Module Code: H9CIAL
Long Title Educational Practice for Diversity and Inclusion
Title Educational Practice for Diversity and Inclusion
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 5
Module Coordinator: Leo Casey
Module Author: Stephanie Roe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Demonstrate critical engagement with relevant policy, culture and regulatory framework appropriate to one’s learning context.
LO2 Explain the structural dimensions of difference with an emphasis on critical race theories.
LO3 Assess the impact of cultural difference in social class, background and gender on students’ perceptions of education and learning.
LO4 Identify learning and teaching contexts that facilitate individual and cultural diversity and inclusive education.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Societal and Cultural Aspects of Learning
• Changes in work practices and society • Lifelong Learning • Adult learning • Contemporary theorists • Policy issues – EU and national FET policy • Regulatory bodies • Policy issues – EU and national FET policy, Solas, QQI • Philosophical underpinnings of policy
Individual Differences
• The meaning of individual differences and their effect on learning and teaching • Differences in ability • Multiple Intelligences • Debate on learning styles • Diversity and inclusion
Cultural Differences
• The meaning of cultural differences and their effect on learning and teaching • Sectoral norms and conventions across Further Education and Adult and Workforce Education • The meaning of culturally responsive teaching and learning • Differences in social-class and ethnic background • Gender differences • Ways of understanding the contextual issues affecting education offered by a range of contemporary thinkers.
Student Differences and their effect on learning
• The effects of individual and cultural differences on learning and cognition • Communication differences
Teaching for individual and cultural differences
• Different approaches to multicultural education • Dealing with diversity • Recognition of prior learning RPEL • Identifying one’s own profile of individual and cultural differences • Selecting learning materials for students with individual and cultural differences • The special needs of adult returnees • Difficulties in assessing students with individual and cultural differences
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Assignment % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
You are asked to select one of the themes discussed (or another theme you deem relevant). This piece is intended for a non-academic audience and the tone should reflect this. However, the case you make should be supported by reasons, examples and demonstrate critical engagement with relevant educational literature. You should include a bibliography.
No End of Module Assessment
No Workplace Assessment

Part Time

Coursework
Assessment Type: Assignment % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
You are asked to select one of the themes discussed (or another theme you deem relevant). This piece is intended for a non-academic audience and the tone should reflect this. However, the case you make should be supported by reasons, examples and demonstrate critical engagement with relevant educational literature. You should include a bibliography.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 24 Per Semester 2.00
Independent Learning Independent Learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 24 Per Semester 2.00
Independent Learning Independent Learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
 

Module Resources

Recommended Book Resources
  • Geneva Gay. (2010), Culturally Responsive Teaching, Teachers College Press, p.289, [ISBN: 978-0-8077-5078-0].
Supplementary Book Resources
  • Michael W. Apple,Jane Kenway,Michael Singh. (2005), Globalizing Education, Peter Lang, p.311, [ISBN: 0-8204-7120-8].
  • Banks, J. (2007), Educating Citizens in a Multicultural Society.
  • Brookfield, Stephen. (2019), Teaching Race: How to Help Students Unmask and Challenge Racism, 1st Edition.
  • Connolly, B., Fleming,T. McCormac, D and Ryan, A. Radical Learning for Liberation 2, 2007. MACE Press, Maynooth University.
  • Fitzsimons, C. (2017), Community Education and Neoliberalism Philosophies, Practices and Policies in Ireland, Palgrave Macmillan.
  • Michael Murray, Bernie Grummell, Anne Ryan. Further Education and Training: History, Politics, Practice, 2014. MACE Press, Maynooth University.
  • Giroux, H. (2004), Against the terror of neo-liberalism.
  • Peter Jarvis. (2001), Twentieth Century Thinkers in Adult and Continuing Education, Psychology Press, p.326, [ISBN: 0749434082].
  • Jarvis, P. The Routledge International Handbook of Lifelong Learning, 2010. Routledge.
  • (2019), Closing the Gap, UK Universities Report.
  • Policies in Ireland, Palgrave Macmillan, Press, p.326.
This module does not have any article/paper resources
Other Resources
Discussion Note: