2022-23 MA in Social Justice and Education Programme Design Document

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1	1. Admissions/ Management Information
2	Title of the programme – including any lower awards Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award. See guidance on programme titles in:
3	Masters				MA in Social Justice and Education
4	Postgraduate Diploma				Social justice and education																									Please indicate if the Postgraduate Diploma is available as an entry point, ie. programmes on which a student can register, exit awards, ie. that are only available to students exiting the masters programme early, or both.																Exit
5	Postgraduate Certificate				Educational Studies																									Please indicate if the Postgraduate Certificate is available as an entry points, ie. programmes on which a student can register, exit awards, ie. that are only available to students exiting the masters programme early, or both.																Exit
6	Level of qualification				Level 7
7	This document applies to students who commenced the programme(s) in:															2022/23
8	Awarding institution																							Teaching institution
9	University of York																							University of York
10	Department(s): Where more than one department is involved, indicate the lead department																							Board of Studies Education
11	Lead Department		Education																					Education
12	Other contributing Departments:		n/a																					Education
13	Route code (existing programmes only)															PMEDUSSJE1
14	Admissions criteria
15	2.1 or equivalent and required English language level: IELTS (6.5, minimum 6.0 in each component); PTE Academic (61, minimum 55 in each component); C1 Advanced and C2 Proficiency (176, minimum 169 in each component); TOEFL (87, minimum 21 in each component)
16	Length and status of the programme(s) and mode(s) of study
17	Programme					Length (years/ months)				Status (full-time/ part-time) Please select				Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)										Mode
18																								Mode
19																								Face-to-face, campus-based									Distance learning									Other
20	MASJE					12 months				Full-time				September										Please select Y/N							Yes		Please select Y/N							No		n/a
21	Language(s) of study
22	English
23	Language(s) of assessment
24	English
25	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
26	2.a. Is the programme recognised or accredited by a PSRB
27	Please Select Y/N:		No		if No move to section 3 if Yes complete the following questions
28	3. Additional Professional or Vocational Standards
29	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
30	Please Select Y/N:		No		if Yes, provide details
31	4. Programme leadership and programme team
32	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
33	Constantino Dumangane Jr (programme leader), Daniel Kyereko (assoc programme leader), Sally Hancock, Grace Idahosa Vanita Sundaram
34	5. Purpose and learning outcomes of the programme
35	5.a. Statement of purpose for applicants to the masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
36	In an incresingly interdependent yet often 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. As a consequence 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.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 poutting your nearly gained skills into practice.
37	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme will be able to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
38	PLO	On successful completion of the programme, graduates will be able to:
39	1	Apply in-depth knowledge of the theories, principles, methodologies and approaches concerning social justice and education to support related education initiatives.
40	2	Contribute to consideration of education practice and policy by evaluating the interplay between key concepts in a range of contexts and from different perspectives.
41	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.
42	4	Collate, manage and critically analyse complex empirical data using appropriate software in order to support presented arguments.
43	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.
44	6	Communicate complex information and arguments clearly, confidently and in a professional manner, making use of oral, written and visual formats.
45	7	Contribute to debates about the nature of pedagogical initiatives in the field of social justice in education.
46	5.c. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
47	i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
48	This programme will challenge students to explore education as possibly the key means by which we can understand and move towards the achievement of social justice. The exploration of theoretical perspectives, key concepts, contexts and current issues using the reflective, analysitcal skills you will gaine on this programme means that as a graduate of the MASJE degree you will be in a strong 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 through engaging in international communities of learning and research.
49	ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
50	This programme supports you to develop vitally important knowledge and understanding of social justice in education and society through enagagement with key ideas, issues and current debates. You will enhance your skills of analysis, judgement, communication and through working in a supportive environment to develop you rindependent critcal analysis and research skill to apply them to a divers range of social justice issues.
51	iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity?
52	The students entering this programme include students from Social Science and Humanities degrees, non-Education degrees including as well as 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 and the Academic Skills Progeamme; - 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.
53	iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills, [add link to QAA masters characteristics document].
54	The term 1 modules include core specialist modules about social justice and education so that fundamental knowledge can be covered. This is then developed further in term 2 when student can chose other specialist option modules. There is a research methods focus throughout the programme, with Research Methods modules in Terms 1 and 2. . This then leads seamlessly into the Independent Study Module where research proposals are confirmed and ethics approved.
55	v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
56	You will develop your digital literacy skills in a variety of ways. Throughout the core modules theres is a focus on critically assessing online materials, including ‘grey’ literature (e.g. information produced by government agencies, academic institutions, and the for-profit sector that is not typically made available by commercial publishers) for quality, reliability and appropriateness. Students will engage with the VLE in various ways including contributing to online discussions. In classroom settings, a range of modes of interaction will be used including opportunities for contribution to online discussions using such learning tools as Padlet and Mentimeter. In terms one and two, the research methods module develops skills in specific areas of data analysis using software where appropriate. Students are also provided with digital literacy training via the library to assist in searching for sources to include in assignments and dissertations.
57	vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
58	Skills related to employability are integrated into the programmes, for example research skills, data management skills, and programme-specific skills. The independent research projects expose you to real-world settings, for example those settings within which you collect data. Furthrmore, 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.
59	viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
60	The MASJE is directly linked to the Department's Centre for Research on Education and Social Justice. At various points throughout the year students are invited to attend research seminars. All teaching and learning content is designed on the latest research. The teaching staff are recognised experts in their research fields and use their specialist knowledge to inform their teaching.
61	5.d. Progression For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one. Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
62	On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to: If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
63	Students exiting the programme with a PG Cert will have accumulated 60 credits from the taught modules. They will have made progress towards fulfilling PLOs 1 - 3 and 6, and may have made progress towards PLOs 4, 5 and 7 depending upon the combination of modules successfully completed.
64	On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to: If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
65	Students exiting the programme with a PG Dip will have achieved 120 credits from the taught modules. Students will have made significant progress towards achieving PLOs 1 - 3 and 6 and will have made some progress towards fulfilling PLOs 4, 5 and 7.
66	6. Reference points and programme regulations
67	6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
68	6.b. University award regulations
69	The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
70	7. Programme Structure
71	7.a. Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘IMPORTANT NOTE: To clearly present the overall programme structure, include the name and details of each individual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b). From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a.
72	Full time structure
73	Credits	Module					Autumn Term										Spring Term										Summer Term										Summer Vacation
74		Code		Title			1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	11	12	13
75	20	EDU00069M		Social Justice and Education				S								E	A
76	20	EDU00093M		Race, Difference, Equity & Equality				S								E	A
77	20	EDU00108M		Research Methods for Education I: Researching Questions				S								E	A
78	20	EDU00109M		Research Methods for Education II: Researching Answers														S								E	A
79	20	Option 1		Option 1 from List A														S							S	E	A
80	20	Option 2		Option 2 from List A														S							S	E	A
81	60	EDU00110M Independent Study Module		Independent Study Module																											S															E
82	Full-time Route: Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted. NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9.
83	Progression Board						Week 7 of Term 3
84	Reassessment						Week 10 of Term 3
85	Exam Board						Week 5 of Term 1
86	7.b. Optional module lists If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
87	Option List A										Option List B													Option List C													Option List D
88	EDU00067M Higher Education in the Twenty-First Century EDU00068M Gender, Sexuality & Education EDU00005M Contemporary Issues in Teaching EDU00051M Intercultural Communication in Education EDU00061M Motivation in Education EDU00094M Language and Power EDU00112M Evaluating UK Classroom Practice EDU00116M Teaching & Learning with Technology EDU00115M The Challenges of Decolonising and Transforming Education EDU00114M Migration & Education										N/A													N/A													N/A
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98	7.c. Explanation of the programme and assessment design The statements should be in a form that can be used for students (such as in a student handbook). It should make clear to students why they are doing the key activities of the programme, in terms of reaching the PLOs.
99	i) Students’ independent study and formative work Please outline how independent study and student work has been designed to support the progressive achievement of the programme learning outcomes (for example, the use of online resources which incorporate formative feedback; opportunities for further learning from work-based placements).
100	The independent study and formative work across the programme has been designed to support your progression towards achieving the programme outcomes. The student work will allow you to either practise skills without the pressure of being marked, or formulate and develop ideas through interactions with classmates, or strengthen your understanding of assessment expectations through submitting formative work for feedback prior to major assessments.