Unit name | Pedagogies for Social Justice |
---|---|
Unit code | EDUC30033 |
Credit points | 20 |
Level of study | H/6 |
Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
Unit director | Dr. Wenham |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit will examine key ways of thinking about pedagogies for social justice, and what they might mean for developing approaches to teaching and learning that can reduce social inequality and create a more cohesive society. The unit will review which learning theories lend themselves to being used in this way, and the kinds of structural inequalities they seek to challenge. Students will explore the work of some of the key theorists who have addressed social justice issues in education and critically reflect on the conceptual tools they have created for analysing other ways of organising education. The course will give students the opportunity to explore and evaluate a range of research studies that have applied these ideas in different contexts and consider the outcomes they have led to.
The aims of the unit are to enable students to:
On successful completion of this unit, students will be able to:
Classes will involve a combination of lectures, class discussion, investigative activities, debates and group presentations. Students will be expected to engage with readings and participate on a weekly basis.
Formative assignment:
a) ILO 2&3 : 15-minute group presentation to start class discussion: key ideas that have been introduced on the course and their potential for practical application.
b) ILO 1-4 : 500-word summary of key ideas for feedback from tutor.
Summative assessment:
ILO 1-4 : Reflective essay 3,000 words (100%)
Banks, J. (Ed) (2009) The Routledge International Companion to Multicultural Education. Abingdon: Routledge.
Chapman,T.K. & Hobbel, N (2010) Social Justice Pedagogy Across the Curriculum: The Practice of Freedom. Abingdon: Routledge.
Freire, P. (2000) Pedagogy of the Oppressed: 30th Anniversary Edition. London, NY: Continuum.
Moore, R. (2013) Basil Bernstein: The Thinker and the Field. Abingdon: Routledge.
Nussbaum, M.C., (2012) Not for Profit: Why Democracy Needs the Humanities. Princepton, N.J.: Princeton University Press
Schweisfurth, M. (2015) Learner-centred Education in International Perspective: Whose Pedagogy for Whose Development? Abingdon: Routledge.
Wenger, E. (2000) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.