Registry
Module Specifications
Archived Version 2005 - 2006
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Module Title |
Values, Identity and Intercultural Learning
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Module Code |
ES310
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School |
School of Education Studies
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Online Module Resources
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Level |
1
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Credit Rating |
5
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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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.
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Learning Outcomes
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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
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Indicative Time Allowances
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Hours
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Lectures |
30
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Tutorials |
3
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
42
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Total |
75
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Placements |
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Assignments |
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NOTE
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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.
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Indicative Syllabus
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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
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| Assessment | | Continuous Assessment | 100% | Examination Weight | 0% |
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Indicative Reading List
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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.
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Programme or List of Programmes
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| BET | BSc in Education & Training |
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