Registry
Module Specifications
Archived Version 2010 - 2011
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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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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 | |||||||||||||||||||||||||||||||||
| 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 at 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. | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
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Learning for Active Citizenship (2001) The European CommissionForeword; Edith CressonStephenson, J; Ling, L; Burman, E. and Cooper, M. (1998) Values in EducationLondon: 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.n/a Rami, J., Schuh, M.,LeRoy, E. Supporting students from different cultural backgrounds, CiCeA, 2007. Rami, J., Lalor, J., Berg, W., Elm, A., Lorencovic, J., & Maiztequi-Oñate. Developing Competencies in Citizenship Education and the Development of Identity in First Cycle Undergraduate Programmes, CiCeA, 2006. Rami, J., Lalor, J., Berg, W., Elm, A., Lorencovic, J., & Maiztequi-Oñate. Developing Competencies in Citizenship Education and the Development of Identity in Second Cycle Postgraduate Programmes, Vol 2, CiCeA, 2006. | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| BET | BSc in Education & Training | ||||||||||||||||||||||||||||||||
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