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POL30780

Academic Year 2024/2025

Justice in Education (POL30780)

Subject:
Politics
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Dr Alexa Zellentin
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

We analyse moral questions in the context of education and schooling. In particular, we will look at the relevant criteria for evaluating the moral rights and duties of children, parents, and the state with regard to education. Students will be introduced to some of the most important concepts in political theory such as justice, equality, liberty, autonomy, and community. We will discuss the different aims of eduction as well as which agents have which responsibilities with regard to enabling children to acquire the capacities for full membership in society. We will consider which understandings of freedom and equality should inform our thinking about multicultural education and/or demands for equal opportunities for the socially disadvantaged and discuss whether and in how far state schools ought to be neutral with regard to religious and/or cultural norms relating to conceptions of the good life.

About this Module

Learning Outcomes:

On completion of this course you should be able to:
• explain some key concerns and debates regarding social justice, power, aims, and diversity in education (LO1)
• distinguish between the normative, conceptual, and empirical background assumptions of claims about justice in education (LO2)
• evaluate claims about the rights of parents and children (LO3)
• identify the strengths and weaknesses of normative political theory arguments (LO4)
• develop informed arguments for taking one or another particular position on controversial issues regarding justice in education (LO5)
Please note that L05 is the most important learning outcome and that the other learning outcomes serve as means to this end.

Indicative Module Content:

Some of the questions we discuss will be
• What do we mean by justice in education?
• Which theories of social justice are most convincing?
• What exactly is bad about unequal chances?
• What are the aims of education?
• When is legitimate for the state to force us to do/not do something?
• Who should have the last word in disputes about education?
• How should we deal with diversity?
• Should teaching be neutral?
• Should teaching be multicultural?
• What exactly do we value about liberty?
• Do children have a right to an open future?
• What kind of equality matters?
• What kind of equality in education do we really want?
• What rights to parents have?
• Are parents allowed to shape their children's worldview?
• Should "ethos" be allowed to make a difference to education?

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Autonomous Student Learning

203
Total

225

Approaches to Teaching and Learning:
The overall goal is for each student to develop and pursue their own question of justice in education and compile their findings in an essay in support (or objection) to a particular policy proposal. To do this, students need to develop a comprehensive understanding of the normatively significant features of education, a firm familiarity with relevant theories of justice, and knowledge of the relevant scholarly debate on their area of interest.
The only way to develop the necessary knowledge is to spend considerable time working through the required readings as well as finding further specialised readings on their topic. Handouts as well as some short introductory video lectures will be made available on the VLE, while face to face class time is devoted to discussing students' observations and questions on the readings. A considerable amount of the class-time will be devoted to group work where students are expected to collaborate in applying relevant theories and arguments from the literature to different questions of justice in education. This practices the application of theories and arguments encountered in readings to other questions and allows students to discuss the pros and cons of different ways among themselves.
The main assessment for the module will be a normative political theory essay on a self-chosen topic on justice in education (CA4 - 55%). The other assessments prepare for this task. Weekly multiple-choice tests (CA1 - 20%) test students' knowledge of the key theories and arguments. A brief structured research puzzle presentation (CA3 - 25%) enables students to receive feedback on the suitability of their chosen question and approach before fully committing to the final essay.

Requirements, Exclusions and Recommendations
Learning Requirements:

Students should be familiar with the basic argumentative techniques used in normative political theory and/or moral and political philosophy.

Learning Recommendations:

Familiarity with key theories of social justice is highly recommended.
To get a head start for this module, you might want to read: Swift, Adam (2019) Political Philosophy. A Beginners' Guide for Students and Politicians, 4th ed., Cambridge: Polity Press.


Module Requisites and Incompatibles
Equivalents:
Justice in Education (POL30370)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Presentation of your chosen research puzzle in form of written, podcast, or video assignment. Week 6 Graded No
25
 No
Assignment(Including Essay): Your final assignment for this module is a normative political theory essay on your chosen moral puzzle relating to justice in education. The word-count should be 3000 words. Week 14 Graded No
51
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 1 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 2 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 3 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 4 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 5 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 6 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 7 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 8 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 9 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 10 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 11 Alternative linear conversion grade scale 40% No
2
 No
Quizzes/Short Exercises: MCQ on required readings via Brightspace. Week 12 Alternative linear conversion grade scale 40% No
2
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback

How will my Feedback be Delivered?

Group/class Feedback, pre-assessment in terms of detailed rubric Feedback individually to students, post-assessment, with reference to rubric Group/class feedback, post-assessment In line with university policy students will be provided with feedback within 20 days of the deadline for submitting the assignment.

Brighouse, Harry, Helen F. Ladd, Susanna Loeb and Adam Swift (2018) Educational Goods - Values, Evidence, and Decision-Making, Chicago & London: The University of Chicago Press.
Clayton, Matthew (2012) ‘The Case against the Comprehensive Enrolment of Children’, Journal of Political Philosophy, 20, 3, 353-364 (UCD e-journal).
Feinberg, Joel (2007) ‘The Child's Right to an Open Future’, In: Philosophy of Education. An Anthology edited by R Curren, 112-123, Oxford: Blackwell (370.1 CUR).
Gutmann, Amy (2003) ‘The Authority and Responsibility to Educate’, In: A Companion to the Philosophy of Education edited by R Curren, 397-411, Oxford: Blackwell (UCD ebook).
Gutmann, Amy (1999) Democratic Education, 2nd ed., Princeton, NJ: Princeton University Press (370.973 GUT).
Jencks, Christopher (1988) ‘Whom Must We Treat Equally for Educational Opportunity to be Equal?’, Ethics, 98, 3, 518-533 (UCD e-journal).
Li, Chenyang (2017) ‘Education as a Human Right: A Confucian Perspective’, Philosophy East and West, 67, 1, 37-46 (UCD e-journal).
MacMullen, Ian (2018) ‘Religious Schools, Civic Education, and Public Policy: A Framework for Evaluation and Decision’, Theory and Research in Education, 16, 2, 141-161 (UCD e-journal).
Merry, Michael S. (2018) ‘Indoctrination, Islamic schools, and the Broader Scope of Harm’, Theory and Research in Education, 16, 2, 162-178 (UCD e-journal).
Moschella, Melissa (2014) ‘Natural Law, Parental Rights and Education Policy’, The American Journal of Jurisprudence, 59, 2, 197-227 (UCD e-journal).
Robeyns, Ingrid (2006) ‘Three Models of Education: Rights, Capabilities and Human Capital’, Theory and Research in Education, 4, 1, 69-84 (UCD e-journals).
Sardoc, Mitja (2018) ‘Democratic Education at 30: An Interview with Dr. Amy Gutmann’, Theory and Research in Education, 16, 2, 244-252 (UCD e-journal).
Satz, Debra (2012) ‘Unequal Chances: Race, Class and Schooling’, Theory and Research in Education, 10, 2, 155-170 (UCD e-journal).
Swift, Adam (2019) Political Philosophy. A Beginners' Guide for Students and Politicians, 4th ed., Cambridge: Polity Press.
Weinstein, Jack Russel (2004) ‘Neutrality, Pluralism, and Education: Civic Education as Learning about the Other’, Studies in Philosophy and Education, 23, 4, 235-263 (UCD e-journal).

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 16:00 - 16:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 13:00 - 13:50
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