| Unit name | Race, The State and Education |
|---|---|
| Unit code | EDUC30051 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Walker |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
N/A |
| Units you must take alongside this one (co-requisite units) |
N/A |
| Units you may not take alongside this one |
N/A |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
How can we interrogate our assumptions about race and racism and the ways in which they work across different contexts? How do race and racism shape education systems and practices? How are modern states bound up in racial logics and what are the implications of this for education?
This unit will draw on multidisciplinary perspectives – sociological, historical and philosophical – to examine the pervasiveness and significance of racial thinking and racism in the modern world. It will consider how racial thinking and racial domination have been integral to the formation of modern states. Building on this foundation, the unit will support students to examine issues of race and racism in education in different national contexts. The unit will have a theoretical focus, engaging with texts on theories of race, and race and the state. It will also draw on empirical studies from academic authors, organisations and think tanks working in the field of race equality and relevant media/newspaper material.
The unit aims to:
Teaching will involve a weekly 3-hour session: back-to-back lecture format (2 hours) and seminar format (1 hour). There will be a combination of teaching/lectures, group discussions, seminar activities and debates. The lecture will bring together all students on the module, while the seminars enable group work and discussion, potentially dividing the cohort into smaller groups. The lecture will introduce core concepts each week and will include class participation and activities. Seminars will provide an opportunity to explore content in more detail. This includes support for a close reading of texts, and a discussion of the content, ideas and arguments.
Formative assessment
Seminar reading group discussions with weekly assigned contributions from students (students selected/volunteer to bring a reading of their choice relevant to the unit focus and facilitate a discussion), ILO 1-3
Seminar session to share and discuss students’ annotated bibliographies and abstracts for feedback and discussion with tutors and peers, ILOs 1-3
Summative assessment
Part I: Annotated bibliography (30%), ILOs 1-3. Students will develop an annotated bibliography of four entries, drawing on core and/or further readings from the unit to inform the final essay assessment (Part II). Each entry should be 200-300 words. They will also prepare an abstract of approx. 250 words outlining the focus and argument for their Part II assignment.
Part II: Essay (70%), 2,500 words, ILOs 1-3 – This will be a reflective and analytical piece of writing in the form of an essay, in response to a set of guided questions. Students will draw on their annotated bibliographies in addition to other sources.
When assessment does not go to plan
Re-assessment will involve resubmitting work in the same format.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC30051).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
