SPGSC-Paper D (iv)-290114 1 MSc in Social Justice and Community Action Course Descriptors (New courses only) (Revised January 2014) Course Title Theories and Politics of Social Justice Course Outline School School of Education College Humanities and Social Science Course type Standard Availability To all students Credit level (Normal year taken) SCQF Level 11 Credits 20 Home subject area Education Other subject area None Course website To follow Taught in Gaelic? No Course description Social justice is a deeply contested concept and this course will explore the competing ways in which it is defined, theorised and operationalised in local, national and international contexts. Students will be encouraged to think critically and expansively about the nature of social justice by considering its foundational claims and the historical and contemporary disputes that have shaped the development of this idea. Entry Requirements (not applicable to Visiting Students) Pre- requisites None Co-requisites None Prohibited Combinations None Other requirements None Additional Costs None Information for Visiting Students Pre- requisites None
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SPGSC-Paper D (iv)-290114
1
MSc in Social Justice and Community Action Course Descriptors (New courses only)
(Revised January 2014)
Course Title
Theories and Politics of Social Justice
Course Outline
School School of Education College Humanities and Social Science
Course type Standard Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
To follow Taught in Gaelic?
No
Course
description
Social justice is a deeply contested concept and this course will explore the competing ways in which it is defined, theorised and operationalised in local, national and international contexts. Students will be encouraged to think critically and expansively about the nature of social justice by considering its foundational claims and the historical and contemporary disputes that have shaped the development of this idea.
Entry Requirements (not applicable to Visiting Students)
Pre-
requisites
None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
None
Information for Visiting Students
Pre-
requisites
None
SPGSC-Paper D (iv)-290114
2
Displayed
in Visiting
Students
Prospectus?
Yes
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
Analyse and critique the core concepts of social justice, e.g. fairness, liberty,
equality, recognition, redistribution, solidarity, participation and democracy
Critically compare and contrast competing conceptualisations and standpoints
regarding social justice
Consider different manifestations of injustice and critically evaluate competing
approaches for addressing injustices in local and global contexts
Assessment Information
Example of indicative tasks:
Task 1: (50%) Via the students’ private blog, students are required to blog about their
reflections on the relationship between set course readings, lectures, group discussions
and contemporary examples of social (in)justice a minimum of 3-4 times per week for
12 weeks. Students will then choose 5-7 of their posts to submit for assessment. Student
blogging forms the basis of the formative assessment and part of the summative
assessment for this course.
Task 2: (50%) Essay (2,000 words) In consultation with the course organiser, students
will devise their own essay question related to an aspect of the theory and politics of
social justice covered on the course.
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus What is social justice?
Why does social justice matter?
Understanding distributive justice
Introduction to justice as recognition
Competing approaches to the application of social justice principles in
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local, national and international contexts
Transferable
skills
Critical analysis, oral and written communication skills, accessing
research materials
Reading list Indicative reading list:
Davis, A.Y. (1981) Women, Race and Class. London: The Women’s Press. Fanon, F. (2008) Black Skin, White Masks. London: Pluto. Fraser, N. (2010) Scales of Justice: Reimagining Political Space in a Globalizing World. New York: Columbia University Press. Hall, S., Massey, D. and Rustin, M. (eds) (2013) After Neoliberalism? The Kilburn Manifesto. London: Lawrence and Wishart Books. hooks, b. (2006) Outlaw Culture: Resisting Representations. London: Routledge. Rawls, J. (1999) A Theory of Justice. Cambridge: Harvard University Press. Said, E. (1994) Culture and Imperialism. London: Vintage. Sandel, M. (2009) Justice: What’s the Right Thing to Do? New York: Farrar, Straus and Giroux. Sen, A. (2010) The Idea of Justice. London: Penguin. Soja, E.W. (2010) Seeking Spatial Justice. Minneapolis: University of Minnesota Press. Young, I. M. (1990) Justice and Politics of Difference. Princeton: Princeton
University Press.
Study
Abroad
Not entered
Study
Pattern
Not entered
Keywords social justice, equality, solidarity, participation, democracy, citizenship
School School of Education College Humanities and Social Science
Course type Standard Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
To follow Taught in Gaelic?
No
Course
description
Because of the contested natures of both ‘social justice’ and ‘community’,
grassroots activists and practitioners face significant dilemmas in the
application of social justice principles to real world contexts. This course
aims to introduce students to some of the key theoretical frameworks,
models and methods for applying social justice ideas and principles to
activism and practice in community-based settings. Through this course,
students will have the opportunity to consider and critique the viability,
sustainability and ethics of particular approaches to community action.
Entry Requirements (not applicable to Visiting Students)
Pre-
requisites
None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
None
Information for Visiting Students
Pre-
requisites
None
SPGSC-Paper D (iv)-290114
5
Displayed
in Visiting
Students
Prospectus?
Yes
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
Analyse the conceptual and methodological dimensions of ‘community action’
e.g., power, activism, citizenship, participation and public space
Critically evaluate the differing strategies, methods and practices for applying
social justice ideas and principles to a range in local, national, international and
digital contexts
Design and develop strategies for promoting and practicing social justice in face
to face and digital community settings
Assessment Information
Example of indicative tasks:
Task 1: 4,000 word (equivalent, 100%) Community Case File: In consultation with the
course organiser and through a medium of the student’s choice (podcast, Storify,
YouTube video, traditional essay, etc), students will select and critically analyse a local
or digital community and develop a strategy, methods and evaluation for a community-
based project for social justice.
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus Rethinking ‘community’
Conceptualising and theorising community action
Strategies and methods for effective community action
Ethical dilemmas for activism and practice
Transferable
skills
Critical analysis, Oral and written communication skills, Access research
materials
SPGSC-Paper D (iv)-290114
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Reading list Indicative reading list:
Burns, N., Scholzman, K.L. and Vera, S. (2001) The Private Roots of Public Action: Gender Equality and Political Participation. Cambridge: Harvard University Press. Castells, M. (2012) Networks of Outrage and Hope: Social Movements in the Internet Age. London: Polity. Cornwall, A. and Coehlo, V.S. (eds) (2007) Spaces for Change? The Politics of Citizen Participation in New Democratic Arenas. London: Zed. DeFillipis, J., Fisher, R. and Shragge, E. (2010) Contesting Community: The Limits and Potential of Local Organizing. New Brunswick: Rutgers University Press. Fainstien, S.S. (2011) The Just City. Ithaca: Cornell University Press. Harvey, D. (2012) Rebel Cities: From the Right to the City to the Urban Revolution. London: Verso. McCaughey, M. and Ayers, M.D. (2003) Online Activism in Theory and Practice. London: Routledge. Norris, P. (2002) Democratic Phoenix: Reinventing Political Activism. Cambridge: Cambridge University Press. Tsing, A. (2004) Friction: An Ethnography of Global Connection. Princeton: Princeton University Press.
Study
Abroad
Not entered
Study
Pattern
Not entered
Keywords Community action, activism, political participation, public space,
School School of Education College Humanities and Social Science
Course type Standard Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
To follow Taught in Gaelic?
No
Course
description
This course starts from the premise that democracy is as much a social
and cultural process as a set of political institutions. A primary focus for
this course will be the changing relations between the state, economy
and civil society, particularly in the context of globalisation. Learning for
democracy implies an active role for education in resourcing and
supporting marginalised and powerless groups to pursue their
democratic interests. This approach will allow us to reflect critically on
discourses of citizenship and education emerging from different contexts
and actors.
Entry Requirements (not applicable to Visiting Students)
Pre-
requisites
None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
None
Information for Visiting Students
Pre-
requisites
None
SPGSC-Paper D (iv)-290114
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Displayed
in Visiting
Students
Prospectus?
Yes
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
Critically evaluate the contribution of a range of perspectives on ‘learning for
democracy’
Identify and articulate a range of interests and actors with an interest in learning
for democracy
Explore the relationship between macro institutional processes and micro
experiences and practices in a range of contexts
Assessment Information
Indicative tasks:
Task 1: (30%) Via a group wiki and using a mix of media and sources, students
working in groups will collectively develop a 10-week curriculum on the theme of
learning for democracy. The group wiki forms the basis of the formative assessment
and part of the summative assessment for this course.
Task 2: (70%, 3,000 words) Essay In consultation with the course organiser, students
will devise their own essay question related to an aspect of learning for democracy
covered on the course.
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus Changing relations between state, civil society and the economy in different national contexts Democracy, power, empowerment and citizenship Learning in and from social movements Popular education
Transferable
skills
Critical analysis, Oral and written communication skills, Access research
materials
SPGSC-Paper D (iv)-290114
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Reading list Indicative reading list:
Apple, M.W. (2012) Can Education Change Society? London: Routledge.
Ball, S.J. (2012) Global Education Inc.: New Policy Networks and the Neoliberal Imaginary. London: Routledge. Bourdieu, P. and Passeron, J.C. (1990) Reproduction in Education, Society and Culture. London: Sage. Dewey, J. (1916) Democracy and Education. New York: Free Press.
Freire, P. (1996) The Pedagogy of the Oppressed. London: Penguin.
Habermas, J. (1989) The Structural Transformation of the Public Sphere.
Cambridge: Polity.
Hall, B., Clover, D., Crowther, J. and Scandrett, E. (2012) Learning and
Education for a Better World: The Role of Social Movements. Rotterdam:
Sense Publishers.
hooks, b. (2003) Teaching Community: A Pedagogy of Hope. London:
Routledge.
Nussbaum, M. C. (1997) Cultivating Humanity: A Classical Defence of
Reform in Liberal Education. Cambridge: Harvard University Press.
Preskill, S. and Brookfield, S.D. (2009) Learning as a Way of Leading:
Lessons from the Struggle for Social Justice. San Francisco: Jossey-Bass.
Study
Abroad
Not entered
Study
Pattern
Not entered
Keywords Learning for democracy, popular education, conscientisation, critical
School School of Education College Humanities and Social Science
Course type Standard Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
To follow Taught in Gaelic?
No
Course
description
Activist social research combines political commitments to addressing
social problems with rigorous research about those problems. This
course aims to provide students with the knowledge and skills to plan,
design and execute a programme of activist research for real world
application and the dissertation or applied research project elements of
the MSc in Social Justice and Community Action. Drawing on radical
social theories such as critical theory, feminism, anti-racism and post-
structuralism, this course will also introduce students to some of the
ethical and practical challenges of doing high quality research for social
change. The course will enable students to formulate a research
question; outline a project plan; understand methods for qualitative
data collection and analysis; and develop strategies for communicating
and disseminating research findings to appropriate audiences.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
None
Information for Visiting Students
SPGSC-Paper D (iv)-290114
11
Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
Yes
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
Demonstrate an awareness of the key epistemological issues in activist social research
Identify appropriate research questions and how they might be addressed by particular methodological approaches
Locate and critically evaluate relevant literature Engage with a range of data collection methods Have a critical awareness of issues relating to research ethics including
authenticity, confirmability and trustworthiness Understand issues of positionality and reflexivity Demonstrate specialist skills in the analysis of qualitative data Effectively plan a programme of research Demonstrate an awareness of the presentation and dissemination of research
findings to a range of audiences
Assessment Information
Indicative tasks:
Task 1: Research Proposal (100%, 4,000 words): This assignment will also be students’ dissertation or applied research project proposal. It will describe and justify the research question or policy/practice issue the students plan to address, the background to this topic including an indication of what the literature review will contain, the chosen research methodology (where relevant), timescales, and ethical considerations.
Special Arrangements
None
Additional Information
Academic
description
Not entered
SPGSC-Paper D (iv)-290114
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Syllabus What is ‘activist social research’?
Understanding epistemological traditions
Introduction to methodology and methods
Approaches to data analysis
Ethics in activist social research
Communicating and disseminating research findings
Introduction to the dissertation and the applied research project
Writing a dissertation or applied research project proposal
Transferable
skills
Critical analysis, Oral and written communication skills, Access research
materials
Reading list Indicative reading list:
Ackerly, B. and True, J. (2010) Doing Feminist Research in Political and Social Science. London: Palgrave. Bryman, A. (2012) Social Research Methods. Oxford: Oxford University Press. Denzin, N. and Giardina, M. (eds) (2009) Qualitative Inquiry and Social Justice: Towards a Politics of Hope. Walnut Creek: Left Coast Press. Elliot, J. (2005) Using Narrative in Social Research: Qualitative and Quantitative Approaches. London: Sage. Hammersley, M. (2000) Taking Sides in Social Research: Essays on Partisanship and Bias. London: Routledge. Harding, S. (ed) (2004) The Feminist Standpoint Theory Reader: Intellectual and
Political Controversies. New York: Routledge.
Howarth, D.R. (2000) Discourse. Milton Keynes: Open University Press. Laclau, E. and Mouffe, C. (2001) Hegemony and Socialist Strategy: Towards a Radical Democratic Politics. London: Verso. Lincoln, Y. S. and Denzin, N. K. (eds) (2003) The Landscape of Qualitative Research: Theories and Issues. London: Sage. Naples, N.A. (2003) Feminism and Method: Ethnography, Discourse Analysis and Activist Research: New York: Routledge.
Stringer, E. T. (2013) Action Research. London: Sage.
Twine, F.W. and Warren, J. (2000) Racing Research, Researching Race:
Methodological Dilemmas in Critical Race Studies. New York: NYU Press.
Wodak, R. and Meyer, M. (eds) (2009) Methods for Critical Discourse Analysis.
SPGSC-Paper D (iv)-290114
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London: Sage.
Study Abroad Not entered
Study Pattern Not entered
Keywords Activism, social research, research methods, epistemology, methodology,
research proposal
Contacts
Course
organiser
New lecturer Tel: Email:
Course
secretary
TBC Tel: Email:
SPGSC-Paper D (iv)-290114
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Course Title
Policy Analysis for Social Justice
Course Outline
School School of Education College Humanities and Social Science
Course type
Standard Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
To follow Taught in Gaelic?
No
Course
description
This course focuses on the challenges of enacting social justice ideas,
principles and practices in the social policy process. Because scholars,
activists and practitioners for social justice are particularly interested in
disputes about the fair allocation of resources and the experiences of
marginalised groups in public and private spaces, this course aims to
introduce students to the contested processes, strategies and actors
involved in social policy making and implementation at the local, national
and international levels. In addition, this course will offer a range of
frameworks and strategies for shaping and influencing the policy process
in different contexts.
Entry Requirements (not applicable to Visiting Students)
Pre-
requisites
None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
None
Information for Visiting Students
SPGSC-Paper D (iv)-290114
15
Pre-
requisites
None
Displayed
in Visiting
Students
Prospectus?
Yes
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
Critically analyse the processes, strategies, actors and resources in social
policymaking for social justice
Compare and contrast competing frameworks for understanding the
constructions of policy problems and solutions, policy processes and
policymaking environments
Understand and evaluate strategies and tactics for influence and advocacy in
the policy making process
Assessment Information
Indicative assessment:
Task 1: Briefing Paper (70%, Equivalent 3,000 words): In consultation with the course
organiser, students will choose a contemporary public policy relevant to them and using
language accessible for a popular audience, provide a background and overview of the
key disputes around the policy area; provide a summary of the enacted policy; offer key
recommendations and conclusions; and provide a dissemination plan for the briefing.
Task 2: Group project (30%): Working in groups using a group wiki, students will
choose a contemporary policy dispute and develop an advocacy strategy for influencing
the key policy actors and the chosen policy development, resourcing and
implementation processes. The group wiki forms the basis of the formative
assessment and part of the summative assessment for this course.
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus What’s the problem represented to be? Frameworks for understanding
SPGSC-Paper D (iv)-290114
16
the construction of social policy problems
Understanding the policy making process: Actors, resources and
institutional constraints
Strategies for influence and advocacy in policymaking and policy
implementation
Transferable
skills
Critical analysis, Oral and written communication skills, Access
research materials
Reading list Indicative reading list:
Bacchi, C. (1999) Women, Policy and Politics: The Construction of Policy
Problems. London: Sage.
Choudry, A. and Kapoor, D. (eds) (2013) Learning from the Ground Up: Global Perspectives on Social Movements and Knowledge Production. London: Palgrave Macmillan. Keane. J. (2003) Global Civil Society? Cambridge: Cambridge University
Press.
Kech, M.E. and Sikink, K. (1998) Activists Beyond Borders: Advocacy
Networks in International Politics. Cambridge: Cambridge University
Press.
Lang, S. (2012) NGOs, Civil Society and the Public Sphere. Cambridge:
Cambridge University Press.
McGrew, D. and Held, D. (2002) Governing Globalisation: Power,
Authority and Global Governance. London: Polity.
Scholte, J.A. (2005) Globalisation: A Critical Introduction. London: Palgrave Macmillan. Veneklassen, L. and Miller, V. (2007) A New Weave of Power, People, and Politics: The Action Guide for Advocacy and Citizen Participation. New York: Practical Action. Weiss, T.G. (2013) Global Governance: Why? What? Whither? London: Polity.
Yeats, N. (2014) Understanding Global Social Policy. Bristol: Policy
Press.
Study
Abroad
Not entered
SPGSC-Paper D (iv)-290114
17
Study
Pattern
Not entered
Keywords social policy, social justice, policy advocacy, policy implementation
Contacts
Course
organiser
New lecturer
Tel:
Email:
Course
secretary
TBC Tel:
Email:
SPGSC-Paper D (iv)-290114
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Course Title
Organisational Management for Social Justice
Course Outline
School School of Education College Humanities and Social Science
Course type Standard Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
To follow Taught in Gaelic?
No
Course
description
This course provides students with an introduction to the theories and
practices of management and of organisations and a critical exploration
of notions of ‘organisational justice’. Through this course, students will
have the opportunity to examine how the management of local, national
and international organisations, in terms of strategy, goal-setting,
human resources and financial planning, can be a viable site for
applying social justice principles.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
None
Information for Visiting Students
Pre-
requisites
None
Displayed in
Visiting
Yes
SPGSC-Paper D (iv)-290114
19
Students
Prospectus?
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
Critically analyse the foundational theories of organisations and of management
Demonstrate understanding of the concept of ‘organisational justice’
Assess and evaluate multiple factors affecting the enactment of social justice in
local, national and international organisations
Critically assess competing strategies, models and practices for managing a
socially just organisation
Assessment Information
Indicative task:
Task 1: Organisation Case Profile (100% 4,000 words equivalent): In consultation
with the course organiser and through a medium of the student’s choice (podcast,
Storify, YouTube video, traditional essay, etc), students will select and critically analyse
a real but anonymised organisation and the relationship between the selected
organisation’s goals, structure and current work programme and its stated aims
regarding social justice.
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus Introduction to organisations and organisational resources
Theories and practices of management
Approaches to organisational justice
Understanding leadership and management; organisational behaviour and
human resource management for social justice
Transferable
skills
Critical analysis, Oral and written communication skills, Access research
materials
SPGSC-Paper D (iv)-290114
20
Reading list Indicative reading list:
Bebbington, A.J., Hickey, S. and Mitlin, D.C. (eds) (2008) Can NGOs Make a Difference? The Challenge of Development Alternatives. London: Zed. Blowfield, M. and Murray, A. (2008). Corporate Responsibility: A Critical Introduction. Oxford: Oxford University Press. Boleman, L.G. and Deal, T.E. (2008). Reframing Organizations: Artistry, Choice and Leadership. San Francisco: Jossey-Bass. Choudry, A. and Kapoor, N. (2013) NGO-ization: Complicity, Contradictions and Prospects. London: Zed. Greenberg, J. and Colquitt, J.A. (eds) (2005) Handbook of Organizational Justice. Mahwah: Lawrence Erlbaum Press. Grey, C. (2013) A Very Short, Fairly Interesting and Reasonably Cheap Book about Studying Organizations. London: Sage. Hudson, M. (2009) Managing without Profit: Leadership, Management and Governance of Third Sector Organisations. London: Directory of Social Change. Paton, R. (2003) Managing and Measuring Social Enterprises. London: Sage. Ridley-Duff, R. and Bull, M. (2011) Understanding Social Enterprise: Theory and Practice. London: Sage. Yunus, M. (2009) Creating a World without Poverty: Social Business and the Future of Capitalism. New York: Public Affairs.
Study Abroad Not entered
Study Pattern Not entered
Keywords organisational studies, organisational management, social justice,
organisational change, social enterprise, corporate social responsibility