Studying at York
Race, Difference, Equity & Equality & other issues in Education - EDU00093M
Module summary
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.
Related modules
NO
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2023-24 |
Module aims
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’.
Module learning outcomes
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:
- Identify and problematise ways in which race, ‘difference’ and misrecognitions can influence educational access and fairness which can result in a compromised social justice system
- Analyse reports of research relating to issues at the intersections of race, class and gender in relation to discrimination and implicit bias in secondary and post compulsory education
- Challenge the practice of educational access and fairness as it relates to issues of race, equity, equality and social justice
- Reflect upon and plan on action to advance an equity and social justice as it relates to education and society in general
Academic and Graduate Skills
Students will be able to:
- Critically engage with key ideas related to race and difference
- Identify, analyse and problematise key issues emerging from debates around educational equality, fairness and justice in policy and research to enable students to examine ways key issues can compromise and / or promote social justice in education.
- Identify, analyse, create and communicate arguments in written and oral form
- Participate in group work
Module content
Overview of our course:
- Introductions, getting to know each other. An introduction to fundamental theoretical concepts and ideas relevant to race, difference equity and equality in education
- A continuation of an introduction and engagement with fundamental theoretical concepts and ideas relevant to race, difference equity and equality in education
- Key theoretical constructs and tools part 1: 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 these concepts in relation to current issues such as: Black Lives Matter US and UK movements
- Key theoretical construct and tools part 2: Race, education, implicit bias, institutional racism and discrimination: In this session, students will continue their journey of engagement with key theories and concepts including but not limited to Social Justice , Fairness focus on the similarities and differences in There will also be engagement with historical context of these concepts in relation to the history of racism in the UK (e.g. 1the 1940’s to the present: The Windrush, BAME educational experiences), racisms (structural and institutional), bias (unconscious, implicit and explicit) , classism, colour-blindness and post-racialism in educational and work settings.
- From theory to practice: Students will learn and engage with key educational theorist and theories that have shaped todays education (including but not limited to Durkheim, Marx and Bourdieu, Feminist theory). The class will transition from theory to the practice through students beginning to develop their understanding of what is meant by critical pedagogy in teaching.
- Critical Pedagogy, Teaching and Learning, Curriculum and Educational Resistance movements: In this session, students will engage with the question: What is the purpose of Education? And What do they think the purpose of Education should be? … through the work of various scholars (including but not limited to Dubois, Freire, hooks, Ladson-Billings). Student will be challenged to think about ways the university does or does not promote Social justice.
- Gender, Sex, Identity, Performativity and Intersectionalities with other inequalities In this session we will gain and understanding of gender, sex, heteronormativity and identity. Scholars such as Butler and Crenshaw will be engaged with and explores with respect to how gender is performed and perceived by others as it intersects with other inequalities (for example, race and disability).
- Gender, Ethnicity and Intersectionality in Education. In this session, students explore gender assumptions by some teachers in the classroom towards some pupils. Examination of the Prevent Agenda and its effect on some ethnic minority students and the importance of recognising gender and intersectionality in educational contexts.
- Habitus and white working-class boys in schools; Widening participation in HE for whom? Positive action and positive discrimination ins schools and politics: In this session, revisiting the concept of performativity, student will explore the experiences of White working-class boys in secondary education. Race in context of HE and Widening Participation is also revisited in this session. And discussion on positive discrimination versus positive action in educational and political contexts is explored.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Students will receive written feedback on their summative assessments. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Indicative reading
Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.
Clayton, M. (2012). On widening participation in higher education through positive discrimination. Journal of Philosophy of Education, 46(3), 414-431.
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.
Hannah-Jones, N. (2021). The 1619 Project: A New American Origin Story. Random House.
Hooks, B. (2014). Teaching to transgress. Routledge.
Ingram, N. (2009). Working-class boys, educational success and the misrecognition of working-class culture. British Journal of Sociology of Education, 30(4), 421-434.
Kimura, M. (2014). Non-performativity of university and subjectification of students: The question of equality and diversity in UK universities. British Journal of Sociology of Education, 35(4), 523-540.
Mirza, H. S. (2015). Dangerous Muslim girls? Race, gender and Islamophobia in British schools. The Runnymede School Report: Race, Education and Inequality in Contemporary Britain, 40-43.
Puwar, N. (2004). Space invaders: Race, gender and bodies out of place. Berg.