Module: Access, Disadvantage, Equality in Education

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Access, Disadvantage, Equality in Education
Module Code	EDS1055 (ITS: ES477)
Faculty	Human Development	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

The purpose of this module is to introduce participants to basic sociological theories. In this module students will develop knowledge of the social issues that impact on access, disadvantage and equality and to apply sociological theory to explain these issues within educational settings. The approach taken allows students to research, discuss and evaluate the social context in which they work and to understand these contexts as they are shaped by wider social changes and movements. Additionally, this module provides a platform of knowledge that allows participants to tackle work that requires more in depth social analysis. Students are expected to attend lectures, contribute to discussions and activities and complete assessments

Learning Outcomes

1. Demonstrate a commitment to identifying, understanding and valuing diversity in educational contexts
2. 1D646C04-8DF3-0001-37F8-103075A74470

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	25	Lecture time
Independent Study	50	Reading
Assignment Completion	50	Preparation of assignment
Total Workload: 125

Section Breakdown
CRN	12012	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Majella Mcsharry	Module Teacher

Section Breakdown
CRN	21287	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	Majella Mcsharry	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	n/a	100%	Week 1

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

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

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Indicative Reading List

Books:

Lynch, K. and Lodge, A.: 2002, Equality and Power in Schools, Routledge Falmer, London,
Slattery, M.: 2003, Key Ideas in Sociology, Nelson Thornes, UK,
Sadovnik, A,: 2007, Sociology of Education, UK: Taylor and Francis,
Bourdieu, P. and Passeron, J.C.: 1990, Reproduction in Education, Society and Culture,, Sage, London,
Lyons, M. et al.: 2003, Inside Classrooms: the teaching and learning of mathematics in social context, IPA, Dublin,
Lodge, A. and Lynch, K.: 2004, Diversity at School, IPA / Equality Authority, Dublin,
Goffman, E.: 1963, Stigma, Penguin, London,
McSharry, M.: 2009, Schooled Bodies? Negotiating Adolescent Validation through Press, Peers and Parents, Trentham Books, Stoke on Trent,
Young, I.M.: 2000, Inclusion and Democracy, Oxford University Press, New York,
Rabinow, P.: 1984, The Foucault Reader, Penguin, Harmondsworth,
Bernstein, B.: 1971, Class, Codes and Control, Routledge and K. Paul, London,
Beck, P. and Earl, M.: 2003, Key Issues in the Secondary Education, Continuum, London,

Articles:

Moore, R.: 2004, Cultural capital: objective probability and the cultural arbitrary, British Journal of Sociology of Education, Vol. 25, No. 4, 5970
0: Creating an Inclusive School: the influence of teacher attitudes, Irish Educational Studies, vol. 20, pp 125-138, 5971, 1
Imported or important theory? Sociological interrogations of disablement and special education: British Journal of Sociology of Education, vol. 18, no. 3, 5972, 1, Mills, C
5973: 1, Nash, R,, 2001, ‘Class, ‘Ability’ and Attainment: A problem for the sociology of education’ in British Journal of Sociology of Education, Vol. 22. no 2.,
1: Edwards, T, 2002, ‘A Remarkable Sociological Imagination’ in British Journal of Sociology of Education, Vol. 23. no 4.,
Reed, L.R.: 1999, Troubling boys and disturbing discourses on masculinity and schooling, Gender and Education, Vol. 11, No. 1, 5976
2007: ‘Successful Girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality’ in Gender and Education, Vol. 19. No. 4, 5977, 1
‘Gender and achievement: are girls the ‘success stories’ of restructured education systems?’ in Educational Review, Vol 62. No. 2: 5978, 1, Drudy, S

Other Resources

None