Registry
Module Specifications
Archived Version 2020 - 2021
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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 | |||||||||||||||||||||||||||||||||||||
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 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 topicsThe 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 | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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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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