This module is designed to introduce students to key aspects and perspectives related race, equity, equality in UK and American educational contexts including some discussion of the intersectionality of class and gender issues in these areas. The course focuses on the ways in which difference, misrecognitions and a misunderstanding of equity versus equality can result in barriers to the promotion of social justice. This module will explore educational issues through the lens of implicit bias and institutional discrimination to engage students in reflection as well as critical debates about social justice in education in an effort to discern more clarity on the question: what should equitable education resemble in order to ensure its promotion and advancement?
This module is of relevance to students with an interest in education, sociology and social justice.
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Occurrence | Teaching period |
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A | Autumn Term 2022-23 |
This module is designed to introduce students to key aspects and perspectives race, racism, discrimination, implicit bias and misrecognitions can act as impediments to the promotion of equity, equality and social justice in education. This involves exploring general philosophical perspectives such as critical race theory, economic, social, cultural and faith capital (i.e. whose capital has value within education and society?) as well as thought provoking discussions regarding the question of what constitutes – or should constitute fairness in secondary and post compulsory education environments for people of colour and society as a whole? Key Critical race theory architects, contributors and advocates research will be examined and used in critical and engaging debates about race, racism, misrecognitions and discrimination to explore ways the promotion of social justice in education is often distracted, demoted, ignored and denied in what some perceive is now a ‘post-racial society’.
Students will understand areas of and perspectives about critical race theory, fairness, equity and equality in education which will involve theoretical, philosophical, policy-related, curricular and pedagogical issues associated with relevant empirical research.
Students will be able to:
Academic and Graduate Skills
Students will be able to:
Module Structure:
Session 1 - An introduction to key theoretical concepts and ideas: In this session, students will learn the nature and purpose of the module (including the structure of assessment requirements).
Session 2 - Key theoretical constructs and tools: In this session, students will engage with key concepts of race, critical race theory, counternarratives, equity, equality, diversity, inclusion and social justice. Students will examine and discuss the intersectionalities and disjunctures of these concepts.
Session 3 - Race, education, implicit bias, institutional racism and discrimination: In this session, students will focus on the similarities and differences in racism, classism, colour-blindness and post-racialism in educational and work settings.
Session 4 - Economic, cultural, social and faith capital theory: In this session students will utilise empirical studies to examine and discuss whose capital have value and why in various educational situations.
Session 5 - Education, markets and choice: In this session, students will be introduced to ‘choice’ and the ‘marketisation’ of educational provision. We will discuss the impact and implications this agenda has for social justice in relation to social class, race and gender (e.g. Reay, Ball; Gillborn, Vincent, Rollock)
Session 6 - Masculinities, femininities, race, performativity and schooling: In this session we will explore the varying habituses of the school and its pupils. In particular, students will probe ways in which the school operates as a key social and cultural site for the production and reproduction of children and young people’s masculinities, femininities and performativity and how raced preconceptions, misrecognitions and exclusions affect these individuals in educational settings.
Session 7 - Race revisited via discrimination, misrecognitions and equity in education: In this session, we will revisit some of the key concepts discussed in session 2 and 3. Using empirical studies, students will explore the advantages and disadvantages of positive discrimination in the contexts of widening participation in Higher Education, employment and political environments. We will discuss how these concepts can affect young people’s aspirations, achievement and attainment in education.
Session 8 - Policy, politics and educational experiences: In this session, we will discuss the implications of the future direction of educational policy and practice in view of Brexit, the expansion of far-right movements in Europe and the election of Trump. Students will participate in discussion to try to answer the question: what does the future hold for equality, equity, decolonisation of the curriculum and social justice in education and society?
Session 9 - Overview and conclusions: In this session, we will pull together the threads of the issues that we discussed during the term. What do we think about attempts to research, address and critically challenge the ‘status quo’ in relation to Race, Difference, Equity and Equality and ‘isms’ in order to promote social justice education?
Task | % of module mark |
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Essay/coursework | 100 |
None
Task | % of module mark |
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Essay/coursework | 100 |
You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work.
Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.
Bhopal, K. (2018). White privilege: The myth of a post-racial society. Policy Press.
Crenshaw, K. (2019). On intersectionality: Essential writings. The New Press. Lynn, M., & Dixson, A. D. (Eds.). (2013). Handbook of critical race theory in education. Routledge.
DuBois, W. B. (1965). The Souls of Black Folk. Greenwich, CT
Gillborn, D., Demack, S., Rollock, N., & Warmington, P. (2017). Moving the goalposts: Education policy and 25 years of the Black/White achievement gap. British Educational Research Journal, 43(5), 848-874.
Puwar, N. (2004). Space invaders: Race, gender and bodies out of place. Berg.