| CODE | EDS3116 | ||||||||
| TITLE | The Sociology of the Primary Classroom: Learners, Difference and the Curriculum | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Education Studies | ||||||||
| DESCRIPTION | The primary classroom commonly hosts a diverse group of learners, who differ on grounds of social class, gender, 鈥榬ace鈥� and ethnicity, amongst other differences. This study-unit examines school and classroom processes that lead to differentiated experiences and outcomes for learners on the grounds of gender, social class, ethnicity, faith, and others, through a sociological lens, and how these are mediated by the curriculum. The curriculum typically reflects the values of the dominant culture and of dominant groups within it. A critical engagement with it looks at how it is socially constructed. This study-unit also presents students with an opportunity to engage with theories of gender differences, reflect on powerful knowledge in the curriculum, as well as how texts and resource used in class may reinforce heteronormativity, gender stereotyping, racism, and Islamophobia. A discussion of the social construction of 鈥渃hallenging鈥� learners invites students to consider the unintended consequences of primary school policies that push/pull children out of the classroom. Study-unit Aims: This study-unit aims to equip students with the necessary knowledge, skills and attitudes to be able to apply a sociological lens to the primary classroom, and the social diversity within it. They will be able to identify how schools and teachers contribute to social differentiation and inequalities in education. Moreover, students will be able to think critically about which (and whose) knowledge is valued, which knowledge is powerful and which is subjugated. The study-unit offers opportunities to seek alternatives to 鈥榩ush out鈥� policies, to heteronormativity, gender stereotyping, racism and Islamophobia, to provide a more equitable distribution of curriculum content and pedagogically successful primary school learning environments. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Examine the primary classroom through a sociological lens; - Discuss theories of gender differences; - Evaluate the impact different pedagogies have on different social categories of learners; - Identify discourses that socially construct children as 鈥渃hallenging鈥� and critically assess the outcomes of disciplinary and other policies that remove them from the classroom; - Engage in a critical reading of the curriculum; - Identify sources of inequity due to the diverse identities of learners, such as gender stereotyping, racism and others within the curriculum and classroom practices. 2. Skills By the end of the study-unit the student will be able to: - Recognise ways in which classroom practices and curricular material can be sources of inequity and be able to find means to address them; - Propose ways to address gender difference in the classrooms; - Identify ways in which curricular materials which may reinforce gender stereotyping, racism, heteronormativity, Islamophobia and others can be add in which inequity can be addressed; - Recognise that students coming from different socio-economic, cultural backgrounds might experience primary school life differently and be able to provide an equitable educational experience for all; - Locate alternatives to classroom 鈥榩ull out鈥� policies. Main Text/s and any supplementary readings: Main Texts: - Moore, R. (2004). Education and society. Issues and explanations in the sociology of education. Polity Press. - Ballantine, J. H., Spade, J. Z., Stuber, J. (Eds.) (2018). Schools and society: a sociological approach to education. Sage (Two earlier editions are available. We will order some copies of the latest edition). Supplementary Reading: A set of required readings shall also be provided. These will be available through HyDi or on VLE. |
||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Mary Darmanin |
||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||||