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Module Specifications

Archived Version 2003 - 2004

Module Title Values, Identity and Intercultural Learning
Module Code ES310
School School of Education Studies

Online Module Resources

Level 1 Credit Rating 5
Pre-requisite None
Co-requisite None
Module Aims
The purpose of this module is to enquire into the nature of values and their relevance in education and training settings. The module will address the area of values from the perspective of individual identity, interculturalism and the reflective practitioner.

Learning Outcomes
On completion of this module students will be able to: Analyse the role of values in their organisations Consider how these values impact on their roles as educators/trainers Critically appraise the cognitive development approach to values through a study of Kohlberg's theory of moral development Reflect on the relationship between individual identity and informed citizenship Explore the concept of intercultural understanding in the affective and cognitive learning domains Design curricula which include reference to values, identity and active citizenship in an intercultural context Explore methodologies for enhancing training in an intercultural setting

Indicative Time Allowances
Lectures 30
Tutorials 3
Laboratories 0
Seminars 0
Independent Learning Time 42

Total 75
Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.

Indicative Syllabus
This module will include the following: Values in education and Values Education: examining the implications of values in the education and training context with particular reference to the ethos and culture of the client organisation. The hidden curriculum: how the values of an organisation can have implications for the entire organisation with particular reference to espoused valued and actual values as perceived through day to day interactions in the organisation The Reflective Practitioner: an exploration of values an attitudes form the individual perspective of the practitioner and the impact on practice Issues of Identity: Examine a range of key texts in relation to international, national and cultural identity Inclusive Citizenship: Examine curricula in the area of civic, social and political education with a view to developing an inclusive curriculum Mapping Interculturalism: The move from monocultural educational settings through multiculturalism to interculturalism and the implications for education and training Inclusive Learning: Examine the impact of learning theories, different learning styles and training methodologies from the perspective of values, identity and interculturalism
Continuous Assessment100% Examination Weight0%
Indicative Reading List
Essential: Learning for Active Citizenship (2001) The European Commission Foreword; Edith Cresson Stephenson, J; Ling, L; Burman, E. and Cooper, M. (1998) Values in Education London: Routledge Banks, J. (1997) Educating Citizens in a Multicultural Society. New York. Teachers College Press. Supplementary: Church, C. and Visser, A. (2001) Multiculturalism and Diversity. Derry: Incore Farrell, F. and Watt, P. (2001) Responding to Racism in Ireland. Dublin: Veritas Willet, C. (1998) Theorising Multiculturalism. Blackwell: Oxford Young, C. (1999) The Accommodation of Cultural Diversity. Macmillan Press: Belfast.
Programme or List of Programmes
BETBachelor in Further Educ. & Training