Race, Difference, Equity & Equality & other issues in Education - EDU00093M

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  • Department: Education
  • Module co-ordinator: Dr. Constantino Dumangane Jr
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module summary

This module is designed to introduce students to key aspects and perspectives related race, equity, equality in UK and American educational contexts including some discussion of the intersectionality of class and gender issues in these areas. The course focuses on the ways in which difference, misrecognitions and a misunderstanding of equity versus equality can result in barriers to the promotion of social justice. This module will explore educational issues through the lens of implicit bias and institutional discrimination to engage students in reflection as well as critical debates about social justice in education in an effort to discern more clarity on the question: what should equitable education resemble in order to ensure its promotion and advancement?

This module is of relevance to students with an interest in education, sociology and social justice.

Related modules

NO

Module will run

Occurrence Teaching cycle
A Spring Term 2019-20

Module aims

This module is designed to introduce students to key aspects and perspectives race, racism, discrimination, implicit bias and misrecognitions can act as impediments to the promotion of equity, equality and social justice in education. This involves exploring general philosophical perspectives such as critical race theory, economic, social, cultural and faith capital (i.e. whose capital has value within education and society?) as well as thought provoking discussions regarding the question of what constitutes – or should constitute fairness in secondary and post compulsory education environments for people of colour and society as a whole? Key Critical race theory architects, contributors and advocates research will be examined and used in critical and engaging debates about race, racism, misrecognitions and discrimination  to explore ways the promotion of social justice in education is often distracted, demoted, ignored and denied in what some perceive is now a ‘post-racial society’.

Module learning outcomes

Students will understand areas of and perspectives about critical race theory, fairness, equity and equality in education which will involve theoretical, philosophical, policy-related, curricular and pedagogical issues associated with relevant empirical research.

Students will be able to:

  • Identify and problematise ways in which race, ‘difference’ and misrecognitions can influence educational access and fairness which can result in a compromised social justice system
  • Analyse reports of research relating to issues at the intersections of race, class and gender in relation to discrimination  and implicit bias in secondary and post compulsory education
  • Challenge the practice of educational access and fairness as it relates to issues of race, equity, equality and  social justice
  • Reflect upon and plan on action to advance an equity and social justice as it relates to education and society in general

Academic and Graduate Skills

Students will be able to:

  • Critically engage with key ideas related to race and difference
  • Identify, analyse and problematise key issues emerging from debates around educational equality, fairness and justice in policy and research to enable students to examine ways key issues can compromise and / or promote social justice in education.
  • Identify, analyse, create and communicate arguments in written and oral form
  • Participate in group work

Module content

Module Structure:

Session 1 - An introduction to key theoretical concepts and ideas: In this session, students will learn the nature and purpose of the module (including the structure of assessment requirements).

Session 2 - Key theoretical constructs and tools: In this session, students will engage with key concepts of race, critical race theory, counternarratives, equity, equality, diversity, inclusion and social justice. Students will examine and discuss the intersectionalities and disjunctures of these concepts.

Session 3 - Race, education, implicit bias, institutional racism and discrimination: In this session, students will focus on the similarities and differences in racism, classism, colour-blindness and post-racialism in educational and work settings.

Session 4 - Economic, cultural, social and faith capital theory: In this session students will utilise empirical studies to examine and discuss whose capital have value and why in various educational situations.

Session 5 - Education, markets and choice: In this session, students will be introduced to ‘choice’ and the ‘marketisation’ of educational provision. We will discuss the impact and implications this agenda has for social justice in relation to social class, race and gender (e.g. Reay, Ball; Gillborn, Vincent, Rollock)

Session 6 - Masculinities, femininities, race, performativity and schooling: In this session we will explore the varying habituses of the school and its pupils. In particular, students will probe ways in which the school operates as a key social and cultural site for the production and reproduction of children and young people’s masculinities, femininities and performativity and how raced preconceptions, misrecognitions and exclusions affect these individuals in educational settings.

Session 7 - Race revisited via discrimination, misrecognitions and equity in education: In this session, we will revisit some of the key concepts discussed in session 2 and 3. Using empirical studies, students will explore the advantages and disadvantages of positive discrimination in the contexts of widening participation in Higher Education, employment and political environments. We will discuss how these concepts can affect young people’s aspirations, achievement and attainment in education.

Session 8 - Policy, politics and educational experiences: In this session, we will discuss the implications of the future direction of educational policy and practice in view of Brexit, the expansion of far-right movements in Europe and the election of Trump. Students will participate in discussion to try to answer the question: what does the future hold for equality, equity, decolonisation of the curriculum and social justice in education and society?

Session 9 - Overview and conclusions: In this session, we will pull together the threads of the issues that we discussed during the term. What do we think about attempts to research, address and critically challenge the ‘status quo’ in relation to Race, Difference, Equity and Equality  and ‘isms’ in order to promote social justice education?

Assessment

Task Length % of module mark
Essay/coursework
3500 word Policy Briefing
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
3500 word Policy Briefing
N/A 100

Module feedback

You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work.

Indicative reading

Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.

Bhopal, K. (2018). White privilege: The myth of a post-racial society. Policy Press.

Crenshaw, K. (2019). On intersectionality: Essential writings. The New Press. Lynn, M., & Dixson, A. D. (Eds.). (2013). Handbook of critical race theory in education. Routledge.

DuBois, W. B. (1965). The Souls of Black Folk. Greenwich, CT

Gillborn, D., Demack, S., Rollock, N., & Warmington, P. (2017). Moving the goalposts: Education policy and 25 years of the Black/White achievement gap. British Educational Research Journal43(5), 848-874.

Puwar, N. (2004). Space invaders: Race, gender and bodies out of place. Berg.

 



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.