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Module Specifications

Archived Version 2007 - 2008

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

Online Module Resources

Module Co-ordinatorDr Kathy HarrisonOffice NumberC1123
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 and outline methodologies for enhancing training in an intercultural setting

Indicative Time Allowances
Lectures 30
Tutorials 3
Seminars 4
Independent Learning Time 38

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: examines the implications of values in the education and training context with particular reference to the ethos and culture of the organisation. 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. The Reflective Practitioner: an exploration of values and attitudes from the individual perspective of the practitioner and the impact on practice. Issues of Identity: examines a range of key texts in relation to international, national and cultural identity. Inclusive Citizenship: examines curricula in the area of civic, social and political education with a view to developing an inclusive curriculum. Interculturalism: looks the move from monocultural educational settings through multiculturalism to interculturalism, and the implications for education and training. Inclusive Learning: explores 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 CommissionForeword; Edith CressonStephenson, J; Ling, L; Burman, E. and Cooper, M. (1998) Values in EducationLondon: RoutledgeBanks, J. (1997) Educating Citizens in a Multicultural Society. New York.Teachers College Press.Supplementary:Church, C. and Visser, A. (2001) Multiculturalism and Diversity. Derry: IncoreFarrell, F. and Watt, P. (2001) Responding to Racism in Ireland. Dublin: VeritasWillet, C. (1998) Theorising Multiculturalism. Blackwell: OxfordYoung, C. (1999) The Accommodation of Cultural Diversity. Macmillan Press: Belfast.

Assessment for the course will be based entirely on course work. There will be no written examination

End of Module Paper 50%

Course Journal 50%

Programme or List of Programmes
BETBSc in Education & Training
ETBSc in Education & Training