EDUC10270 What’s it for?” – Socio-Historic Perspectives on Education

Academic Year 2023/2024

Education is one of the most significant and effective lenses through which we examine how society operates. How an individual society operates, assesses and shapes the way it educates its people is a powerful reflection of its own values and mores. This is particularly the case for marginalized groups, whose othered status is often reinforced and reproduced, wittingly or unwittingly, by seemingly unchanging and inflexible systems of education. This module examines the key ideas, movements and forces that have shaped education systems today, both nationally and internationally. Underpinned by principles/concepts of equality, this module will employ historical and sociological perspectives to interrogate key concepts, ideas, values and discourses which continue to influence contemporary education. These include: the role and function of the education system; access and experience of the system mediated by social class, gender, sexuality and ethnicity; power and control, inclusion and exclusion. It will question the concept of educational “success” and, by challenging taken-for-granted truths about the function of education, will challenge students to posit alternative perspectives to meet the needs of a modern, pro-active society.

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Curricular information is subject to change

Learning Outcomes:

• Critically analyse the role of various stakeholders in the formation of the education system in Ireland as well as the complexities and contradictions inherent in the historical record of education;
• Interpret aspects of the Irish education system in the context of historical and sociological developments in education internationally;
• Interrogate educational policies from a historical and sociological perspective;
• Demonstrate an understanding of the relationship between the nature and purpose of education and the wider experience of education.
• Recognise and evaluate any structural impediments to an equitable education system and suggest creative, agentic solutions to address these obstacles.

Student Effort Hours: 
Student Effort Type Hours
Lectures

96
Online Learning

24
Total

120
Approaches to Teaching and Learning:
Weekly, two-hour interactive lectures which involve a mixture of interactive lectures; group-based activities/projects; guided, structured discussion and guest speakers. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Group presentations on a selected topic - presentations to be made in class during final two lectures Varies over the Trimester n/a Graded Yes

50
Continuous Assessment: Reflective writing piece of 1,000 words on a selected topic - submission date week 10
 Varies over the Trimester n/a Graded Yes

50

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

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Name Role
Dr Declan Fahie Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - Autumn: All Weeks Mon 14:00 - 15:50