- UCAS course code
- UCAS institution code
Year of entry: 2022
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Course unit details:
Equity in Education
|Unit level||Level 3|
|Teaching period(s)||Semester 1|
|Available as a free choice unit?||Yes|
The course unit will introduce the following content areas:
An exploration of the way in which key issues in education relate to wider concerns in society.
A detailed study of the following areas:
- Poverty and social class
- Race and ethnicity
This course unit aims to develop students’ knowledge and understanding of threats to equity in education and measures which have been taken to overcome them, by exploring examples of research, policy and practice across a range of contexts. Key issues will be explored in sufficient detail to allow students to gain knowledge of the historical and educational contexts which give rise to the inequalities associated with this issue, while developing a broader understanding of the relationship between education and society.
Knowledge and understanding
Transferable skills and personal qualities
Teaching and learning methods
' A seminar approach will be used throughout
- Group work to prepare and make presentations
|Assessment task||Word Length||Weighting|
|One short formative assignment – ‘What is the nature of the (equity) problem?||1000 words||25%|
|A longer assignment which builds on the first one: ‘How might this problem have developed?’ and ‘What has been done to address it?’||3000 words||75%|
Detailed lists of reading on specific issues will be provided for students. The following is a list of some key publications.
Arnot, M. & Mac an Ghaill, M. (2006) The Routledge Falmer reader in gender and education. London: Routledge
Bartlett, S. & Burton, D. (2012) Introduction to Education Studies (3rd edition). London: Sage Publications Ltd
Ball, S. (2003) Class strategies and the education market: the middle classes and social advantage. London: Routledge Falmer
Chitty, C. (2004) Education policy in Britain. 2nd Edition. Basingstoke: Palgrave Macmillan.
Gillborn, D. (2005) ‘Education policy as an act of white supremacy: whiteness, critical race theory and education reform’ Journal of Education Policy, Vol. 20, No. 4, pp 485-505
Kerr, K., Dyson, A. and Raffo, C. (2014) Education, Disadvantage and Place. Making the local matter. Bristol: Policy Press.
Ladson-Billings, G and Tate, W. F. (1995) ‘Towards a critical race theory of education’ Teachers College Record, Vol. 97, pp47-68
Raffo, C., Dyson, A., Gunter, H., Hall, D., Jones, L. & Kalambouka A. (2007) Education and Poverty: A critical review of theory, policy and practice. York: Joseph Rowntree Foundation
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.
Reay, D. (2006) The Zombie stalking English schools: social class and educational inequality. British Journal of Educational Studies, 54 (3), September: 288-307.
Whitty, G. (2001) ‘Education, social class and social exclusion’ Journal of Education Policy, 16 (4), 287-295
Wilkinson, R. & Pickett, K. (2009) The Spirit Level: Why More Equal Societies Almost Always Do Better
Willis, P. (1977) Learning to Labour: How working class kids get working class jobs. Aldershot: Gower
|Emilia Howker||Unit coordinator|
12 taught sessions : 24 hours
Presentation preparation : 3 hours
Private study/assignment preparation: 100 hours
Directed reading: 68 hours
Individual/group tutorials : 5 hours
Total hours : 200
12 weeks @ 2 hours per week