MA International Education (TESOL)

Year of entry: 2023

Course unit details:
Social Justice, Poverty and Place from the Global to the Local

Course unit fact file
Unit code EDUC70252
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
Available as a free choice unit? Yes

Aims

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.

Learning outcomes

 

Category of outcome

Upon completion of the unit, students should be able to:

 

Knowledge and understanding
  • Show an understanding of theory, literature sources and issues related to social justice and poverty in education
  • Demonstrate an enhanced appreciation of the opportunities of, and barriers to, socially just, contextualised, policy and practice responses
  • Identify the links between their learning and contextualized practice

Intellectual skills
  • Demonstrate critical thinking skills in relation to social justice and the challenges of teaching in high-poverty contexts
  • Evide

     

Assessment methods

Method Weight
Written assignment (inc essay) 60%
Report 40%

Feedback methods

Feedback via blackboard

Recommended reading

 

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)

Teaching staff

Staff member Role
Louisa Dawes Unit coordinator
Carl Emery Unit coordinator

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