The various dimensions of diversity (eg 'race', ethnicity, socio-economic status, gender, sexuality, religion, ability) are core to humanity. Every individual is positioned in relation to and intersected by each of these dimensions. Diversity is also structural. Societies stratify and order populations along these lines such that individuals accrue privileges and disadvantages from the various dimensions of diversity in intersectional ways. Schools are microcosms of societies and are reflective of and permeated by the social worlds in which they exist. Framed by broader literature, this module explores the core topics of diversity and social justice in the specificity of the Irish education system. Drawing on sociological perspectives, students will be supported to learn about and reflect on the intersectional dimensions of diversity in schools and society from structural and relational perspectives. Key ethical values for teachers in Ireland are 'to uphold human dignity and promote equality'; 'demonstrate respect for spiritual and cultural values, diversity, social justice' and demonstrate 'empathy in practice' (Teaching Council, 2016). Ultimately, this module will support student teachers in foster these ethical values and build their capacity to become champions of social justice and address inequalities in schools.

Three cross-cutting themes underpin the teaching, learning and assessment elements of this module: 1. Understanding and Exploring Diversity and Social Justice: This cross-cutting theme focuses on facilitating students to understand diversity in society and schooling from an intersectional perspective. 2. Reflexively Engaging with Diversity and Social Justice: This cross-cutting theme focuses on scaffolding students to reflect on how they are positioned differently in relation to and intersected by the various dimensions of diversity. 3. Educating for Diversity and Social Justice: This cross-cutting theme focuses on developing students' skills and capacities as teacher researchers/inquirers into the various domains of diversity in school settings. Key overarching concepts: power, norms, agency, culture, identity, privilege, disadvantage, equity, diversity, intersectionality and social justice. Key topics explored with an emphasis on intersectionality: White privilege and whiteness; 'colour blindness', ethnocentrism, racism; linguistic diversity and bias; xenophobia, economic/cultural/social/symbolic capital; neoliberalism; the myth of meritocracy, homogeneity, gender norms and stereotypes; gender diversity; cisnormativity; transphobia; heteronormativity, sexuality diversity, sexual citizenship, homophobia and biphobia, cultural Catholicism, religious 'ethos', religious discrimination, Islamophobia/anti-Muslim racism; ability/capability; ableism; neurodiversity. Key facets of the education system explored: teaching, learning and assessment practices; student culture; ethos; resources; funding; management structures; patronage; groupings; curriculum and subjects; organisation and design; policy; extracurricular; parents and home; relationships; community; CPD; initiatives and guidelines.

On successful completion of this module, students will be able to: • understand and synthesise key sociological concepts and literature pertaining to the intersectional dimensions of diversity and culture in schools and society. • apply sociological concepts to analyse structural and relational factors in 'real life' school settings • explore and critically reflect on various dilemmas and issues that arise in 'real life' school settings by reflecting on their previous school placement experiences • analyse and evaluate the multi-faceted dimensions of diversity at work in schools by inquiring into a variety of artefacts and resources specially tailored to build meaningful connections with school life • demonstrate an understanding of the concept of intersectionality and how it operates in schools and society • collate and evaluate key research findings, resources, and initiatives that will be generative in building respect and empathy and achieving equity in school settings • build their capacity to become champions of social justice and address inequalities in their school settings.

On successful completion of this module, students will be able to: • gain an in-depth awareness of their own intersectional positionality with respect to the dimensions of diversity • reflect on the potential implications of the intersectional dimensions of their own identities for their practice in schools. • critically reflect on the concepts of empathy, care and respect as key facets of their teacher identities • pay close attention to the voices of young people and, in particular, those who are disadvantaged within the various dimensions of diversity

On successful completion of this module, students will be able to: N/A

Blended learning shapes the delivery of this module. Students will participate in a mixture of face-to-face and online (synchronous and asynchronous) lectures, seminars and independent reflective tasks following the principle of instructional alignment. This module is also informed by the principles of Universal Design for Learning; ensuring a variety of modes of representation and expression and multiple opportunities for meaningful and sustained engagement. Each dimension of the module is supported by a combination of classic and contemporary sociological theory and international and Irish empirical research, with a particular focus on education and schooling. There will be a significant emphasis on active learning about 'real life' issues in schools and society drawing on case studies, vignettes and scenarios, recorded and live testimonies from young people and teachers, blogs, articles, visual art, song/lyrics, poetry, debates and role play. These artefacts will provide rich and engaging sites for inquiry into the intersectional dimensions of diversity and social justice in schools and society. They will also yield diverse opportunities for literacy development. Ultimately the learning experiences afforded by this module will foster the development of student-teachers to become knowledgeable, proactive, creative, responsible, collaborative and articulate.