In this module you'll be introduced to contemporary issues in equity, inclusion and social justice in educational practice. You'll use different theoretical tools to explore a range of issues and debates around inclusive practice in education, including disability, gender, poverty and race. In each case you'll consider what may inhibit or facilitate equality in classrooms, societies and communities. At the heart of this module is a reflective discussion around what constitutes inclusive practice in education, which will allow you to challenge, acknowledge and analyse your own and others’ experiences and assumptions related to inclusion, equity, social justice and learning.
What you will study
The module consists of the following five sections.
Section 1: Inclusion, Equity, Equality and Social Justice
You'll be introduced to some of the key concepts in inclusive practice: equity, equality, social justice, and inclusion. You'll reflect on your own understandings of these concepts and those of your fellow students, and will begin to examine how they are interpreted differently in classrooms, countries and contexts around the world.
Section 2: Key theories in Inclusion
This section introduces you to some of the key theories used to interrogate, examine and analyse questions of equity, equality, social justice and inclusion in education. Theories covered in this section include social constructionism, which you will apply to consider how ‘differences’ between people such as race, disability or gender are socially constructed and to explore the role education has to play in this.
Section 3: Problematising inclusion
You’ll apply some of the theories you learned about in Section 2 to begin to problematise or ‘unpick’ some of the more complex questions around inequalities in educational experiences and outcomes. You'll consider the construction of a range of ‘social problems’ and reflect on how these relate to the concepts of inclusion, equity, and social justice that you explored in Section 1.
Section 4: Transforming – making a difference
This section explores some of the ways in which inclusive practices can be transformative for learners, teachers and wider society. Here you'll explore a diverse range of topics including the decolonisation of the curriculum and participation in the classroom. You'll also focus in depth on two research case studies featuring inclusive practices for marginalised learners and teachers in two very different contexts. Through these case studies, you'll apply some of the theories you explored in Section 2 to expand your understandings of these contexts.
Section 5: Looking back and looking forwards
This final section reflects on topics covered throughout the module and considers current and future debates in inclusive practice around the world. Working through this will prepare you for the EMA, the final assessment on the module.
At the end of sections 1, 2 and 3, there will be an activity week during which you will work collaboratively with other learners on a specified activity to consolidate your learning.
Entry
You should be prepared for study at postgraduate level and have the minimum of a bachelors degree (in any subject) from a UK university or an equivalent professional qualification. We warmly welcome applications from students who have an undergraduate degree level qualification from universities outside the UK and which is deemed equivalent to a UK higher education degree.
You do not need to be employed in an educational setting to study this module. However, it is important that you have some experience of and interest in engaging or working with learners, children or young people as our pathway disciplines (Childhood and Youth Studies, Learning and Teaching, Inclusive Practice, Applied Linguistics, and Leadership and Management) are all explored through the lens of education. You will need to be able to apply your learning to an educational setting with which you are familiar: this could be as a parent/carer, a volunteer or as a learner yourself.
You will need to be able to spend approximately 15-18 hours per week on studying for this module.
Your spoken and written English must be of an adequate standard for postgraduate study. If English is not your first language, we recommend that you will need a minimum overall score of 7 under the International English Language Testing System (IELTS). Please see the IELTS website for details.
Preparatory work
The module website will be available to registered students two weeks in advance of module start. On registration, you will also have access to the Masters in Education subject website which has a range of resources and introduces you to some postgraduate induction materials.