Issues in Inclusive Education (15 credits)
Inclusive education has been positioned and promoted as a positive reaction to segregated schooling, inequality and prejudice. Inclusion, more generally, has permeated policy and social discourse in the last few decades as a concept and practice that attempts to include everyone into the local community. For example, community work rather than imprisonment, community housing rather than mental (health) institutions and not least of all, mainstream education is promoted for ALL pupils including those with a range of difficult learning needs. In the face of this, politicians and policy makers emphasise their commitment to issues of inclusion and social justice and in the process the meanings, policy and practice of inclusive education have been rethought - nowhere more so than in relation to special educational needs. This module offers insights into many different aspects of inclusive education.
Reflecting on Practice (30 credits)
This module is intended to foreground the significance of reflective practice in enabling practitioners to develop informed insights and perspectives on key philosophical, social cultural and political debates about education/ workplace setting. Participants will engage actively with a variety of theories and practices associated with reflective practice, with more thoughtful reflection being posited as the key to reflective practice. Participants will reflect on an aspect of their practice and develop an action plan for future practice. They will be assessed through a reflective assessment that they will develop over time (including an official observation of practice - which will be conducted on-line), related to critically analysing an aspect of their practice.
Global Education Issues (15 credits)
This module explores the changing world of education in the context of social, political, economic and cultural globalisation. It reflects on the ‘nature' of international identity, both for teachers and students, and critically explores what ‘international' means, educationally, in this context
Research Methods (30 credits)
This module addresses issues about research design and analysis with an emphasis on qualitative and ethnographic perspectives. Students are prepared to consider the ethical issues entailed in designing and conducting various forms of enquiry, such as narratives, life histories, auto/biographies, case studies and other qualitative or ethnographic methods. The module also explores the political and social contexts related to the research process and analysis. It considers aspects of the research process such as the researcher's own reflexivity, and the negotiation of consent and involvement in the research process.
Education, Employment and Professional Identity (15 credits)
This module explores changing patterns of education and work, the dynamic relationship between these two institutions, and how this has developed over time. It examines the wider social, cultural and economic contexts that shape both educational and work institutions, and how these affect the lives and identities of those involved in them. The module considers the way in which wider changes linked to globalisation, post-industrialism, education reform and marketisation, and related social and economic shifts, have affected people’s experiences of education and employment, their social relationships and sense of self. The course draws upon a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity. It critically examines evidence about the changing labour market, and its impact upon educational institutions.
Global Citizenship Education (15 credits)
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nation's loyal subjects, skilled workers, intelligentsia, political activists – helping, in short, to shape people's sense of their place and values in their country and community. But as the nature of the world has changed, the citizenship role of education has begun to be contested.
MODULES
Each module is structured around taught input that is delivered via a range of means, depending on the module. The taught sessions will be delivered via a mixture of large and small group activities, individual tasks, and workshop sessions. Research training is also undertaken, in preparation for your dissertation, and will be supported by a personal dissertation supervisor. Towards the end of your studies, you will be required to submit a dissertation with a target length of 15,000 words. This will be the result of original research carried out during your MA studies, under the supervision of a member of academic staff.
