
- 'Race' and ethnicity
- Dis/ability
You should set yourself one or more key questions to explore within the essay and make
these clear and justified in your introduction.
Produce a 2,000 word essay that critically considers different perspectives, has a
clear/balanced argument and utilises academic research and theory to make specific
recommendations for improvement.
The essay should include the following sections:
Cover Page and Title
-Introduction outlining your rationale for exploration of the specific aspect of equality,
relating this to your own workplace and setting out your key question(s) with clear
justification.
-Theoretical analysis of your chosen aspect of social justice, drawing on literature
and research and with reference to intersectionality and other relevant key theories
of social justice discussed during the course
-Conclusions/Recommendations showing your understanding of the social model
approach
Each section should include clear and relevant referencing to contrasting academic
literature from the course and wider reading. The use of sub-headings is recommended to
steer your reader and help structure your essay. |
| Feedback |
Formative Assessment Opportunities
1. WORKSHOP GROUP DISCUSSIONS
Class sessions for Children, Education and Social Justice have been designed to include
interactive group workshop activities. Information about these activities can be found on Learn in advance of each class. You should come fully prepared and able to share ideas
and questions. Through discussion, your tutor and other students will help clarify any
misunderstandings, and work on applying theoretical ideas to practical examples. Such
12 discussions are very important opportunities for feedback. Your tutor will comment on your
understanding of the ideas covered in the course, and may give you specific advice
regarding your progress. Such feedback is intended to help you understand what your
strengths and development points are, and to enable you to take informed responsibility
for your learning and progression. To really make the most of them, you may find it helpful
to write up notes from the discussions as soon as possible after the event. You will also be
able to extend these discussions with your classmates using the online discussions
function on Learn.
2. ONLINE/FACE TO FACE GROUP DISCUSSIONS (Leading Groups)
You will also be taking part in online discussions, which offers opportunities for peer
feedback and your tutor will also pick up issues raised in these discussions during
workshop sessions. There are five Leading Groups. This means that each leading group
will be responsible for initiating/facilitating one week¿s online discussion (see Leading
Groups Allocations on Learn). All students should contribute to this online discussion
forum. Each Leading Group will also present the key ideas from one or more of their
readings and along with the main lecturer should be the key facilitators during the class
discussions of their allocated week. More information is provided on Learn.
3. ASSIGNMENT EXAMPLES
Children, Education and Social Justice is assessed by an essay. Examples of essays from previous years are available via the course
assessment folder, together with other guidance including the grade-related marking
criteria. You can use these in a number of ways. For instance, you could discuss them with
another student or small group of students, you might want to try ¿marking¿ them yourself
and comparing your assessment with the actual marking sheet. There will be an
opportunity for discussion of the examples in Week 7 class where you will work in groups
to discuss the essays, try and ¿mark¿ them yourself and compare to the grade-related
marking criteria. This is a feed-forward activity which will help you develop the skills
and knowledge needed for the assignment. This will work best if you come well
prepared, having already familiarised yourself with the examples, and have notes on what
you want to share or ask.
4. FEEDBACK ON ESSAY PLANS
Week 11 will also be devoted to providing individual and group feedback to your essay
plans/mind maps, from tutors and peers. Students are welcome to submit essays
plans/mindmaps earlier via email and receive online feedback. Week 11 will provide
individual face to face feedback on essay plans.
Making good use of feed-forward and feedback is a skill which, like any other, needs to be
learned, practised and honed. You can find information and resources to help you make
good use of feedback on the University of Edinburgh¿s Enhancing Feedback website
available at:
http://www.enhancingfeedback.ed.ac.uk/
If you feel you would benefit from guidance on making good use of feedback, you can talk
to your PT, and/or ask whether the topic can be discussed at one of your PT group
meetings.
Formal Feedback
Formal written feedback will be given to each student on his or her assignment at the end
of the course.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an understanding of, and an ability to critically evaluate the complex inter-relationship between children, schooling (in the broad context of children's lives), social services, issues of social justice and the students¿ own workplaces, especially in terms of the students¿ leadership responsibilities
- Demonstrate an understanding of the place of schools and social services in the life experiences of childhood, including health, well-being and aspirations
- Develop, articulate and justify a professional position regarding childhood, school and social services that is based in current research literature
- Demonstrate an understanding and critical evaluation of current developments in pedagogy, curriculum and assessment and the relationship between these within the Scottish context
- Demonstrate critical engagement with issues of social justice and the relationship between social divisions, life experiences and academic achievement, an understanding of the implications for educational policy and practice for social and cultural change
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Reading List
Some key readings are:
Arshad, R., Wrigley, T and Pratt, L., (eds) (2012) Social Justice re-examined. Trentham Publications
Cole, M. (Ed.) (2006) Education, Equality and Human Rights: Issues of gender, 'Race', Sexuality, Disability and Social Class. Abingdon: Routledge
Connolly, P. (1998) Racism, Gender Identities and Young Children. London: Routledge
Connolly, P. (2004) Boys and Schooling in the Early Years. London: RoutledgeFalmer
Lareau, A. (2003) Unequal Childhoods: Class, Race, and Family Life. Berkley & Los Angeles: University of California Press
Siraj-Blatchford, I. & Clarke, P. (2000) Supporting Identity, Diversity and Language in the Early Years. Buckingham: Open University Press
Whalley, M.E., & Allen, S. (2008) Leading Practice in Early Years Settings: Achieving EYPS. Exeter: Learning Matters, Ltd. (Particularly Chapter 3, Leadership of Equality Practice)
Yelland, N. (2005) Critical Issues in Early Childhood Education. Maidenhead: Open University Press |
Additional Information
| Graduate Attributes and Skills |
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities for learning through the process of research and enquiry. This will be understood in terms of the following:
-be able to identify, define and analyse problems and identify or create processes to solve them
- be able to exercise critical judgment in creating new understanding
-be ready to ask key questions and exercise rational enquiry
-be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
-search for, evaluate and use information to develop their knowledge and
understanding
- have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
-understand economic, legal, social, cultural and environmental issues in the
use of information
-recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. This will be understood in terms of the following:
-be open to new ideas, methods and ways of thinking
-be creative and imaginative thinkers
-be able to identify processes and strategies for learning
-be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
- be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
-be able to use collaboration and debate effectively to test, modify and
strengthen their own views
-be intellectually curious and able to sustain intellectual interest
-be able to respond effectively to unfamiliar problems in unfamiliar contexts
-have a personal vision and goals and be able to work towards these in a
sustainable way
C. Communication
Graduates of the University will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning. This will be understood in terms of the following:
-make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
-use communication as a tool for collaborating and relating to others
-further their own learning through effective use of the full range of
communication approaches
- seek and value open feedback to inform genuine self-awareness
- recognise the benefits of communicating with those beyond their immediate
environments
- use effective communication to articulate their skills as identified through self-
reflection
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the situations and environments in which they operate. This will be understood in terms of the following:
- appreciate and use talents constructively
- be able to create and harness opportunities
- be able to manage risk while initiating and managing change
-be responsive to their changing surroundings, being both flexible and
proactive
- have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
- be able to flexibly transfer their knowledge, learning, skills and abilities from
one context to another
- understand social, cultural, global and environmental responsibilities and
issues
- be able to work effectively with others, capitalising on their different thinking,
experience and skills
- work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the wider community |
| Special Arrangements |
This is a core course of the BA Childhood Practice. Students from other programmes need to contact the course organiser before they enrol on the course. There is a requirement for students to be working an in a childhood setting in order to take the course. |
| Additional Class Delivery Information |
Teaching will involve a combination of direct and independent learning, including: tutorials, short set lectures, project work, online interactions, web-based research, group collaborative discussion and
the setting of individual study tasks that encourage students to contribute to the curriculum by sharing knowledge.
You will be required to keep a weekly note/journal of how your perspectives of children and young people have developed throughout the course. This journal then becomes your learning record and enables you to complete reflection tasks in the final year of the course. |
| Keywords | social justice,childhood,schooling,social services,pedagogy,curriculum and assessment,leadershi |
Contacts
| Course organiser | Ms Maggie Morrison
Tel: (0131 6)51 4237
Email: |
Course secretary | Miss Gabriella Szel
Tel: (0131 6)51 4906
Email: |
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