Course unit details:
Equality, Diversity and Inclusion in International Education
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 |
Overview
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.
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 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 |
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 |
---|---|
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