MA Social Justice and Education (MASJE) Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			MA Social Justice and Education
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7	This document applies to students who commenced the programme(s) in:			2024		Award type			Masters
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9	What level is this qualification?			7		Length of programme			1 year
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11	Mode of study (Full / Part Time)			FULL TIME
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13	Will the programme use standard University semester dates?			YES		For York Online programmes, will standard dates for such programmes be used?			Semester 1: 18 September 2023 - 2 February 2024 Semester 2: 5 February 2024 - 17 September 2024
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15	Awarding institution			University of York		Board of Studies for the programme			EDUCATION
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17	Lead department			EDUCATION		Other contributing departments			N/A
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			CAMPUS BASED
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	N/A
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27	Reference points
28	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
29	the programme is designed inline with the University's frameworks and the relevant subject benchmark statements have been consulted
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31	Credit Transfer and Recognition of Prior Learning
32	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
33	No
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35	Exceptions to Regulations
36	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
37	N/A
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39	Internal Transfers
40	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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42		Transfers in:	YES			Transfers out:	YES
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44	Statement of Purpose
45	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
46	In an increasingly interdependent yet also divided globalised world where there is increasing economic inequality and growing threats to equality and human rights and the environmental, education must play a central part in promoting understanding and skills to ensure social justice. The MA in Social Justice and Education (MASJE) equips students to act knowledgeably, thoughtfully and decisively regarding questions of inclusion, equality and diversity, with special emphasis on higher education, intercultural communication, race, gender, sexuality and power in education and society. Working with colleagues in the Centre for Research on Education and Social Justice (CRESJ) you will be in a position to explore the nature of social justice and the role of education in its achievement. You will consider how attempts are being made to advance the boundaries of knowledge and understanding of educational policy and practice. This Masters programme will support you, through inclusive and informed dialogue, to understand fundamental philosophical perspectives on education and social justice, and to critically reflect on dominant conceptions of education and human capital. You will analyse social justice as an essential perspective that is expressed through education; and explore education as a mechanism to enhance social justice. These perspectives and issues are explored through a combination of core and optional taught modules and the completion of an independent research project. You will develop masters levels skills including digital skills to engage with a wide range of research data. As a graduate of the programme, you will have gained a solid taught foundation with the ability to tailor the programme to your own interests. Consequently, the MA in Social Justice prepares you to play an informed role in a range of educational and social justice-based situations, including but not limited to NGOs, charities, educational policy, pedagogy and research settings. Upon completion of the MASJE programme you will be able to enter or continue your career ready to play an active role in the development of education, education policy, pedagogy and research by putting your newly gained skills into practice.
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57	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
58	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
59	Postgraduate Certificate in Social Justice and Education			EXIT ONLY				69M + 93M + 1 other taught module
60	Postgraduate Certificate in Educational Studies			EXIT ONLY				any 3 taught modules
61	Postgraduate Diploma in Social Justice and Education			EXIT ONLY				69M + 93M + 4 other taught modules
62	Postgraduate Diploma in Educational Studies			EXIT ONLY				any combination of 120 credits that does not meet the requirement for a PGDip in Social Justice and Education
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64	Programme Learning Outcomes
65	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
66	1	Apply in-depth knowledge of the theories, principles, methodologies and approaches to understand social justice and inequalities and inequities in order to challenge injustices and address and support social justice and education initiatives.
67	2	Contribute to developing and or revising education practices and policies through reflection, evaluation, critical reflection, critical thinking and analysing of the interplay between key concepts and theories in a range of social justice contexts, including pedagogical and decolonising practices from different perspectives.
68	3	Identify systemic barriers to equality and inclusiveness, giving attention to perspectives which differ from their own and continuing to reflect on their own practice in relation to inclusivity and diversity.
69	4	Collate, manage and critically analyse complex empirical data using appropriate software and apply it to support presented arguments.
70	5	Initiate and conduct independent, focussed research projects including thorough planning, rigorous ethics processes and the selection and application of appropriate principles, methodologies and approaches.
71	6	Communicate complex information and arguments clearly, confidently and in a professional manner, making use of oral, written and visual formats.
72	7	Contribute to debates about the nature of pedagogical initiatives in the constantly evolving and changing field of social justice in education and society.
73	8	Initiate and conduct independent, focussed research projects by engaging in thorough planning, rigorous ethics procedures and the selection and application of appropriate principles, methodologies and approaches
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75	Diverse entry routes
76	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
77	The students entering this programme include students from Social Science and Humanities degrees, non-Education degrees including a diverse myriad of students who join us from overseas. Transition to master level study is achieved by: - Provision of pre-arrival study information; - Extensive pastoral and academic supervision support from Week 1; - Integrated digital literacy training in Term 1 - to support literature search and data management skills; - Integrated English language and academic writing support in Term 1 and 2 via Departmental English Classes, the Writing Centre and the Academic Skills Community; - 24 hour advice and information that is available via the VLE and the Intranet; - Weekly small group discussion in and out of class and reporting on class discussions via the VLE; A focus on early formative work followed by detailed feedback in all Term 1 modules to identify students who are struggling as soon as possible. Weekly academic skills and research support is provided via a tutorial advisor (Deptment of \|Education Skuills Advisor) specifically designated to all MASJE students to help them improve thir academic research, development and writing skills.
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86	Inclusion
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88	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									TRUE
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90	Employability
91	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
92	Skills related to employability are integrated into the programmes, for example research skills, data management skills, and programme-specific skills. Careers information is provided in supervisions, MASJE cafe events and joint events held with our sister MA Degreee the MA is Global Citizenship Education (MA GICE). The independent research projects exposes students to real-world settings, for example those settings where students collect their owndata. Furthremore, the University’s Employability Strategy includes the following as one of its underpinning principles: ‘Students are encouraged to approach their employability by developing as resilient, reflective learners who respond positively and creatively to the challenges set by the world’. This principle is fundamental to the MA in Social Justice programme. As a graduate of this programme you will be able to plan to teach; work in NGOs in the fields of social justice and education; enter further study (including PhD); work in universities and elsewhere to facilitate social change and international exchange.
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99	[For Undergraduate and Integrated Masters Programmes Only]
100	Are you offering any variations of this programme, such as additional years abroad or industry?