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DRPS : Course Catalogue : Edinburgh Futures Institute : Edinburgh Futures Institute

Postgraduate Course: Inclusive Society (fusion on-site) (EFIE11042)

Course Outline
SchoolEdinburgh Futures Institute CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) 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 (Exclusion and Inequality) 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;
(3) Data activism;
(4) Local economies.

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). Students will take turns to lead small group work in answering the following questions: What forms of inequality are targeted by these initiatives, and what theories of change are invoked for addressing exclusion? What data exists to describe these inequalities and the ability of initiatives to impact on them? Through the exploration of concrete cases and in dialogue with practitioners, students will apply and further develop their conceptual toolbox for assessing processes of social inclusion.

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)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Academic year 2023/24, Not available to visiting students (SS1) Quota:  None
Course Start Semester 2
Course Start Date 15/01/2024
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 100 ( Lecture Hours 5, Supervised Practical/Workshop/Studio Hours 4, Fieldwork Hours 5, External Visit Hours 4, Online Activities 20, Formative Assessment Hours 4, Summative Assessment Hours 3, Other Study Hours 8, Programme Level Learning and Teaching Hours 2, Directed Learning and Independent Learning Hours 45 )
Additional Information (Learning and Teaching) Other Study: Scheduled Group-work Hours (hybrid online/on-campus) - 8
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Summative Assessment:

The course will be assessed by means of the following component:

1) Final Artefact (100%)

The final artefact will be produced by the student as part of a group portfolio output (menu of formats to be provided, with workload equivalent to writing a 1,500-word essay - the artefact may include non-essay format pieces using images, video, sounds, or other). The final artefact will be worth 100% of the overall course mark.

Formative Assessment:

Each course within Edinburgh Futures Institute includes the opportunity for you to participate in a formative feedback exercise or event which will help you prepare for your summative assessment. The formative assessment does not contribute to your overall course mark.

Students will have the opportunity to share their understanding of some of the core material on an online space in the first phase of the course, feedback will be provided by the peers and tutors during the pre-intensive activities, by peers, tutors, and course convenors during the intensive study days, and by tutors and course convenors during the post intensive activities.
Feedback 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).

Students will have the opportunity to share their understanding of some of the core material on an online space in the first phase of the course, feedback will be provided by the peers and tutors during the pre-intensive activities, by peers, tutors, and course convenors during the intensive study days, and by tutors and course convenors during the post intensive activities.

In the intensive phase, the group work will provide another chance for the course conveners to offer feedback and guidance to the students before they engage with the practitioner. Feedback will focus on conceptual clarity, as well as the understanding of the different ways in which inequalities and inclusion can be represented and shared (thereby directly preparing the students for the final assessment).

In the post-intensive phase, students will have a chance to share their artefact idea with the course conveners.
No Exam Information
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:

Escobar, Arturo. 2017. Response: Design for/by [and from] the ¿global South¿. Design Philosophy Papers, 15(1), 39-49.

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?'

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

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.
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
Course organiserDr Juli Huang
Course secretaryMr Lawrence East
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