Module: Educational practices and systems for peace

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Educational practices and systems for peace
Module Code	SG409 (ITS) / EDP1144 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Benjamin Mallon
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Develop a scheme of work of at least six lessons, for a specified Irish primary classroom, which will engage with conflict-related or peace-related content. This document should highlight the key learning objectives, points of intersection with the national curriculum, and key methodologies to be employed. The document should be accompanied by a 500 words supporting statement which provides theoretical justifications for both the content and the methodologies employed within the planning document.

Description

This module explores how classroom practices and educational systems may be best developed to offer a contribution towards building more just and equitable societies. It begins with a critical analysis of the converse potential of education policies and practices, where, on one hand, education offers a means of positively transforming negative conflict and on the other hand, education may serve as a vehicle for perpetuating conflict and therefore represent a barrier to peace. Using a variety of international case studies, the module explores how education systems, school structures and classroom practices influence how children learn about and experience conflict within schools. These case studies offer students the opportunity to consider the role of formal education as a vehicle for peacebuilding and to reflect on how their understandings of conflict-related learning may support both a meaningful critique of education within the Irish context and an engagement with inclusive classroom practices which seek to develop social cohesion, support equity and challenge negative conflict at a local and global level. The module provides a deeper exploration of the modes of education which have been harnessed as means of challenging negative conflict and building peace. It provides a particular focus on how Global Citizenship Education may support the exploration of conflict-related topics and other ‘controversial issues’ in the primary classroom.

Learning Outcomes

1. Demonstrate understanding of the approaches used to develop a sensitive classroom ethos as a foundation for the teaching of ‘controversial issues’.
2. Develop a planning framework to support the sensitive and meaningful classroom teaching of controversial issues.
3. Discuss how aspects of educational systems, school structures and practices have served as a barrier towards positive peace.
4. Analyse the key modes of education, and their associated methodologies, which have been promoted as potential means of building peace.
5. Justify how research into conflict-related learning should inform educational policy and practice, with a specific focus on the Irish context.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	24	Interactive double seminars
Independent Study	61	Research, reading literature
Assignment Completion	40	Two assignments
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

Module Introduction: Classrooms as Safe Spaces for learning
Within this module, students will explore a range of approaches intended to develop ‘supportive and sensitive classroom ethos’ (McCully, 2004) and consider how such strategies may be adapted for their practice. A consideration of classroom climate will also explore values and goals which may underpin the teaching of controversial issues. This module will support students to explore the factors that influence whether or not an issue is considered controversial. This investigation will serve as a gateway to exploring conceptual frameworks which illuminate the themes of ‘conflict’ and ‘peace’.

Exploring the different faces of education in conflict-affected regions
Students will undertake a critical exploration of the converse potential of education - as a vehicle for peacebuilding but also as a means of perpetuating violent conflict. Through a framework of positive peace, which considers both the absence of violence but also the presence of equity and social cohesion, students will investigate how education structures, school systems, national curricula and classroom practice influence how children learn about and experience conflict. This exploration will support students to develop a deeper analysis of the contribution of all aspects of educational systems towards peace.

Investigating peacebuilding education
This module will provide students with the opportunity to consider educational approaches to peacebuilding which have been developed to support young people’s conflict-related learning. Such approaches include Global Citizenship Education, Human Rights Education, education for tolerance, personal conflict resolution and approaches focused on dialogue and storytelling. The module will offer the opportunity to examine how the theory of such approaches translates into classroom practice and to reflect on the implications for personal practice and educational leadership.

Key Resources
Throughout this module, the students will critically analyse academic texts concerned with the theoretical foundations of the relationship between education and conflict, as well as a critical exploration of existing educational resources (including digital resources) designed to support practitioners in the development of peacebuilding education practice.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Development of a ‘good practice’ planning framework for the teaching of controversial issues.	50%	Sem 1 End
Assignment	Using the Irish Primary Curriculum as a key document, undertake a critical analysis of the peacebuilding potential of the Irish education system.	50%	Sem 1 End

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

L. Davies: 2004, Davies, L. (2003). Education and conflict: Complexity and chaos., Routledge,

Other Resources

52243, Website, 0, Facing History and Ourselves Website, https://www.facinghistory.org/, 52244, Website, 0, Development Education Reources, https://developmenteducation.ie/resources/,