• Analyse relevant national and international policies and practices related to inclusion and disadvantage in education;
• Reflect on personal histories, cultures, values and attitudes to establish their positionality with regard to inequality and difference;
• Create a harmonious environment for all students in the school and/or classroom;
• Engage in effective communication with the students when sensitive subjects about citizenship, values, religion and traditions arise in the classroom.

• Introduce reforms to facilitate integration and acceptance of foreign students to meet their needs. E.g. prayer rooms, canteen food which can be eaten by all, host-country language classes should be offered to foreigners at all levels;
• Eliminate discriminatory practices within the classroom and provide real opportunities for all,;
• Appreciate that education policy is much more than formal policy documents but includes processes of policy implementation in which teachers can support, subvert or transform the original intentions of policy makers;
• Realise that empowerment, social cohesion and recognition of human rights for all can only happen when learners are equipped to transform society;
• Value the need for students to be given opportunities to recognise and criticise unjust policies and practices taking place around them.

• Understand the structures and processes of education system and the impact on different social groups in terms of diverse identity such as; social class, gender, religion and race;
• Relate current ELET policy initiatives in education to their impact on practice;
• Identify inequality and differences within the classrooms through case study pedagogy and the equity literacy framework;
• Tackle and address issues related to social justice and equity through an effective use of pedagogical instruments as well as the curriculum;
• Develop empowering classroom practices that enhance students’ critical engagement with their own learning.

This module will be assessed through: Assignment, Portfolio.

Core Reading List

1. Avis, J. (2016). Social Justice, Transformation and knowledge. Routledge.
2. Biesta, G. (2015). What is education for? On good education, teacher judgment, and educational professionalism. European Journal of Education, 50(1).
3. European Agency for Special Needs and Inclusive Education (2014). Special Needs and Inclusive Education in Malta.
4. The Malta National Disability Strategy: Rights, Responsibilities, Action.  Parliamentary Secretary For Rights Of Persons With Disability And Active Ageing.  The National Commission Persons With Disability & The Focal Point Office.

Supplementary Reading List

1. Brooks, R., McCormack, M. and Bhopal, K. (2015). Contemporary Debates in the Sociology of Education.  Palgrave MacMillan.
2. De Lissovoy, N. (2013). Pedagogy of the impossible: Neoliberalism and the ideology of accountability. Policy Futures in Education, 11(4). 
3. Pels, T. & De Ruyter, D.J. (2012). The influence of education and socialization on radicalization: An exploration of theoretical presumptions and empirical research. Child Youth Care Forum, 41, 311-325.
4. Ragazzi, F. (2016). Suspect community or suspect category? The impact of counter-terrorism as ‘policed multiculturalism.’ Journal of Ethnic and Migration Studies, 42(5), 724-741. 
5. Robinson, K. and  Jones-Diaz, Criss (2016). Diversity and difference in childhood: Issues for theory and practice. Open University Press.
6. Santoro, N. and Forghani-Arani, N. (2015). Interrogating practice in culturally diverse classrooms: What can an analysis of student resistance and teacher response reveal? European Journal of Teacher Education, 38(1), 58-70.