SOCIOLOGY OF EDUCATION - 2024/5

Module Overview

This module offers students an in-depth exploration of the relationship between education and wider society. Students will learn about different theoretical approaches used to understand this relationship, developments in education policy and practice over time and between different national contexts, and the significance of social characteristics such as class, gender, ethnicity, disability, sexuality, and religion on educational patterns and processes. We will examine themes such as attainment inequalities, curriculum knowledge, teaching and learning, discipline and citizenship, voice and identity, accommodating difference, family engagement with institutions, and the globalisation and internationalisation of education. The overall aim is to provide students with a clear knowledge and understanding of contemporary debates in education and the skills to critically evaluate these through a sociological lens

Module provider

Sociology

Module Leader

HEMMING Peter (Sociology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

N/A

Module content

This module offers students an in-depth exploration of the relationship between education and wider society. Students will learn about different theoretical approaches used to understand this relationship, developments in education policy and practice over time and between different national contexts, and the significance of social characteristics such as class, gender, ethnicity, disability, sexuality, and religion on educational patterns and processes. We will examine themes such as attainment inequalities, curriculum knowledge, teaching and learning, discipline and citizenship, voice and identity, accommodating difference, family engagement with institutions, and the globalisation and internationalisation of education. The overall aim is to provide students with a clear knowledge and understanding of contemporary debates in education and the skills to critically evaluate these through a sociological lens.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to allow students to demonstrate their knowledge and understanding of key sociological debates concerning education, drawing on relevant concepts, theories and research. It will provide an opportunity to select, summarise and communicate relevant information to a specified audience in a real-world policy context, through presentation skills and use of research evidence. It will also enable students to demonstrate their ability to construct strong and well-structured academic arguments in relation to debates covered on the module, drawing on appropriate theoretical and empirical literature to support their case.

 

 Thus, the summative assessment for this module consists of:

 

• Assessment 1: Policy briefing video (pre-recorded) (presentation), 30% (addresses LO1, LO2, LO3 and LO4) – prepare and record a short briefing video presentation to inform policymakers about a selected unequal pattern of attainment, drawing on material from the first part of the module, with reference to visual resources and relevant research evidence.

 

• Assessment 2: Short polemic essays (x2) submitted together (coursework), 70% (addresses LO1, LO2, LO3 and LO4) – choose two items from a selection of statements relating to topics from the second part of the module and develop a pair of short argumentative essays, making a case for or against these chosen statements, and drawing on academic literature to support this.

 

Formative assessment and feedback

 

Students will take part in group tasks in class throughout the module, on which they will receive formative feedback.

 

Detailed guidance on how to complete the summative assessments is given in class and on Surrey Learn, and students will be provided with opportunities to ask questions and receive feedback on their developing plans.

 

Written feedback is provided for all summative coursework tasks.

Module aims

• Introduce students to the variety of theoretical approaches that have been used to conceptualise the relationship between education and wider society
• Enable students to analyse the extent to which this relationship has changed over time, and the differences both within and between countries
• Develop students' understanding of the impact of social characteristics such as class, gender, and ethnicity on educational processes, through engagement with empirical research studies and evidence
• Equip students to evaluate critically current debates about education (especially concerning schools and universities), in a theoretically-informed manner

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to provide students with an in-depth exploration of the relationship between education and wider society, and a clear knowledge and understanding of contemporary debates in education through a sociological lens.

The weekly sessions will expose students to key theorists, concepts, research and debates, supported by required reading each week. They will also provide the opportunity to discuss and analyse these ideas in more depth, and work in groups on tasks that encourage critical and independent thinking, as well as offer preparation and support for module assessments.

A range of learning activities will be employed in lectures and seminars to help students develop their thinking, such as paired and group discussion, video and audio clips, interactive polls and quizzes, class debates, and formative assessment support.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: SOC3089

Other information

The Department of Sociology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

 

Digital capabilities - Students will be required to produce a recorded policy briefing video using a digital presentation and recording tool (such as PowerPoint, Prezi, Canva), to present and communicate relevant information for a policymaker audience in Assessment 1.

 

Employability - Students will develop a range of transferrable skills including critical thinking, reading and writing skills, analysis and evaluation skills, verbal communication and presentational skills, and the ability to construct and support a strong and well-evidenced argument. Assessment 1 is particularly ‘authentic’ in that it mirrors real-life tasks that graduates might be expected to complete in a range of relevant careers such as education policy, social and market research, local and national government, marketing, and the charity sector.

 

Global and cultural capabilities – The module has been designed to draw on both local and global examples to illustrate topics covered in many of the sessions. Students will learn explicitly about the relationship between education, globalisation and internationalisation as one of the key topics covered in module learning and teaching content. They will also develop their understanding of social differences and their significance in education, such as class, gender, ethnicity, disability, sexuality and religion, thus developing intercultural competencies.

 

Resourcefulness and resilience - Students will be required to independently plan and write argumentative polemic essays for Assessment 2, which will enable them to develop and articulate a strong academic voice. This will be further supported through class debates, where students will build confidence in putting forward their own opinions on key educational issues.

 

Sustainability - Students will be equipped with the knowledge, tools and motivation needed to support and enact positive change in relation to issues of equality, diversity and social wellbeing in a range of educational contexts, particularly schools and universities.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.