Module: Access, Disadvantage, Equality in Education

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Access, Disadvantage, Equality in Education
Module Code	ES477 (ITS) / EDS1055 (Banner)
Faculty	DCU Institute of Education	School	Human Development
Module Co-ordinator	Majella Mcsharry
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Repeat Essay

Description

The purpose of this module is to introduce participants to basic sociological theories. In this module students will develop knowledge of the social issues that impact on access, disadvantage and equality and to apply sociological theory to explain these issues within educational settings. The approach taken allows students to research, discuss and evaluate the social context in which they work and to understand these contexts as they are shaped by wider social changes and movements. Additionally, this module provides a platform of knowledge that allows participants to tackle work that requires more in depth social analysis. Students are expected to attend lectures, contribute to discussions and activities and complete assessments

Learning Outcomes

1. Demonstrate a commitment to identifying, understanding and valuing diversity in educational contexts
2. Discuss coherently theoretical aspects that relate to access, disadvantage and equality in education
3. Explain some of the social issues that emerge within educational settings (e.g. social class, gender, interculturalism etc)
4. Critically apply sociological theory to the issues that emerge in students' own work based practice settings

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	25	Lecture time
Independent Study	50	Reading
Assignment Completion	50	Preparation of assignment
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Introduction to the sociology of access, disadvantage and equality

Education, social class and theory

Education, ability grouping and theory

Critical writing workshop

Education, gender and theory

Education, peer cultures, extra-curricular activities and theory

Education, discrimination and theory

Education, multiculturalism, interculturalism and theory

Education, disability and theory

Education, power and authority and theory

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	n/a	100%

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Lynch, K. and Lodge, A.: 2002, Equality and Power in Schools, Routledge Falmer, London,
Slattery, M.: 2003, Key Ideas in Sociology, Nelson Thornes, UK,
Sadovnik, A,: 2007, Sociology of Education, UK: Taylor and Francis,
Bourdieu, P. and Passeron, J.C.: 1990, Reproduction in Education, Society and Culture,, Sage, London,
Lyons, M. et al.: 2003, Inside Classrooms: the teaching and learning of mathematics in social context, IPA, Dublin,
Lodge, A. and Lynch, K.: 2004, Diversity at School, IPA / Equality Authority, Dublin,
Goffman, E.: 1963, Stigma, Penguin, London,
McSharry, M.: 2009, Schooled Bodies? Negotiating Adolescent Validation through Press, Peers and Parents, Trentham Books, Stoke on Trent,
Young, I.M.: 2000, Inclusion and Democracy, Oxford University Press, New York,
Rabinow, P.: 1984, The Foucault Reader, Penguin, Harmondsworth,
Bernstein, B.: 1971, Class, Codes and Control, Routledge and K. Paul, London,
Beck, P. and Earl, M.: 2003, Key Issues in the Secondary Education, Continuum, London,

Other Resources

None