Module: History Citizenship Identity & Intercultural in diverse classrooms

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	History Citizenship Identity & Intercultural in diverse classrooms
Module Code	SG314 (ITS) / EDP1047 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Maria Barry
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This module supports students to make connections between history, citizenship, identity and interculturalism and to consider the implications of this for their history planning and practice. It explores critical questions that underpin an inclusive approach to the selection of historical issues and sources for use in the classroom, in addition to addressing approaches to history education in diverse societies. The module also explores the Oral Language strand of the Primary Language Curriculum (2019) and draws on and examines the role of discussion-based and dialogic pedagogies for democratic deliberation and debate in history. Key concepts that underpin the module include historical empathy, representation, agency and perspectives. Historical substance of particular relevance to this module includes the transatlantic slave trade, colonialism, indigenous histories and gender.

Learning Outcomes

1. Identify theoretical and practical connections between history education and citizenship education at all stages of primary education, from infants to sixth class
2. Plan and resource engaging learning opportunities for children that reflect an inclusive approach to teaching history and recognise indigenous histories and multiple identities
3. Demonstrate a knowledge of policy documents, theory and pedagogic content knowledge, particularly as they relate to the connections between history education and citizenship education
4. Critically engage with history education theory, particularly as it relates to citizenship, identity and interculturalism
5. Demonstrate a secure knowledge and understanding of dialogic and discussion-based approaches to history teaching and the connections to the Oral Language strand of the curriculum.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	24	Weekly 2-hour sessions
Independent Study	51	No Description
Assignment Completion	50	No Description
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

History, citizenship, identity and interculturalism in diverse classrooms
The course will develop students’ knowledge and understanding of the connections between history education and citizenship education and how to integrate these connections into the planning and teaching of history across primary education from infants to sixth class. The course will involve students: • Critically exploring connections between history education, citizenship education and intercultural education through literature, reflection and classroom-based discussions • Identifying opportunities to diversify history teaching in the classroom through planning, using a number of social justice education frameworks • Working together to research and gather a bank of historical sources that reflect diversity, inclusion and indigenous histories. • Encounter indigenous histories and the histories of ethnic minorities in Ireland, such as the Traveler Community and members of the African and Polish diaspora in Ireland • Taking part in discussion-based pedagogies for deliberation and debate in history, with a view to planning for their incorporation into their own planning and teaching • Developing and delivering a number of activities related to the course content for use in a senior primary class • Using a critical historical enquiry lens to explore relevant historical topics such as the transatlantic slave trade, colonialism and indigenous histories. • Planning for teaching using the critical historical enquiry cycle

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Reflective journal	Students must select 5 Seminars to reflect on over the course of the Semester. Guiding questions for reflection are provided. Reflections must show evidence of engagement with the seminars and with the associated literature (2 readings assigned to each seminar). Reflections must demonstrate knowledge of the curriculum and how the seminar content and concepts link to the Primary History Curriculum and other relevant policy documents. Please note: students cannot reflect on a seminar that they have not attended.	50%	n/a
Assignment	Students carry out an audit of previous history lessons and plans using social justice education frameworks for history. Students develop a diverse bank of historical sources to be used as part of a history lesson delivered in a senior primary class. The audit and sources bank should demonstrate theoretical and practical understandings of critical and inclusive approaches to history education and include connections to citizenship education across the curriculum	50%	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

Barton, K. C., & Levstik, L. S: 2004, Teaching history for the common good, Routledge,
Get Up and Goals: 2020, A global geo-history textbook, www.getupandgoals.eu,

Other Resources

51585, Report, NCCA, 2019, Curriculum audit: Traveller culture and history in the curriculum, Dublin, NCCA, 51586, Websites, 0, www.history.org.uk www.interculturalleducation.ie www.facinghistory.org www.bighistoryproject.com www.developmenteducation.ie www.paveepoint.ie www.itmtrav.ie www.africacentre.ie,