EDUC42590 Equalities, Social Justice and Children's Learning

Academic Year 2022/2023

This module critically explores the social dimension to the learning of children and youth in schools. Drawing on the sociologies of education and childhood, it argues that how children/youth think and learn is influenced by the contexts within which they learn, including that of the classroom, school, family/peer group, community and broader society. It encourages students of the module to think of children/youth sociologically and of how the changing context of modern societies, childhood(s) and youth raises important questions about teaching and learning in schools. It explores the sociological foundations for children’s learning and the intersection of age, gender, social class, ethnic/migrant status, dis/ability and sexuality in shaping learner identities and learning outcomes for different groups of children/youth. It raises questions about the impact of peer and parenting practices, voice/rights and in/equalities on the positioning of children and young people in, and experience of, their schooling. It also explores the impact of teacher identities and positioning on school and classroom cultures and the wider context of international educational policy and practice on what is considered ‘good’ teaching in schools in Ireland.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students will be able to:

1. Critically reflect on the sociological foundations of childhood and schooling through macro and micro perspectives

2. Deepen understanding of how children and youth experience their education and of the intersectional influences of gender,
ethnicity, social class, dis/ability and sexualities on those experiences

3. Critically consider the impact of education on the realisation of children's rights and the re/production of in/equalities

4. Critically consider the impact of rights, equalities and voice to pedagogies for social justice and teacher beliefs about ‘good’
teaching

Indicative Module Content:

1. Thinking about children, their learning and schooling: sociological perspectives 1
2. Thinking about children, their learning and schooling: sociological perspectives 2
3. Equality and Schooling: an Introduction
4. Social Class inequality in education: research in theory
5. Social Class inequality in education: research in action
6. Doing’ boy and ‘doing’ girl – gender and sexualities in school 1
7. Doing’ boy and ‘doing’ girl – gender and sexualities in school 2
8. Race, ethnicity and migration in children’s lives in school 1
9. Race, ethnicity and migration in children’s lives in school 2
10. ‘Being smart’ in school: sorting and selection through assessment and grouping practices
11. What is good teaching? – Pedagogies for Social Justice
12. Wrapping it up: What have we learned about social justice and equality in children's experience of school

Student Effort Hours: 
Student Effort Type Hours
Lectures

10

Conversation Class

14

Specified Learning Activities

140

Autonomous Student Learning

86

Total

250

Approaches to Teaching and Learning:
The module is delivered in a combination of pre-recorded lectures and discussion workshops, with an emphasis on peer learning and critical discussion. Advanced reading for each session is required based on the reading programme distributed at the commencement of the module. 
Requirements, Exclusions and Recommendations
Learning Requirements:

Degree qualification in relevant discipline


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Three 500 word reviews of three journal articles Varies over the Trimester n/a Graded No

10

Essay: 3000 word assignment drawn from a theme covered in the lectures Coursework (End of Trimester) n/a Graded Yes

90


Carry forward of passed components
Yes
 
Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.