Registry
Module Specifications
Archived Version 2012 - 2013
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Description The purpose of this module is to introduce participants to basic sociological theories. In this module students will develop knowledge of the social issues that impact on access, disadvantage and equality and to apply sociological theory to explain these issues within educational settings. The approach taken allows students to research, discuss and evaluate the social context in which they work and to understand these contexts as they are shaped by wider social changes and movements. Additionally, this module provides a platform of knowledge that allows participants to tackle work that requires more in depth social analysis. Students are expected to attend lectures, contribute to discussions and activities and complete assessments | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Demonstrate a commitment to identifying, understanding and valuing diversity in educational contexts 2. Discuss coherently theoretical aspects of the sociology of education 3. Explain some of the social issues that emerge within educational settings (e.g social class, gender, interculturalism etc) 4. Critically apply sociological theory to the issues that emerge in students' own work based practice settings | |||||||||||||||||||||||||||||||||||||||||
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 Introduction to the sociology of educationEducation, social class and theoryEducation, ability grouping and theoryCritical writing workshopEducation, gender and theoryEducation, peer cultures, extra-curricular activities and theoryEducation, discrimination and theoryEducation, multiculturalism, interculturalism and theoryEducation, disability and theoryEducation, power and authority and theory | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||||||
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