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Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code
School

Online Module Resources

NFQ level 9 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description

The aim of this module is to investigate the role that education, recognised as a key enabler of quality of life and opportunities, plays in the lives of refugees and international protection applicants. It examines education in a variety of contexts, including formal, non-formal and informal settings, in so doing, paying attention to different stages, from primary through secondary and higher, to adult education. Students will be directed to engage with factors pertaining to access, recognition of qualifications, critical and inclusive pedagogies, language acquisition, on-line learning, and teaching in challenging circumstances. Education policies as well as case studies and dilemmas will be studied in order to provide a comprehensive overview of this dynamic and highly contested refugee space.

Learning Outcomes

1. Demonstrate an understanding of key theories in the field of migrant education literature, with particular reference to forcibly displaced migrants.
2. Critically analyse the main approaches, methodologies and needs in teaching and learning contexts, including language acquisition, integration, and teaching and learning roles.
3. Develop the ability to critically reflect on the specific needs, motivations and cultural backgrounds of refugees and international protection applicants in formal, non-formal and informal contexts.
4. Demonstrate the ability to work collaboratively in a multicultural environment
5. Communicate effectively in digital environments



Workload Full-time hours per semester
Type Hours Description
Lecture48No Description
Independent Study202No Description
Total Workload: 250

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

Indicative Content:
The aim of this module is to investigate the role that education, recognised as a key enabler of quality of life and opportunities, plays in the lives of refugees and international protection applicants. It examines education in a variety of contexts, including formal, non-formal and informal settings, in so doing, paying attention to different stages, from primary through secondary and higher, to adult education. Students will be directed to engage with factors pertaining to access, recognition of qualifications, critical and inclusive pedagogies, language acquisition, on-line learning, and teaching in challenging circumstances. Education policies as well as case studies and dilemmas will be studied in order to provide a comprehensive overview of this dynamic and highly contested refugee space.

Indicative topics
The role and function of education as a key human development resource; Opportunities and barriers accessing higher education; Migrant children's and adult education; VaKE (Values and Knowledge Education) dilemma; Second Language Acquisition. Teaching in challenging situations

Assessment Breakdown
Continuous Assessment% Examination Weight%
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
Unavailable
Indicative Reading List

  • Cummins, J. California: 2001, Negotiating Identities: Education for Empowerment in Diverse Society, 2nd, Association for Bilingual Education, Los Angeles,
  • Cummins, J. and Early, M. (eds): 2011, Identity Texts: the collaborative creation of power in multilingual schools, Trentham Books, Stoke-on-Trent,
  • Duchêne,A., Moyer, M. and Roberts, C. (eds): 2013, Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work, Multilingual Matters, Bristol,
  • García, O. and Wei, L.: 2014, Translanguaging: Language, bilingualism and education, Palgrave Macmillan, New York,
  • Norton, B.Bristol: 2013, Identity and language learning: Extending the conversation, Multilingual Matters, Toronto,
  • Norton, B and Toohey, K (eds): 2004, Critical pedagogies and language learning, Cambridge University Press, Cambridge,
  • Piller, I.: 2016, Linguistic diversity and social justice, Oxford University Press, Oxford,
Other Resources

38204, Website, Beacco, J-C., Little, D. Hedges, C., 2014, Linguistic Integration of Adult Migrants: Guide to policy development and implementation., Strasbourg, Council of Europe, http://www.coe.int/en/web/lang-migrants, 38205, Website, Capstick, T. and Delaney, M., 2016, Language for Resilience. The role of language in enhancing the resilience of Syrian refugees and host communities, British Council, https://www.britishcouncil.org/sites/default/files/language-for-resilience-report-en.pdf,
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