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La guía de la asignatura ha sido actualizada con los cambios que aquí se mencionan.
Welcome to the course on Social Justice and Education!
It is an elective course, located in the fourth year of the degree in Social Education and it is also offered in Pedagogy. It belongs to the general subject (materia): Procesos, técnicas y recursos de intervención socioeducativa (Processes, techniques and resources for socio-educational intervention).
Education should be aimed at promoting social justice implicitly, but unfortunately this is not always so, thus, it is essential to address it explicitly.
In this course we hope to equip students with the necessary competencies to question many accepted practices in education and to adopt a social justice perspective in their work.
Social Justice is based on the idea of creating a society that is based on the principles of equity and solidarity, that recognizes the dignity of every human being (by promoting social justice at personal, institutional and societal level).
The concept has taken on a very controverted and variable meaning, depending on who is using it and for what purspose, so it is very important to be aware of these meanings. In this course we will analyse these different uses.
This subject is related to Derechos Humanos y Educación, a compulsory subject in the first year, and Schools for All, another elective course in the fourth year (within the degree in Pedagogy),
Social educators and pedaogues need to adopt a social justice approach in their work, in order to adequately meet the objectives and goals of our profession. We sincerely hope you enjoy the contents and the appropach.
This course is completely delivered and evaluated in English, thus, it is strongly recommended that students who enrol hold a B2 certificate or equivalent. Accreditation will not be required, nevertheless they should be proficient in this language (especially reading and writing skills), in order to read the materials, engage in the discussions and complete the written activities as well as the final exam.
If not fluent before enroling, students must at least be highly motivated, and be prepared to learn and improve their English, while undertaking the course. The Centro Universitario de Idiomas Digital y a Distancia (CUID) provides initial tests (free of charge) in order to assess competence in English (as well as in other languages):
http://portal.uned.es/portal/page?_pageid=93,27240427&_dad=portal&_schema=PORTAL
https://dialangweb.lancaster.ac.uk/
There are no previous requirements regarding contents, only being interested in promoting equity in education, whether formal or informal, and in society at large, within our possibilities.
Communication will be maintained through the tools in the virtual course.
Students can also use e-mail and telephone if necessary:
D.ª Beatriz Malik Liévano
Tuesdays, 10:00 -14:00 hours
Office 2.77
Telephone: +34 -91-398 8126; E-mail: bmalik@edu.uned.es
D.ª Ana Fernández García
Wednesdays, 10:30 - 14:30 hours
Office: 2.12
Telephone: 91 398 69 64; E-mail: anafernandez@edu.uned.es
Postal address:
UNED - Facultad de Educación
c/ Juan del Rosal, 14
28040 Madrid - SPAIN
COMPETENCES DEGREE IN SOCIAL EDUCATION
GENERAL COMPETENCES
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CG2.2.2.
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Competence to search relevant information
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CG2.2.3.
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Competence to manage and organize informatio
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CG3.1.
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Team work skills
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CG3.2.
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Negotiation skills
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CG1.1.1.
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Initiative and motivation
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CG1.1.3
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Time management skills
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CG1.2.1.
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Analysis and synthesis
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CG1.2.2.
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Competence to transfer theoretial knowledge to practical situations
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CG1.2.4.
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Creative thinking
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CG1.2.5
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Critical reasoning
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SPECIFIC COMPETENCES
Students should acquire the following competences, all with a social justice perspective:
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CE2
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Identify social and educational challenges to improve professional practices
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CE4
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Analyse complex situations in order to design and implement socio-educational actions.
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CE5
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Design socio-educational plans, programs and projects in diverse contexts.
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CE7
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Identify, select and manage adequate resources in socio-educational interventions .
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COMPETENCES DEGREE IN PEDAGOGY
GENERAL COMPETENCES
CG2 To develop higher order cognitive processes
CG4 To communicate orally and in written form in all dimensions of professional activity.
CG7 To develop ethical attitudes according to professional codes of ethics.
CG8 To promote attitudes in accordance with human rights and democratic principles.
SPECIFIC COMPETENCES
CE07 To develop strategies and techniques which promote active participation and life-long learning.
CE09 To develop and coordinate educational actions aimed at people and groups with diverse needs, and those facing inequalities and discrimination of any kind.
By the end of the course, students should be able to demonstrate the following Learning Outcomes, derived from the corresponding competencies:
- To identify different approaches to the concept of social justice, by discussing definitions and implications for educational practice.
- To design and implement actions and projects from a social justice perspective.
- To promote an active and critical citizenship.
- To respond adequately to proposed case studies.
- To compile a directory of resources.
1. Concept and dimensions of Social Justice
This unit addresses the different approaches to the concept of social justice and its implications for education.
2. Social Justice and the Millennium Development Goals
This unit explores the relationship between Social Justice and the Millennium Development Goals (MDG), to support educators in promoting active and critical citizenship in relation to our environment.
3. Promoting Social Justice in educational contexts
We propose different ways to promote social justice in education contexts, becoming critical educators, and designing actions based on this perspective.
4. Case study analysis from a social justice perspective
In this unit we will explore and analyze different case studies and how to address them from a social justice perspective.
The methodology is that of UNED, combining different resources in distance and blended learning:
- Study guidelines to follow the course: contents, activities and evaluation.
- Basic materials available on the virtual course and complementary texts.
- Virtual Course (V.C.): different tools to assist the students in their learning process.
- Discussion rooms within the v.c. to interact with other students and the teachers.
- Links to resources related to the subject.
- E-mail, as well by telephone, on the days specified.
Students are expected to participate and engage actively in discussions in the virtual course.
Both PECs are compulsory and one of them requires working collaboratively, as part of the learning process, in order to pass the course. Work groups will be created in the platform.
TIPO DE PRUEBA PRESENCIAL
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| Tipo de examen |
| Tipo de examen |
No hay prueba presencial |
PRUEBAS DE EVALUACIÓN CONTINUA (PEC)
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| ¿Hay PEC? |
| ¿Hay PEC? |
Si |
| Descripción |
| Descripción |
* PEC 1: Group Activity - Case Study Collective activity which consists in analyzing and writing a group report on a case study, based on the course contents. Guidelines are available in the virtual course. |
| Criterios de evaluación |
| Criterios de evaluación |
Evaluation Criteria The following general criteria will be taken into account in the evaluation: - Collaborative interaction among the subgroup members
- Responses in accordance to course contents
- Adequate structure and length
- Conceptual rigour and precise use of the specific terminology in the course
- Real or simulated application of the contents in the intervention design
- Degree of personal elaboration and originality
- Use of proper arguments to defend theses
- Analysis of implications and critical reflection
- Diversity, quality and currency of resources used
- Quotes of authors throughout the texts and proper references of all the sources used (basic, complementary and others), using the APA style (7th edition)
- Proper formal presentation, in accordance with the requirements of the activity
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| Ponderación de la PEC en la nota final |
| Ponderación de la PEC en la nota final |
50% |
| Fecha aproximada de entrega |
| Fecha aproximada de entrega |
January, 2024; September, 2024 |
| Comentarios y observaciones |
| Comentarios y observaciones |
ATTENTION VERY IMPORTANT: If there are traces of plagiarism in any of the assignments, the student will not pass the subject in February, and the activity must be re-elaborated and delivered in September. If plagiarism is detected in September, the student will fail the course. |
OTRAS ACTIVIDADES EVALUABLES
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| ¿Hay otra/s actividad/es evaluable/s? |
| ¿Hay otra/s actividad/es evaluable/s? |
Si |
| Descripción |
| Descripción |
* PEC 2 - Online test Individual activity based on the course contents. Response to a questionnaire in the virtual platform, with a limited time span. It will be available for a whole day. The fixed date will be announced in the platform. It will not coincide with exam weeks. |
| Criterios de evaluación |
| Criterios de evaluación |
Evaluation Criteria The following general criteria will be taken into account in the evaluation: - Collaborative interaction among the subgroup members
- Responses in accordance to course contents
- Adequate structure and length
- Conceptual rigour and precise use of the specific terminology in the course
- Real or simulated application of the contents in the intervention design
- Degree of personal elaboration and originality
- Use of proper arguments to defend theses
- Analysis of implications and critical reflection
- Diversity, quality and currency of resources used
- Quotes of authors throughout the texts and proper references of all the sources used (basic, complementary and others), using the APA style (7th edition)
- Proper formal presentation, in accordance with the requirements of the activity
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| Ponderación en la nota final |
| Ponderación en la nota final |
50 % |
| Fecha aproximada de entrega |
| Fecha aproximada de entrega |
Frebuary, 2024; September, 2024 |
| Comentarios y observaciones |
| Comentarios y observaciones |
ATTENTION VERY IMPORTANT: If there are traces of plagiarism in any of the assignments, the student will not pass the subject in February, and the activity must be re-elaborated and delivered in September. If plagiarism is detected in September, the student will fail the course. |
¿Cómo se obtiene la nota final?
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50 % (PEC1) + 50 % (PEC2) A minimum of 5 points in each PEC is required to pass the subject. It is possible to deliver them either in the ordinary term (February), or in the extraordinary term (September). You can deliver both PEC in the same term, or one in each (the grades are maintained throughout the whole academic year). |
* The basic texts (articles and other documents) to study this subject are available on the virtual platform.
Beierlein, Constanze; Werner, Christina. Preiser, Siegfried & Wermuth, Sonja (2011). Are Just-World Beliefs Compatible with Justifying Inequality? Collective Political Efficacy as a Moderato. Social Justice Research, 24, pp. 278–296.
Irving, Barrie A. & Malik, Beatriz (2005). Critical Reflections on Career Education and Guidance Promoting Social Justice within a Global Economy. London: Routledge Falmer. Some specific chapters:
Irving, Barrie A. & Malik, Beatriz (2005). Introduction. Critical Reflections on Career Education and Guidance: Promoting Social Justice within a Global Economy. London: Routledge Falmer
Irving, Barrie A. (2005). Social justice: a context for career education and guidance, in Barrie A. Irving & Beatriz Malik. Critical Reflections on Career Education and Guidance Promoting Social Justice within a Global Economy. London: Routledge Falmer.
Roberts, K. (2005). Social Class, Opportunity Structures and Career Guidance, in Barrie A. Irving & Beatriz Malik. Critical Reflections on Career Education and Guidance Promoting Social Justice within a Global Economy. London: Routledge Falmer.
Youtube videos and excerpts of films related to the contents of the course. The links will be available in the virtual course.
There will be some additional resources in the virtual course, besides the bibliography.
The student has access to UNED's library, where there are many electronic resources, both bibliographical, as well as audio-visual, and courses on how to use these resources. Most regional centres also provide access to their own library, if they have one.
