Module Details
| Module Code: |
EDUC6003 |
| Title: |
Education and Social Change
|
|
Long Title:
|
Education and Social Change
|
| NFQ Level: |
Fundamental |
| Valid From: |
Semester 1 - 2019/20 ( September 2019 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Delivered in: |
no programmes
|
| Module Description: |
This module invites students to look at two main issues. Firstly the role of education in society: a variety of standpoints on the role that formal education performs (or ought to perform) in society will be examined. Secondly, the question of why some social groups tend to enjoy more educational success than others will be addressed. This module will also examine education and it's potential for inner and outer transformation. Students are encouraged to recognise the impact of education on professional practice.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Analyse the relationship between education and other parts of the social system; including consideration of the relationship between education and continuing professional development for social care. |
| LO2 |
Critically identify outcomes of education for the individual, the service user and society, in the context of social care and social change. |
| LO3 |
Identify and analyse various perspectives on education ( e.g. Liberal, Social-democrat and Marxist) |
| LO4 |
Examine ideas around alternative education systems that seek to transform society. |
| LO5 |
Understand the practical benefits of the cultivation of mindfulness and other well-being approaches in education as a means towards inner and outer transformation |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
|
|
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
|
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
| Indicative Content |
|
Introduction to educational disadvantage
The relationship between education and outcomes. Perspectives on education and social justice.
|
|
Sociology and Social Philosophy of Education
Theoretical perspectives of education. Education and social reproduction. Formal and informal education. The relationship between current models and educational disadvantage.
|
|
Education and Possibilities
How education can effect change and positive outcomes for the individual and for society.
|
|
Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Series of lectures from separate disciplines in relation to module topic |
Every Week |
2.00 |
2 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Workshops |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Research and reference work relating to module |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Series of lectures from separate disciplines in relation to module topic |
Every Week |
2.00 |
2 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Workshops |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Research and reference work relating to module |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
-
Beth Berita. (2016), Integrating Mindfulness into an anti-oppression pedagogy, 1. Routledge, New York, [ISBN: 9881138854567].
-
Archer, P. & Weir, S.. (2005), Addressing Disadvantage: A review of international literature and of the strategy in Ireland, Educational Disadvatage Committee, Dublin.
-
Thich Nhat Hanh and Katherine Weare. (2017), Happy Teacher Change the World, 1. Parralax Press, Berkeley California, [ISBN: 9781941529638].
-
Davie, R. & Galloway D.(Eds). (1996), Listening to children in Education, David Fulton Publishers, London.
-
Eivers, E., Shiel G. & Shortt F.. (2005), Literacy in disadvantaged primary schools: Problems and solutions., Educational Research Centre, Dublin.
-
Street B.. (1984), Literacy in Theory and Practice, Cambridge University Press, Cambridge.
-
Dewey, J.. (1995), Democracry in Education, The Free Press, New York.
-
Boldt, S. et al. (1998), Educational Disadvantage and Early School Leavers, Combat Poverty Agency, Dublin.
-
Cullen, B.. (1997), Integrated services and children at risk, Combat Poverty Agency, Dublin.
-
OECD. (2001), Education at a glance, OECD, Paris.
-
Casey, J.. (2000), Constitutional Law in Ireland, 3rd Edition. Dublin, [ISBN: 1899738800].
-
O'Mahony C.. (2006), Educationl rights in Irish Law, Thomson Roundhall, Dublin.
-
CORU. Social Care Workers Registration Baord Standards of Proficiency for Social Care.
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
-
Website, www.irlgov.ie, www.education.ie,
www.equality.ie, wwwnewb.ie, irish Government.
-
Website, www.ncca.ie, National Council for Curriculum and
Assessment.
-
Website, www.sess.ie, Special Education Support Service.
-
Website, www.irishlaw.org, University College Cork.
-
Website, www.courts.ie, Irish Court Services.
| |
