Module: Education in Forced Migration Contexts

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As such, this is a point in time view of data which will be refreshed periodically.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

Module Title	Education in Forced Migration Contexts
Module Code	LC584 (ITS) / EDU1157 (Banner)
Faculty	Humanities & Social Sciences	School	SALIS
Module Co-ordinator	-
Module Teachers	Angela Leahy, Catherine Geraghty, Fiona Gallagher, Lucía Pintado Gutiérrez, Martin Toal
NFQ level	9	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

The aim of this module is to investigate the role that education, recognised as a key enabler of quality of life and opportunities, plays in the lives of refugees and international protection applicants. It examines education in a variety of contexts, including formal, non-formal and informal settings, in so doing, paying attention to different stages, from primary through secondary and higher, to adult education. Students will be directed to engage with factors pertaining to access, recognition of qualifications, critical and inclusive pedagogies, language acquisition, on-line learning, and teaching in challenging circumstances. Education policies as well as case studies and dilemmas will be studied in order to provide a comprehensive overview of this dynamic and highly contested refugee space.

Learning Outcomes

1. Demonstrate an understanding of key theories in the field of migrant education literature, with particular reference to forcibly displaced migrants.
2. Critically analyse the main approaches, methodologies and needs in teaching and learning contexts, including language acquisition, integration, and teaching and learning roles.
3. Develop the ability to critically reflect on the specific needs, motivations and cultural backgrounds of refugees and international protection applicants in formal, non-formal and informal contexts.
4. Demonstrate the ability to work collaboratively in a multicultural environment
5. Communicate effectively in digital environments

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	48	No Description
Independent Study	202	No Description
Total Workload: 250

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

Indicative Content:
The aim of this module is to investigate the role that education, recognised as a key enabler of quality of life and opportunities, plays in the lives of refugees and international protection applicants. It examines education in a variety of contexts, including formal, non-formal and informal settings, in so doing, paying attention to different stages, from primary through secondary and higher, to adult education. Students will be directed to engage with factors pertaining to access, recognition of qualifications, critical and inclusive pedagogies, language acquisition, on-line learning, and teaching in challenging circumstances. Education policies as well as case studies and dilemmas will be studied in order to provide a comprehensive overview of this dynamic and highly contested refugee space.

Indicative topics
The role and function of education as a key human development resource; Opportunities and barriers accessing higher education; Migrant children's and adult education; VaKE (Values and Knowledge Education) dilemma; Second Language Acquisition. Teaching in challenging situations

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Reflective journals and peer presentation	100%	n/a

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

Cummins, J. California: 2001, Negotiating Identities: Education for Empowerment in Diverse Society, 2nd, Association for Bilingual Education, Los Angeles,
Cummins, J. and Early, M. (eds): 2011, Identity Texts: the collaborative creation of power in multilingual schools, Trentham Books, Stoke-on-Trent,
Duchêne,A., Moyer, M. and Roberts, C. (eds): 2013, Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work, Multilingual Matters, Bristol,
García, O. and Wei, L.: 2014, Translanguaging: Language, bilingualism and education, Palgrave Macmillan, New York,
Norton, B.Bristol: 2013, Identity and language learning: Extending the conversation, Multilingual Matters, Toronto,
Norton, B and Toohey, K (eds): 2004, Critical pedagogies and language learning, Cambridge University Press, Cambridge,
Piller, I.: 2016, Linguistic diversity and social justice, Oxford University Press, Oxford,

Other Resources

65716, Website, Beacco, J-C., Little, D. Hedges, C., 2014, Linguistic Integration of Adult Migrants: Guide to policy development and implementation., Strasbourg, Council of Europe, http://www.coe.int/en/web/lang-migrants, 65717, Website, Capstick, T. and Delaney, M., 2016, Language for Resilience. The role of language in enhancing the resilience of Syrian refugees and host communities, British Council, https://www.britishcouncil.org/sites/default/files/language-for-resilience-report-en.pdf,

The module has been. revised in terms of title and content - less reliant on SLA and moving focus more centrally to education in refugees' lives.