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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-
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.



Workload Full-time hours per semester
Type Hours Description
Seminars24Weekly 2-hour sessions
Independent Study51No Description
Assignment Completion50No 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 Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reflective journalStudents 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
AssignmentStudents 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 curriculum50%n/a
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,

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