Module Code: SH4003

Academic Year2018-19

This 30 credit module runs all year

This module considers issues of culture, society and ethics and their implications for professional contexts.  Current policy, professional frameworks and legislation relating to Identity, diversity and inequality will be exaimed.  The professional role in challenging inequalities and implementing anti-oppressive practice will be explored.  Students will reflect on their own identities and experiences and willkeep a reflective journal throughout the module.

This module runs on Tuesday Morning    See your Timetable for the room

Module Aims

This core module aims to enable students to:

• Introduce relevant legislation, professional frameworks, codes of practice and official guidance in all areas of social inequalities
• Understand diverse identities and explore issues of stigmatisation, labelling, stereotyping and discrimination
• Consider that experience will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences
• Develop an understanding of the concepts of ethical & anti-oppresive practice and diversity in their sphere of work and to reflect on their own practice in seeking to address inequalities

Module learning outcomes

On successful completion of this module students will be able to:

1. Describe relevant legislation and policy in the area of equalities and disability and identify how these relate to ethical practice in health and social care.
2. Demonstrate knowledge and understanding of diverse identities
3. Consider the impact of stigmatisation, labelling, stereotyping and discrimination
4. Identify their professional role in promoting anti-oppressive practice and challenging inequalities

Learning outcomes need to be met in your assignments.

Session Organisation

Most sessions will be a combination of:

• lectures or direct teaching
• group work
• study skills such as paragraph writing, guided reading or referencing tips
• preparation for assignments
• online activity
• Interactive learning experiences

Sessions will usually be in the same room allocated at the start of semesters. Please check announcements on Web Learn before you go to your room for last minute room changes.

Preparing for sessions:

• Read beforehand – you should be able to access the key readings for the week prior to the session
• Get organised from the start

– diarise key events

-find a system of note taking that works for you

-create storage systems [plus portable storage i.e. files] for each module

-decide where you will study at home [and in the university]

-create a realistic timetable that includes some social time

• Read the PowerPoint before the session and bring it with you or bring a tablet or small laptop you can read it off during the session
• Look regularly at Web Learn for information and to engage with e.g. the discussion board, access PowerPoint’s and readings
• Contact your tutor or the module leader if you are having difficulty as s/he will be able to help you. You should also let your Academic Tutor know if you are finding study difficult for some reason

What is expected of you:

This module is part of a course that is based in the School of Social Professions and we expect you to be developing a professional approach to all your work.   We hope it will be an interesting and enjoyable process for you .You will gain more if you are willing to join in and have a go.  Your module tutor will discuss group expectations at the start of semester.

As a general rule:

• if you cannot come to a session email your tutor to let him or her know – try to catch up on what you have missed via WebLearn at home
• try to come to as many sessions as you possibly can as we know from student data that those who attend regularly do far better in their assignments
• turn off your mobile before you enter the room and put it into your pocket or bag – you can make calls/texts before or after sessions or during the coffee break mid session
• if you are late, enter the room quietlyand try to avoid disrupting other people in the group
• join in discussions – be brave and share your ideas in the group
• ask questions – if you’re thinking it someone else will be too
• have a go and make mistakes – you can’t learn without taking a risk
• listen actively during teaching times without disruption [questions are allowed]
• form good working relationships with other students – very important
• eat/drink before classes- it keeps your cognitive powers going.
• attend tutorials and act on advice offered

What you can expect of us:

• we will try to make the sessions as interesting as we can
• we will be well prepared and we have expertise and interest in this module area
• materials will be on WebLearn well in advance of sessions
• we will communicate with you via ‘announcements’ on WebLearn any changes to the programme
• we will support you with assignments and help you to improve your grades
• we will value what you bring to the module – we want to hear about your experiences and what you have learnt through your reading

Assessment

Full details of both assessment tasks will be in the ‘Assessment details’ section of Weblearn, & discussed in class.

1. Assessment A:

A case study response 2000 words, weighting 40%

Deadlines for Assessment A

Week 20.  Exact deadline date is in Evision.  Submit work by 3:00pm on the due date, via Turnitin

1. Assessment B:

An essay drawing on a reflective journal kept throughout the module 2500 words, weighting 60%

Deadlines for assessment B

Week 26. Exact deadline date is in Evasion. Submit work by 3:00pm on the due date, via Turnitin

Marking Criteria:

The marking criteria for your assignments can be found on Web learn, in the ‘Assessments ‘section.

Module calendar Semester A – An overview

Module calendar Semester B – An overview

Reading

Not sure how to access readings? Or how to make the most of the resources available

The Librarians can help with resources and advice. Visit the library, and speak to a librarian.

Email an academic-liaison-librarians@londonmet.ac.uk

Reading List

Indicative Reading List

BLOCH, A., & SOLOMOS, J. (2010). Race and ethnicity in the 21st century.Houndmills, Basingstoke, Hampshire, Palgrave Macmillan.DANIELS, K., & MACDONALD, L. (2005). Equality, diversity and discrimination: a student text. London, Chartered Institute of Personnel and Development.

DWYER, P., & SHAW, S. M. I. (2013). An introduction to social policy. Thousand Oaks, CA, Sage.

KUMRA, S., & MANFREDI, S. (2012). Managing Equality and Diversity: Theory and Practice.

MANDELSTAM, M., & MANDELSTAM, M. (2013). Safeguarding adults and the law. London, Jessica Kingsley Publishers.

MORLEY, D., & STREET, C. (2014). Mixed experiences: growing up mixed race – mental health and well-being.

SEWELL, H.(2013),The Equality Act 2010 in Mental Health: a guide to implementation and issues for practice, London: Jessica Kingsley

THOMPSON, N. (2012). Anti-discriminatory practice: equality, diversity and social justice. Houndmills, Basingstoke, Palgrave Macmillan

THOMPSON, N. (2011). Promoting equality: working with diversity and difference. Basingstoke, Palgrave Macmillan.

WILKINSON, R. and PICKETT, K. (2010) The Spirit Level – Why Equality is Better for Everyone. London: Penguin