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Building on the 1st year ‘Foundation in the Sociology of Education’ module and linking to the 2nd year ‘Educating and Organising for Social Justice’, and the 3rd Year ‘Rights, Equality and Justice in Education’ module –Educating Minorities, Migrants and Refugees (EMMR) will offer students an opportunity to consider both the sociological positioning of the minorities, migrants and refugees in education as well as policy and practice responses to these groups. You will become familiar with policy approaches to educating minority populations and explore philosophical questions about inclusivity and rights to education. A more comparative perspective on how different national education systems approach the issue will also be considered so as to examine how these groups find strategies for succeeding within or challenging such provision.Ìý

Teaching delivery: This module is taught in 10 weekly lectures and 10 weekly seminars. Ìý

Indicative Topics: Indicative lecture topics – based on module content in 2023/24, subject to possible changes:Ìý

• Week 1: Introduction to the Key Issues: Definitions and Frameworks; Minorities, Migrants and Refugees in National Education Systems.Ìý
• Week 2: Globalisation, Migration, Integration and Identity: Evidence from Governments, Schools and Youth in Europe.Ìý
• Week 3: Refugees in the British Education System.Ìý
• Week 4: Children out of Place: The Case of Egyptian Street Children in the Education System.Ìý
• Week 5:ÌýEducation, Conflict and WarÌý
• Week 6: Classroom Diversity, Civic Attitudes and Social Inclusion.Ìý
• Week 7: Intersectionality, Underachievement of Minorities; Race, Gender and Class.Ìý
• Week 8: Education and Disabled Children as MinoritiesÌý
• Week 9: Children Out of Place: Trafficked Children and MigrationÌý
• Week 10: Multi-Agencies and the Future of Educating Migrants, Minorities and Refugees: Looking at Practice, Policy, Families and Social Justice Organisations.Ìý

Module Aims: This module aims to provide students with the following:Ìý

1. To identify different terminologies used, characteristics of, and identified educational needs of minorities, migrants and refugees.Ìý
2. To identify the various approaches that states and/or organisations have adopted across time and space in managing cultural diversity and to examine their consequences for education.Ìý
3. To highlight various theories seeking to explain the response of the state to cultural pluralism.Ìý
4. ToÌýclarify the role education can play in issues of tolerance, racism, integration, political participation, and identity formation.Ìý

Recommended readings: Examples of required reading: Ìý

• Wells, K. (2009) ‘Childhood in a global context’ in Childhood in a Global Perspective, Cambridge: Polity, 2009. (Extract from Chapter 1), Pages 1 – 18 inclusive Ìý
• Pinson, H., Arnot, M., and Candappa, M. (2010) Education, Asylum and the ‘Non-Citizen’ Child: The politics of compassion and belonging, Palgrave Macmillan - Chapter 8 ‘Finding security and safety in schools’. Ìý
• Ali, N., 2014. The pervasive nature of violence in the day-to-day lives of street children. In Childhood, youth and violence in global contexts (pp. 47-64). Palgrave Macmillan UK.