Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Access, Disadvantage, Equality in Education
Module Code	ES304
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Majella McSharry Semester 2: Majella McSharry Autumn: Majella McSharry
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The purpose of this module is to introduce participants to basic sociological theories. In this module students willdevelop knowledge of the social issues that impact on access, disadvantage and equality and to apply sociological theory to explain these issues within educational settings. The approachtaken allows students to research, discuss and evaluate the social context in which they work and to understand these contexts as they are shaped by wider social changes and movements. Additionally, this module provides a platform of knowledge that allows participants to tackle work that requires more in depth social analysis. Students are expected to attend lectures, contribute to discussions and activities and complete assessments

Learning Outcomes

1. Demonstrate a commitment to identifying, understanding and valuing diversity in educational contexts
2. Discuss coherently theoretical aspects that relate to access, disadvantage and equality in education
3. Explain some of the social issues that emerge within educational settings (e.g. social class, gender, interculturalism etc)
4. Critically apply sociological theory to the issues that emerge in students' own work based practice settings

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	25	Lecture time
Independent learning time	50	Reading
Assignment	50	Preparation of assignment
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Introduction to the sociology of access, disadvantage and equality.
Education, social class and theory.

Education, ability grouping and theory.
Critical writing workshop.

Education, gender and theory.
Education, peer cultures, extra-curricular activities and theory.

Education, discrimination and theory.
Education, multiculturalism, interculturalism and theory.

Education, disability and theory.
Education, power and authority and theory.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Lynch, K. and Lodge, A.: 2002, Equality and Power in Schools, Routledge Falmer, London,
Slattery, M.: 2003, Key Ideas in Sociology, Nelson Thornes, UK,
Sadovnik, A,: 2007, Sociology of Education, UK: Taylor and Francis,
Bourdieu, P. and Passeron, J.C.: 1990, Reproduction in Education, Society and Culture,, Sage, London,
Lyons, M. et al.: 2003, Inside Classrooms: the teaching and learning of mathematics in social context, IPA, Dublin,
Lodge, A. and Lynch, K.: 2004, Diversity at School, IPA / Equality Authority, Dublin,
Goffman, E.: 1963, Stigma, Penguin, London,
McSharry, M.: 2009, Schooled Bodies? Negotiating Adolescent Validation through Press, Peers and Parents, Trentham Books, Stoke on Trent,
Young, I.M.: 2000, Inclusion and Democracy, Oxford University Press, New York,
Rabinow, P.: 1984, The Foucault Reader, Penguin, Harmondsworth,
Bernstein, B.: 1971, Class, Codes and Control, Routledge and K. Paul, London,
Beck, P. and Earl, M.: 2003, Key Issues in the Secondary Education, Continuum, London,