Learning Outcomes:

Learning Outcomes

By the end of this module, students will be able to:

1. Communicate clearly and confidently, both verbally and in writing, on key concepts in the history, sociology, and philosophy of Education
2. Explore these concepts with reference to the Irish as well as the international educational scene
3. Demonstrate the ability to understand and critique contemporary scholarship in educational studies
4. Demonstrate an understanding of the P4C (Philosophy for Children) pedagogy

Indicative Module Content:

Key Ideas in Education, EDUC20030

Indicative Module Content:

Week 1 13.09 Judith Harford & Áine Mahon, Introduction to Key Ideas in Education

Week 2 20.09 Judith Harford, Tracing the Historical Contours of Irish Education

Week 3 27.09 Judith Harford & Áine Mahon, Guidance on Assessment

Week 4 04.10 Judith Harford, Governance and Power in Irish Education

Week 5 11.10 Judith Harford, Gendering the Narrative

Week 6 18.10 Judith Harford, Education for All? A Spotlight on Equity

Week 7 25.10 Judith Harford & Áine Mahon, Fireside Chat with Professional Masters of Education (PME) students:
What is it like to be a teacher?

Week 8 01.11 Áine Mahon, Philosophy for Children: Theory and Practice

Week 9 08.11 Áine Mahon, Education and Creativity

Week 10 15.11 Áine Mahon, Belonging and Alienation in the Contemporary University

Week 11 22.11 Áine Mahon, Philosophy, Education, and Mental Health

Week 12 29.11 Judith Harford & Áine Mahon, Module Review and Reflection

Student Effort Type	Hours
Seminar (or Webinar)	24
Total	24

Not applicable to this module.

Not applicable to this module.
 

Assessment Strategy  

Description	Timing		Component Scale		% of Final Grade
Continuous Assessment: This module will be assessed via two distinct components: 20%: Preparation and Participation 80%: Opinion Piece (1500 words) or Podcast Episode (10 minutes)	Throughout the Trimester	n/a	Graded	Yes	100

 

Remediation Type	Remediation Timing
In-Module Resit	Prior to relevant Programme Exam Board

• Feedback individually to students, post-assessment

Not yet recorded.

Key Ideas in Education Reading List

Biesta, Gert. 2016. “The Rediscovery of Teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view”, Educational Philosophy and Theory, 48:4.
Fahie, D. (2017) Faith of Our Fathers - lesbian, gay and bisexual teachers' attitudes towards the teaching of religion in Irish denominational primary schools. Irish Educational Studies 36 (1), 9-24
Fahie, D. (2016) “‘Spectacularly exposed and vulnerable"– how Irish equality legislation subverted the personal and professional security of lesbian, gay and bisexual teachers. Sexualities 19: 393-411. doi: 10.1177/1363460715604331
Farrell, Emma and Áine Mahon. 2021. “Understanding Student Mental Health: Difficulty, Deflection, and Darkness”, Ethics and Education 16:1
Fleming, B. and Harford, J. (2014) 'Irish Education Policy in the 1960s: A Decade of Transformation'. History of Education, 43, (5), pp. 635–656.
Fleming, B. Harford, J. (2021) 'The DEIS Programme as a Policy aimed at Combating Educational Disadvantage: Fit for Purpose?' Irish Educational Studies, doi: 10.1080/03323315.2021.1964568.
Harford, J. (2008) The Opening of University Education to Women in Ireland. Dublin: Irish Academic Press.
Harford (2021) Piety and Privilege: Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67, Oxford: Oxford University Press.
Harford, J, Fleming, B. & Hyland, A. (2022) Rethinking Educational Disadvantage, Special Issue of Irish Educational Studies, London: Taylor & Francis.
Harford, J. (2018) (ed.) Education for All? The Legacy of Free Post-Primary Education, Oxford: Peter Lang.
Lim, J. H. (2008). The road not taken: Two african-american girls' experiences with school mathematics. Race, Ethnicity and Education, 11(3), 303-317. https://doi.org/10.1080/13613320802291181
Macfarlane, Bruce. 2016. Freedom to Learn: The Threat to Student Academic Freedom and Why It Needs to be Reclaimed. London: Routledge.
Mahon, Áine. 2021. The Promise of the University: Reclaiming Humanity, Humility, and Hope
Dordrecht: Springer.
Mahon, Áine. 2021. “Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down”, Educational Philosophy and Theory 53:5
McAvinue, L. P. (2018). Oral language and socioeconomic status: The Irish context. Irish Educational Studies, 37 (4), 475-503. https://doi.org/10.1080/03323315.2018.1521732
O'Donoghue, T. and Harford, J. (2011) 'A Comparative History of Church-State Relations in Irish Education'. Comparative Education Review, vol. 55, issue 3, pp. 315–341.
O’ Donoghue, T. and Harford, J. (2021) Piety and Privilege: Catholic Secondary
Schooling in Ireland and the Theocratic State, 1922-67. Oxford: Oxford University Press.
Reay, D. (2006). The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies, 54(3), 288-307. https://doi.org/10.1111/j.1467-8527.2006.00351.x
Swain, J. (2000). 'the money's good, the fame's good, the girls are good': The role of playground football in the construction of young boys' masculinity in a junior school. British Journal of Sociology of Education, 21(1), 95-109. https://doi.org/10.1080/01425690095180
Sparks, H. (2018). ‘The right to aspire to achieve': Performing gendered and class privilege at elite private schools in Auckland, New Zealand. Gender, Place and Culture : A Journal of Feminist Geography, 25(10), 1492-1513. https://doi.org/10.1080/0966369X.2018.1481371
Vansieleghem, Nancy and David Kennedy. 2011. “What is Philosophy for Children, What is Philosophy with Children – after Matthew Lipman?”, Journal of Philosophy of Education 45:2.

Name	Role
Dr Declan Fahie	Lecturer / Co-Lecturer
Ms Aine Mahon	Lecturer / Co-Lecturer
Dr Áine Mahon	Tutor

Autumn
Lecture	Offering 1	Week(s) - 1, 2, 6, 7, 8, 10, 11, 12	Wed 14:00 - 15:50
Lecture	Offering 1	Week(s) - 3, 5, 9	Wed 14:00 - 15:50
Lecture	Offering 1	Week(s) - 4	Wed 14:00 - 15:50
Autumn