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Disability Studies and Education (MA)

Course Description

The MA Disability Studies and Education programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.

This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.

By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.

The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.

Disability Studies block
Critical Disability Theory (30 credits)
Modelling Disability (30 credits)

Education Theory block
Core Philosophers of Education (15 credits)
History of British Education 1750 to the Present Day (15 credits)
Educational Inequalities in the Global Age (15 credits)
Developmental Psychology (Childhood) - (15 credits)


Education in Action block
Learning and Teaching (15 credits)
Assessment (15 credits)
Curriculum Theory (15 credits)
Curriculum Development (15 credits)

Visit the Disability Studies and Education (MA) page on the Liverpool Hope University website for more details!

Entry Requirements

Applicants should have a good honours degree in a relevant discipline or equivalent.Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own.

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Recipient: Liverpool Hope University
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