Module Code - Title:

EN4025 - INCLUSIVE EDUCATION 1: CONTEMPORARY PERSPECTIVES

Year Last Offered:

2024/5

Hours Per Week:

Lecture

2

Lab

0

Tutorial

2

Other

2

Private

4

Credits

6

Grading Type:

N

Prerequisite Modules:

Rationale and Purpose of the Module:

Irish society has experienced unprecedented demographic change in recent times resulting in educators responding quickly to the changing nature of cultural diversity in the classroom and other learning communities. This module seeks to explore, recognise and appreciate new expressions of race and culture with the aim of developing students' awareness and understanding of diversity in society and its implications for their professional practice. Through these lenses students will consider schools as social settings (social class, gender, ethnicity, diversity, equality of treatment) and as sites of teaching, learning and assessment.

Syllabus:

Recognising and understanding the origins of diversity within self and others; cultural diversity and the politics of difference; social inclusion and cultural diversity at local, national and international levels; policy and legal dimensions of diversity and implications for inclusive education from the perspective of race and ethnicity; implications for professional practice within the context of the classroom, school and wider community. Reflect critically on schools as institutions from a sociological perspective (gender, social class and equality of treatment) and from the perspective of teaching, learning and assessment (e.g. dominant teaching strategies and school structures; models of assessment; homework; technologies for teaching, learning and assessment including school design).

Learning Outcomes:

Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)

Identify contrasting issues between personal beliefs and professional responsibility in relation to inclusive education Examine the concept of 'inclusive schooling' from a socio-cultural perspective Identify the impact of school organizational and cultural factors on teaching, learning and assessment Interpret legal and policy perspectives of diversity from a local, national and international perspective and apply to classroom practice Evaluate an aspect of the discourse in relation to inclusive education in alternative education settings Select an artefact for inclusion in their Portfolio

Affective (Attitudes and Values)

Value diversity in its various forms in contemporary societies and the contribution it makes to the learning experiences of students Display a professional commitment to problemticising and challenging attitudes towards diversity in their professional practice. Empathise with young people from diverse backgrounds Appreciate the influence of social class factors in education

Psychomotor (Physical Skills)

N/A

How the Module will be Taught and what will be the Learning Experiences of the Students:

This module provides a learning environment that stimulates capacity for critical thinking as students explore, recognise and appreciate new expressions of race and culture with the aim of developing students' awareness and understanding of diversity in society and its implications for their professional practice. Through collaborative engagement in the Alternative Education Experience (AEE) students will develop their confidence to take action and initiative across a range of domains relevant to inclusive education. The Alternative Education Experience also provides students with opportunities to critically review the sociological and psychological dimensions of pupil diversity to be found in educational settings, building on the content of the module. The module aims to draw on contemporary research from the Irish education setting that deal with issues such as race; ethnicity and prejudice. The module is also informed by policy initiatives and legal dimensions of diversity and implications for inclusive education, including the Education Welfare Act (2000) and the Equal Status Act (2000).

Prime Texts:

Osler, A. (Ed.) (2005) Teachers, Human Rights and Diversity: educating citizens in a multicultural society , Stoke-on-Trent: Trentham Press

Lodge, A., & Lynch, K. (Eds.) (2004) Diversity at School , Dublin: The Equality Authority

National Council for Curriculum and Assessment (NCCA). (2006) Intercultural Education in the Post-Primary School; Guidelines for Practice. , Dublin: National Council for Curriculum and Assessment

Parker-Jenkins, M., Hewitt, D., Brownhill, S., & Sanders, T. (2007) Aiming High , London: Paul Chapman Publishing

Other Relevant Texts:

Byrne, D., McGinnity, F., Smyth, E., & Darmody, M. (2010) Immigration and school composition in Ireland' , Irish Education Studies, 29 (3) 271-288.

Darmody, M., Tyrrell, N., & Song, S., (Eds.) (2011) The Changing Faces of Ireland: Exploring the Lives of Immigrant and Ethnic Minority Children , Rotterdam: Sense Publishers.

Darling-Hammond, L., & Bransford, J. (Eds.) (2005) Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do , San Francisco: Jossey-Bass

Devine, D. (2009) 'Mobilising capitals? Migrant children's negotiation of their everyday lives in school , British Journal of Sociology of Education, 30 (5), 521-35

Devine D. (2011) Securing Migrant Children's Educational Well;-Being: Perspectives on Policy and Practice in Irish Schools. In Darmody, M., Tyrrell, N., & Song, S. (Eds.). The Changing Faces of Ireland: Exploring the Lives of Immigrant and Ethnic Minority Children. , Rotterdam: Sense Publishers.

Drudy, S. (Ed.) (2009) Education in Ireland; Challenge & Change , Dublin: Gill & Macmillan

Government of Ireland (1998) Education Act. No. 51/1998, , Dublin: Stationery Office

Government of Ireland (2000) Education Welfare Act. No. 22/2000, , Dublin: Stationery Office

Government of Ireland (2000) Equality Act. No. 8/2000, , Dublin: Stationery Office

Government of Ireland (2004) Equality Act. No. 24/2000, , Dublin: Stationery Office

Farrell, F., & Watt, P. (2001) Responding to Racism in Ireland , Dublin: Veritas

Giddens, A. (2001) Sociology (4th Edn). , Cambridge: Polity Press

Hayes, M. (2006) Irish Travellers: Representations and Realities , Dublin: The Liffey Press. Irish Constitution

Kitching, K. (2011) Interrogating the changing inequalities constituting 'popular' 'deviant' and 'ordinary' subjects of school/subculture in Ireland: moments of new migrant student recognition, resistance and recuperation. , Race Ethnicity and Education, 14 (3), 293-311.

O'hAodha, M. (2011) Insubordinate Irish: Travellers in the text , Manchester: Manchester University Press

Osler, A., (2010) Students' Perspectives on Schooling , Maidenhead: Open University Press

Osler, A. & Starkey, H. (2006) Education for democratic citizenship: a review of research, policy and practice 1995-2005. , Research Papers in Education 21(4): 433-466

Osler, A. & Starkey, H. (2010) Teachers and Human Rights Education. , Stoke-on-Trent: Trentham Press

Parker-Jenkins, M., Harta, D., & Irving, B.A. (2005) In Good Faith; Schools, Religion and Public Funding. , Aldershot: Ashgate Publishing Ltd.

Young, I.M. (1990) Justice and the Politics of Difference , NJ: Princeton University Press

Smyth, E., Darmody, M., McGinnity, F., & Byrne, D. (2009) Adapting to Diversity: Irish Schools and Newcomer Students , Dublin: ESRI

Programme(s) in which this Module is Offered:

BACHELOR OF SCIENCE (EDUCATION) IN BIOLOGICAL SCIENCES

BACHELOR OF SCIENCE (EDUCATION) IN PHYSICAL SCIENCE

BACHELOR OF TECHNOLOGY (EDUCATION) IN MATERIALS AND ARCHITECTURAL TECHNOLOGY

BACHELOR OF TECHNOLOGY (EDUCATION) IN MATERIALS AND ENGINEERING TECHNOLOGY

Semester(s) Module is Offered:

Autumn

Module Leader:

aoife.neary@ul.ie