ee814
http://data.open.ac.uk/course/ee814
is a Learning opportunity specification , Course , Course

Outgoing links

Property Object
Dataset Open University data XCRI-CAP 1.2
credit
type Postgraduate
JACS3
Specifies ee8142021j
URL http://www.open.ac.uk/postgraduate/modules/ee814
Of http://data.open.ac.uk/organization/
Resource <div><p>All study materials are provided on the module website. This includes a Reader, the module study guide and activities, audio/video material and a range of tools to support your study, including real-time conferencing and online forums.</p></div>
support The Open University is the world’s leading provider of flexible, high quality distance learning. Unlike other universities we are not campus based. You will study in a flexible way that works for you whether you’re at home, at work or on the move.As an OU student you’'ll be supported throughout your studies your tutor or study adviser will guide and advise you, offer detailed feedback on your assignments, and help with any study issues.Tuition might be in face-to-face groups, via online tutorials, or by phone.
abstract This module explores issues of equality within the professional practice setting by way of broad themes which apply internationally ? for example, ethnicity, disability, religion and gender.
ID EE814
identifier
  • EE814
  • http://www.open.ac.uk/postgraduate/modules/ee814
regulations
Type
title Addressing inequality and difference in educational practice
subject
description <div><p>Taking a critical theory approach, the module scrutinises education policy and practice, at both national and institutional levels, with regard to the way in which they inhibit or facilitate equality in society and the community. You will be introduced to core concepts pertaining to equality and social justice within the area of 'education', before focusing on the key elements of a critical theory approach to investigating issues of equality, and the research tools you can employ. The module requires you to challenge your own, and others', assumptions with a view to engaging in the process of transforming education policy and practice to effect greater equality and/or social justice.</p></div>