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As such, this is a point in time view of data which will be refreshed periodically.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 will introduce participants to a restorative justice for a contemplative education approach (RJCE) in relating with students and supporting their engagement with learning. Exploring knowledge, fostering attitudes, developing understanding and practising leadership skills are central for each of the following module aims: i. creating a just and equitable learning climate for students ii. nurturing healthy, inclusive, diverse and transformative relationships with students and other partners in the education process - parents, staff, etc. iii. repairing harm and responding proactively to situations of conflict across the school community iv. identifying the values which informs one’s own learning process as a becoming teacher v. establishing connections between personal subjective experience, professional placement practice and module participation. This module will also introduce students to a range of contemplative practices including short mindfulness exercises, visualisation, relaxation exercises and reflective writing tasks. These are offered to encourage present moment awareness and to avert a preoccupation with the past or an anxiety about the future in the process of teaching and learning. In adopting a Contemplative Educational approach, the module encourages deep learning, shifting to ‘first person’ approaches which connect students to their lived, embodied experience of their own learning. As well as a focus on what happens ‘out there’ students are encouraged to also become more aware of their ‘inner world’ developing a practical intelligence through cultivating attention (learning to be absorbed and to absorb), attunement (awareness of external and internal stimuli), and insight (awareness about one’s own learning processes). Students will be expected to attend and contribute to lectures, interact with module learning resources, actively participate in support tutorials, and engage in peer to peer learning. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate in-depth knowledge and understanding from evaluating evidence based practice on a restorative justice for a contemplative education approach (RJCE) 2. Identify and appropriately incorporate good practice in RJCE to facilitate an intentional caring and learning climate where cooperation, collaboration, and inclusiveness are evident. 3. Develop a capacity for insightful educational leadership and practise the skills required to work collaboratively with colleagues and other partners in education 4. Adopt a contemplative practice approach to education as a way of grounding oneself amidst the demands and stresses of contemporary living as a human being and as a teacher 5. Introduce students to the professional code of conduct for teachers which serves as a guiding compass to practise ethically in upholding honour and dignity for all in education 6. Critically assess and evaluate a restorative justice for a contemplative education approach (RJCE) to relating and working with students and others. | |||||||||||||||||||||||||||||||||||||||||||
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
Week 1: A Beginner’s Mind: Learning to bump into thingsA. Exploring how we will work together and awareness of my own learning process B. Establishing Intentions for the module - learning to become a “good enough” teacher C. Being mindfully present as a Human Being who happens to be a teacher!Week 2: The School Climate - what’s the weather like around here?A. The School Climate and Traditional Models of Behaviour/Discipline/Relationship B. Values, Beliefs, Culture and Bias as Agents of Change C. Understanding Behaviour as the communication of our needsWeek 3: Philosophy with Practice - talking and walkingA. Experiencing Injustice and the Wisdom of Trauma B. Brief history of Restoratives Justice for a Contemplative Education (RJCE) C. Defining RJCE D. The philosophy and practice of RJCE - core principles and practicesWeek 4: What happened - ATTENDING to the storyA. Watch your language! Language as power in RJCE B. Overview of the RJCE Script C. Attending to the story - telling, listening and what gets in the wayWeek 5: Head Space - THINKING RestorativelyA. Thoughts are not Facts B. What, and not Why C. Slowing downWeek 6: Exploring FEELINGS/EMOTIONS RestorativelyA. Paying attention! B. Becoming aware C. The Compass of ShameWeek 7: Moving Forward - ACTING restorativelyA. Being and Doing with... B. Virtues as a Practice - Try it out C. Tolerating the PUCA!Week 8: Widening the Restorative Circle - Working with Parents/GuardiansA. Context is everything B. Asking for help C. Widening the circleWeek 9: BEING Restorative with MyselfA. Embodying Restoration B. Compassion for Self and Others C. Being good enough D. Beginning again | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||