MA International Education (Curriculum and Pedagogy)

Year of entry: 2024

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
Available as a free choice unit? Yes


This course develops students’ knowledge and understanding of threats to equity in education in a range of cultural contexts. It also explores examples of policies and practices which promote equity and inclusion in education internationally, and which respect student diversity. In this way, the course relates directly to issues of educational leadership, but also to social justice, civil society and policy development.


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 International organisations 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


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






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
Umit Yildiz Unit coordinator
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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