Module EDUC3221: POLITICAL SOCIOLOGY OF EDUCATION

Department: Education

EDUC3221: POLITICAL SOCIOLOGY OF EDUCATION

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To study the political sociology of education in relation to notions of equality and diversity of educational provision and experience.

Content

• The module critically evaluates policy development and practice and the emergent debate as to what constitutes the most viable strategy for eliminating inequalities in education.

Learning Outcomes

• In terms of knowledge and understanding students will be able to demonstrate: an understanding of the sociological and educational theories and concepts used in relationship to equality and diversity in education.
• an in-depth knowledge and understanding of the ways in which policy developed in the UK in relation to issues of equality and diversity in education.
• an in-depth knowledge and understanding of the influence and significance of social, historical and cultural contexts in the construction of discourses on equality and diversity and education.
• an in-depth knowledge and understanding of the educational strategies developed to address the issue of equality and diversity in education.
• an ability to reflect on autobiography and history and the ways in which this shapes their value system and perceptions of equality and diversity.

• the analysis of complex situations concerning human learning and development in particular contexts, including their own learning;
• the use of examples of the implementation of education policies in practice;
• provision of well argued conclusions relating to significant educational issues;
• Students should be able to demonstrate an ability:
• to reflect on their own value systems and development;
• to question concepts and theories encountered in their studies of education;
• to interrogate the assumptions underpinning theory and research.

• think critically and independently;
• acquire complex information of diverse kinds in a structured and systematic way;
• construct and sustain a reasoned argument;
• communicate effectively with appropriate use of specialist vocabulary;
• use ICT and a variety of library and IT resources;
• improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning;
• work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Students will be introduced to a range of sociological and educational theories concerning equality and diversity through a lecture and tutorial programme.
• As part of that programme students will not only listen to formal lectures but be expected to engage in debate and reflection through group work exercises.
• As their summative assessment, students will be expected to write two assignments in which they will reflect critically on issues around social class and educational inequality, global trends in education policy and the marketisation of education.
• In terms of formative assessment - and having explored and examined through lectures, group work and audio-visual material the ways in which particular groups experience discrimination - students working in groups will develop their knowledge and skills through researching, developing and presenting an anti-discriminatory institutional and/or societal framework for the delivery of education.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Group-work presentation.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University