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Contents. Degree Requirements for the Academic Years EDISO Master s Degree Programme in Education, Diversities and Social Justice

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§ x/ Lavaste

Degree Requirements for the Academic Years 2016–2018

EDISO

Master’s Degree Programme in Education, Diversities and Social Justice

Contents

Background and Rationale ... 2

Objectives... 2

Programme Specificities ... 3

EDISO Programme Structure ... 3

Master of Arts (Education) Degree (120 credits) ...4

Module 1 (9 credits) – Language, Communication and Orientation Studies ... 5

Orientation to the Master’s Degree Programme ...5

Academic Writing for Students in English-Medium Master’s Degree Programmes, 1 and 2 ...6

English for Conference Presentations, 1 cr ...6

Module 2 (20 credits) – Educational Studies ... 7

Curriculum, Policy and Practice ...7

The Best Educational Systems in the World? Myths and Realities ...8

A Traineeship to Enhance the Student’s Professional Competence/ Substance Area Studies ...9

A Traineeship to Enhance the Student’s Professional Competence ...9

Substance Area Studies ... 10

Module 3 (15 credits) – Diversities in Education ... 11

Intercultural Encounters - Epistemology and Critical Thinking ... 11

Language and Diversities in Education ... 12

Education Beyond Borders ... 13

Module 4 (15 credits) – Social Justice ... 15

Policies and Practices of Education in Society: Sociological and Political Perspectives ... 15

Power, Discourse and Differences with Special Focus on Inequalities in Education ... 16

Social Justice and Diversities in Education ... 17

Module 5 (50 credits) – Research modules... 19

Qualitative Approaches to Educational Research ... 19

Quantitative Approaches to Educational Research ... 20

Research Seminar and Master’s Thesis... 21

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Background and Rationale

EDISO is an international research-led programme leading to the degree of Master of Arts (Education). Academically rigorous and creatively stimulating, EDISO (Education, Diversities and SOcial Justice) is hosted by both the Department of Teacher Education (= OKL) and the Institute of Behavioural Sciences (= IBS) at the University of Helsinki. The two departments have combined their scientific, pedagogical and research expertise to produce an international master’s programme in Education with an emphasis on the important notions of diversities and social justice. The programme is full-time over a period of two years. The extent of the studies is measured in European Credit Transfer System (ECTS) credits. Thus, the two full-time academic years comprise 120 credits and one credit equals about 27 hours of any kind of work by the student (attending lectures, independent work, etc.). The language of instruction is English but space is given to multilingualism. The programme is based on the principle of transdisciplinarity (sociological, political and cultural insights of education). The studies in the programme are divided into five modules (see EDISO Programme Structure below).

Objectives

The programme is designed to provide education and training to students interested in the past, the present and especially the future of education in relation to increasing diversities, needs for stronger social justice/participation, equality and equity and the promotion of sustainability. The programme derives from the undeniable view that education, being a product of societal discourses and (global) education governance, is experiencing manifold shifts for which individuals need to be prepared. Therefore EDISO provides more understanding of how governance, politics and practices related to educational activities follow wider societal shifts and how education could better support people living in the context of multidimensional inequalities, marginalization and exclusion.

While grounded in the Finnish context of education, the programme proposes global perspectives on these changes in education. Students learn to critically examine concepts, analyses and ideologies around today’s education and to practise constructive and flexible criticality and innovation in different contexts of formal and informal education. Critical literacy skills allow students to gain a deeper understanding of educational governance, policies and practices so that they can find both meanings and fissures in the discourses within which we operate. In accordance, this kind of approach provides students with more possibilities to recognize problems and contradictions related to diversities and social justice. In this way the programme illuminates pathways for change in education and helps the students to be motivated to negotiate difference/similarity wherever they choose to act.

Upon completion of the programme, the participants are also able to create and develop educational and training programmes related to the issues of diversities and social justice, or any other relevant future matters. Micro- and macro-approaches to the issues help students to analyse, interpret and find solutions for short-term and long-term educational concerns.

Finally, EDISO graduates are able to act as responsible members of our global societies and as mediators between different groups in education and beyond.

The programme actively promotes cooperation with various educational actors locally and globally so that the students can develop their professional, international and intercultural capitals.

EDISO graduates may be interested to pursue a career in education governance, education management, planning and educational leadership; internationalization of education; (global) education, multicultural/intercultural/social

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justice education; education consulting, international organizations, and non-governmental organizations, or apply for doctoral studies in a related field. The programme does not give any formal teacher qualification in Finland.

Programme Specificities

- The programme is based on the principle of transdisciplinarity (sociological, political and (inter-)cultural insights of education) and helps students to get multifaceted perspectives on the study of diversities and social justice in education.

- The language of instruction is English but space is given to multilingualism whenever possible to help international students integrate into Finnish society and global educational sectors. The programme introduces students to lesser-known research literature in languages other than English.

- The programme is taught by multilingual staff, with plenty of experience with internationality. - The programme involves different kinds of activities (lectures, group work, workshops, seminars and

symposia). Personalized mentoring is also an important component of the programme.

- Students get an opportunity to study with other Master’s degree students in the faculty and can integrate into existing research groups.

- The programme promotes international mobility during the 2 years of training.

- The programme is shared by the Department of Teacher Education and the Institute of Behavioural Sciences of the University of Helsinki, who have combined their world-class scientific, pedagogical and research expertise to produce this programme.

EDISO Programme Structure

The studies comprise 120 credits and they are divided into four periods during two academic years. Degree structure

Students with prior language and communication studies and ICT Driving Licence

Students without prior language and communication studies and ICT Driving Licence

Module 1 9 9 Module 2 20 20 Module 3 15 15 Module 4 15 15 Module 5 50 50 Optional studies 11 0

Language studies and ICT

Driving Licence 0 11

TOTAL 120 120

Studies include 100 credits of Advanced Studies in Education and 9 credits of Language, Communication and Orientation Studies. In addition, the students must take 0–11 credits of Language and Communication Studies, and ICT Driving Licence as defined in the Faculty regulations and/or 0–11 credits of Optional Studies to obtain the 120 credit minimum extent of the degree.

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Master of Arts (Education) Degree (120 credits)

MODULE 1 Language, Communication and Orientation Studies (9 credits)

A Personal Study Plan/ Orientation to the Master’s Degree Programme (4

credits)

Academic Writing for Students in English-Medium Master’s Degree

Programmes, 1 and 2 (2 + 2 credits)

English for Conference Presentations (1 credit)

MODULE 2

Educational Studies (20 credits)

Curriculum, Policy and Practice (5 credits)

The Best Educational Systems in the World? Myths and Realities (5 credits)

A Traineeship to Enhance the Student’s Professional Competence (0, 5-10

credits) or Substance Area Studies (0-5, 10 credits)

MODULE 3 Diversities in Education (15 credits)

Intercultural Encounters - Epistemology and Critical Thinking (5 credits)

Language and Diversities in Education (5 credits)

Education Beyond Borders (5 credits)

MODULE 4 Social Justice (15 credits)

Policies and Practices of Education in Society: Sociological and Political

Perspectives (5 credits)

Power, Discourse and Differences with Special Focus on Inequalities in

Education (5 credits)

Social Justice and Diversities in Education (5 credits)

MODULE 5

Research Modules (50 credits)

Epistemology and Research Methods in Education (10 credits)

Research Seminars (2 + 2 credits)

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Module 1 (9 credits) – Language, Communication and Orientation

Studies

A Personal Study Plan/ Orientation to the Master’s Degree Programme (4 credits)

Academic Writing for Students in English-Medium Master’s Degree Programmes, 1 and 2 (2 + 2

credits)

Additional Language Course in English, 1 credit

Orientation to the Master’s Degree Programme

Code

xxxxx Scope 4 credits Type

Language, Communication and Orientation Studies Target group

The course is compulsory for all the students completing EDISO. Objectives

- Students understand the objectives and implementation of the Master’s.

- Students discuss their short-term/long-term career plans and career opportunities in collaboration with e.g. the university career services.

- Students are aware of opportunities for study and traineeship abroad. - Students explore their research topic for their Master’s thesis.

Content

- The course provides the students with an overview of the Master’s Degree Programme as well as of the Faculty of Behavioural Sciences.

- Services at the University and in the Helsinki Greater Area are presented. - The different key staff and partners of the programme are introduced.

- Discussion of preliminary plans for the Master’s thesis and completion of a personal study plan take place during the orientation days.

Completion

Participation in the orientation days, completion of a personal study plan, and one-to-one appointments. Study materials and literature

To be delivered by lecturers Evaluation

- Active participation in the orientation days to get acquainted with the different aspects of the programme: presentations, group discussions and one-to-one appointments.

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- Completion of a personal study plan.

- Submission of a 500-word abstract of research topic for Master’s thesis. Grade: Pass/Fail.

Academic Writing for Students in English-Medium Master’s Degree

Programmes, 1 and 2

Code xxxxx Scope 2 + 2 credits Type

Language, Communication and Orientation Studies Target group

The course is compulsory for all students in EDISO Objectives, Content, Completion and Evaluation

The course requirements can be found from the website of the Language Centre of the University.

English for Conference Presentations

Code xxxxx Scope 1 credit Type

Language, Communication and Orientation Studies Target group

The course is compulsory for all students in EDISO Objectives, Content, Completion and Evaluation

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Module 2 (20 credits) – Educational Studies

Curriculum, Policy and Practice (5 credits)

The Best Educational Systems in the World? Myths and Realities (5

credits)

A Traineeship to Enhance the Student’s Professional Competence or

Substance Area Studies (10 credits)

Curriculum, Policy and Practice

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students. Students from other educational programmes in the Department of Teacher Education and Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences may also participate in this course, should there be enough extra places.

Objectives

- Students are able to engage critically with research on curriculum, policy and practice and to link up micro and macro-approaches to curriculum, especially in relation to the themes of diversities and social justice.

- Students are able to discuss the links between contexts, education governance, curricula, education sectors and the implementation of education.

- Students get acquainted with curriculum theory and evaluation/evaluation of teaching-studying-learning in relation to diversities.

Content

- This course introduces students to the basic factors of curricula, linking policy-level to classroom practices. - The main objective of the course is to help students to become curriculum thinkers and to unearth hidden and extended aspects of curricula in order to reflect on their influence on diversities and social justice.

- The students also explore the relationships between planning and implementation of teaching-studying-learning and their impact on educators’ actions.

- The issue of evaluation and Evaluation is also problematised. Completion

The course includes contact teaching and related self-study. Study material and literature

Beane, J. (1997). Curriculum Integration. Designing the Core Democratic Education. NY: Teachers College Press. Priestley, M. & Biesta, G. (Eds.)(2013). Reinventing the Curriculum: New trends on Curriculum Policy and Practice. London: Bloomsbury.

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Schiro, M. (2008). Curriculum Theory and Enduring Concerns. London: Sage. Evaluation

Students complete an essay, exam or other written assignment showing that they are able to engage critically and reflexively with the literature on curriculum, policy and practices and to relate these discussions to diversities and social justice in education.

Grade: 0–5.

The Best Educational Systems in the World? Myths and Realities

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course compulsory for all students in EDISO. Priority is given to EDISO students. Students from other educational programmes in the Department of Teacher Education and Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences may also participate in this course, should there be enough extra places.

Objectives

Upon completion of the course

- Students are able to assess the current and future narratives of ‘successful systems of education’. For example students are able to acknowledge the societal and discursive power relations that have shaped the Nordic ‘success story’, model countries of equality and education.

- Students are able to discuss the pros and cons of current and future regimes of global education governance especially in relation to diversities and social justice.

- Students are able to use tools to analyse and discuss the politics and practices related to neoliberalism and marketisation of education, educational branding and ranking trends in global education.

Content

- Students are introduced to different systems of education and they learn to build up criticality towards ‘success stories’ related to education and equality.

- New regimes of global education governance such as PISA and TIMMS are scrutinized and their positive and negative impacts discussed.

- Students are introduced to critical discourse analysis as a tool to examine discourses/ideologies, policies and practices of global education.

Completion

The course includes contact teaching and related self-study. Study materials and literature

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Meyer, H.D. & Benavot, A. (Eds.) (2013). PISA, Power, and Policy: the emergence of global educational governance. Oxford: Symposium Books.

Zhao, Y. (2014). Who’s Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World. New York: Jossey-Bass.

Additional literature

Tröhler, D. (2011). Languages of Education: Protestant Legacies, National Identities, and Global Aspirations. New York: Routledge.

Evaluation

Students write a report about the performance of (a) specific country(ies) in pairs/groups. The report should demonstrate that the students are aware of the current discussions on global education governance and are able to assess critically the construction of education performance in the media, policy documents and scientific literature.

Student pairs/groups present their results in an open seminar. Grade: 0–5.

A Traineeship to Enhance the Student’s Professional Competence/

Substance Area Studies

Note: Students can choose between an internship and substance area studies. It is also possible to complete both.

A Traineeship to Enhance the Student’s Professional Competence

Code

xxxxx Scope

0, 5–10 credits Type

Advanced Studies in Education Target group

The course is optional to all the students completing EDISO. Objectives

- Students get exposure to daily work in an organisation and get to be part of a team of professionals. - Students will learn to perform tasks related to their field of study and to take on a certain amount of responsibility.

- Students will contribute to the organisation through their academic thinking and research experience. Content

- The EDISO traineeship allows students to complement their master’s studies with professional experience and to apply their knowledge and skills in daily practice.

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- The course also aims at increasing the students’ professional network for their future career and to help them develop strategies to work in multicultural and multilingual teams.

- During their traineeships students can work on a project, conduct research and contribute actively to the chosen institution.

- Target institutions include: educational institutions, Ministries, international organisations, media outlets, NGOs.

- The traineeship period may be a good occasion to collect data for the students’ Master’s theses. Study materials and literature

Thomlison, B. & Corcoran, K. (2008).The Evidence-Based Internship: A Field Manual. Oxford: Oxford University

Press.

Completion Traineeship. Evaluation

The course is assessed through a portfolio that testifies: the students’ learning during the traineeship, the application of academic thinking and research experience during the traineeship and the active development of professional networks.

Grade: Pass/Fail.

Substance Area Studies

Code

xxxxx Scope

0-5, 10 credits Type

Advanced Studies in Education Target group

The course is optional for all the students completing EDISO. Objective

- The objective is to deepen students’ knowledge of their own research field through separately agreed upon reading, courses or other studies.

- Completion and contents must be agreed upon with the supervisor. Evaluation

Students complete an essay, exam or other written assignment demonstrating what they have learnt during their reading, courses or other studies as well as how they have applied this knowledge in their own research.

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Module 3 (15 credits) – Diversities in Education

·

Intercultural Encounters - Epistemology and Critical Thinking (5 credits)

Language and Diversities in Education (5 credits)

Education Beyond Borders (5 credits)

·

Intercultural Encounters - Epistemology and Critical Thinking

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students. Students from other educational programmes in the Department of Teacher Education and Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences may also participate in this course, should there be enough extra places.

Objectives

Upon completion of the course, the students are able to apply critical approaches to basic concepts. The students gain skills to discuss research methods (quantitative/qualitative) related to intercultural encounters. The

students are able to explore the politics of identity in intercultural encounters. The students are able to problematize the concept of intercultural competences.

Content

Today’s society requires individuals to be more aware of the surrounding living environment. Understanding self and other, as well as a concept of interculturalism is crucial for understanding the processual dimensions of encounters. In this course students will become familiar with the main interdisciplinary approaches and theories associated with interculturality, and they will also become familiar with research perspectives and used methods in the field. The course will also focus on practice by using concrete examples, using alternative teaching

methods and making students to think themselves how to use academic knowledge in practice. Completion

The course includes contact teaching and related self-study and an online discussion with students from partner universities abroad.

Study materials and literature

Abdallah-Pretceille, M. (2006). Interculturalism as a paradigm for thinking about diversity. Intercultural Education, 17(5), 475–483.

Dervin, F. (2011). A Plea for Change in Research on Intercultural Discourses: A ‘Liquid’ Approach to the Study of the Acculturation of Chinese Students. Journal of Multicultural Discourses, 6(1), 37–52.

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Dervin, F. (2014). Towards Post-intercultural Teacher Education: Analysing ‘extreme’ intercultural dialogue to reconstruct interculturality. European Journal of teacher Education. 1-16.

Hannerz, U. (1999). Reflections on Varieties of Culturespeak. European Journal of Cultural Studies, 2(3), 393–407. Shi-xu. (2001). Critical Pedagogy and Intercultural Communication: Creating discourses of diversity, equality, common goals and rational-moral motivation. Journal of Intercultural Studies, 22(3), 279–93.

Evaluation

Students complete an essay, exam or other written assignment that is assessed on the scale 0–5.

Language and Diversities in Education

Code 6169127 Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students. Students from other educational programmes in the Department of Teacher Education and Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences may also participate in this course, should there be enough extra places.

Objectives

Upon completion of the course

- Students develop mastery of fundamental concepts related to research on language and diversities in education.

- Students are able to problematise the importance of languages in societies and esp. educational contexts. - Students learn to appreciate multilingualism in educational sciences.

Content

- This course aims to support the awareness of students of the importance of multilingualism in educational sciences and to reflect on power, language and hierarchies.

- The course explores links between society, identity and language use in relation to social justice. - The issue of multilingualism at macro and micro levels is discussed.

Study materials and literature

Byrd Clark, J. & Dervin, F. (2014). Reflexivity in Language and Intercultural Education. New York: Routledge. Oxford, Rebecca (1990). Language learning strategies: What every teacher should know, New York, USA: Newbury House.

Completion

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Evaluation

Students complete an ethnography of multilingualism in the educational context of their choice to discuss and review the literature as well as analyse issues of identity and power/hierarchies. They write an account of the study and present it to the group.

Grade: 0–5.

Education Beyond Borders

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students. Students from other educational programmes in the Department of Teacher Education and Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences may also participate in this course, should there be enough extra places.

Objectives

Upon completion of the course

- Students are able to discuss the links between mobility and migration and to differentiate different contexts, different experiences, and different opportunities.

- Students know how to critique problematic concepts such as integration, adaptation and acculturation. - Students are aware of intersectionality as a method to analyse educational contexts in mobility/migration. - Students gain skills to discuss the main aspects of the future of education on the move, especially in relation to South-South, North-South mobilities.

Content

- This course helps students to reflect on the links between mobility, migration and education. - Different figures of mobile people are dealt with and their experiences problematized.

- The course offers tools to explore how these different figures are represented and stereotyped by global media and in fiction.

Study materials and literature

Bhatia, S. & Ram, A. (2009). Theorizing Identity in Transnational and Diaspora Cultures: A Critical Approach to Acculturation. International Journal of Intercultural Relations, 33(2), 140–149.

Dervin, F. & Risager, K. (2014). Identity and Interculturality: Research Methods. New York: Routledge.

Dervin, F. & Machart, R. (2014). The New Politics of Global Education Mobility and Migration. New York: Peter Lang. Completion

The course includes contact teaching and related workshop. Evaluation

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Students organize an open panel discussion with ‘mobile-migrant’ students. They write a reflexive essay analysing the experiences of these different figures to show that they can use specific concepts/notions and methods in relation to education beyond borders.

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Module 4 (15 credits) – Social Justice

Policies and Practices of Education in Society: Sociological and Political

Perspectives (5 credits)

Power, Discourse and Differences with Special Focus on Inequalities in

Education (5 credits)

Social Justice and Diversities in Education (5 credits)

Policies and Practices of Education in Society: Sociological and Political

Perspectives

Code xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students and students from Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences. Students from educational programmes in the Department of Teacher Education may also participate in this course.

Objectives

- The aim of the course is to give an overview of current studies and theories on practices and politics of education.

Upon completion of the course

- Students understand education as a complex system consisting of networked actors, institutions and social structures operating in socio-historical and transnational contexts on different scales.

- Students learn to analyse educational policies and practices and their effect on education and the society. Content

- The course covers a wide variety of issues and approaches from sociology and cultural studies of education. - It introduces analyses of dynamics, historical trajectories and every-day practices, as well as politics and governance in education.

Completion

The course includes contact teaching and related self-study. Study materials and literature

Lingard, B. & Ozga J. (Eds.) (2006) The RoutledgeFalmer Reader in Education Policy and Politics. London: Routledge.

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Arnesen, A.-L., Lahelma, E. , Lundahl, L. & Öhrn, E. (Eds.) (2014) Fair and competitive? Critical Perspectives on Contemporary Nordic Schooling. London: the Tufnell Press.

Rizvi, F. & B. Lingard. (2010). Globalizing Education Policy. London: Routledge.

Simola, H. (2015). The Finnish Education Mystery. Historical and sociological essays on schooling in Finland. London: Routledge.

Selected articles from scientific journals. Evaluation

Students complete an essay, exam or other written assignment showing they are able to analyse an educational phenomenon from the perspective of networked actors, institutions and structures.

Grade: 0–5.

Power, Discourse and Differences with a Special Focus on Inequalities in

Education

Code xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students and students from Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences. Students from educational programmes in the Department of Teacher Education may also participate in this course.

Objectives

- Students acquire theoretical and methodological approaches to the study of relations between power, discourse and differences in education in order to have a deeper understanding of how inequalities are created and challenged via education.

- Students learn how to create more space via education for children, young people and adults for their own interpretations, responses and actions.

- Upon completion of the course, students are able to think reflexively and have a better ability to question their own presuppositions that influence their way of thinking and acting in education.

Content

- The course analyses critically cross-sectional politics and educational practices regarding inequalities. - The course explores how inequalities influence children, young people and adults.

- By combining sociological, cultural, political and feminist insights, the focus is on the ways in which power, discourse and differences operate and how inequalities are constructed by policy makers, professionals and researchers.

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- The course illuminates the lives of people in the context of multidimensional inequality, social exclusion and discrimination.

Completion

The course includes contact teaching and related self-study. Study materials and literature

Scientific articles related to the topic of the course and appointed by teacher.

Other literature (students select literature from the following list together with the teacher):

Allan, E., van Deventer Iverson, S., Ropers-Huilman, R. (2010). Reconstructing policy in Higher Education. New York: Routledge.

Davies, B. (2000). A Body of Writing 1989-1999. Walnut Creek: Alta Mira Press.

Fejes, A. & Nicoll, K. (2008). Foucault and Lifelong Learning: Governing the Subject. New York: Routledge. OR Ball, S. (2013) Foucault, Power and Education. New York: Routledge.

Goodley, D. (2014). Dis /ability Studies: Theorising disablism and ableism. London: Routledge.

Lloyd, M. (2005). Beyond Identity Politics. Feminism, Power and Politics. London: Sage Publications Ltd. O’Loughlin, M. (2009). The Subject of Childhood. New York: Peter Lang OR Burman, E. (2008) Deconstructing Developmental Psychology. London: Routledge.

Rajander, S. (2010). School and choice: An Ethnography of a primary school with bilingual classes. Jyväskylä: Finnish Educational Research Association.

Somerville, M., Davies, B., Power, K., Gannon, S. & de Carteret, P. (2011). Place Pedagogy Change. Rotterdam: Sense Publishers.

Evaluation

Students complete an essay, exam or other written assignment showing they have gained a deeper

understanding of how inequalities in education are created. Their analysis demonstrates that they have acquired theoretical and methodological tools in relation to power, discourse and differences in education.

Grade: 0–5.

Social Justice and Diversities in Education

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students and students from Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences. Students from educational programmes in the Department of Teacher Education may also participate in this course.

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Objectives

- Students develop an understanding of social justice in and through education, the relationship between education and democracy locally and globally.

- Upon completion of the course, students are able to discuss and analyse how diversities (for example gender, class, race, ethnicity, language, sexual orientation, and religious or non-religious worldview) intersect with social justice in education.

Content

- The conceptual and theoretical understandings of social justice and diversities in education are explored in this course.

- The relationship between conceptual understanding and social practice is explored.

- The following questions are central to the course: What concepts, conditions and practices constitute social justice and diversities? What kind of education is needed in and for a democratic society? How do different forms of education result in justice and injustice for different groups of people? How does power operate through education to construct senses of self and others? What forms of knowledge and/or history are presented as truthful, accurate or authentic in formal educational contexts, who and what kind of aims do they serve and how are they resisted?

Completion

The course includes contact teaching and related self-study. Study materials and literature

Selected chapters from the following books:

Andreotti, V. (2011). Actionable postcolonial theory in education. New York: Palgrave Macmillan.

Ayers, W., Quinn, T. & D. Stowall (Eds.) (2008). Handbook of social justice in education. London: Routledge. Borman, K, Wiley, T. G., .Garcia, D. R. & A. B. Danzig (Eds.) (2014). Language Policy, Politics and Diversity in Education. Review of Research in Education, 38. AERA. London: SAGE.

Chapman, T. K. & N. Hobbel (Eds.) (2010). Social Justice Pedagogy Across the Curriculum. The Practice of Freedom. London: Routledge.

Faltis, C. & J. Abedi (Eds.) (2013). Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students. Review of Research in Education, 37. AERA. SAGE.

Vincent, C. (Ed) (2003). Social justice, education and identity. London: RoutledgeFalmer. Other selected articles assigned by the lecturer at the beginning of the course.

Evaluation

Students are assessed based on active class participation (including class assignments) or/and a final paper or project where they conduct epistemologically and ontologically coherent qualitative research.

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Module 5 (50 credits) – Research modules

If a student is aiming at continuing his/her studies toward a PhD (University of Helsinki doctoral

programmes), they may negotiate for a suitable topic for their Master’s Thesis and Methods courses to

support that topic.

Epistemology and Research Methods in Education (10 credits)

Research Seminars (4 credits) + Master’s Thesis (36 credits)

Qualitative Approaches to Educational Research

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students and students from Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences Students from educational programmes in the Department of Teacher Education may also participate in this course.

Objectives

-Students are able to construe ontologically and epistemologically coherent research frameworks.

-Students are able to identify research problems, formulate research questions, collect data and evaluate results in relation to qualitative research.

-Students are able to carry out and report qualitative research in an ethically sensitive way.

-Students learn to apply qualitative methodological tools in their own research.

-Students develop their competences in the critical evaluation of qualitative research. Content

- This course focuses on research methodology and research design in education.

- It provides a deeper epistemological and ontological understanding in qualitative research, the meaning of theory, as well as ethical questions.

- Various ways to pose research questions, build up research design, conduct analysis and produce interpretation are presented, discussed and examined.

- Different methodological questions are examined, research methods are compared and contrasted. Completion

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Study materials and literature

Clive, S., Gobo, G., Gubrium, J. F, & Silverman, D. (Eds.). (2007). Qualitative research practice. London: Sage. http://dx.doi.org/10.4135/9781848608191 and additional material provided by the teacher.

Evaluation

Students are evaluated based on active class participation (including class assignments) or/and a final paper or project where they conduct epistemologically and ontologically coherent qualitative research.

Grade: 0–5.

Quantitative Approaches to Educational Research

Code

xxxxx Scope 5 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Priority is given to EDISO students and students from Master’s Programme in Education (General and Adult Education) in the Institute of Behavioural Sciences. Students from educational programmes in the Department of Teacher Education may also participate in this course.

Objectives

- Students deepen their knowledge in carrying out and understanding quantitative research by studying the use of multivariate analysis in educational research.

- Students learn to apply quantitative methodological tools in their own research. Content

- This course provides a theoretical background and practical experience to statistics for educational sciences. Topics include statistical inference, analysis of variance, multiple regression, logistic regression, repeated measures, and factor analysis. These topics are explored using the statistical package SPSS, with a focus on understanding how to use and interpret SPSS output. The course also aims to develop students’ independent research competences.

Completion

The course includes contact teaching and related self-study. Study materials and literature

Brown, B. (2012). Multivariate analysis for the biobehavioral and social sciences. Hoboken, N.J.: Wiley. Evaluation

Students are evaluated based on active class participation (including class assignments) and/or a final paper or project demonstrating that they are able to understand and apply quantitative approach in educational research.

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Grade 0–5.

Research Seminars and Master’s Thesis

Code

xxxxx Scope

Master thesis 36 credits Research seminars 2 + 2 credits Type

Advanced Studies in Education Target group

The course is compulsory for all students in EDISO. Objectives

The Master’s thesis is a coherent research study demonstrating critical scientific thinking and writing related to the themes of the EDISO programme. The thesis will be conducted in relation to the research seminars. Active participation in the research seminar helps students to produce new knowledge as well as employ critical and ethical use and evaluation of this knowledge production.

The thesis can be produced as part of a research project or research group. The thesis is written in English and it must show good acquaintance with the topic and mastery of the theoretical concepts and empirical research methods chosen. The thesis is written in accordance with the principles of scientific argumentation.

Content

Students will elaborate their thesis manuscripts based on the advice and feedback given in the seminar. The seminar will offer a critical forum where the complexities related to diversities and social justice can be

addressed so that everyone is invited for active and critical scientific discussion. During the seminar participants will make progress for: theoretical and conceptual framework, research methods, research questions, data production, analysis, positionality and ethical aspects.

Completion

Active participation in the research seminars, proceeding according to the research plan. Seminar evaluation

The research seminars are evaluated Pass/Fail. Master’s thesis evaluation

The approved Master’s thesis is evaluated on the following scale:

laudatur, eximia cum laude approbatur, magna cum laude approbatur, cum laude approbatur, non sine laude approbatur, lubenter approbatur, approbatur and improbatur.

At the University of Helsinki, Master’s thesis undergoes an electronic originality check, using the plagiarism detection system called Urkund.

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Study materials and literature

Literature based on the research topic.

Optional Studies (0–11 credits)

Code xxxxx Scope 0–11 credits Type Other studies Target group

The minimum extent of the Master of Arts (Education) degree is 120 credits. If the student does not have 120 credits after the studies in the main subject (Education) and Language and Communication, and ICT studies, he/she must take a sufficient amount of Optional Studies to fulfil the minimum extent requirement. The maximum extent of the degree is 145 credits.

Content

References

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