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Childhood and Education in Diverse Societies (Online Distance Learning) MA

Learn about the course below

Childhood and Education in Diverse Societies (Online Distance Learning) MA

October 2022
1 year full-time
2 years part-time
Full-time or part-time via online distance learning
£8,200 (UK/EU/INT) *
Course leader
Lee Jerome

The children’s workforce needs innovative and creative leaders who are confident in working with diverse communities to promote social justice. This distance learning programme empowers you to transform the lives of children, young people and families, by working together to make social change.

Why study MA Childhood and Education in Diverse Societies at Middlesex University?

An MA in Childhood and Education in Diverse Societies will prepare you for working with children, young people and families and become a leader for social change in the context of diverse societies.

This course is ideal for graduates with an interest in working with children and families, or taking a role within formal education who have a strong sense of community and want to explore how to make real social change through their work.

We welcome students from a variety of backgrounds and subjects, as long as you have a passion for education and change.

Our course at a glance

  • Practice making change with children, young people and families through placements that give you the chance to carry out real-world investigations
  • Study completely online (or just come to campus a few days a year) so you can study at your own pace or still get access to our teaching if you don't live in London
  • Undertake your own research project in the second semester and explore a topic of your own choosing
  • Get support from a supervisor to plan our your personalised path through the course, based on your career aspirations.

Find out more

Sign up now to receive more information about studying at Middlesex University London.

What will you study on the MA Childhood and Education in Diverse Societies?

The course is built around the following core ideas:

You'll explore radical ideas about engaging with diversity to contribute to social justice. You'll look at the world through various lenses including feminism, anti-colonial perspectives and critical pedagogies of love and hope.

Social change
You'll practice making social change by working with children, young people and families through placements and work experience modules, which focus on having an impact in the real world.

You'll reflect on policies that affect children, young people and families, drawing on case studies from around the world. You'll understand the chain of events through which policies affect our lives and the spaces for social change within this; from the influences on policy-makers to the enactment of policies in everyday routines.

What will you gain?

You'll learn how to think with theory to help tackle old problems in innovative ways. You'll understand how policy shapes practice, and crucially, how practitioners can work with policy to promote social justice.

You'll grow as a person and a professional, understanding your strengths and development needs so you can maximise your positive impact in working with others.

  • Modules

    • Interrogating Policy and Practice for Social Justice (30 credits) - Compulsory

      This module will investigate how policy works to define and reflect diversity, how professionals enact policy and how it affects children and young people by using case studies from around the world. You will develop your capacity to critically understand and work with policy to pursue social justice in a context that is relevant to your work interests.

    • Dangerous Ideas: Thinking with Theory to Problematise Childhood and Education (30 credits) - Compulsory

      This module will focus on a range innovative theoretical frameworks to question common-sense perceptions of diversity in order to generate new insights into practice with children and young people. You will focus on putting these ideas into practice, generating novel solutions to real-life problems.

    • Researching Children’s and Young People’s Lives (30 credits) - Compulsory

      This module focuses on practical research strategies for working with children and young people. You will encounter and use a range of strategies and examine the legal and ethical aspects of undertaking research. You will develop practical skills and devise a research proposal for an individual research project.

    • Communities of Change: Making a Difference through Service Learning (30 credits) - Optional

      This module is about volunteering or working within an organisation to contribute to improving children’s lives. Placements can be in informal education settings, charities, museums, community groups or any other relevant organisation. The focus is on learning through making a positive difference and developing advanced skills for employability.

    • Enacting Policy: Promoting Equality, Diversity and Inclusion in Practice (30 credits) - Optional

      This module will support you to evaluate the impact of an innovation you design and to report the findings to demonstrate your ability to have a positive impact on practice.

      This module is aimed at those who are already employed in a role working with children.

    • Individual Learning (30 credits) - Optional

      This module enables you to design your own unique learning project. A supervisor will help you identify your own learning objectives and guide you to structure a project that meets your own individual interests.

    • Professional Practice Research Project (60 credits) - Compulsory

      This module will give you the opportunity to devise and conduct your own research project with young people. The outcomes will be reported through a conference paper, presented at the university, and a research article, written in the format of an academic journal. Practical workshops and an individual supervisor will provide support to develop your practical skills and confidence required to communicate your findings in the required formats.

You can find more information about this course in the programme specification. Module and programme information is indicative and may be subject to change.

How is the MA Childhood and Education in Diverse Societies taught?

This course starts in September and you can complete it full-time for one year or part-time for two years depending on your other commitments.

Almost all of our students have other responsibilities during their studies (whether it's work or caring responsibilities or both) and we have designed our course to ensure that it's possible to thrive while balancing your various commitments.

To make our course even more accessible, we teach our course online so that as many people as possible can participate. Each year, we have six face-to-face events on campus which can be joined remotely by those living further away from campus. These non-compulsory enrichment events are a change to learn together and grow our sense of community.

The main modules on theory and policy are at the core of the programme and ensure you develop a strong identity. Research methods are taught in the first semester and this enables you to undertake your own research project in the second semester. Optional modules can be scheduled to fit around your placements or employment.

You'll also have the option to undertake practice-based learning. If you're already working, you can complete an action research project in your workplace to develop leadership skills – innovating and evaluating inclusive practice. If you're not yet working in your preferred sector, you'll be supported to find a placement in an organisation that works with children where you can gain valuable hands-on learning.


All modules are assessed through coursework, spread throughout the year, and all coursework is supported by formative tasks and feedback from tutors. You will share your own research through a conference paper and journal article in order to develop your advanced presentation skills.

All the assignments will focus on developing your practical skills and applying knowledge to the real world.

Changes for students to 2021

We are back on campus for the majority of teaching in Autumn 2021, as long as restrictions allow. Your timetable will be built around on campus sessions using our professional facilities, with online sessions for some activities where we know being virtual will add value. We’ll use technology to enhance all of your learning and give you access to online resources to use in your own time.

In case of any changes to government guidance, we‘ll be ready to move to teaching with more restrictions in place and continue to give you an excellent learning experience. In this scenario, on campus teaching should continue although more of your course will take place online.

The table below gives you an idea of what your learning will look like across a typical week. Some weeks might be different due to how we schedule classes and arrange on campus sessions.

This information may change slightly as we receive further guidance from the government. You’ll receive final arrangements for your teaching and a full course timetable before you start.

Scenario A: Without social distancing

Live in-person on campus learning

Contact hours per week, per level:


Live online learning

Average hours per week, per level:

2 hours

Tutor set learning activities

Average hours per week, per level:

6 hours

Scenario B: With social distancing and/or with restrictions on travel to campus

Live in-person on campus learning

Contact hours per week, per level:


Live online learning

Average hours per week, per level:

2 hours

Tutor set learning activities

Average hours per week, per level:

6 hours

Tutorials and face to face on-line seminars will be offered weekly. Timings will vary depending on location of international students, and depending on the level of support needed with the timing of assignments.

Outside of these hours, you’ll be expected to do independent study where you read, listen and reflect on other learning activities. This can include preparation for future classes. In a year, you’ll typically be expected to commit 1800 hours to your course across all styles of learning. If you are taking a placement, you might have some additional hours.

Read more about our scenarios for returning to campus and what they might mean for your teaching and learning experience, and how you’ll be able to access student support.

Future plans for teaching

We’re developing our plans for in-person on campus teaching following government advice to keep you safe. If more restrictions are put in place in the future, or there is another lockdown, we’ll deliver your learning and support fully online for a temporary period. We’ll make alternative arrangements for any required placements if they can’t go ahead as planned. We’ll always give you notice of any changes that we make.

Definitions of terms

  • Live in-person on campus learning – This will focus on active and experiential sessions that are both:
    • Led by your tutors including seminars, lab sessions and demonstrations We’ll schedule all of this for you
    • Student-led by you and other students, like small group work and presentations.
  • Live online learning – This will include lectures, tutorials and supervision sessions led by your tutor and timetabled by us. It also includes student-led group work that takes place online

  • Tutor set learning activities – This covers activities which will be set for you by your tutor, but which you will undertake in your own time. Examples of this include watching online materials, participating in an online discussion forum, completing a virtual laboratory or reading specific texts. You may be doing this by yourself of with your course mates depending on your course and assignments. Outside of these hours, you’ll also be expected to do further independent study where you’ll be expected to learn, prepare, revise and reflect in your own time.


You’ll have a strong support network available to you to make sure you develop all the necessary academic skills you need to do well on your course.

Our support services will be delivered online and on campus and you’ll have access to a range of different resources so you can get the help you need, whether you’re studying at home or have the opportunity to come to campus.

You’ll have access to one to one and group sessions for personal learning and academic support from our library and IT teams, and our network of learning experts. Our teams will also be here to offer financial advice, and personal wellbeing, mental health and disability support.

More on teaching for your subject in 2021/22

Read our guide to what you can look forward to when you study your subject with us including more information about your teaching experience this autumn.

  1. Standard entry requirements
  2. International (inc. EU)
  3. How to apply
  1. UK/EU/International
  2. Additional costs
  3. Scholarships and bursaries

How can the MA Childhood and Education in Diverse Societies support your career?

The course will help you develop a career working with children, young people or families. This might be a career in children's services, teaching, youth work, social work, advocacy or campaigning work.

At the outset, you'll have the opportunity to plan your own personalised route through the programme (with an experienced supervisor) to ensure you build the skills and competences most suited to your career aspirations.

This plan will incorporate the assignments you complete, the research you conduct and the placements you are offered to ensure you build a coherent evidence base for future employers.

Dr Lee Jerome
Course Leader

Dr Jerome researches children’s rights and citizenship education. His most recent research is an investigation of the impacts of the Prevent duty in education.

Dr Mona Sakr
Module leader - Dangerous Ideas

Dr Sakr researches early childhood education. Most recently, she has developed a model of social leadership in early childhood through global dialogues.

Professor Jayne Osgood

Professor Osgood researches early childhood education through a feminist new materialist lens. She edits the Bloomsbury series ‘Feminists Researching Gendered Childhoods’.

Dr Nathan Fretwell
Module leader - Interrogating Policy

Dr Fretwell researches the relationship between the state and children and families. Most recently, he has researched the advocacy work of parent campaigners.

Dr John Barker
Module leader - Research Methods

Dr Barker researches childhood and youth from a children’s geographies background. His latest research investigates the experiences of university students with caring responsibilities.

Dr Lynette Morris
Module leader - Action Research

Dr Morris is a researcher in early childhood education with expertise in practitioner and action research. She researches the emotional dimension of working in early years.

Dr Leena Robertson

Dr Robertson examines young children’s experiences of learning from a sociocultural perspective, with a particular focus on diverse and complex language contexts.

We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

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