Comparative Education Policy and Inequality
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Instructor Name
Mobarak Hossain
Instructor Biography
Dr Mobarak Hossain is an Assistant Professor in the Department of Social Policy at the London School of Economics. With a DPhil (PhD) in Social Policy from the University of Oxford, Mobarak was previously a Postdoctoral Prize Research Fellow at Nuffield College, Oxford, where he remains an associate member. He is affiliated with Young Lives at the Oxford Department of International Development, Oxford Department of Social Policy and Intervention, and the International Inequalities Institute at LSE.
Mobarak’s research focuses on social and educational inequalities, social mobility, the sociology of education, comparative education policy, and cross-border policy diffusion, with a special emphasis on emerging and developing economies. His research has appeared in journals such as Sociology of Education, American Educational Research Journal, British Journal of Sociology, Journal of Development Studies, and International Journal of Educational Development, among other outlets. His research has received awards from organizations such as the American Sociological Association and the Eastern Sociological Society. An updated list of his publications is available at www.mobarakhossain.net. He has also provided consultancy services for platforms including UNESCO’s education sector.
Mobarak’s teaching philosophy is rooted in the principles of participatory and student-focused learning. He believes that education should empower students to actively engage with ideas, think critically, and apply their knowledge to real-world challenges. Rather than delivering knowledge in a one-directional manner, he strives to create a collaborative learning environment where students feel encouraged to voice their perspectives, question assumptions, and co-construct knowledge. He has taught courses on comparative education policy, global social and public policy, and quantitative methods at both LSE and the University of Oxford.
Mobarak serves as an Associate Editor for European Societies and is on the editorial board of the British Journal of Sociology of Education. He also sits on the Emerging Scholar Advisory Board of Global Public Policy and Governance. In addition, he co-organizes the seminar series Education Policy and Research in International Perspective, hosted by EduHub at LSE Social Policy. You can sign up to participate in the online seminars here.
Mobarak has organized sessions and presented his research on global platforms such as the American Sociological Association, the International Sociological Association: Research Committee on Social Stratification and Mobility, the Population Association of America, and the Comparative and International Education Society, among others.
Course Description
This course examines the intersection of education policy and inequality across diverse global contexts, with a strong focus on low- and middle-income countries (LMICs). Through a comparative lens, students will explore how historical, political, and economic factors shape educational access, quality, and outcomes for various social groups. The course addresses critical issues such as resource allocation, governance, and accountability in education, with particular emphasis on their impact on marginalized populations and underserved regions. By examining case studies from both LMICs and high-income countries, students will analyze policies designed to reduce educational inequality and consider the unique challenges and opportunities faced by LMICs in achieving equitable education. This course aims to deepen understanding of how education policies can either mitigate or perpetuate social inequalities and equip students with the analytical tools to assess policy impacts on equity and social mobility in varied socioeconomic settings.
Learning Outcomes
By the end of the course, students will:
Understand the role of education policy in addressing or perpetuating inequality.
Analyze comparative frameworks and methodologies in studying education systems.
Critically evaluate case studies of educational reforms addressing inequality.
Develop policy recommendations to address inequalities in diverse educational contexts.
Course Schedule
Lecture | Topic (2.5 teaching hours) |
1 | Theoretical Foundations of Education Policy and Inequality
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2 | Global Trends in Educational Inequality
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3 | Funding and Resource Allocation in Education
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4 | Educational Governance and Accountability
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5 | The Impact of Privatization and Marketization on Educational Equity
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6 | Gender Inequality in Education Policy
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7 | Race, Ethnicity, and Educational Inequality
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8 | Migration, Refugees, and Education Policy
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9 | Impact of Technology and Digital Divide on Educational Equity
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10 | Conclusion
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Reading List
Some useful edited volumes (To be revised and journal articles to be added)
Apple, M.W., Ball, S.J., Gandin, L.A. (eds) (2010) The Routledge International Handbook of the Sociology of Education. London: Routledge.
Holsinger, D. B., Jacob, W. J., & Mason, M. (Eds.). (2009). Inequality in education: Comparative and international perspectives. Springer Netherlands.
Breen, R., & Müller, W. (Eds.). (2020). Education and intergenerational social mobility in Europe and the United States. Stanford University Press.
McGrath, S. Gu, Q. (eds) (2015) Routledge Handbook of International Education and Development. London: Routledge.
Halsey, A.H., Lauder, H., Brown, P., Wells, A.S. (eds) (1997) Education: Culture, Economy, Society. Oxford: Oxford University Press.
Bell, L., & Stevenson, H. (2006). Education policy: Process, themes and impact. London: Routledge.
Student Assessment
Policy Brief Analysis (50%): Students will submit a written analysis of a selected education policy’s impact on inequality in a specific context.
Group Policy Analysis Presentation (30%): In groups, students will present a comparative analysis of education policies addressing inequality in two or more countries.
Class Participation and Engagement (20%): Active participation in discussions and engagement with course materials. The quality of class participation will matter, not just frequency or quantity.