Unit information: Education, Schooling and Diversity in 2020/21

Unit name	Education, Schooling and Diversity
Unit code	SPOL10039
Credit points	20
Level of study	C/4
Teaching block(s)	Teaching Block 2 (weeks 13 - 24)
Unit director	Dr. Twum-Danso Imoh
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School for Policy Studies
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit will consider the diverse and often competing purposes of education and the relationship between discourses of education and formal schooling. We will take a critical and post-structural perspective on contemporary education not only in England, but also in other societies and consider the nature of formal schooling that has evolved since the advent of the social welfare state and the impact of politics and ideologies on these. Themes that we will study in depth are the curricula developments in compulsory schooling and the relationships between knowledge, learning and assessment. Underpinning this unit will be a consideration of the diversity of learners and learning contexts and we will address some of the complexities of gender, culture, ethnicity, ability and special educational needs in classrooms and the role that education can play in combating societal inequalities. Through assessment we will encourage critical reflection on students’ own learning processes.

Unit aims:

• To provide an understanding of the education system in England as well as other contexts;
• To demonstrate that curriculum developments are never value neutral and that political will and ideological commitments always impinge upon decisions related to education and schooling;
• To illuminate the diversity of learners and some of the complex issues faced by teachers and educators in responding to this;
• To be critical of assessment processes and understand the limitations of these in providing information related to learning and achievement;
• To have a broad understanding of the variety of schooling provisions and some of the informal learning environments that exist.

Intended Learning Outcomes

After completing this unit successful students will be able to:

1. Develop their self-reflection and self-awareness through understanding the importance of reflection in the learning process;
2. Have a critical understanding of schooling and education processes;
3. Keep a reflective learning journal and understand its contribution to their learning;
4. Develop skills of innovation and creativity through collaboratively designing learning activities and resources;
5. Critique learning provisions created by museums, galleries and outdoor environments for the exploratory for a certain group of learners.

Teaching Information

Teaching will be delivered through blended learning involving a combination of synchronous and asynchronous sessions, including weekly lectures, practical activities supported by study-group sessions and self-directed exercises. Outside of lectures learning will be more applied, substantive and in-depth and will take the form of self-paced, material delivered which is undertaken individually or supported by pair and group work, and involving elements of tutor feedback and peer-assessment. We will make use of a range of collaboration tools to foster a collaborative, creative and community mindset. Feedback will be provided for formal assessments, preparation for which will be supported through weekly studygroup sessions.

Assessment Information

Part 1: Learning resource and report 50% (1500 words) - this will assess ILOs 4+5

Part 2: Theorised reflective essay (50% marks) (1500 words) - this will assess ILOs 1-3

Reading and References

• Blundell, D. (2012) Education and Constructions of Childhood, Contiuum.
• Cole, M. (2006) Education, Equality and Human Rights, Taylor and Francis Ltd.
• Freire, P. (2005) (New Ed.) Education for Critical Consciousness, Continuum International Publishing
• Group.
• Illeris, K. (2018) Contemporary Theories of Learning, Routledge.
• Illeris, K. (2007) How we Learn, Routledge.
• Race, R. (2011) Multiculturalism and Education, Continuum.
• Tait, G. (2017) Schooling & Society: myths of mass education, Cambridge Press
• Thomas, G. & Loxley, A. (2007) Deconstructing Special Education and Constructing Inclusion, OUP