Latest Module Specifications
Current Academic Year 2025 - 2026
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Description In this module students will engage with major sociological paradigms in order to understand their role as educators within schools and society. Issues associated with (in)equality of educational opportunity will be explored through the lens of relevant theory, research and experience. Students will be supported in examining how inclusive, equitable and responsive practices and content positively impact pupil wellbeing, gender parity, social justice and sustainable development. In this module students will approach Intercultural Education, Human Rights Education and Education for Sustainable Development with a solution focused mindset, using critically reflective skills to nurture their own capacity to be socially conscious, future oriented individuals and to value and scaffold this capacity in their pupils also. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect on different sociological theories and research and appraise their impact on teaching, learning and assessment in post primary education 2. Synthesise major sociological concepts and curricular frameworks and interpret their significance for understanding teachers as change agents in schools and society 3. Use a critically informed human rights framework to examine key concerns within the Irish Education System and wider society 4. Develop a solution focused mindset to analyse and problem-solve responses to complex issues such as diversity, equality and sustainability 5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Social Class, Social (Im)mobility and Individual Opportunities Language of Education; Perceptions of Ability and the Potential for Transformability Gender as Identity and Social Construct and the Role of Gender Flexible Pedagogy Global Gender (In)equalities in Education and the Labour Market Power Structures in Schools and Student Voice Race as Identity and Social Construct and the Role of Culturally Responsive Pedagogy The Social Construction of (Dis)ability Co-Curricular Activities and the Role of Sport in Schools Deschooling, Reschooling and Homeschooling Maximising Educational Opportunities: Sustainable Human Flourishing and Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||