Educational Theories and Systems: Inequalities, Politics and Social Change
Code: 45011 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313815 Research in Education | OT | 0 | 1 |
Contact
- Name:
- Mauro Carlos Moschetti Plaul
- Email:
- mauro.moschetti@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Joan Carles Melich Sangra
- Jorge Pamies Rovira
Prerequisites
This is a mandatory course for the specialisation in Inequalities, Research and Educational Action
Objectives and Contextualisation
The objective of this course is to understand the relationships between educational systems and inequalities based on various theoretical and empirical contributions from academic literature. The contents of the subject will involve an analysis of these relationships at the macro, meso, and micro levels. Different theories and approaches to education and educational policy-making will be considered, along with aspects related to the culture and structure of educational institutions, and the role of teachers and families in relation to inequalities and social change. The content blocks that structure the subject will allow for the recognition of inequalities present in the various stages - access, process, and outcomes - of schooling, and will provide the appropriate tools for reflection, analysis, and the development of research proposals within this framework.The following topics will be addressed:
• Educational policies: inequalities and equity
• Schools and teachers: strategies for educational equity
• Family, context and inequalities
Learning Outcomes
- CA29 (Competence) Formulate a research problem and research questions and goals in the field of education theory, policy and educational intervention.
- CA30 (Competence) Assess the social, economic and environmental impact of education theory research, policy and educational intervention.
- CA31 (Competence) Conduct research in the field of education theory, policy and educational intervention assessing inequalities based on sex/gender, ethnicity, class, religion and age.
- KA28 (Knowledge) Identify different lines of research in the fields of education theory, politics and educational intervention.
- KA29 (Knowledge) Identify problems and offer solutions for educational needs at the macro, meso and micro levels using innovative approaches.
- SA19 (Skill) Produce a comprehensive review of the scientific literature in the fields of education theory, policy and educational intervention.
- SA20 (Skill) Present a research study while adapting the tone to the type of scientific article.
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 the 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. Family attitudes in promoting educational success.
3.2. Family, community and educational inequalities.
3.3. Context and territory networks
Methodology
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 | CA29, CA30, CA31, KA28, KA29, SA19, SA20, CA29 |
| On-site in large group | 36 | 1.44 | CA29, CA30, CA31, KA28, KA29, SA19, SA20, CA29 |
| Type: Autonomous | |||
| Individual module work | 78 | 3.12 | CA29, CA30, CA31, KA28, KA29, SA19, SA20, CA29 |
Assessment
The assessment of the course will be carried out through the activities indicated above. The academic paper must be handed in on April 25th. The rest of the assessment activities take place throughout the sessions.
The final grade will be the weighted average of the planned activities. To be able to apply this criterion, it will be necessary to obtain at least a 4 in every activity, those carried out during the development of the course and in the final paper.
Class attendance is mandatory. In order to obtain a positive final evaluation, students must have attended a minimum of 80% of the classes. Plagiarism or copying will result in failure and will be reported to the degree coordinator.
Students who choose to take a single assessment must prepare and deliver an academic article (50%) and make an oral presentation expanding on three topics developed throughout the course (50%)—both activities on April 25th.
The examination re-take, both in the case of the continuous assessment and single assessment, will take place on May 30th and will consist of the delivery of a review and reworking of the activity(s) in which the student has failed.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Analysis of articles (activities and readings during the development of the module) | 40% | 0 | 0 | CA29, CA30, CA31, KA28, KA29, SA19, SA20 |
| Attendance and participation | 10% | 0 | 0 | CA29, CA30, CA31, KA28, KA29, SA19, SA20 |
| Preparation of an academic paper | 50% | 0 | 0 | CA29, CA30, CA31, KA28, KA29, SA19, SA20 |
Bibliography
Acedo, C; Ferrer, F; Pàmies, J (2009) Inclusive education: open debates and the road ahead. Prospects: quarterly review of comparative education; XXXIX(39), 3 / 151. p. 227-238
Apple, M. W. (2004). Creating difference: Neo-liberalism, neo-conservatism and the politics of educational reform. Educational policy, 18(1), 12-44.
Aymerich, R.; Lluró, J. M.; Roca, E. (2011) Junts a l’aula? Present i futur de l’educació comprensiva a Catalunya Barcelona, Fundació Jaume Bofill.
Ball, S. J. (1993). What is policy? Texts, trajectories and toolboxes. The Australian Journal of Education Studies, 13(2), 10-17.
Ball, S. J. & Youdell, D. (2008). Privatización encubierta en la educación. Brussels: Education International.
Bolívar, A. (2010): La lógica del compromiso del profesorado y la responsabilidad del centro escolar. Una revisión actual, Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Vol. 8, Núm. 2, pp. 10-33.
Bonal, X. (2012). Education policy and school segregation of migrant students in Catalonia: the politics of non-decision-making. Journal of Education Policy, 27(3), 401–421.
Bourdieu,P.(2015) La dominación masculina. Barcelona: Anagrama
Butler, J (2006) Deshacer el género. Barcelona
Butler, J (2006) Deshacer el género. Barcelona
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
Carrasco, S.,Pàmies, J. Bertran, M (2009) Familias inmigrantes y escuela: desencuentros, estrategias y capital social, Rev. Complutense de Educación, Vol 20 (1), pp 55-78.
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
Castejón, A., & Zancajo, A. (2015). Educational Differentiation Policies and the Performance of Disadvantaged Students Across OECD Countries. European Educational Research Journal, 14(3–4), 222–239.
Castejón, A.,Pàmies, J. (2018). Los agrupamientos escolares: expectativas, prácticas y experiencias. Tendencias Pedagógicas, 32, 49-64. doi: 10.15366/tp2018.32.004
Collet, J; Tort, A. (Coords.) (2011): Famílies, escola i exit. Millorar el vincles per millorar els resultats acadèmics, Fundació Jaume Bofill, Barcelona.
Dale, R. (1999). Specifying globalization effects on national policy: a focus on the mechanisms. Journal of Education Policy, 14(1), 1-17.
Day, C. (2006): Pasión por enseñar: la identidad personal y profesional del docente y sus valores. Narcea, Madrid.
Derrida,J.(1995) Dar el tiempo. Barcelona: Paidós.
Diaz-Aguado, Mª José (2010): Desde la familia: El papel educativo dela familia y su colaboración con la escuela; en: AA.VV. En búsqueda del éxito educativo: realidades y soluciones. Fundación Antena 3. Madrid, pp. 55-86.
Edwards Jr, D. B., Moschetti, M. C., & Caravaca, A. (2022). Globalization, Privatization, and the State: Contemporary Education Reform in Post-Colonial Contexts. Routledge.
Eurydce: Http://www.eurydice.org. Base de datos: Eurybase y Thematic Studies
Foucault,M.(1999) El orden del discurso. Barcelona: Tusquets
Foucault,M.(2006) La voluntat de saber. Historia de la sexualidad 1.Madrid: SigloXXI.
Gibson, M., Carrasco, S., Pàmies, J., Ponferrada, M., Rios, A. (2013) Different Systems, similar results. Youth of Immigrant Origin at School in California and Catalonia, in Alba & Holdaway, eds., The Children of Immigrants at School, a comparative look at integration in the United States and Western Europe, New York: New York University Press. pp 84-119
Halpin, D., & Troyna, B. (1995). The politics of education policy borrowing. Comparative Education, 31(3), 303-310.
Han, Byung Chul (2014). Psicopolítica. Barcelona: Herder Editorial.
Hargreaves, A. (1999): Sentir-se mestre: les emocions d’ensenyar i el canvi educatiu. Temps d’educació, Nº 22, pp. 271-291.
Hermans, P. H. (1995): Morrocan immigrants and school succes, International of Educational Research, Vol, 23, Num. 1, pp. 33-43.
Institut Infància i Adolescència de Barcelona (2019). Oportunitats Educatives de la infància i l’adolescència a Barcelona 2018-2019. IIAB-IERMB i Ajuntament de Barcelona.
Levinas, E.(2014) Alteridad y trascendencia. Madrid: Arena Libros.
Levinson, B. A., Sutton, M., & Winstead, T. (2009). Education policy as a practice of power: Theoretical tools, ethnographic methods, democratic options. Educational Policy, 23(6), 767-795.
Lupton, R. (2005). Social justice and school improvement: improving the quality of schooling in the poorest neighbourhoods. British Educational Research Journal, 31(5), 589–604.
Mendoza, B., Bertràn, M, Pàmies, J.(2021) Feminism, Islam and Higher Education: Towards New Roles and Family Relationships for Young Spanish-Moroccan Muslim Women in Spain. Race Ethnicity and Education,
Ministerio de Educación. Objetivos educativos europeos y españoles, Estrategia Educación y Formación 2020. Informe español 2010 -2021. Gobierno de España. En red: http://planipolis.iiep.unesco.org/upload/Spain/Spain_Estrategia_Educacion_Formacion_2020.pdf
Moschetti, M. C., Fontdevila, C., & Verger, A. (2019). Políticas, procesos y trayectorias de privatización educativa en Latinoamérica. Educaçao e pesquisa, 45, 1-27.
Muñoz-Repiso, Mercedes (2010): Educar desde la compassion apasionada. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Vol. 8,Nº 2, pp. 1-7.
Nusche, D. (2009). What Works in Migrant Education? A Review of Evidence and Policy Options, OECD Education Working Papers, 22
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
Pàmies, J; Bertran,M; Ponferrada,M; Narciso, L; Aoulad, Mustapha (2013) Trajectòries d’èxit i continuïtat acadèmica entre joves marroquins a Catalunya. Temps d’educació, 191 - 207
Rizvi, F. y Lingard, B. (2013). Políticas Educativas en un Mundo Globalizado. Madrid: Morata.
Schleicher, A (2012) La mejora de la calidad y de la equidad en la educación: retos y respuestas políticas. Calidad y educación Transatlàntica de educación, Vol 1
Steiner Khemsi, G. (2011). La reformulación de la transferencia educativa como estrategia política. En Caruso, M. y H.E. Tenorth (Comp.), Internacionalización, Políticas Educativas y reflexión pedagógica en un medio global (pp. 215-260). Buenos Aires: Granica.
Verger, A., Novelli, M., & Altinyelken, H. K. (2012). Global Education Policy and International Development: An Introductory Framework. In Verger, A., M. Novelli and H. K. Altinyelken (Eds.). Global Education Policy and International Development: New Agendas, Issues and Policies. London: Continuum.
Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatisation of education: a political economy of global education reform. New York: Teachers College Press. (Capítols 1 i 2)
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