Undergraduate Course: Educational Studies 2b: Inclusion and Citizenship in the 21st Century (EDUA08098)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This 20-credit course examines the role of the teacher as a professional with responsibility for supporting diverse learners in the classroom as well as preparing these learners to socialise, work and live in a complex and diverse world. The course explores historical and philosophical approaches to individual needs, building on the concepts of child development covered in Education 2a and assists in preparing students for future school placements where relevant. Discussion is explored, contextualised and framed in a social model approach that recognises individual needs and responses to these from personal, cultural and structural levels. This is then applied within an educational context in alignment with the Scottish Curriculum for Excellence. During the course, students will spend time on placement in a range of settings to gain experience of interactions between schools and various agencies aimed at supporting pupils and families and enhancing the educational experiences of learners in different environments including rural areas across Scotland. Students discuss the responsibility of teachers in relation to legislation and policy that promotes inclusion, equality and children's rights and considers multi-agency approaches and partnerships in supporting pupils¿ learning in different environments. Students then build on this knowledge to consider future inclusive schools in the context of globalisation, sustainability and social justice as developed through Educational Studies 1a. A key part of the course is to critically consider the contribution of research to educational policy development as well as the influence of practice on shaping the research and educational policy agenda through, for example, critical discourse analysis. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
By the end of this course, and at a level appropriate to a 2nd year undergraduate, students will be able to:
* Plan appropriate support for pupils with additional needs within a social model context
* Demonstrate an understanding of the purpose of educational research and its contribution as well as limitations to the formulation of education policy
* Demonstrate basic skills in documentary analysis as a qualitative research method
* Demonstrate an awareness of the impact of globalisation, new technologies and increasing population movements/dynamics/diversities on education policy and practice
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Assessment Information
There are two assessed activities.
Assessed Activity 1: 2000 word individual written assignment (60% of course mark)
Students conduct a critical analysis of one document (e.g. historical report, research report, policy document) relating to issues of individual need and educational inclusion. They are asked to consider the document in terms authenticity, credibility, representativeness, meaning and applicability. Students will be offered two educational research reports and two education policies from which they should select one on which to focus their assignment. Students will need to draw from their learning about document analysis as a research method.
Assessed Activity 2: Group Presentation (20% of course mark) Individual reflection on group presentation (20% of course mark)
Students are assigned to a group. Each group is asked to identify the features of a future school with reference to globalisation and sustainability. In the final week of Block 3, group presentations will draw together learning from the course to design a school for the future. The presentation should take into account the types of teaching and learning methods that might best support the diversity of learners who might be present in such a future school. Students are encouraged to use a range of media technology in presenting their designs. Following this, each student also submits an individual 500-word summary of the key issues they have taken from the presentation and a summary of the readings they have personally undertaken to inform their contribution to the presentation.
Students need to achieve a 40% pass on both assessed activities to pass the course. In the case of assessed activity 2 the requirement is for an aggregate mark of 40%: compensation between the two elements within the activity is allowed.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
The course is divided into three blocks:
Block 1: Additional Support Needs and Inclusion
The course begins with an introduction to historical and societal perceptions of human differences as a means to understanding current practices and the development of additional support needs as a social construction. To deliver effective inclusive education requires teachers to develop productive relationships with other professionals, parents, community organisations, businesses and others and an aspect of this block is to critically consider the principles of collaborative working, as well as to examine the opportunities and barriers for the development of such working.
Block 2: Education policy formulation: opportunities and limitations
This block provides students with an opportunity to explore an education policy document in the area of additional support needs. The course enables students to consider the place of research in shaping such documents, for example how the curriculum is structured and National Priorities are developed and implemented with specific reference to pupils with additional support needs and current legislation. Students will develop their skills in document analysis as a qualitative research method by examining the place and function of documents in qualitative research, the relevance of documents to research topic, possibilities and limitations.
Block 3: Education for the Future
This block looks at the purposes of schooling and asks who is it for? What purposes does it serve? Who makes decisions and why? Students are asked to consider (where relevant) the differences they can make as teachers/educators in shaping education for the future. Some students will have had relatively little direct experience in schools and the purpose of this Block is to enable them to consider a possible future for schools, teachers and learners into the 21st century in order to prepare them as critical and reflexive professionals (in schools and other settings) of the future. There is a particular focus on issues of globalisation and sustainability and aspects of social justice and inclusion introduced within Education 1 and Education 2. Students will engage with a range of relevant key concepts such as education within a digital age, the impact of social technologies on teaching, citizenship, interdependence, conflict resolution, human rights, evolving populations, sustainable development and meeting the needs of an increasingly diverse pupil cohort. |
| Transferable skills |
Not entered |
| Reading list |
Arshad, R., Wrigley, T. & Pratt, L. (Eds) (2012) Social Justice Re-Examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent, Trentham.
Benjamin, S. (2002) The Micropolitics of Inclusive Education: an ethnography. Buckingham, Open University Press.
Hammersley, M. (2002) Educational Research, Policymaking and Practice. London, Paul Chapman.
Hargreaves, A and Fullan, M. (2012) Professional Capital: Transforming Teaching in Every School. London, Routledge.
Oliver, M. (1990) The Politics of Disablement. Basingstoke, Macmillan.
Scott, D. (2000) Reading Educational Research and Policy. Abingdon, Open University Press.
Thomas, G. (2009) How to Do Your Research Project. London, Sage.
Van Dijk, T (2001) Critical Discourse Analysis. In D. Schiffrin, D. Tanne and H.E. Hamilton (Eds.), The Handbook of Discourse Analysis. Oxford, Blackwell.
Wearmouth, J., Glynn, T., Richmond, R.C. and Berryman, M. (Eds.) (2004) Inclusion and Behaviour Management in Schools. London, David Fulton.
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| Study Abroad |
Not entered |
| Study Pattern |
2 x 1-hour lectures weekly: 20 hours
1 x 2-hour workshops weekly: 20 hours
4 x half-days in education and related settings: 10 hours
Independent (including student-organised group) study: 150 hours |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Laura Mitchell
Tel: (0131 6)51 6503
Email: Laura.Mitchell@education.ed.ac.uk |
Course secretary | |
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