| Module Title |
History Citizenship Identity & Intercultural in diverse classrooms |
| Module Code |
EDP1047 (ITS: SG314) |
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Faculty |
STEM Ed, Innov, Global Studies |
School |
DCU Institute of Education |
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NFQ level |
8 |
Credit Rating |
5 |
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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.
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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.
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| Workload | Full time hours per semester | | Type | Hours | Description |
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| Seminars | 24 | Weekly 2-hour sessions | | Independent Study | 51 | No Description | | Assignment Completion | 50 | No Description |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 20273 | Part of Term | Semester 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Maria Barry | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
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| 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;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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Indicative Reading List
Books:
- 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,
Articles:
- Waldron, F.; ní Cassaithe, C., Barry, M. and Whelan, P.: 2021, Critical historical enquiry for a socially just and sustainable world, 50516
- 2018: Critical theory and history education., The Wiley international handbook of history teaching and learning, 283-3,
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Other Resources
- Report: NCCA, 2019, Curriculum audit: Traveller culture and history in the curriculum, Dublin, NCCA,
- Websites: 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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