CYP5083 - Equality, Diversity and Inclusive Educational Practice

Objectives:

On successful completion of the module, students will be able to:
Critically reflect on key theoretical perspectives, practices, concepts, research, and debates associated with inclusion, diversity, social justice, SEND, exclusion, mental health and/ or (in)equalities.
Evaluate the impact of inequalities within practice and services for children in a setting who experience for example SEND, mental health, poverty, racism and sexism.
Critically review strategies available to practitioners that aim to reduce inequalities when working with children across a range settings and communities.

Content:

This module covers a broad range of definitions of key concepts of inclusion, diversity and social justice and how these relate to the education of children and young people. You will cover topics relating to diverse identities and students' subjectivities across social class, gender, race and ethnicity, sexuality, disability and SEN, and intersectional identities. For example, how poverty and race impact on mental health will be explored and the latest research linked to gender diversity and autism. Threads from other modules will be examined through the lens of inclusion and links to previous learning will be made and built on.

You will be encouraged throughout the module to reflect and reframe their own position and practice to recognise and reduce inequalities when working with children and young people.

You will also be guided through navigating the wider complexities of power and politics in education exploring reasons for and practices surrounding educational inclusions and exclusions. The module provides an opportunity for you to develop and review strategies to promote of inclusive cultures within educational contexts through contemporary research. This could include the development of inclusive cultures, policies and practices within schools, inclusive pedagogies, teaching through an ethic of belonging and care, inclusive teaching for students experiencing mental health challenges or SEND and engaging with diversity across school communities.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers will be used to develop an understanding of current educational practice. The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook. Flipped classrooms; Traditional lectures; Participatory workshops; and utilisation of co-creative exercises/culture that will also influence learning and teaching methods Hours: 50 Intended Group Size: 5-10 Guided independent study Hours: 250

Assessment:

001 Small group debate with written reflection; 3,500 words equivalent; end of semester 2 100%

Fact File

Module Coordinator - Icarbord Tshabangu
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 5YL

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