• To critique the applicability of current theories on education, identity and social justice

Main Aim(s) of the Module:

• To critique the applicability of current theories on education, identity and social justice.
• To develop students’ understanding of cultural diversity in British Society and the  existence of multiple identities among British citizens.
• To consider the implication of cultural diversity for contemporary society.
• To provide a broad and critical examination of the theories and practices underpinning   

Multiculturalism and other phases of social policy in relation to ‘race’/ethnicity.

• To critique the issues which have influenced multiculturalism past, present and future.
• To engage with critical scholars in the field from Britain and different international

Settings.

• To explore, both historical and contemporary political perspectives on multiculturalism.

Main Topics of Study:

• Identity
• Social Justice
• Race and ethnicity
• Intersectionality
• Educational and social policy related to social justice
• Theories on education, identity and social justice

Learning Outcomes for the Module

At the end of this Module, students will be able to show that they can:

Knowledge:

1. Demonstrate an intermediate knowledge of theory in relation to identity

2. Demonstrate an intermediate knowledge of the complexity of identity

Thinking Skills:

3. Demonstrate an intermediate understanding of theory in relation to identity

4. Demonstrate an intermediate understanding of the complexity of identity

Subject-based practical skills:

5. Develop an application of theory in relation to identity construction

6. Use academic sources and other appropriate resources to inform knowledge and thinking

Skills for life and work (general skills)

7. Demonstrate awareness of equality policy

8. Communicate effectively in writing

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

There will be a combination of lectures, seminars, tutorials, workshops, guest lectures, visits, options to attend academic events, self-directed learning.

Self-assessment questions enable students to check their progress – by comparing their answers with sample answers, they can assess for themselves how well they have met the learning outcomes for a particular section of the study guide.

Students will have access Moodle and to online journal articles via the Athens access management system. In addition, electronic contact with the tutor and dedicated support staff will be available.

The module will offer formative assessment opportunities, which will enable students to obtain a diagnosis of their academic development. This process will further support students’ learning towards the completion of the summative assessments for the module.

Assessment methods which enable student to demonstrate the learning outcomes for the Module:

Summative 1

Production Artefact and Round Table Presentation

Summative 2

Essay (3000 words)

Weighting:

40%

60%

Learning Outcomes demonstrated:

LO 1-8

LO 1-8

Core Reading for this Module:

Lawler, S.  (2008) Identity: Sociological Perspectives, Cambridge: Polity Press.

Smith, E. (2012) Key Issues in Education and Social Justice, London: Sage.

Vincent, C. (2003) Social Justice, Education and Identity, London: Routledge.

Recommended Reading for this Module:

Apple, M. (1996) Cultural Politics and Education, Buckingham: Open University Press.

Cole, M. 2008. Marxism and Educational Theory, London: Routledge.

Cole, M. 2009. Critical Race Theory and Education: A Marxist response, New York: Palgrave Macmillan.

Cole, M., & Maisuria, A. 2010. Racism and Islamophobia in post 7/7 Britain: Critical Race Theory, (Xeno-) Racialization, Empire and Education: A Marxist Analysis. In: KELSH, D., HILL, D,. & MACRINE, S (ed.) Class in Education: Knowledge, Pedagogy, Subjectivity. New York: Routledge.

Delgado, R. and Stefancic, J. (2001) Critical Race Theory: An Introduction, New York: New York University Press.

Ferguson, N. (2004) Empire: What Britain Gave the World, London: Penguin.

Hassan, N (2011) UEL Reader in Multicultural Britain, SAGE, London.

Hill, D. and Cole, M (2001) Schooling and Equality: Fact, Concept and Policy, London: Kogan.

Kundnani, A (2007) The End of Tolerance: Racism in 21st Century Britain, London: Pluto Press.

Ladson-Billings,G. and Gillborn,D. (2006) The Routledge-Falmer Reader in Multicultural Education, London: Routledge-Falmer.

Modood, T (2007) Multiculturalism: A Civic Idea, London: Polity Press.

Journals:

British Educational Research Journal https://www.bera.ac.uk/researchers-resources/bera-journals

Education, Citizenship and Social Justice http://esj.sagepub.com

Ethnicities  http://etn.sagepub.com

Journal for Critical Education Policy Studies  http://www.jceps.com

Journal of Sociology of Education   http://www.tandfonline.com/loi/cbse20#.VfaNbrR8vww

Race and Class http://rac.sagepub.com

Race, Ethnicity and Education http://www.tandfonline.com/loi/cree20#.VfaNULR8vww

Web sites:

www.education.guardian.co.uk

www.irr.org.uk

Indicative Teaching and Learning Time

84hrs

Activity

• Lectures
• Seminars
• Online discussion activities
• Individual tutorials - to enable a more extended, in-depth analysis and   

support of self-study.

Student Learning Time:

216hrs

• preparation for taught sessions
• preparation of draft work for formative assessment individual reading
• preparation of assignments / appendices
• discussion with other students
• self-directed online activities
•  

Student Learning Time:

TOTAL 300