Latest Module Specifications
Current Academic Year 2025 - 2026
No Banner module data is available
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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. | |||||||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||||||
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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
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. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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