Education for diversity
| Module title | Education for diversity |
|---|---|
| Module code | EFPM375 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Dr George Koutsouris (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
Module description
This module explores diversity and issues of identity in education from a range of theoretical and practical perspectives. It draws on an intersectional framework (gender, social class, disability, race, culture etc.) that is organised around important and timely issues in education. Your study will involve a critical examination of a wide range of different ideas and theories associated with identity and diversity, such as intersectionality, post-colonial theory, critical race theory, feminist theory, inclusion, and social justice, which are considered to shape, and be shaped by, education. There are no pre-requisites for this module
Module aims - intentions of the module
The principal aims of this module are:
- To enable you to explore, and build a sound knowledge base, from which to critically evaluate issues of diversity in education
- To explore these key issues from different identity perspectives, e.g., gender, social class, disability, race, culture etc. and from an intersectionality perspective
- To introduce you to a range of theories, methodologies and research projects which are considered central to understanding diversity in education, and to critically evaluate their utility
- To encourage you to critically consider the role which education might play in creating a more diverse, just, equitable and sustainable world
- To offer you the opportunity to examine the linkages, fragmentations and tensions which might exist in theory and practice and consider the ramifications which these might have for education
To enable you the opportunity to explore the links between your own educational experiences and develop empathy for and understanding of the experiences of other people
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate sound understanding of the theories and methodologies which have underpinned the study of diversity in education, including intersectionality, post-colonial and critical race theory, feminist theory and disability theory
- 2. Demonstrate understanding and critically consideration of the different ways in which diversity impacts on and enriches education
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. critically examine issues of diversity in education and to draw sound conclusions from related theoretical and empirical research
- 4. Apply a systematic approach to the synthesis and analysis of ideas and research findings in relation to diversity in education
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Construct organised, structured, critically reflective and analytic writing
- 6. Synthesise and organise ideas to present an argument, demonstrating critical and analytic thinking
- 7. Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover at least some of the following topics:
- otherness
- gender and sexuality
- disability
- social class
- race and culture
- intersectionality
- student identities
- educational inequalities
- global and local perspectives
- limits of diversity and pluralism
- theories of democracy
- theories of social justice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 30 | 30 hours (3 hours per week) comprising of lectures and seminars |
| Guided Independent Study | 50 | Reading for seminars/ lectures |
| Guided Independent Study | 120 | Directed study e.g. web-based activities; preparing for academic tutorial; preparing for seminars; responding to seminar activities; collaborative group tasks |
| Guided Independent Study | 100 | Preparation for assignments and further independent reading |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written Essay | 1,500 words | 1-7 | Written tutor feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Contribution to online activities | 5 | Contribution to online activities (500 words) | 2-4 | Written tutor feedback |
| Written Essay | 95 | 3,500 words | 1-7 | Written tutor feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Contribution to online activities | Contribution to online activities (500 words) | 2-4 | 6 weeks |
| Written Essay | Written Essay (3,500 words) | 1-7 | 6 weeks |
Indicative learning resources - Basic reading
Apple, M. W. (2013). Education and power. Routledge.
Butler, J. (2004). Undoing gender. Routledge.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
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, 1989, 139.
Deveaux, M. (1999). Agonism and pluralism. Philosophy & Social Criticism, 25(4), 1–22.
Jackson, P. W. (1990). Life in classrooms. Teachers College Press.
hooks, b. (2000). Feminist theory: From margin to center. Pluto Press.
Leiviskä, A. (2018). The issue of ‘radical otherness’ in contemporary theories of democracy and citizenship education. Journal of Philosophy of Education, 52(3), 498–514.
Mirza, H. S. (2009). Plotting a history: black and postcolonial feminisms in ‘new times’. Race Ethnicity and Education. 12(1), 1–10.
Mouffe, C. (2000). Deliberative democracy or agonistic pluralism. IHS Political Science Series Working Paper.
Nussbaum, M. (2003). Capabilities as fundamental entitlements: Sen and social justice. Feminist economics, 9(2-3), 33–59.
Parker, L. & Gillborn, D. (2020). Critical race theory in education. Routledge.
Ramazanoglu, C. and Holland, J. (2002). Feminist Methodology: Challenges and Choices. Sage.
Rawls, J. (2009). A theory of justice. Harvard university press.
Reay, D. (2017). Miseducation: Inequality, education and the working classes. Policy Press.
Shakespeare, T. (2013). Disability rights and wrongs revisited. Routledge.
Sen, A. (2006). What do we want from a theory of justice? The Journal of philosophy, 103(5), 215–238.
Skeggs, B. (1997). Formations of class & gender: becoming respectable. Sage.
Spivak, G. C. (2003). Can the subaltern speak? Die Philosophin, 14(27), 42–58.
Zembylas, M. (2018). Political emotions in the classroom: How affective citizenship education illuminates the debate between agonists and deliberators. Democracy & Education, 26(1), 1–5.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 05/05/2022 |
| Last revision date | 20/03/2023 |
