AE4020 - Global Challenges: Inclusion in Practice (2023/24)
| Module specification | Module approved to run in 2023/24 | ||||||||||||
| Module title | Global Challenges: Inclusion in Practice | ||||||||||||
| Module level | Certificate (04) | ||||||||||||
| Credit rating for module | 30 | ||||||||||||
| School | School of Social Sciences and Professions | ||||||||||||
| Total study hours | 300 | ||||||||||||
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| Assessment components |
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| Running in 2023/24(Please note that module timeslots are subject to change) |
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Module summary
This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
• Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities;
• Understand the development of diverse identities in children and explore issues of stigmatisation, labelling, stereotyping and discrimination;
• Consider that children’s experience of childhood will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences;
• Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities;
• Current childhood policy contexts will be considered, with regards to children’s rights, equity and discrimination and the role of educational settings in both perpetuating and resisting inequalities and in working with children to develop positive views of diversity;
• Consider the children as active in shaping their own childhood and how practitioners can develop a listening culture in settings and thereby act as an informed advocate for children across the age ranges and for their families.
Syllabus
This module will study the legal framework in relation to inequalities and consider writing and research on the construction of identity and difference in relation to; class, race, gender, culture, religion, language, sexual orientation, age, disability, special educational needs, and their implications for provision across children’s services and educational settings. Current childhood policy contexts will be considered, with regards to children’s rights, equity and discrimination and the role of schools and early years settings in both perpetuating and resisting inequalities and in working with children to develop positive views of diversity.The philosophical and political underpinning of definitions of disability and special educational need will be a particular focus and a range of types of need, including challenging behaviour and children’s social and emotional difficulties will be examined.The module will also explore the role children take in shaping their childhoods and how practitioners can elicit their perspectives and develop a listening culture in their settings and thereby act as an informed advocate for children across the age ranges and for their families.
(LO1-4)
Balance of independent study and scheduled teaching activity
Students’ theoretical input will be through lectures and seminars. Students will benefit from a blended learning approach through the use of WebLearn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.
Reflection and discussion are key to teaching for all students along with the experiential learning through which their growing ability to act as a reflective practitioner is promoted.
Teaching and learning strategies and methods also focus on workplace skills and professionalism, along with the development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.
Learning outcomes
On successful completion of this module students will be able to:
1. Demonstrate knowledge of legislation and official guidance in the area of equalities as related to ethical practice with and for children.
2. Demonstrate emerging understanding of theoretical perspectives on identity.
3. Discuss the ways in which children’s identities and family and social context can impact on their experience of education.
4. Examine and begin to evaluate practice in addressing inequalities and ensuring access to the full curriculum for all children.
Assessment strategy
Students will demonstrate that they have met the learning outcomes through two summative assessments:
1. An essay which addresses the issues of inequality in childhood (2,500 words)
2. An evaluative investigation of a specific area of inequality, including the historical and theoretical underpinnings, as it relates both to theory and to practice. Children’s perspectives should be explored as part of the process (2,500 words)