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Throughout the 2020-21 academic year, we will be adapting the way we teach and assess your modules in line with government guidance on social distancing and other protective measures in response to Coronavirus. Teaching will vary between online and on-campus delivery through the year, and you should read guidance from the academic department for details of how this will work for a particular module. You can find out more about the University’s overall response to Coronavirus at: https://warwick.ac.uk/coronavirus.

EQ940-30 Education Inequalities Around the World

Academic year
20/21
Department
Centre for Education Studies
Level
Taught Postgraduate Level
Module leader
Emma Smith
Credit value
30
Module duration
10 weeks
Assessment
100% coursework
Study location
University of Warwick main campus, Coventry
Introductory description

This module will explore international issues of inequality and social justice in Education. It will draw upon research, policy and contemporary thinking in the field to provide an overview of the educational inequalities that may exist throughout an individual's educational trajectory. These inequalities will be discussed in the context of international policy debates about the role of education in ensuring social justice and will explore current international initiatives which attempt to ensure that the educational experience is a fair one.

Module web page

Module aims

To encourage students to understand key educational inequalities in the international context and to assess how educational inequalities can influence wider social inequalities.
To encourage students to engage with the international policy literature on educational inequalities with specific focus on a small number of case study countries.
To encourage students to apply their understanding of key issues of education and social justice to their own (inter)national context
To support students to engage in the analysis and interpretation of large scale international education data sets

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will cover the following topics:

What do we mean by social justice?
Social inequalities in wider society
Understanding international educational inequalities
Using data to understand educational inequalities
Education and Social Justice in England – case study
Using SPSS: an introduction to data analysis
Education and Social justice in the USA – case study
Education and Social justice in the international context – student led case studies
Education and Social Justice in Higher Education

Learning outcomes

By the end of the module, students should be able to:

  • Examine the interaction between social and educational inequalities at different stages of the lifecourse
  • Understand key international policy objectives around issues of inequality and social justice in education
  • Evaluate the key policies which aim to improve educational justice in different national contexts
  • Examine the empirical research evidence around interventions to reduce educational inequalities
  • Engage with empirical data to understand how educational inequalities impact the education process internationally
  • Undertake an analysis of a large scale secondary dataset
Indicative reading list

Core texts:

Sandel, M.J., (2010), Justice: What’s the right thing to do? London: Penguin
Smith, E., (2018), Key Issues in Education and Social Justice, London: Sage.
Suter, L.E., Smith, E., Denman, B., (Eds) (2019), The SAGE Handbook of Comparative Studies in Education, London: Sage

View reading list on Talis Aspire

Research element

Selection of topic to investigate and analysis of large scale international data set.

International

Through case studies and data representing the policies and practice in different education systems globally

Subject specific skills

Students should be able to

  • critically explore, examine and evaluate the significance of the cultural, historical and contemporary features of various policies, institutions and agencies in regard to children and young people
  • generate and explore hypotheses and research questions relating to education in an international context
  • analyse data relating to education
  • present and evaluate research findings in education
  • demonstrate a critical understanding of the interrelationships between key political, economic, cultural and ideological contexts in the lives of children and their families and communities
  • recognise and challenge inequalities in society, and embrace an anti-bias approach
Transferable skills
  • Analysis and decision making
  • Application of numeracy
  • Basic numeracy skills
  • Critical thinking
  • Data handling
  • Intellectual ability
  • International cultural awareness
  • Technical skills
  • Using IT effectively

Study time

Type Required Optional
Seminars 27 sessions of 1 hour (9%)
Practical classes 3 sessions of 1 hour (1%)
Online learning (independent) (0%) 10 sessions of
Private study 270 hours (90%)
Total 300 hours
Private study description

Preparation for seminars. Wider reading as directed ahead of and following seminars. Independent study to learn how to use the SPSS software, Independent study to clean and analyse the data set. Independent study to provide background reading for assessment. Independent study for synthesising data from analyses and writing the final report.

Costs

No further costs have been identified for this module.

You must pass all assessment components to pass the module.

Assessment group A
Weighting Study time
Using secondary data to examine educational inequalities in the international context 100%

Students engage with an international secondary dataset (for example, the PISA datasets) to identify an issue related to social justice either in one nation or across different nations. They analyse the extent of the inequality, how it relates to the national education context(s) and analyse how that inequality impacts different educational subgroups.

Feedback on assessment

Written assessment plus verbal support as requested

Courses

This module is Optional for:

  • TIEA-X30F Postgraduate Taught Childhood in Society
    • Year 1 of X3F1 Childhood in Society by Dissertation
    • Year 1 of X3F2 Childhood in Society by Dissertation (NPQICL)
    • Year 1 of X3F3 Childhood in Society by Professional Route (NPQICL)
    • Year 2 of X3F1 Childhood in Society by Dissertation
    • Year 2 of X3F2 Childhood in Society by Dissertation (NPQICL)
    • Year 2 of X3F3 Childhood in Society by Professional Route (NPQICL)
  • Year 1 of TEQA-X35Q Postgraduate Taught Education (Full-time)
  • TEQA-X35R Postgraduate Taught Education (Part-time - 2 year)
    • Year 1 of X35R Education (Part-time - 2 years)
    • Year 2 of X35R Education (Part-time - 2 years)
  • TIEA-X31L Postgraduate Taught Educational Innovation
    • Year 1 of X31L Educational Innovation
    • Year 1 of XL20 Educational Innovation (Early Years)
    • Year 1 of XL19 Educational Innovation (PGCE/MA)
    • Year 1 of XL01 Educational Innovation with Specialism in Affective Education
    • Year 1 of XL02 Educational Innovation with Specialism in Assessment
    • Year 1 of XL03 Educational Innovation with Specialism in Business
    • Year 1 of XL04 Educational Innovation with Specialism in Childhood
    • Year 1 of XL05 Educational Innovation with Specialism in Drama
    • Year 1 of XL06 Educational Innovation with Specialism in English
    • Year 1 of XL12 Educational Innovation with Specialism in Foreign Language Teaching
    • Year 1 of XL07 Educational Innovation with Specialism in Further Education
    • Year 1 of XL08 Educational Innovation with Specialism in History
    • Year 1 of XL14 Educational Innovation with Specialism in Language and Literacy
    • Year 1 of XL09 Educational Innovation with Specialism in Leadership
    • Year 1 of XL10 Educational Innovation with Specialism in Mathematics
    • Year 1 of XL11 Educational Innovation with Specialism in Mentoring and Coaching
    • Year 1 of XL13 Educational Innovation with Specialism in New Technology
    • Year 1 of XL15 Educational Innovation with Specialism in Primary Education
    • Year 1 of XL16 Educational Innovation with Specialism in Religious Education
    • Year 1 of XL17 Educational Innovation with Specialism in Science
    • Year 1 of XL18 Educational Innovation with Specialism in Special Educational Needs
    • Year 2 of X31L Educational Innovation
    • Year 2 of XL20 Educational Innovation (Early Years)
    • Year 2 of XL19 Educational Innovation (PGCE/MA)
    • Year 2 of XL01 Educational Innovation with Specialism in Affective Education
    • Year 2 of XL02 Educational Innovation with Specialism in Assessment
    • Year 2 of XL03 Educational Innovation with Specialism in Business
    • Year 2 of XL04 Educational Innovation with Specialism in Childhood
    • Year 2 of XL05 Educational Innovation with Specialism in Drama
    • Year 2 of XL06 Educational Innovation with Specialism in English
    • Year 2 of XL12 Educational Innovation with Specialism in Foreign Language Teaching
    • Year 2 of XL07 Educational Innovation with Specialism in Further Education
    • Year 2 of XL08 Educational Innovation with Specialism in History
    • Year 2 of XL14 Educational Innovation with Specialism in Language and Literacy
    • Year 2 of XL09 Educational Innovation with Specialism in Leadership
    • Year 2 of XL10 Educational Innovation with Specialism in Mathematics
    • Year 2 of XL11 Educational Innovation with Specialism in Mentoring and Coaching
    • Year 2 of XL13 Educational Innovation with Specialism in New Technology
    • Year 2 of XL15 Educational Innovation with Specialism in Primary Education
    • Year 2 of XL16 Educational Innovation with Specialism in Religious Education
    • Year 2 of XL17 Educational Innovation with Specialism in Science
    • Year 2 of XL18 Educational Innovation with Specialism in Special Educational Needs
  • TIEA-X31M Postgraduate Taught Educational Leadership and Management
    • Year 1 of X31M Educational Leadership and Management
    • Year 1 of X3M6 Educational Leadership and Management (KLC II)
    • Year 1 of X3M1 Educational Leadership and Management by Dissertation
    • Year 1 of X3M2 Educational Leadership and Management by Professional Route
    • Year 1 of X3M3 Educational Leadership and Management by Professional Route (SSAT)
    • Year 1 of X3M5 Educational Leadership and Management by Professional Route (School Networks)
    • Year 1 of X3M4 Educational Leadership and Management by Professional Route (UCST)
    • Year 2 of X31M Educational Leadership and Management
    • Year 2 of X3M6 Educational Leadership and Management (KLC II)
    • Year 2 of X3M1 Educational Leadership and Management by Dissertation
    • Year 2 of X3M2 Educational Leadership and Management by Professional Route
    • Year 2 of X3M3 Educational Leadership and Management by Professional Route (SSAT)
    • Year 2 of X3M5 Educational Leadership and Management by Professional Route (School Networks)
    • Year 2 of X3M4 Educational Leadership and Management by Professional Route (UCST)
  • TEQS-X3AN Postgraduate Taught Global Education and International Development
    • Year 1 of X3AN Global Education and International Development
    • Year 2 of X3AN Global Education and International Development
  • TEQA-C8X3 Postgraduate Taught Psychology and Education
    • Year 1 of C8X3 Psychology and Education
    • Year 2 of C8X3 Psychology and Education
  • TEQA-C8X4 Postgraduate Taught Psychology and Education
    • Year 1 of C8X4 Psychology and Education
    • Year 2 of C8X4 Psychology and Education
  • Year 1 of TEQA-X3V7 Postgraduate Taught in Islamic Education: Theory and Practice (Full-time)
  • TEQA-X3V9 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 2 years)
    • Year 1 of X3V9 Islamic Education: Theory and Practice (Part-time - 2 years)
    • Year 2 of X3V9 Islamic Education: Theory and Practice (Part-time - 2 years)
  • TEQA-X3V5 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 3 years)
    • Year 1 of X3V5 Islamic Education: Theory and Practice (Part-time - 3 years)
    • Year 2 of X3V5 Islamic Education: Theory and Practice (Part-time - 3 years)
  • TEQA-X35S
  • TEQA-X35S