MA International Education (TESOL)
Year of entry: 2023
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Course unit details:
Social Justice, Poverty and Place from the Global to the Local
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Semester 2|
|Available as a free choice unit?||Yes|
The unit will introduce students to issues related to social justice, poverty and education that affect children globally, nationally and locally. Students will develop a better understanding of orthodox and critical responses to these issues through school /community relationships as well as curricular and pedagogic innovations. They will be required to critically examine policy and practice globally, nationally and locally and conduct and evaluate a research project comparing educational practices across different localities that is informed by the approaches examined in the unit.
Category of outcome
Upon completion of the unit, students should be able to:
Knowledge and understanding
|Written assignment (inc essay)||60%|
Feedback via blackboard
Bibby, T., Lupton, R., & Raffo, C. (2017). Disengagement. In Responding to Poverty and Disadvantage in Schools (pp. 15-35). Palgrave Macmillan, London.
Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne’s claims about poverty. Teachers College Record, 110(12), 2497-2531.
Gobby, B. and Walker, R. eds., (2017). Powers of Curriculum: Sociological Perspectives on Education. Oxford University Press.
Freire, P., (1970). Pedagogy of the Oppressed. New York: Continuum
Gorski, P. C. (2012). Perceiving the problem of poverty and schooling: Deconstructing the class stereotypes that mis-shape education practice and policy. Equity & Excellence in Education, 45(2), 302-319.
Haberman, M. (2010). ‘The pedagogy of poverty versus good teaching’, Phi Delta Kappan, 92(2), pp.81-87.
Kerr, K., Dyson, A., & Raffo, C. (2014). Education, disadvantage and place: Making the local matter. Policy Press.
Lingard, B., Hayes, D. and Mills, M. (2003). ‘Teachers and productive pedagogies: contextualising, conceptualising, utilising’, Pedagogy, Culture & Society, 11(3), pp.399-424.
Lupton, R. (2004). Schools in disadvantaged areas: Recognising context and raising quality. CASE Paper 76. London: LSE.
Payne, R. K. (1998/2005). A Framework for understanding poverty (4th ed.). Highlands, TX: RFT Publishing
Raffo, C., Dyson, A., Gunter, H., Hall, D., Jones, L. & Kalambouka A. (2007)
|Louisa Dawes||Unit coordinator|
|Carl Emery||Unit coordinator|