MA Educational Leadership / Course details

Year of entry: 2022

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Course unit details:
Equality, Diversity and Inclusion in International Education

Course unit fact file
Unit code EDUC70322
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 2
Offered by Education
Available as a free choice unit? No

Overview

This course unit will introduce the following content areas:

  • International frameworks for promoting access to, and quality of education;
  • The construction of equity and inclusion as policy imperatives internationally;
  • The role of education (including schools) in addressing diversity as part of sustainable development internationally;
  • Key concepts and discourses; their definition and role in understanding the challenges and opportunities presented by diversity;
  • Intersectionality between poverty, gender, disability, language and ethnicity

Aims

This course unit aims to develop students’ knowledge and understanding of student diversity and of threats to equity in education in a range of cultural contexts. It also aims to explore examples of policies and practices in promoting equity in education internationally. In this way, the course relates directly to issues of educational leadership, but also to social justice, civil society and policy development.

Teaching and learning methods

Activity Hours allocated
Staff/Student Contact 20
Tutorials 2
Private Study 58
Directed Reading 40
Assignment Preparation 30
Total Hours 150

10 x 2 hour lectures

1 x 2 hour seminar

Individual tutorials, as required

Knowledge and understanding

  • Understand the key principles and meaning of educational equity in the UK and internationally;
  • Have an appreciation of key policy, legislation and international conventions relating to equity in education.
  • Appreciate the role of the United Nations, OECD and other international agencies in promoting equity in education internationally;
  • Be familiar with the range and focus of literature in the field of equity and diversity.

Intellectual skills

  • Develop critical thinking skills in relation to the challenges of teaching and learning in the context of increasingly diverse student populations
  • Critically examine theoretical perspectives on equity and diversity

Practical skills

  • Contribute to debates about the equity and diversity challenges facing education systems globally
  • Examine educational practices in light of emerging understandings of equity and diversity

Transferable skills and personal qualities

  • Develop conceptual, analytical and presentation skills
  • Make effective use of electronic and other sources of information
  • Collaborate with others in group tasks

Assessment methods

 

Assessment task

Length

How and when feedback is provided

Weighting within unit (if relevant)

One formative assessment task – to present the main focus of the proposed assignment

One written assignment

 

500 words

 

3000 words

Feedback in group seminar

 

Feedback through Turnitin

0

 

 

100%

 

Feedback methods

 

Individual written feedback on 500 word formative assignments provided in the context of small group discussions in a seminar context

Feedback through Turnitin on main assignment 

Recommended reading

Ainscow, M., Dyson, A., Goldrick, S. and West, M. (2011) Developing equitable education systems. London: Routledge

Davies, L. (2004) Education and conflict: complexity and chaos. London: RoutledgeFalmer

Harber, C.R. (2004) Schooling as Violence. How Schools Harm Pupils and Societies, London: Routledge/Falmer.

Kerr, K., Dyson, A. and Raffo, C. (2014) Education, Disadvantage and Place. Making the local matter. Bristol: Policy Press.

OECD (2012) Equity and Quality in Education: Supporting disadvantaged students and schools. Paris: OECD

Raffo, C. (2014) Improving Educational Equity in Urban Contexts. London:Routledge

Raffo, C., Dyson, A., Gunter, H., Hall, D., Jones, L. & Kalambouka, A. (2010) (Eds) Education and Poverty in Affluent Countries. London: Routledge

Tikly, L. & Barrett, A. (eds) (2013) Education Quality and Social Justice in the Global South: Challenges for Policy, Practice and Research. London: Routledge

UNESCO (2015) Education for All Global Monitoring Report. Paris: UNESCO

Unterhalter, E. (2007) Gender, schooling and global social justice London. Taylor Francis Routledge.

Walker, M. and Unterhalter, E. (ed) (2007) Amartya Sen's capability approach and social justice in education. London/New York: Palgrave.

Teaching staff

Staff member Role
Susie Miles Unit coordinator

Additional notes

Contact hours: 10 weeks at 2 hours per week

School responsible: School of Education

ECT: 7.5

Notional hours of learning: 150

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