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Curricular information is subject to change
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 LA5 is the most important learning outcome and that the other learning outcomes serve as means to this end.
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 Type | Hours |
---|---|
Small Group | 12 |
Seminar (or Webinar) | 12 |
Autonomous Student Learning | 184 |
Total | 208 |
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.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Multiple Choice Questionnaire (Short): Students answer questions on the theories and arguments discussed in the required readings and classroom discussions for this module. | Varies over the Trimester | n/a | Pass/Fail Grade Scale | Yes | 20 |
Assignment: Students identify a suitable text and analyse it according to the criteria set out in Template 1. | Week 4 | n/a | Graded | No | 10 |
Essay: Student present a clearly developed argument on a normative puzzle relating to justice in education with reference to the relevant debates in the literature. | Week 12 | n/a | Graded | No | 50 |
Assignment: Students identify a suitable normative puzzle relating to justice in education and explain the relevant reasoning for and against a possible solution in view of the relevant literature. | Week 7 | n/a | Graded | No | 20 |
Remediation Type | Remediation Timing |
---|---|
In-Module Resit | Prior to relevant Programme Exam Board |
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
Students will receive individual feedback on A1 and A2 based on the relevant rubrics as well as general in class feedback on common areas for improvement. It is expected that students consider this feedback when preparing for A4. A3 will consist over a series of multiple choice exercises on each thematic section, feedback will be provided through the VLE. Feedback for A4 will be based on the relevant rubric and send out to students individually.