Undergraduate Course: Children, Education and Social Justice (EDUA08092)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 8 (Year 3 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | Course Description:
This course aims to presents schools as significant institutional sites in the lives of children. It introduces students to the ¿message systems¿ of education: pedagogy, assessment & curriculum and links these to current educational contexts in Scotland and internationally. Students will be asked to investigate and analyse a range of policy that is relevant to the intersection between school and social services. The course also introduces students to a range of social justice issues and how they may be manifest in schooling.
The course will take an interdisciplinary and multi-agency perspective, encouraging students to undertake critical analysis of the place and purpose of schooling in both the broader context of children¿s lives and of the students¿ own workplaces. Through analysis of the intersecting research and policy for school and social services, the students will be encouraged to undertake critical and creative evaluation of their own services and practice. This course builds upon the theory, research and management evident in courses undertaken by the students in the previous year of study.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
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| Delivery period: 2013/14 Semester 1, Not available to visiting students (SS1)
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Learn enabled: Yes |
Quota: 30 |
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Web Timetable |
Web Timetable |
| Course Start Date |
16/09/2013 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
174 )
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| Additional Notes |
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| No Exam Information |
Summary of Intended Learning Outcomes
Summary of Intended Learning Outcomes:
By the end of this course participants will be able to:
¿ Demonstrate a critical awareness and understanding of the complex relationship between schooling, social services and issues of social justice;
¿ Demonstrate an understanding of the place of schools and social services in the life experiences of childhood, including health, well-being and aspirations;
¿ Demonstrate understanding of, and an ability to critically evaluate, the inter-relationship between children, schooling and the students¿ own workplaces, especially in terms of the students¿ leadership responsibilities; and,
¿ Develop, articulate and justify a professional position regarding childhood, school and social services that is based in current research literature.
¿ Demonstrate understanding of the relationship between pedagogy, curriculum and assessment;
¿ Demonstrate understanding, and critical evaluation of, current developments in curriculum, pedagogy and assessment within the Scottish context;
¿ Critically analyse the place of schooling in the broad context of children¿s lives; and,
¿ Demonstrate critical engagement with issues of social justice and the relationship between social divisions, life experiences and academic achievement; and,
¿ Demonstrate understanding of social and cultural change and the implications for educational policy and practice.
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Assessment Information
Assessment:
Students will produce a 2,000 word report entitled: ¿Improving Social Justice in Our Workplace¿. This report will be presented as if it had been prepared for their management team. In the report, students will: critically consider different perspectives; produce a clear/well-balanced argument; and utilise academic research to make specific recommendations.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Indicative Reading:
Brown, B. (1998) Unlearning Discrimination in the Early Years. Stoke-on-Trent: Trentham Books
Cole, M. (Ed.) (2006) Education, Equality and Human Rights: Issues of gender, ¿Race¿, Sexuality, Disability and Social Class. Abingdon: Routledge
Connolly, P. (1998) Racism, Gender Identities and Young Children. London: Routledge
Connolly, P. (2004) Boys and Schooling in the Early Years. London: RoutledgeFalmer
Lareau, A. (2003) Unequal Childhoods: Class, Race, and Family Life. Berkley & Los Angeles: University of California Press
Moss, P. & Petrie, P. (2002) From Children¿s Services to Children¿s Spaces. Abingdon: Routledge
Siraj-Blatchford, I. & Clarke, P. (2000) Supporting Identity, Diversity and Language in the Early Years. Buckingham: Open University Press
Whalley, M.E., & Allen, S. (2008) Leading Practice in Early Years Settings: Achieving EYPS. Exeter: Learning Matters, Ltd. (Particularly Chapter 3, Leadership of Equality Practice)
Yelland, N. (2005) Critical Issues in Early Childhood Education. Maidenhead: Open University Press
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Kristina Konstantoni
Tel: (0131 6)51 6305
Email: kristina.konstantoni@ed.ac.uk |
Course secretary | Mrs Alison Macleary
Tel: (0131 6)51 6382
Email: Alison.Macleary@ed.ac.uk |
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© Copyright 2013 The University of Edinburgh - 13 January 2014 3:56 am
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