Module Code: |
H9CIAL |
Long Title
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Educational Practice for Diversity and Inclusion
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Title
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Educational Practice for Diversity and Inclusion
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Module Level: |
LEVEL 9 |
EQF Level: |
7 |
EHEA Level: |
Second Cycle |
Module Coordinator: |
Leo Casey |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
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
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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
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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.
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Student Differences and their effect on learning
• The effects of individual and cultural differences on learning and cognition
• Communication differences
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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
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull 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. |
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No End of Module 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. |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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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 |
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Geneva Gay. (2010), Culturally Responsive Teaching, Teachers College Press, p.289, [ISBN: 978-0-8077-5078-0].
| Supplementary Book Resources |
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Michael W. Apple,Jane Kenway,Michael Singh. (2005), Globalizing Education, Peter Lang, p.311, [ISBN: 0-8204-7120-8].
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Banks, J. (2007), Educating Citizens in a Multicultural Society.
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Brookfield, Stephen. (2019), Teaching Race: How to Help Students Unmask and Challenge Racism, 1st Edition.
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Connolly, B., Fleming,T. McCormac, D and Ryan, A. Radical Learning for Liberation 2, 2007. MACE Press, Maynooth University.
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Fitzsimons, C. (2017), Community Education and Neoliberalism Philosophies, Practices and Policies in Ireland, Palgrave Macmillan.
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Michael Murray, Bernie Grummell, Anne Ryan. Further Education and Training: History, Politics, Practice, 2014. MACE Press, Maynooth University.
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Giroux, H. (2004), Against the terror of neo-liberalism.
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Peter Jarvis. (2001), Twentieth Century Thinkers in Adult and Continuing Education, Psychology Press, p.326, [ISBN: 0749434082].
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Jarvis, P. The Routledge International Handbook of Lifelong Learning, 2010. Routledge.
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(2019), Closing the Gap, UK Universities Report.
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Policies in Ireland, Palgrave Macmillan, Press, p.326.
| This module does not have any article/paper resources |
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Other Resources |
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[Website], ETBI,
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[Website], SOLAS,
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[Website], QQI,
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[Website], Teaching Council Publications,
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[Website], TED,
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[Website], The Adult Learner,
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[Website], National Adult Literacy Association,
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