| Section Breakdown | | CRN | 10548 | 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 | Jane O'Kelly | Module Teacher | James O'Higgins Norman, Majella Mcsharry, Orna Farrell |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
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| 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
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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Indicative Reading List
Books:
- Lynch, K. and Lodge, A. (2002): 0, Equality and Power in Schools, London: Routledge Falmer,
- Sadovnik, A: 2007, Sociology of Education, UK: Taylor and Francis,
- Slattery, M. (2003): 0, Key Ideas in Sociology, UK: Nelson Thornes,
- Lyons, M. et al., (2003): 0, Inside Classrooms: the teaching and learning of mathematics in social context, Dublin: IPA,
- Lodge, A. and Lynch, K. (2004): 0, Diversity at School, Dublin: IPA / Equality Authority,
- Bourdieu, P. and Passeron, J.C. (1990): 0, Reproduction in Education, Society and Culture, London: Sage,
- Goffman, E. (1963): 0, Stigma, London: Penguin,
- McSharry, M. (2009): 0, Schooled Bodies? Negotiating Adolescent Validation through Press, Peers and Parents, UK: Trentham,
- Young, I.M. (2000): 0, Inclusion and Democracy, New York: Oxford University Press,
- Rabinow, P. (1984): 0, The Foucault Reader, Harmondsworth: Penguin,
- Bernstein, B. (1971): 0, Class, Codes and Control, London: Routledge and K. Paul,
- Beck, P. and Earl, M. (2003): 0, Key Issues in the Secondary Education, London: Continuum,
Articles:
- Moore, R. (2004): 0,
Cultural capital: objective probability and the cultural arbitrary
in British Journal of Sociology of Education, Vol. 25, No. 4, 864
- 0: “Creating an Inclusive School: the influence of teacher attitudes†Irish Educational Studies, vol. 20, pp 125-138, 865, 1
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Imported or important theory? Sociological interrogations of disablement and special education
in British Journal of Sociology of Education, vol. 18, no. 3: 866, 1, Mills, C
- 867: 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): 0,
Troubling boys and disturbing discourses on masculinity and schooling
in Gender and Education, Vol. 11, No. 1, 870
- 2007: ‘Successful Girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality’ in Gender and Education, Vol. 19. No. 4, 871, 1
- ‘Gender and achievement: are girls the ‘success stories’ of restructured education systems?’ in Educational Review, Vol 62. No. 2: 872, 1, Drudy, S
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Other Resources
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