This version of the course guide is provisional until the period for editing the new course guides ends.

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2022/2023

Educational Systems, Inequalities and Equity: Contributions by the Scientific Literature

Code: 43212 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 1

Contact

Name:
Mauro Carlos Moschetti
Email:
mauro.moschetti@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

José Antonio Jordán Sierra
Joan-Carles Melich Sangra
Jordi Pamies Rovira

Prerequisites

This is a mandatory inSpecialisation in Inequalities, Research and Educational Action

Objectives and Contextualisation

This course addresses the relationships between educational systems and inequalities based on the contributions of academic literature and reports. The topics of this course focus on the analysis of these relationships at different levels: macro, meso, and micro. Thus, the course considers educational policies and decision-making, aspects related to the culture and structure of educational institutions, and the role of teachers and families in relation to inequalities and educational equity.

The course will make it possible to recognize the inequalities present accross various moments—access, process and results—of schooling and will offer the appropriate instruments for reflection, analysis, and the development of research proposals. in this frame. The following topics will be addressed:

• Educational policies: inequalities and equity

• Schools and teachers: strategies for educational equity

• Family, environment and inequalities

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Recognise the basic research principles in the field of education and inequality.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Analyse quantitatively or qualitatively data on educational inequalities.
  2. Analyse theoretical frameworks to establish which ones orientate research in the field of educational inequalities.
  3. Consider results according to their sources to analyse educational inequalities.
  4. Continue the learning process, to a large extent autonomously.
  5. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  6. Evaluate the research results in the culture and structure of educational centres in relation to inequalities and educational equality.
  7. Find theoretical frameworks and empirical results that allow for the analysis of inequalities and educational equality.
  8. Identify problems concerning the relationship between educational systems and inequality and evaluate the methodological approaches that allow their solution.
  9. Identify theoretical references and evaluate their appropriateness for interpreting problems related to research results and the relationships between educational policies, educational systems and inequality.
  10. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  11. Judge the importance and theoretical and social pertinence of a research problem or problems concerning the relationship between educational systems and inequality.
  12. Offer appropriate instruments for the analysis and development of research proposals within the framework of educational equality.
  13. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  14. Recognise the importance attributed to research in education into families, the community, working in networks and in overcoming educational inequalities.
  15. Understand the contributions of the different perspectives of research in analysing inequalities present at different times (access, process and results) of schooling.
  16. Understand the main aspects of contexts related to educational systems in which there are inequalities and analyse them as objects of research.
  17. Understand the relationships established in educational research between educational policies, educational systems and inequalities.
  18. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Content

1. Education policies: inequality and equity.

          1.1.   Theoretical approach: principles and concepts.

          1.2.  Education policies, globalization and international organizations.

          1.3.  Educational policies in Catalonia and Spain.

          1.4.  Educational policies at local level.

      2. Schools and teachers: strategies for educational equity.

         2.1. Schools: structure and culture and its impact on equity.

         2.2.  Teachers: promoting educational success

     3. Family environment and inequalities.

         3.1.  The attitudes of the family in promoting educational success.

        3.2.  Family, community and educational inequalities.

       3.3.  Environment and territory networks: their role in overcoming inequalities.

Methodology

The training activity will be developed based on the following dynamics:
 
- Master classes by the teaching staff
 
- Reading, analysis and discussion of articles and documentary sources
 
- Classroom practices: problem solving / cases / exercises
 
- Office hours

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Activities and readings 36 1.44 2, 7, 13, 8, 9, 11, 12, 14, 15, 6
On-site in large group 36 1.44 2, 1, 7, 17, 5, 13, 8, 14, 15, 3, 6
Type: Autonomous      
Individual module work 78 3.12 2, 1, 8, 9, 12, 14, 3, 6

Assessment

The assessment of the course is carried out by means of the activities detailes above.

The final grade will be the weighted average of such activities. To be able to apply this criterion, it will be necessary to obtain a minimum of 4 in every activity, during the development of the course and in the final article.

Attendance to class is mandatory. In order to obtain a positive final evaluation, the student will have to attend a minimum of 80% of the classes.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Analysis of articles (activities and readings during the development of the module) 40% 0 0 2, 1, 7, 16, 17, 5, 13, 8, 9, 11, 12, 10, 4, 14, 15, 3, 18, 6
Attendance and participation 10% 0 0 8, 11
Preparation of an academic paper 50% 0 0 2, 1, 7, 16, 17, 5, 13, 8, 9, 11, 12, 10, 4, 14, 15, 3, 18, 6

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Ball, S. J. & Youdell, D. (2008). Privatización encubierta en la educación. Brussels: Education International.

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Carrasco, S., Pàmies, J. & Ponferrada, M. (2011) Fronteras visibles y barreras ocultas: la experiencia escolar del alumnado marroquí en Cataluña y mexicano en California, in Revista Migraciones, 29, pp 31-60

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Carrasco, S.; Pàmies, J.; Narciso, L. (2019). Abandono Escolar Prematuro y alumnado de origen extranjero en España: ¿un problema invisible? en: Arango, J., Mahía, R., Moya, D. y Sánchez Montijano,E. (dir.) Anuario CIDOB de la inmigración 2018. Barcelona: CIDOB, 211-236.

Carrasco, S.; Pàmies, J.; Ponferrada, M.; Ballestín, B.; Bertran, M. (2011) Segregación escolar e inmigración en Cataluña: aproximaciones etnográficas, in F. J. García Castaño & S. Carrasco (eds.) Población inmigrante y escuela. Conocimientos y saberes de investigación. Textos reunidos en homenaje a Eduardo Terrén Lalana. Colección Estudios Creade N.º 5. Madrid:  pp 367-400

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Halpin, D., & Troyna, B. (1995). The politics of education policy borrowing. Comparative Education, 31(3), 303-310.

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Pàmies, J (2013) El impacto de los agrupamientos escolares. Los espacios de aprendizaje y sociabilidad de los jóvenes de origen marroquí en Barcelona. Revista de Educación, nº, 362, 133 – 1581)

Pàmies, J, Sánchez, A, Carrasco, S (2020) (Des vinculación escolar y procesos de acompañamiento en educación secundaria por clase y origenen un municipio de la región metropolitana de Barcelona en A. Tarabini (ed) Jóvenes, elecciones y transiciones educativas. RASE.

Pàmies, J., Giròs, R., Beremeneyi, A. (2020) ‘We’re not from outer space’. Natural mentoring networks for educational continuity among Roma youth in Spain en G. Persico, U.Daniele, C. Ottaviano (ed) Growing Up Is Not Private Matter. Trajectories to Adulthood among Roma Youth Mimesis International, pp.101 – 124

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Verger, A., Moschetti, M.,& Fontdevila, C. (2018). The expansion of private schooling in Latin America: Multiple manifestations and trajectories of a global education reform movement. En K. Saltman & A. Means (Eds.), The Wiley Handbook of Global Educational Reform. Hoboken: Wiley.

Software

Microsoft Teams will be used in case of virtual teaching