Postgraduate Course: Exclusion and Inequality (fusion on-site) (EFIE11040)
|School||Edinburgh Futures Institute
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||Where do social, political, cultural, and economic exclusions and inequalities come from, and what are their effects? We will answer these questions from an interdisciplinary perspective, examining intersecting fields of inequality, and integrating different forms of data and knowledge. We will use evidence and analytical approaches that address exclusions and inequalities relating to, among others, class, gender, ethnicity, religion, age, geography, and citizenship. The aim of the course is to develop a conceptual toolbox: students will be able to mobilize the appropriate bodies of knowledge and data when looking at new cases. They will be able to think through complex societal challenges at multiple scales while mobilising their awareness of structural/historical and relational/experiential perspectives.
The course examines several fields that manifest profound inequalities (such as between the global north and global south; within labour markets; and within public institutions) and two interdisciplinary tracks for examining A) relational/experiential and B) historical/structural dynamics. Examining each field will uncover the intersecting issues of class, race, gender, age, ability, citizenship, and more. Students will form groups by field, and each group will have students assigned to each interdisciplinary perspective. For instance, students examining the field of global inequalities in Track A will look at poverty from the daily experiences of marginalised people as they navigate oppressive power relations, while students in the same group in Track B will analyse contemporary public policies that address or exacerbate poverty and colonial relations of wealth extraction.
Edinburgh Futures Institute (EFI) - On-Site 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 be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
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)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 5,
Online Activities 20,
Formative Assessment Hours 5,
Summative Assessment Hours 2,
Other Study Hours 15,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Other Study: Scheduled Group-work Hours (hybrid online/on-campus) - 15
|Assessment (Further Info)
|Additional Information (Assessment)
The course will be assessed by means of the following components:
1) Group Presentation (30%)
The presentation will involve a team analysis of a given theme, using course material and data gathered by the group - prepared in the pre-sessional teaching activities and delivered during the intensive study sessions. The group mark will be assessed based on the ability to integrate across and think critically about course readings and other material, quality of application to given theme, presentation skills, and teamwork skills.
2) Individual Reflective Essay (70%)
The written assessment should apply the course's insights and conceptual toolkit to the student's programme Project. 1,500-2,000 words.
||Feedback on the formative assessment may be provided in various formats, for example, to include written, oral, video, face-to-face, whole class, or individual. The course organiser will decide which format is most appropriate in relation to the nature of the assessment.
Feedback on both formative and summative in-course assessed work will be provided in time to be of use in subsequent assessments within the course.
Feedback on the summative assessment will be provided in written form via Learn, the University of Edinburgh's Virtual Learning Environment (VLE).
Live light-touch formative feedback will be given during online contributions in the pre-sessional activity period and group work during the 2-day intensive study sessions.
Summative feedback will be given following group presentations and written assessment.
In both the online contribution and presentation feedback, our focus will be on students' ability to identify the patterns and features of processes of inequality and inclusion, thereby contributing to the building of the skills assessed in the final assignment.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical awareness and extensive knowledge of key concepts and debates surrounding multiple facets of inequality in society.
- Evidence an in-depth understanding of the power relationships, socio-structural features, and lived experiences that underpin inequality and exclusion in micro and macro contexts, and how these intersect.
- Identify how different forms of data represent different aspects of inequality, the ways in which data is harnessed to portray inequality in particular ways, and the role of data in deepening or challenging inequalities.
- Mobilise a critical conceptual toolkit to analyse systematically any societal question or challenge.
|Indicative Reading List:|
Aaronson, D., D. Hartley, & B. Mazumder. 2017. 'The effects of the 1930s HOLC 'Redlining' maps'. Working Paper No. 2017-12, Federal Reserve bank of Chicago.
Atkinson, T. 2015. Inequality: what can be done? Cambridge, MA: Harvard University Press.
Alvaredo, F., Chancel, L., Piketty, T., Saez, E. and Zucman, G. eds., 2018. World inequality report 2018. Belknap Press.
Banerjee, A.V., & Duflo, E. 2007. The economic lives of the poor. The Journal of Economic Perspectives 21(1): 141.
Bay, A.H. and Pedersen, A.W. 2006. The limits of social solidarity: Basic income, immigration and the legitimacy of the universal welfare state. Acta Sociologica 49(4), 419-436.
Benjamin, R. 2019. Race after Technology: Abolitionist Tools for the New Jim Code. New York: Wiley.
Beteille, A. 2003. Poverty and inequality. Economic and Political Weekly 4455-4463.
Browne, S. 2015. Dark Matters: On the Surveillance of Blackness. Durham, NC: Duke University Press
Buolamwini, J. & T. Gebru. 2018. 'Gender shades: Intersectional accuracy disparities in commercial gender classification'. Proceedings of Machine Learning Research 18: 1-15. https://proceedings.mlr.press/v81/buolamwini18abuolamwini18a.pdf.
Crenshaw, K. 1989. 'Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics'. University of Chicago Legal Forum 8: 139-167.
Crenshaw, K. 2019. On Intersectionality: Essential Writings. New York: New Press.
Dean, H. and L. Platt, eds. 2016. Social Advantage and Disadvantage. Oxford: OUP.
Dolan, C., M. Johnstone-Louis, & L. Scott. 2012. Shampoo, saris and SIM cards: seeking entrepreneurial futures at the bottom of the pyramid. Gender & Development, 20(1): 33-47.
Eubanks, V. 2018. Automating Inequality: How High-tech Tools Profile, Police, and Punish the Poor. New York: St. Martin's Press.
Farrell, M. 2016. Counting Bodies: Population in Colonial American Writing. Oxford: Oxford University Press.
Federici, S. 2004. Caliban and the Witch Women: The Body and Primitive Accumulation. New York. Autonomedia.
Gangadharan, S.P. 2012. 'Digital inclusion and data profiling'. First Monday 17(5).
Gangadharan, S.P, V. Eubanks, & S. Barocas. 2014. Data and Discrimination: Collected Essays. Washington, DC: Open Technology.
Graeber, D. 2011. Debt: The First 5000 Years. New York. Melville Publishing
Graeber, David, and David Wengrow. The dawn of everything: A new history of humanity. Penguin UK, 2021.
Hickel, J. 2017. The Divide: A Brief Guild to Global Inequality and its Solutions. London: William Heinemann.
Hurley, M. & J. Adebayo. 2017. 'Credit scoring in the era of big data'. Yale Journal of Law and Technology 18(1): 148-276.
Johnson, J.M. 2018. 'Markup bodies: Black [life] studies and slavery [death] studies at the digital crossroads'. Social Text 34(4): 57-79.
Karim, L. 2011. Microfinance and Its Discontents: Women in Debt in Bangladesh. University of Minnesota Press.
Koch, I. 2017. Towards an anthropology of global inequalities and their local manifestations. Social Anthropology 26(2): 253-268.
Mattern, S. 2015. 'Mission control: A history of the urban dashboard'. Places Journal, March.
Melamed, J. 2015. 'Racial capitalism'. Critical Ethnic Studies 1(1): 76-85.
Milanovic, B. 2016. Global Inequality: A new approach for the age of globalization. Cambridge, MA: Harvard University Press.
Morduch, J. 1999. The microfinance promise. Journal of economic literature 37(4): 1569-1614.
Mosse, D. 2010. A Relational Approach to Durable Poverty, Inequality and Power. Journal of Development Studies 46(7): 1156-1178.
Noble, S.U. 2018. Algorithms of Oppression: How Search Engines Reinforce Racism. New York: NYU Press.
O'Neil, C. 2016. Weapons of Math Destruction. New York: Broadway Books.
Perez, C.C. 2019. Invisible Women: Exposing Data Bias in a World Designed for Men. New York: Random House.
Piketty, T. 2013. Capital in the 21st Century. Cambridge, MA: Harvard University Press.
Piketty, T., 2020. Capital and ideology. Harvard University Press.
Platt, L., 2019. Understanding inequalities: Stratification and difference. John Wiley & Sons.
Robinson, C. 1983. Black Marxism: The Making of the Black Radical Tradition. Chapel Hill: University of North Carolina Press.
Rosanvallon, P., 2013. The society of equals. Harvard University Press.
Sandel, Michael J. The tyranny of merit: What's become of the common good?. Penguin UK, 2020.
Shakya, Y. B., & K. N. Rankin. 2008. The politics of subversion in development practice: an exploration of microfinance in Nepal and Vietnam. Journal of Development Studies 44(8), 1214-1235.
Shukla, N, ed. 2016. The Good Immigrant. Unbound.
Simon, P. 2012. 'Collecting ethnic statistics in Europe: A review'. Ethnic and Racial Studies 35(9): 1366-1391.
Spade, D. & R. Rohlfs. 2016. 'Legal equality, gay numbers and the (after?)math of eugenics'. Scholar & Feminist Online 13(2).
Wright, E.O. 2009. Understanding class. New Left Review, Nov-Dec.
|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 judgments 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.
|Keywords||Exclusion,Inequality,Society,Social Science Theory,PGT,EFI
|Course organiser||Mr Jean-Benoit Falisse
Tel: (0131 6)51 1632