Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description This module invites BA Human Development students to engage with contemporary debates in education, informed by inter-disciplinary and multi-disciplinary perspectives in Human Development (Psychology, Sociology, Philosophy). The module is composed of three themes: Theme 1 explores Inclusion, Human Rights and Belonging. In this theme students are introduced to legal, educational, philosophical and sociological debates which inform contemporary education. Included among the material covered are approaches to a) Human Rights Education, Critical Human Rights Education and Critical Race Theory, b) disability, exclusionary practices and recognition, and C) Approaches to Belonging Theorists considered include: Kimberle Crenshaw, Gloria Ladson- Billings, Mary Healy, Martha Minow, Onora O’Neill, Audrey Osler, & Michalinos Zembylas. Theme 2 explores disciplinary and inter-disciplinary approaches to well-being, vulnerability and relationality. This theme considers emerging approaches to understanding the self or person that may shape educational policy and practice. Included among the material covered are a) psychological and philosophical approaches to well-being, b) Children’s Agency. and c) Citizenship Education. Theorists considered include: Anna Alexandrova, Gert Biesta, Barbara Bennett Woodhouse, Guy Fletcher, Martin Seligman, & Linda Theron. Theme 3 explores community and society with a focus on community development, literacy and inequality. In this final theme, students are invited to consider wider societal and political perspectives that call for relational pedagogy and new forms of accountability. Included among the approaches considered are a) Irish community education, b) Literacy as transformative, and c) Educational and Health Inequality + Social Determinants of Health Key Theorists considered include: Paulo Freire, Michael Marmot, Iris Marion Young, Donaldo Macedo, Kathleen Lynch & Camilla Fitzsimons | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 1. Recognise and understand how different approaches to human rights and critical human rights, invite educators to consider the role of values and power in educational practice. 2. Develop an insight on the importance of critical perspectives on disability and rights as a means to question approaches to difference, inclusion and belonging in the classroom and society. 3. Distinguish and analyse distinct disciplinary perspectives on well-being, vulnerability and identity. 4. Identify and examine contemporary educational ideals of citizenship and or agency and analyse the role of educational institutions in support of these. 5. Identify and analyse opportunities in pedagogical practice to work with students through community education and relational practices. 6. Examine and analyse contemporary debates on health and educational inequality and consider the opportunity and challenge such understanding has for education. | |||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||