THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2021/2022

Information in the Degree Programme Tables may still be subject to change in response to Covid-19

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Postgraduate Course: Inclusive Society (fusion online) (EFIE11043)

Course Outline
SchoolEdinburgh Futures Institute CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate)
Course typeOnline Distance Learning AvailabilityAvailable to all students
SCQF Credits10 ECTS Credits5
SummarySocio-economic inequalities are at the forefront of public debate: around the world, from Zimbabwe to France and from Chile to India, civil unrest echoes the dissatisfaction of growing sections of the population with the relative reduction of their economic, political, and social capitals. The focus of this course is, however, on another side of the public response to inequalities that is often less visible and less reported: the many inclusive practices that seek to build fairer and more just societies, within and sometimes outside the capitalist system.
Course description This course applies theories and concepts developed in the first core course and explores concrete policies and projects of social, political, and economic inclusion through the critical examination of texts, speeches, cases, and datasets. We explore the potential roles of data in describing inclusive gains and supporting the redistribution of power and resources. Through group activities, students will practice their ability to analyse and develop inclusive practices in and across the public, private, and civil society sectors.

The course is organized around four themes:

(1) Wealth redistribution;
(2) Citizen engagement and community participation;
(3) Data activism;
(4) A theme that is decided by the students of 'Exclusion and Inequality' during the first semester.

For each theme, case studies are set by the course conveners (e.g. universal basic income for wealth redistribution, participatory municipal budgeting for citizen engagement, critical cartography for data activism). With them comes a reading list, a list of key speeches/talks/presentations by experts, a list of activities (e.g. visiting an institution or exhibition, volunteer work, etc.), and a list of datasets with questions to explore.

Students are asked to pick one reading, one talk, one activity, and one dataset of their choice for one theme they will lead during the two-day intensive period. They can also propose material that is not in the list (to be agreed with the course convener). For the other three themes, students will choose one type of material to engage with per theme.

Edinburgh Futures Institute (EFI) - Online Fusion Course Delivery Information:

The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities. Students should note that their interactions may be recorded and live-streamed. There will, however, be options to control whether or not your video and audio are enabled.

As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.

As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
Pre-requisitesNone
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate a critical understanding of some of the main solutions put forward to tackle inequalities and foster inclusion.
  2. Evidence an in-depth understanding of how to apply a conceptual and empirical toolbox to analyse, assess, and develop inclusive practices in context.
  3. Exhibit fluency in key data analysis strategies/approaches that are used to identify inequality and develop inclusive practices.
  4. Recognise the role and potential of data to recognise, describe, and facilitate inclusive initiatives.
Reading List
Indicative Reading List:

Bruno, I., E. Didier, & T. Vitale. 2014. 'Statactivism: Forms of action between disclosure and affirmation'. Introduction to special issue of Partecipazione e conflitto. The Open Journal of Sociopolitical Studies. 7(2): 198-220.

Bidadanure, J.U., 2019. The political theory of universal basic income. Annual Review of Political Science, 22, pp.481-501.

Carothers, T., ed. 2016. Ideas for Future Work on Transparency and Accountability, Washington: Carnegie Endowment for International Peace.

Clancy, P. & G. Goastellec. 2007. Exploring access and equity in higher education: Policy and performance in a comparative perspective. Higher Education Quarterly, 61(2): 136-154.

Costanza-Chock, S. 2018. 'In defence of data discrimination'. Keynote at Data Justice 2018, Cardiff University, May 2018. https://cardiff.cloud.panopto.eu/Panopto/Pages/Viewer.aspc?id=d132281d-8bbc-4980-a8e8007c788d .

Currie, M, B.S. Paris, I. Pasquetto, & J. Pierre. 2016. 'The conundrum of police officer-involved homicides: Counter-data in Los Angeles County'. Big Data & Society 3(2): 1-14.

D'Ignazio, C. 2018. 'How might ethical data principles borrow from social work?'. Medium, September 2. https://medium.com/@kanarinka/how-might-ethical-data-principles-borrow-from-social-work-3162f08f0353.

Dean, H., and L. Platt. 2015. Social Advantage and Disadvantage. Oxford: Oxford University Press.

Fotopoulou, A. Forthcoming. 'Understanding citizen data practices from a feminist perspective: Embodiment and the ethics of care'. In Citizen Media and Practice, edited by H. Stephansen and E. Trere. Oxford: Taylor & Francis/Routledge.

Gangadharan, S.P, T. Petty, T. Lewis, & M. Saba. 2018. Digital Defense Playbook: Community Power Tools for Reclaiming Data. Detroit: Our Data Bodies.

Gray, J., D. Lämmerhirt, & L. Bounegru. 2016. 'Changing what counts: how can citizen-generated and civil society data be used as an advocacy tool to change official data collection?' https://dx.doi.org/10/2139/ssrn.2742871.

Held, V. 2006. The Ethics of Care: Personal, Political, and Global. New York: Oxford University Press.

Hughes, M.M. 2011. Intersectionality, quotas, and minority women's political representation worldwide. American Political Science Review, 105(3): 604-620.

Krook, M.L. 2008. Quota laws for women in politics: Implications for feminist practice. Social Politics, 15(3): 345-368.

Léon, A.M. 2018. 'Spaces of co-liberation'. In Dimensions of Citizenship, edited by Nick Axel, Nokolaus Hirsch, Ann Lui, Mimi Zeiger. Los Angeles: Inventory Press.

Lucchesi, A. N.d. 'The missing and murdered indigenous women database.' https://www.sovereign-bodies.org/mmiw-database .

Mansbridge, J., 2005. Quota problems: Combating the dangers of essentialism. Politics & Gender, 1(4): 622-638.

Mansuri, G. & V. Rao. 2012. Localizing development: Does participation work?. The World Bank.

Milan, S., & L. Van Der Velden. 2016. 'The alternative epistemologies of data activism'. Digital Culture & Society 2(2): 57-74.

Morgan, L.M. 2001. Community participation in health: perpetual allure, persistent challenge. Health policy and planning, 16(3): 221-230.

Nylen, W.R. 2002. Testing the empowerment thesis: the participatory budget in Belo Horizonte and Betim, Brazil. Comparative politics, 127-145.

Parijs, P.V. 1997. Real freedom for all: What (if anything) can justify capitalism?. OUP Catalogue.

Pearce, M. & R.P. Louis. 2008. 'Mapping indigenous depth of place'. American Indian Culture and Research Journal 32(3): 107-126.

Rubel, L. H., V. Y. Lim, M. Hall-Wieckert, & M. Sullivan. 2016. 'Teaching mathematics for spatial justice: An investigation of the lottery'. Cognition and Instruction 34(1): 1-26.

Sabbagh, D. 2002. Affirmative Action at Sciences Po. French Politics, Culture & Society, 20(3): 52-64.

Sen, A. & J. Dreze. 1999. The Amartya Sen and Jean Drèze Omnibus:(comprising) poverty and famines; Hunger and public action; and India: Economic development and social opportunity. OUP Catalogue.

Sintomer, Y., C. Herzberg, & A. Röcke. 2008. Participatory budgeting in Europe: potentials and challenges. International Journal of Urban and Regional Research, 32(1): 164-178.

Tienda, M. 2013. Diversity/ inclusion: Promoting integration in higher education. Educational Researcher, 42(9): 467-475.

Tondani, D. 2009. Universal basic income and negative income tax: Two different ways of thinking redistribution. The Journal of Socio-Economics, 38(2): 246-255.

Van Parijs, P. & Y. Vanderborght. 2017. Basic income: A radical proposal for a free society and a sane economy. Cambridge, MA: Harvard University Press.

Walker, M.U. 2006. 'Restorative justice and reparations'. Journal of Social Philosophy 37(3): 377-395.

Wright, E.O. 2010. Envisioning real utopias (Vol. 98). London: Verso.

De Wispelaere, J. and Stirton, L., 2004. The many faces of universal basic income. The Political Quarterly, 75(3), pp.266-274.
Additional Information
Graduate Attributes and Skills Knowledge and Understanding:
- A critical understanding of a range of specialised theories, concepts and principles.
- Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
- A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.

Applied Knowledge, Skills and Understanding:
- Ability to use a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
- Ability to plan and execute a significant project of research, investigation or development.
- Ability to demonstrate originality and/or creativity, including in practice.

Generic Cognitive Skills:
- Development of original and creative responses to problems and issues.
- Capacity to critically review, consolidate and extend knowledge, skills, practices and thinking across disciplines, subjects, and sectors.
- Ability to deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.

Communication, ICT, and Numeracy Skills:
- Communication, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
- Communication with peers, more senior colleagues and specialists.
- Use of a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
- Critical evaluation of a wide range of textual, numerical and graphical data.

Autonomy, Accountability, and Working with Others:
- Responsibility for own work and/or significant responsibility for group work.
- Demonstration of leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking.
- Practice in ways which draw on critical reflection on own and others' roles and responsibilities
- Management of complex ethical and professional issues and informed judgement on issues not addressed by current professional and/or ethical codes or practices.
KeywordsInclusion,Social Justice,Data Justice,Data for Good,Data Activism,Social Enterprise
Contacts
Course organiserDr Juli Huang
Tel:
Email: Juli.Huang@ed.ac.uk
Course secretary
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