EDSOC200-21A (HAM)
Education and New Zealand Society
15 Points
Staff
Convenor(s)
Martin Thrupp
4907
TT.2.05
martin.thrupp@waikato.ac.nz
|
Lecturer(s)
Pablo Del Monte
4945
TT.2.09
pablo.delmonte@waikato.ac.nz
|
Martin Thrupp
4907
TT.2.05
martin.thrupp@waikato.ac.nz
|
Administrator(s)
Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
-
Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Paper Description
EDSOC200 provides students with an opportunity to critically analyse the social and political dimensions of education with a focus on the intersection of education, policy, and philosophical and sociological perspectives. As indicated by the name of the paper, there is a particular focus on Aoteaora New Zealand.
Paper Structure
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
Assessments are as follows
1. Essay (25%)
2. Comparison of education policies (Part A 30% and Part B 5%, total of 35%)
3. Multi-media assignment (Part A 30% and Part B 10%, total of 40%)
The lecturers have office hours and you are welcome to approach the lecturer responsible for an assignment for help but please do not leave it until the week that assignments are due. If you have questions, starting work early enables you to use all of the resources the University has to offer. We will not mark drafts of assignments but we will discuss your ideas regarding an assignment. There is guidance on Moodle, How to write and present essays, to help improve your academic writing and files with other useful tips and Student Learning has several resources designed to support your developing academic skills.
The internal assessment/exam ratio (as stated in the University Calendar) is 1:0. There is no final exam.
Referencing Style
The predominant method of referencing required in Division of Education papers is that used by the American Psychological Association (APA) see http://www.waikato.ac.nz/library/study/referencing. However, there are several other recognised methods. If you are majoring in History or another Humanities subject, you may be more familiar with one of the footnoting systems often used by historians. In this course, you may use whatever method is customarily used in your ‘home’ discipline. Whatever method is used, you must be consistent.
The main principles to keep in mind are:
- Does your referencing enable a reader to locate and check your information?
- Does it give due acknowledgment to the work of others?
- Is it a fair indication of the amount of reading you have done?
Grading Criteria
Generally, the following criteria will be taken into account in determining grades
- Evidence of understanding of the main issues
- Quality of analysis
- Evidence of reading
- Quality of writing, including spelling and grammar, citing sources and listing references
For more information see the Assessment Regulations in the University Calendar. Specific marking criteria for assessments tasks and an explanation of how the assessment strategies contribute to measure progress towards achieving the learning outcomes of a paper will be included in individual paper outlines or assignment sheets.
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
Selected core readings will be available through the Library's reading lists system. These core readings will not be sufficient to complete assignments to a high standard. You are expected to make extensive use of the University library, including journals. Additional references will be provided in lectures.
Recommended Readings
Woods, B., Thrupp, M. & Barker, M. (2021). Education policy changes and continuities since 1999. In G. Hassall & G. Karacaoglu, Social Policy in Aotearoa New Zealand. Massey University Press.
Wylie, C. (2012). Vital connections: Why we need more than self-managing schools. NZCER Press.
Gordon, L. (2015). Rich and poor schools revisited. New Zealand Journal of Educational Studies, 50(1), 7-21.
Thrupp, M., O’Neill, J., Powell, D. & Butler, P. (2020) Private actors in New Zealand schooling: The path to saturation. Journal of Educational Administration & History. https://doi.org/10.1080/00220620.2020.1726882
Kelsey, J. (1997) The New Zealand experiment, Auckland University Press.
Rashbrooke, M. (2015). Wealth and New Zealand. Bridget Williams Books.
Rashbrooke, M. (Ed.) (2013). Inequality: A New Zealand crisis. Bridget Williams Books.
Carpenter, V., & Osborne, S. (Eds.) (2014) Twelve thousand hours: Education and poverty in Aotearoa, New Zealand. Dunmore Press
Thrupp, M. & Lupton, R. (2006). Taking school contexts more seriously: The social justice challenge. British Journal of Educational Studies, 54(3), 308-328.
Pomeroy, D. (2018). Educational equity policy as human taxonomy: Who do we compare and why does it matter? Critical Studies in Education, 1–16. https://doi.org/10.1080/17508487.2018.1440615
Thrupp, M. (2001). Education policy and social class in England and New Zealand: An instructive comparison. Journal of Education Policy, 16(4), 297–314. https://doi.org/10.1080/02680930110054317
Online Support
Moodle will be used for this paper including for the submission of some assignments and for extra assignments support. Paper outlines, handouts, lecture PPT's, reading lists etc. will also be available on moodle. Messages via moodle will be sent out periodically from the co-ordinator or lecturers to keep students informed.
If not confident with moodle please see the excellent moodle training available for students http://www.waikato.ac.nz/ict-self-help/teaching-tools/moodle
Workload
Linkages to Other Papers
Restriction(s)
Restricted papers: PCSS201