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Module Specifications

Archived Version 2017 - 2018

Module Title Values, Identity and Intercultural Learning
Module Code ES310
School 78

Online Module Resources

Module Co-ordinatorDr John LalorOffice NumberCA115b
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

The purpose of this module is to enquire into the nature of values and their relevance in a broad range of education and training settings, including traditional, vocational, adult and further education contexts. The module will address the area of values from the perspective of individual identity, interculturalism and the reflective practitioner. Students will be introduced to theoretical models addressing both teaching of values and teaching values.

Learning Outcomes

1. Outline the role of values in education and training.
2. Describe how values impact on the roles of educators and trainers.
3. Develop an appreciation of moral reasoning as a means to enhanced intercultural understanding
4. Examine the relationship between individual identity and active citizenship.
5. Explore the concept of intercultural understanding in education and training contexts.
6. Design curricula which recognise the diversity of values, identity and culture in education and training contexts and which could be implemented in a wide range of such settings.
7. Devise effective training methodologies for diverse educational settings in a variety of contexts including further and continuing education.
8. Explore the values of tolerance, respect, responsibility, democracy and recognition as the bases for intercultural understanding and education

Workload Full-time hours per semester
Type Hours Description
Lecture24Lecturing input
Independent Study60Self-directed reading and revision
Independent Study11Self and tutor-directed reading of course material
Assignment Completion30Researching, structuring information, writing up
Total Workload: 125

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

Indicative Content and Learning Activities

Theme 1
Values in Education and Values Education: examines the implications of values in a wide range of education and training contexts.

Theme 2
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.

Theme 3
The Reflective Practitioner: an exploration of values and attitudes from the individual perspective of the practitioner and the impact on practice.

Theme 4
Issues of Identity: examines a range of key texts in relation to international, national and cultural identity.

Theme 5
Inclusive Citizenship: examines curricula in the area of civic, social and political education with a view to developing an inclusive curriculum in a range of education and training settings.

Theme 6
Interculturalism: looks at the move from monocultural educational settings through multiculturalism to interculturalism, and the implications for education and training.

Theme 7
Inclusive Learning: explores the impact of learning theories, different learning styles and training methodologies from the perspective of values, identity and interculturalism.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Edith Cresson: 0, Learning for Active Citizenship, The European Commission,
  • Stephenson, J; Ling, L; Burman, E. and Cooper, M.: 1998, Values in Education, Routledge, London,
  • Banks, J.: 1997, Educating Citizens in a Multicultural Society, Teachers College Press, New York,
  • Church, C. and Visser, A: 2001, Multiculturalism and Diversity, Incore, Derry,
  • Willet, C.: 1998, Theorising Multiculturalism, Bklckwell, Oxford,
  • Lalor, J; Spintourakis, J; Berg, W: 2011, Cultural Diversity in the Classroom: A European Comparison, VS Verlag für Sozialwissenschaften, Germany, 3531182927
  • Rachels J & Rachels S: 2010, The elements of moral philosophy, McGraw-Hill Higher Education, New York, 0073386715
Other Resources

6449, Website, Smith, M.K., 2000, Curriculum theory and practice:the encyclopedia of informal education, www.infed.org/biblio/b-curric.htm,
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