Module: Values, Identity & Intercultural Learning

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Values, Identity & Intercultural Learning
Module Code	EDU1081 (ITS: ES310)
Faculty	Policy & Professional Practice	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

The purpose of this module is to enquire into the nature of values and their relevance in a broad range of education and training settings, including traditional, vocational, adult and further education contexts. The module will address the area of values from the perspective of individual identity, interculturalism and the reflective practitioner. Students will be introduced to theoretical models addressing both teaching of values and teaching values.

Learning Outcomes

1. Outline the role of values in education and training.
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3. Design curricula which recognise the diversity of values, identity and culture in education and training contexts and which could be implemented in a wide range of such settings.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	Lecturing input
Independent Study	60	Self-directed reading and revision
Independent Study	11	Self and tutor-directed reading of course material
Assignment Completion	30	Researching, structuring information, writing up
Total Workload: 125

Section Breakdown
CRN	10543	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	John Lalor	Module Teacher	Francesca Lorenzi, Orna Farrell

Type	Description	% of total	Assessment Date
Assessment Breakdown
Portfolio	Portfolio of coursework	100%	Sem 1 End

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

Theme 1
Values in Education and Values Education: examines the implications of values in a wide range of education and training contexts.

Theme 2
The Hidden Curriculum: investigates how the values of an organisation can have implications for the entire organisation with particular reference to espoused values and actual values as perceived through day-to-day interactions in the organisation.

Theme 3
The Reflective Practitioner: an exploration of values and attitudes from the individual perspective of the practitioner and the impact on practice.

Theme 4
Issues of Identity: examines a range of key texts in relation to international, national and cultural identity.

Theme 5
Inclusive Citizenship: examines curricula in the area of civic, social and political education with a view to developing an inclusive curriculum in a range of education and training settings.

Theme 6
Interculturalism: looks at the move from monocultural educational settings through multiculturalism to interculturalism, and the implications for education and training.

Theme 7
Inclusive Learning: explores the impact of learning theories, different learning styles and training methodologies from the perspective of values, identity and interculturalism.

Indicative Reading List

Books:

Edith Cresson: 0, Learning for Active Citizenship, The European Commission,
Stephenson, J; Ling, L; Burman, E. and Cooper, M.: 1998, Values in Education, Routledge, London,
Banks, J.: 1997, Educating Citizens in a Multicultural Society, Teachers College Press, New York,
Church, C. and Visser, A: 2001, Multiculturalism and Diversity, Incore, Derry,
Willet, C.: 1998, Theorising Multiculturalism, Bklckwell, Oxford,
Lalor, J; Spintourakis, J; Berg, W: 2011, Cultural Diversity in the Classroom: A European Comparison, VS Verlag fÃ¼r Sozialwissenschaften, Germany, 3531182927
Rachels J & Rachels S: 2010, The elements of moral philosophy, McGraw-Hill Higher Education, New York, 0073386715

Articles:

Campbell, A: 2000, Cultural identity as a social construct, Intercultural Education, Vol. 11, No. 1, 520440
2007: Not To Wear: Dress Codes and Uniform Policies in the Common School, Journal of Philosophy of Education, Vol. 41, No. 4, 520441, 1
The intersectionality of nationalism and multiculturalism in the Irish curriculum: teaching against racism?: Race Ethnicity and Education, Vol. 12, No. 3, 520442, 1, Merry, S
Journal of Moral Education: Vol. 34 (1), 520443, 1, Orlenius, K, 2008
Vol. 37 (4):

Other Resources

1: Website, Smith, M.K., 2000, Curriculum theory and practice:the encyclopedia of informal education,