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Inclusion, Diversity and Equity in Education (X4300E)

15 credits, Level 5

Autumn teaching

On this module, you’ll explore what is meant by inclusion and exclusion and the implications of these concepts for education policies, systems and practices in England and internationally.

You’ll focus on how constructions of gender, race, social class, poverty, disability, sexuality and behavioural norms contribute to the inclusion and/or exclusion of particular groups of young people. Each session will adopt a case study approach and provide an overview of the key issues involved in ensuring equality of access, provision and learning. You’ll focus on the evidence relating to each case and approaches at practice level.

Through a case study, you’ll apply your understanding of issues relating to inclusion and/or exclusion to a group and context which you’re interested in. The case study will include:

• a discussion of strategies used to promote inclusion
• evidence of their effectiveness drawn from a range of secondary sources
• recommendations for policy and practice drawn from the evidence presented.

Topics include:

• inclusion, diversity and equity
• the power of ‘the norm’
• who is vulnerable – and to what?
• including girls – excluding boys?
• ethnicity and exclusion
• sexuality
• barriers to the inclusion of parents and carers
• SEND
• maximising the impact of teaching assistants
• learning outside mainstream contexts – models of inclusion?
• global perspectives on inclusion – overcoming barriers in context
• developing inclusive educational systems – implications for future policy and practice.

Contact hours and workload

This module is approximately 150 hours of work. This breaks down into about 22 hours of contact time and about 128 hours of independent study. The University may make minor variations to the contact hours for operational reasons, including timetabling requirements.

We regularly review our modules to incorporate student feedback, staff expertise, as well as the latest research and teaching methodology. We’re planning to run these modules in the academic year 2026/27. However, there may be changes to these modules in response to feedback, staff availability, student demand or updates to our curriculum.

We’ll make sure to let you know of any material changes to modules at the earliest opportunity.