Undergraduate Course: Educational Studies 3: Teaching for Social Justice (EDUA10193)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will help student teachers to understand theories of social justice within the context of their placement schools. It will support them to gather relevant evidence about the contexts in which they are placed, to interpret that evidence in a meaningful and constructive way, and to use it to inform the selection and evaluation of appropriate pedagogical strategies.
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| Course description |
This 20-credit course focuses on supporting students to teach in socially just ways, recognizing their own roles in supporting that agenda. They will:
¿ Be introduced to theories of social justice and their manifestation in pupil and community cultures;
¿ study the importance of teacher autonomy and agency in supporting social justice;
¿ consider the policy context for promoting social justice;
¿ gather data from placement contexts which will help them to understand issues of social justice more deeply.
The ethics of collecting data from placement contexts will be considered in depth, and will help support students in this area as they move forward towards their independent research project in Educational Studies 4.
Students will be introduced to theories of social justice, and to theories of teacher agency in an intensive week-long block prior to going out on third year placement. The university sessions will be a mixture of presentations from University staff and from external stakeholders in policy and third sector organisations, seminar discussions, workshops and independent study. They will then work with professional colleagues in schools to identify useful data which will help them to better understand the school and its community. In both university and school-based work they will then be supported in interpreting this data by drawing on theories of social justice and will be encouraged to think about how this deeper understanding might impact on their pedagogical decisions.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2016/17, Not available to visiting students (SS1)
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Quota: 182 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The assessment of this course is based on students collecting data about their placement school and its community which will enable them to better understand the school community. This will include publicly available data as well as school-level data. The purpose of this approach is to support students to understand which data are relevant, how to go about collecting and analysing such data, and ultimately how to use the data to shape their pedagogical decisions.
Assessment tasks include:
Presentation to peers (with formative feedback) on data collection plans
750 written data collection plan submitted to tutor for formative feedback
2500 word essay outlining data collection, interpretation and implications for practice (100%) |
| Feedback |
Students will get peer feedback on their data collection plans, they will then get formative feedback from tutors on a written outline of these plans. In addition, students will get ongoing feedback in seminars and in placement meetings with tutors and school staff. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop a critical understanding of key concepts related to social justice in the context of school education
- Demonstrate understanding of how power, politics and social justice relate to school cultures
- Devise and conduct a small study using appropriate methodological approaches to gather, analyse and interpret a range of data relating to issues of social justice
- Demonstrate an understanding of how theories of equity, social justice and anti-discrimination inform the interpretation of data
- Critique the role of the educational professional with regard to issues of social justice
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Reading List
Core Text:
Arshad, R., Wrigley, T. & Pratt, L. (Eds) (2012) Social Justice Re-Examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent, Trentham
Required Reading:
Cole, M. (2012, 3rd edition) Education, Equality and Human Rights: Issues of gender, ¿race¿, sexuality, disability and social class. London, Routledge.
Sosu, E. and Ellis, S. (2014). Closing the attainment gap in Scottish education. York: Joseph Rowntree Foundation. https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/education-attainment-scotland-full.pdf
Recommended Reading:
Arnott, M. and Reay, D. (2013) Social Inequalities (Re)formed: Consulting Pupils about Learning. London, Routledge.
Gorski, P. and Pothini, S. (2013) Case Studies on Diversity and Social Justice Education. London, Routledge
Greener, I. (2011) Designing Social Research: A Guide for the Bewildered. London, Sage.
Hayes, D., Mills. M., Christie P. & Lingard, B. (2006) Teachers and Schooling Making a Difference: productive pedagogies, assessment and performance. Crows Nest, Allen and Unwin.
Laker. A. (Ed.) (2002) The Sociology of Sport and Physical Education: an introductory reader. London: RoutledgeFalmer
Pink, S. (2001) Doing Visual Ethnography: images, media and representation in research London, Sage.
Thomas, G. (2009) How to Do Your Research Project. London, Sage.
Thompson, N. (2011) Promoting Equality: working with difference and diversity. Basingstoke, Palgrave Macmillan.
Wrigley, T., Thomson, P. and Lingard, B. (Eds) (2012) Changing Schools: alternative ways to make a world of difference. London, Routledge
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Additional Information
| Graduate Attributes and Skills |
Exercise autonomy and initiative in professional activities
Communicate effectively with professional level peers, colleagues and parents
Engage in reflective practice to develop career long learning.
Recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning. |
| Keywords | social justice,teacher agency,data collection |
Contacts
| Course organiser | Dr Holly Linklater
Tel: (0131 6)51 6254
Email: Holly.Linklater@ed.ac.uk |
Course secretary | Mrs Lyndsey Black
Tel: (0131 6)51 4191
Email: lyndsey.black@ed.ac.uk |
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