Optional course. Course is aimed for three groups of students in the Faculty of Educational Sciences: 1) Exchange students (first priority), 2) Doctoral students (quota of 5 students) 3) Students in Master's Programme in Educational Sciences as a part of the optional studies.
If there are places left, exchange students from other Faculties are welcomed to participate in the course.
- You will develop an understanding of social justice in and through education.
- You will learn to understand the relationship between education, inclusion, diversity and marginalization locally and globally.
- You will learn to understand the importance of differences such as gender, class, ethnicity, language, sexual orientation and worldview in education in democratic societies both locally and globally.
Course will be organized in fall and spring term.
In this class, students will examine social justice concerns in educational policy and practice. Students will develop their theoretical and analytical skills to be able to read research critically as well as reflect critically on their own as well as their classmates’ ideas and work addressing course themes.
This course will explore theories and debates about social justice goals and themes, and education. Through our study of critical issues in education globally and locally, we will explore ideas about the role of education in society. The following questions are central to the course: What concepts and conditions constitute social justice? What kind of education is needed in a democracy? What is the relationship between education, schooling, inclusion, diversity and marginalization? How does power operate through education to construct senses of self and others? What forms of knowledge and/or history are presented as truthful, accurate or authentic in formal educational contexts, and how are they resisted?
Selected parts of the following:
Ayers, W., Quinn, T. & D. Stowall (Eds.) (2008, saatavilla myös e-kirjana). Handbook of social justice in education. London: Routledge.
Borman, K, Wiley, T. G., .Garcia, D. R. & A. B. Danzig (Eds.) (2014). Language Policy, Politics and Diversity in Education. Review of Research in Education, 38. AERA. London: SAGE.
Chapman, T. K. & N. Hobbel (Eds.) (2010, saatavilla myös e-kirjana). Social Justice Pedagogy Across the Curriculum. The Practice of Freedom. London: Routledge.
Faltis, C. & J. Abedi (Eds.) (2013). Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students. Review of Research in Education, 37. AERA. SAGE.
Vincent, C. (Ed) (2003). Social justice, education and identity. London: RoutledgeFalmer.
Articles appointed by the lecturer.
The course will be evaluated on a 0-5 scale. The evaluation is based on a written assignment of exam as well as on active participation in class and in related tasks.
Opintojakso vastaa vuosien 2012–2016 pedagogik (allmän och vuxenpedagogik) magister -koulutuksen tutkintovaatimusten opintojaksoa F 2.3. Education and social justice. Opintojakson F 2.3. Education and social justice suorittaneet eivät voi suorittaa opintojaksoa S 1.3. Sosiaalinen oikeudenmukaisuus ja moninaisuus koulutuksessa.
Lectures and written assignment or exam. If the course cannot be offered during the study year, the course can be completed based on the written assignment.