Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This introductory module builds on students’ understanding of children and childhoods to explore the idea of children as rights-holders. It looks at the implications of the Convention on the Rights of the Child for education generally and focuses more specifically on its implications for classroom management, teaching and learning and whole school structures. Using active and participatory methodologies, this module explores the synergies between children’s rights education and social constructivism. It examines concepts such as child-led learning and enquiry-based learning as offering authentic contexts for children’s decision-making. The module draws on key literature and current exemplars of practice to explore the idea of children as citizens in classrooms and whole school contexts. It looks at different models of school participation such as student councils and green school committees. The module models rights-based practice uses inclusive teaching approaches which can inform planning and practice in primary classrooms across the curriculum. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate understanding of the implications of the Convention on the Rights of the Child for educational structures, processes and practice for whole schools and classroom contexts. 2. Demonstrate understanding of key concepts of voice, participation, best interest and evolving capacity and their implications for practice. 3. Develop a research-informed evaluation of current practice in Irish education in terms of curriculum and pedagogy from a rights-based perspective. 4. Apply principles of voice and participation, derived from a children’s rights perspective, to design lessons in a range of curriculum areas. 5. Demonstrate understanding of the concept of children as citizens and its implications for classroom and school communities. 6. Appreciate the emergent nature of the related fields of children’s rights and human rights education and identify gaps, contradictions and omissions. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Indicative Content ● Understanding the UNCRC as part of a wider human rights framework and becoming familiar with its articles and underpinning concepts of voice, participation, best interest, and evolving capacity; ● Introduction to a range of frameworks relating to voice and participation (e.g. Lundy, 2007 ; Hart, 1997) and, drawing on literature in the field, demonstrate their application to inclusive education practice; ● Introduction to key policy documents in an Irish context which address rights of participation and voice (e.g. Better Outcomes, Brighter Futures Report of The National Policy Framework for Children & Young People 2014-2020; National Strategy on Children and Young People’s Participation in Decision-making, 2015-2020); ● Examining the connections and synergies between social constructivism, human rights education, active learning and child-led learning, Global Citizenship Education; examining and evaluating human rights education strategies and resources (e.g. Lift Off; Right Sparks etc.), including digital resources (e.g. Making Rights Real and other OCO resources); developing teaching strategies, activities and resources that exemplify creative human rights education practice across the curriculum; ● Exploring the concept of child citizenry in the context of democratic education and education for democracy; Looking at the connections between democratic education and rights-based approaches to education in whole school contexts. Examining current examples of children’s participation in decision-making e.g. student councils, green school committees, restorative practices in schools, rights-respecting schools. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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