1 The tutorial will start at 7.10pm and will be led by Debs Robinson.E214, , TMA06 Tutorial The tutorial will start at 7.10pm and will be led by Debs Robinson. TMA06 is due in on 2nd May The recording for the online tutorials related to: TMA05 (due 21st March) is viewable via the E214-16J Online tutorial room - North (4,5,7,8,9,10N,11,12) CG [2246] I have ed the slides for the TMA04 tutorial to you. I have ed the slides for tonight’s tutorial to you in case you want to print them now or later.

2 General Advice in developing your work for eTMA06 and the eECAE214 – ETMA06 Tutorial Notes General Advice in developing your work for eTMA06 and the eECA The final two assignments represent 75% of the total marks for E214 so it is important that you take on board all of the feedback you have received and survey the criteria carefully. Please read the following advice carefully. It is likely that this is not the first time you have heard this advice since it may have cropped up in your assignment feedback. The following page contains 10 key points of advice that relate to both TMA06 and the eEMA.

3 Ten Key Points of AdviceE214 – ETMA06 Tutorial Notes Ten Key Points of Advice Reference frequently, correctly and consistently as outlined in the Assessment Resources. Include a reference list (which comprises any references outside the units such as the readers or further reading you have done). Make direct reference to themes, concepts and models in the course and seek to define these, describe them and explain their relevance to the point you are making. When you are referencing course materials, avoid requiring the reader to look up the reference themselves. You need to explain the content and the relevance of that content to your argument. For example, avoid the following; ‘This is like the process of ‘othering’ (Unit 22, p.21) and the table on p.31’ Instead, explain how the term ‘othering’ might be defined and why it is relevant. Explain the content of the table on 31 (briefly) and summarise the key message it presents and the relevance of this to your argument. Include a brief introduction and a well-rounded conclusion and ensure that your reader can follow your line of argument. In the introduction, outline the focus and structure of what follows and what you are hoping to learn from/achieve from it. In the conclusion, bring together the points you have made and make direct reference to your learning and development. It is also a good idea to make reference to the aspects of the course that may have been relevant but beyond the scope of the wordage. Explain why you have chosen to focus on some things and not others.

4 E214 – ETMA06 Tutorial Notes Present arguments and counter arguments to show a critical approach; the aim is to demonstrate what you have learned about multiple perspectives and the way in which many arguments and viewpoints may revolve around particular issues. This can include viewpoints presented on the forum or open exchange as well as viewpoints presented in the materials. You have a viewpoint too and it is important to explore this (see below). Refer regularly and directly to developments in your own learning and explain when and why these have occurred. You should be making reference to entries in your learning journal in these final two assignments (e.g. notes arising from tasks and activities, entries on Open Exchange) Explore your perspective and how it might be similar to or different from the perspectives of others. The aim is not necessarily to show that your perspective is right but that yours is simply one among many.

5 E214 – ETMA06 Tutorial Notes Use cautious language (e.g. seems, arguably, may) and avoid presenting something as fact that could actually be a matter of opinion. Do not exceed the word limit and include a word count at the end of your work - 10% extra allowed in the final two pieces of work. Proof read your work to eliminate errors and to ensure clarity of expression. It may also be a good idea to ask someone else to read your work since they can identify where a point is not made as clearly as it could be. Leaving your work for a couple of days and then coming back to it also helps with this. Draw on material from the breadth of the course and a range of types of material (earlier and later units, DVD/readers/units/online material/open exchange/your learning journal).

6 The criteria that markers useE214 – ETMA06 Tutorial Notes The criteria that markers use Essentially, the criteria for the eEMA and the final TMA06 relate to: Knowledge and understanding of the course themes, models and concepts Exploring multiple perspectives – demonstrating that you learn from listening to others and taking on the perspective of others. Applying all of this to real world examples (the DAFS, and in TMA06 a person or context that is in your real life) Recognising the complexity of things and acknowledging that there is more than one view on what is right or what is fact. Exploring your own learning journey and perspective, explaining its transition points and the influence of E214 on this journey. Constructing an argument. Being critical – meaning that you will explore different perspectives and weigh up the plausibility of particular positions. QUESTION for DISCUSSION: If you followed the advice given in points 2 and 7 in the top ten tips, which criteria (in the text box above) would this demonstrate?

7 Assessment Criteria for TMA06E214 – ETMA06 Tutorial Notes Assessment Criteria for TMA06 In addition to the learning outcomes listed in Appendix A, we will be looking for evidence of the development of the following key skills: integrating module issues, theories and examples to develop a discussion using personal experiences to develop a discussion synthesising and critically evaluating concepts, arguments and experiences to reach conclusions organising material coherently. The criteria for marking eTMA 06 are as follows: Pass 1 (85–100) Pass 2 (70–80) Pass 3 (55–65) Pass 4 (40–50) Criterion 1 (C1) the discussion makes powerful use of a range of ideas and examples from the module the discussion makes good use of a range of ideas and examples from the module the discussion makes some use of ideas and examples from the module the discussion makes limited use of ideas and examples from the module Criterion 2 (C2) the discussion makes powerful use of personal experience connected with module themes the discussion makes good use of personal experience connected with module themes the discussion makes some use of personal experience connected with module themes the discussion makes limited use of personal experience connected with module themes Criterion 3 (C3) clear evidence of critical thinking some evidence of critical thinking limited evidence of critical thinking Criterion 4 (C4) clear and coherent lines of argument are developed and sustained, culminating in a well-linked conclusion arguments are developed and a conclusion given poorly structured arguments A failing assignment will be one that shows: inadequate or inappropriate use of ideas and examples from the module no attempt to use personal experience or to connect it with module themes lack of critical thinking use of English and/or structure of the assignment that is a significant barrier to the argument or reader’s understanding. Please be aware that E214 uses CopyCatch software. This means all your assignments will be compared with the work of all students who are currently studying or have previously studied E214. If you make use of material downloaded from essay websites you run a very high risk of being identified. The University is likely to treat the use of such essays as plagiarism and take disciplinary action.

8 eTMA 06: Annotated Briefing (Tutor’s Annotations in italics)E214 – ETMA06 Tutorial Notes eTMA 06: Annotated Briefing (Tutor’s Annotations in italics) Writing an essay (Week 30) This assignment covers Units 16–22. It is worth 25 per cent of the overall eTMA score. When you have completed it, please send it to your tutor to arrive by Tuesday 2nd May 2017. Write an essay on one of the following four options. You should write no more than 2,500 words in total.

9 You can choose from 4 options. E214 – ETMA06 Tutorial Notes Essentially, ETMA06 is about the attitudes and processes that might bring about enhanced inclusion, equality and participation (or limit it). You can choose from 4 options. Remember that the ten key points of advice presented earlier are all relevant to TMA06 as well as the EMA. You must relate your assignment to your own experiences. Each of the options requires this. Make sure that you explain the context of the experience you are drawing on in your introductory paragraphs. Make sure you talk about your own reflections and learning journey. For this reason, it is wise to choose the option for which you have the most experience to draw on. Each option focuses on one key unit (with links elsewhere) so begin with that and add references to relevant reading from units (not all of it, just that which is most relevant). 10

10 OPTION 1: Oppression, power and otheringFoucault wrote: In a great many cases, power relations are fixed in such a way that they are perpetually asymmetrical and allow an extremely limited margin of freedom. (Foucault, 1994a, p. 292) Discuss the asymmetrical power relations under which a particular individual is operating and how this can limit their capacity to promote greater equality, participation and inclusion. You can focus on any person or role of which you have experience, such as teacher, learning support assistant or social worker, or perhaps on a young person at school or in care, a parent or carer. Consider the actions they might take in order to bring attention to or overcome the constraints under which they are operating.

11 Structuring TMA06 You have 2,500 words.E214 – ETMA06 Tutorial Notes Structuring TMA06 You have 2,500 words. The introduction can be around 250 words and it should use the language of the question and an explanation of the real world situation (from your own experience) that you are going to apply the theory to. For example (using Option 1): Foucault (1994a, p292) argued that power relations are often fixed to ensure that those who are not in the image of the powerful remain less powerful and enjoy restricted freedom. In this essay, I will explore asymmetrical power relationships, applying this to a woman I work with who has experienced sexism. This is in the context of the office where I work….. This essay is all about your ability to draw on related themes across Units and connect them to the question. So, for Option 1 (for example), keep using phrases like ‘When considering the way that language impacts on people’s thinking and actions it is useful to explore…’

12 E214 – ETMA06 Tutorial Notes Structuring TMA06 You have 2,500 words. The introduction can be around 250 words and it should use the language of the question and an explanation of the real world situation (from your own experience) that you are going to apply the theory to. For example (using Option 1): Foucault (1994a, p292) argued that power relations are often fixed to ensure that those who are not in the image of the powerful remain less powerful and enjoy restricted freedom. In this essay, I will explore asymmetrical power relationships, applying this to a woman I work with who has experienced sexism. This is in the context of the office where I work…..

13 The introduction can be around 250 words leaving 2,250 words Structuring TMA06 You have 2,500 words. The introduction can be around 250 words leaving 2,250 words You could spend about 2,000 words on the main body of the essay. You are looking at about 6 paragraphs (of 300 words though some will be more and some less) Each of those 6 paragraphs will focus on a key theme and related sub themes, applying these to the real world context you noted in your introduction. The content is up to you. The conclusion will be around 250 words Return to the question and sum things up. ‘In relation to language and its impact…..’ Talk about your own learning and Progresses and your own biases and assumptions and how they have been challenged by some of the content of the essay This essay is all about your ability to draw on related themes across Units and connect them to the question. So, for Option 1 (for example), keep using phrases like ‘When considering the way that language impacts on people’s thinking and actions it is useful to explore…’ E214 – ETMA06 Tutorial Notes You decide what content to choose.. There is plenty… Examples for us to discuss follow.

14 OPTION 1: Oppression, power and otheringFoucault wrote: In a great many cases, power relations are fixed in such a way that they are perpetually asymmetrical and allow an extremely limited margin of freedom. (Foucault, 1994a, p. 292) Discuss the asymmetrical power relations under which a particular individual is operating and how this can limit their capacity to promote greater equality, participation and inclusion. You can focus on any person or role of which you have experience, such as teacher, learning support assistant or social worker, or perhaps on a young person at school or in care, a parent or carer. Consider the actions they might take in order to bring attention to or overcome the constraints under which they are operating.

15 Oppression, power and othering: Unit 16, p45‘Oppression - Oppression is a multifaceted, embodied experience But certain people (and certain groups of people) within our social system have nearly all their needs, wishes, desires and demands met and others have none of them met. It is inevitable that between the two extremes is an interweaving of oppressed and oppressor; however, political, economic, ideological or cultural power is exerted by a dominant group over other groups.’ This is called ‘hegemony’. Nancy Fraser gives examples of these latter three: . cultural domination (being subjected to patterns of interpretation and communication that are associated with another culture and are alien and/or hostile to one’s own); . non-recognition (being rendered invisible via the authoritative representational, communicative, and interpretative practices of one’s culture); . disrespect (being routinely maligned or disparaged in stereotypic public cultural representations and/or in everyday life interactions). (Fraser, 1995, p. 71)

16 Oppression, power and othering, Unit 18, p.113: I am no otherA nurse explaining her work with South Asian women ‘What I find really frustrating is that they will have a physical complaint that they should see the doctor for and you will tell them that they need to go to the doctor. They promise they will go to the doctor and then they won’t do it.’ Underpinning this is an unnamed ‘idolised’ or preferred other – i.e. a SA woman who complies and listens to nurses or medical experts. Overarching claims – binary ‘thme’ and ‘us’ discourse. It happens in other places – SEN children – pronouns can create a generalised sense of the other. Culturally competent care and anti-oppressive practice (as a way of being resistant to othering) Disagreement about what it means Many policies promote it the way in which individuals and organisations aim to respond respectfully and effectively to people of all cultures. As a goal cultural competence may never be fully accomplished, it is best seen as a lifelong learning process for social workers and carers, encountering new situations and diverse service users. (KCC, 2007, p. 4) Kent County Council. Unit 18, p119

17 Unit 18, p126: Counter storiesCounter story by Simone Aspis I went to Special School. I was labelled because professionals think children should perform in a set way at a set home at a given age. I hated everything about it. The School thought we could not learn much. There was no library. The teachers had too much power. They bullied us. I complained about my education to the Government. But I didn’t understand the reply and did not know what to do next. Even though new Acts have been passed, disabled children are not allowed to make decisions about their lives. Their parents make them. The Special School system messed up my relationship with my family. My family sided with the Special School system. My parents wanted me to be normal. They employed professionals to make me normal. I had no personal space at home because I went to boarding school. My room was my dad’s workroom. I wanted to leave home. The only place I could go was a group home, but parents ran that too, I protested, but parents threatened me. I was lucky, I got my own flat and now earn my own living. … My life changed when I got to be a trainee at the BBC. I worked on disability programmes. Then I joined People First as their campaigns worker. We campaigned for Direct Payments and Civil Rights. Now I am campaigning to get the Education Law changed so that disabled children can challenge their parents’ decision and have the right to go to a mainstream school. Disabled people with learning disabilities need to join together to challenge the low values society places on us. (Aspis, 2000, pp. 73–6)

18 Unit 17, p.87: Resistance to othering and oppressionSir: I am writing about the decision to screen all pregnant ladies to check if their child has Down’s syndrome. My younger sister is a four-year-old with Down’s syndrome. She attends the local primary school and is doing extremely well, and she doesn’t need much more help than the others. Please tell us what to say to Alice to explain that she is no use to society and that the society she lives in wishes that she had been killed. I am not prepared to just stand by and watch my sister and her friends with Down’s get pushed aside and shut out of this society. People have just started accepting them and giving them jobs, and now you’re planning to shut them out again and treat them like they don’t belong in this world. They are trying to scare people into not having children who are different and into thinking they won’t be able to cope with them. It’s murder.

19 Option 2: Naming, labelling and language E214 – ETMA06 Tutorial Notes Option 2: Naming, labelling and language Buzzwords serve to numb the critical faculties of those who end up using them, wrapping up all manner of barbed policies and practices in linguistic cotton wool. Cornwall & Eade, 2010, p. ix Consider at least three examples of language which have an impact upon people’s thinking and their impact upon your own ideas and/or ways of working. In what ways do these examples reveal the challenges and opportunities which the use of language presents to issues of equality, participation and inclusion?

20 E214 – ETMA06 Tutorial Notes OPTION 2: This question is about naming, labelling and the impact of this on equality. Unit 16 is the lead Unit for this question but you can draw on other related materials from wider across Units Wider in the module to demonstrate critical thinking at a high level. This essay is all about your ability to draw on related themes across Units and connect them to the question. So, keep using phrases like ‘When considering the way that language impacts on people’s thinking and actions it is useful to explore…’

21 Use of language: An exampleUnit 16, p.43 A major challenge we all face is how we make our invisible assumptions and values visible (Santoro, 2009) so that we can productively explore issues of difference without othering and isolating people through a focus upon their difference. We have suggested that this is an ongoing process – but how do we know if we are making progress? (Unit 17, p.52)

22 Use of Language – another example UNIT 16: Constructing ADHD: Objectifying and Annunciating otherness How do discourses get started? Example of ADHD Graham (2007)(drawing on Foucault). Enunciating otherness language and practices of pedagogy the way we talk about and deal with differences how particular TRUTHS are created Objectifying otherness – institutional policies and practices – how those ‘truths’ are linked to objects and individuals Reification of difference and response Based on systems discourses about NORMS Objectification of truth – e.g. ADHD becomes a nameable, distinct difference attributable to individuals and objects within the system

23 UNIT 16: Constructing ADHD: Enunciating otherness

24 Unit 17, p81

25 Option 3: Collaboration E214 – ETMA06 Tutorial Notes Option 3: Collaboration ‘It seems that professionals want to collaborate and even agree as to the main barriers and facilitating factors of collaboration, but the implementation is inconsistent, poorly supported by organisational structures and poorly researched.’ (Kennedy and Stewart, 2011, p. 213) Consider examples of collaboration (or attempts at collaboration) and the support provided by organisations, their structures and processes. Explore how your experience of issues of equality participation and inclusion has influenced your understanding of the barriers and facilitators to collaboration..

26 The introduction can be around 250 words leaving 2,250 words Structuring TMA06 You have 2,500 words. The introduction can be around 250 words leaving 2,250 words You could spend about 2,000 words on the main body of the essay. You are looking at about 6 paragraphs (of 300 words though some will be more and some less) Each of those 6 paragraphs will focus on a key theme and related sub themes, applying these to the real world context you noted in your introduction. The content is up to you. The conclusion will be around 250 words Return to the question and sum things up. ‘In relation to language and its impact…..’ Talk about your own learning and Progresses and your own biases and assumptions and how they have been challenged by some of the content of the essay This essay is all about your ability to draw on related themes across Units and connect them to the question. So, for Option 1 (for example), keep using phrases like ‘When considering the way that language impacts on people’s thinking and actions it is useful to explore…’ E214 – ETMA06 Tutorial Notes You decide what content to choose.. There is plenty… Examples for us to discuss follow.

27 This is a nice example of multiple perspectives When considering collaboration, Unit 21 ‘Altogether Better’ explores some important themes. You will find these for yourself and find ways of connecting these together in TMA06 but here is an example: E214, Unit 21, p242 – Extract Perceived disadvantages and advantages of working together In research with 115 educational practitioners, Bruce Johnson (2003) identified perceived advantages and disadvantages of collaboration: Perceived advantages: moral support enhanced morale practitioner learning. Perceived disadvantages: intensification of work loss of autonomy increased interpersonal conflict factionalism. Another clear disadvantage is that when collaboration does not work, people who are meant to be supported fall through the cracks. This is a nice example of multiple perspectives In TMA06 pick up on areas of agreement and disagreement to show critical thinking

28 Exploring collaboration (E214, Unit 21, p256)Deri View and Acorn children’s centre – Bangabandhu school – emphasis on working together. Jack Pearpoint, John O’Brien and Marsha Forest support people working together for inclusion MAPS (Making Action Plans) PATH (Planning alternative tomorrows with Hope) Involve people working as a group ‘The first column outlines the situation as it was at the time that the PATH was recorded. The second column lists the names of people that Joseph will enrol to support the PATH plan. The next column has a summary in words and pictures of Joseph’s strengths and the fourth column records the first steps that he plans to take in moving towards his goals and dreams. At the arrow head, the PATH facilitator has described pictorially Joseph’s aims for the next three months, and around the point there is a pictorial representation of positive and possible developments for a year’s time. Beyond the arrow, a collection of drawings and phrases represent dreams and aspirations relating to friendships, travel and sport’

29 E214 – ETMA06 Tutorial Notes Option 4: Stereotyping, oppression and marginalisation Identify two groups of children or young people who are ‘at the margins’ of educational and/or community life and discuss the processes that marginalize them. These might be real groups that you know or work with, or groups identified in Units 16–18. Evaluate some of the schemes intended to promote their inclusion and/or address their exclusion. (You may wish to refer to Unit 15).

30 The cartoon on the left is from E214, Unit 17, p93-94.E214 – ETMA06 Tutorial Notes Identify two groups of children or young people who are ‘at the margins’ of educational and/or community life and discuss the processes that marginalize them. These might be real groups that you know or work with, or groups you identified in Units 16–18. Evaluate some of the schemes intended to promote their inclusion and/or address their exclusion. (You may wish to refer to Unit 15). Unit 17 includes an interesting exploration of whether separating children for separate provision supports their inclusion or marginalises them. The cartoon on the left is from E214, Unit 17, p93-94.

31 E214, Unit 17, p96 (extract) Eva Heimdahl Mattson and Lise Roll-Pettersson (2007), in interviews with students who were drawn from their ordinary classrooms to join in a ‘special’ literacy group, found another view of specific provision. The young people they talked to seemed acutely aware of the stigma attached to the experience and the choice they were being forced to make in order to access the educational support they required: When you’ve been in a small group, you’ve felt outside the bigger classes and shut out from the big group. Well, it was OK, I suppose, from a learning point of view, when I look back on it … When you’re that age you don’t want to be singled out in any way. (Albin and Johan, quoted in Mattson and Roll-Pettersson, 2007, p. 247) As much as ‘treating everyone the same’ perpetuates disadvantage and inequality, separating people out in order to provide support leads to the same end point: marginalisation. Yet the assumption that specific provision is in a young person’s best interests can often go unquestioned, even by the young people themselves. You felt a bit depressed, you couldn’t quite accept it. You just went there because that’s where you went: ‘I’m going to the special teacher.’ It felt a bit, you know, awkward.  (Kim, quoted in Mattson and Roll-Petterson, 2007, p. 248)

32 Just for you – making provision for other peopleUniversal or separate provision – some people want to be separate? Is there a place for specific provision? Muslim Youth Helpline EXTRACT FROM UNIT 17 ‘Our experience shows that young people from BME Muslim backgrounds are less likely to access mainstream services for fear of being misunderstood and being unable to receive faith and culturally sensitive advice. Those that do access mainstream support services are less likely to benefit fromthe support given or follow up on advice or options presented to them for much the same reasons. Similarly, referral requests received by MYH from other service providers, such as Childline, Samaritans, local social services and counselling services in schools and colleges indicates that mainstream services are struggling to understand the needs of faith-based communities and have little knowledge or expertise of how to serve their interests. (Fulat and Jaffrey, 2006, p. 152) We also noted that MYH offered links into other ‘mainstream’ provision for the young people who contacted them. Its role was as an access route or a bridge, supporting inclusion and participation within other services. For us, this connection is a key distinction between focused support within an inclusive framework and specific support that requires separation from the rest of the community in order to access it.’

33 Who is othered? List from the charity INVOLVE – whom might be vulnerable.

34 The dilemma of Difference: Labels and CategoriesE214, Unit 20, p199 The ‘dilemma of difference’ is explained by Norwich (2010) as follows……..

35 Dilemma of Difference If learners experiencing difficulties in learning are identified and labelled as having ‘SEND ‘ or a particular type of difficulty (such as Autism) then they are likely to be treated treated differently, marginalised and stigmatised.

36 Dilemma of Difference If learners experiencing difficulties in learning are not identified as having ‘SEND' then it is less likely that additional educational resources will be identified and ensured for them. Their impairment (and needs) could be overlooked in ways that lead to neglect and inequality. .

37 The relevance of the dilemma of differenceIt is important for practitioners to understand the dilemma of difference so that they can: Mimimise the stigmatising consequences of categorisation and labelling (like SEND, dyslexia, aspergers) WHILST Recognising (and understanding) the place of the ‘impairment’ within the learner’s profile IN WAYS THAT DO NOT Focus on the ‘impairment’ at the cost of everything else (the child’s unique strengths, gifts, capabilities, common human needs, potentiality, transformability)

38 Remember in your conclusion to: Come back to the original question E214 – ETMA06 Tutorial Notes These are just a few ideas for links to the module materials – the actual content is up to you but try to be very theoretically disciplined about it, making each paragraph focussed on answering the question with reference to a specific theme that has theoretical depth (i.e draws directly on course concepts and reading). Remember in your conclusion to: Come back to the original question Summarise the key points that have arisen from analysis of that question Draw some kind of conclusion (even if it is that one cannot be drawn) Talk about your own learning.