This module aims to develop the student’s awareness of Social Justice as relevant to the ECEC setting and society. It builds on the Equality and Diversity Module (H3020)and brings more depth to the exploration of multiple identities including culture, ability/disability, class, sexual orientation, gender, age, religion, language and family status. To begin it provides a historical overview of the development of diversity in Irish society. Students then explore current policies and the legislative context regarding equality and diversity. A more in-depth exploration of their own values and attitudes, and a critique of the effects of racism, sexism, classism, sectarianism, homophobia and ableism on children and families will be undertaken. Students will explore Social Justice concepts including an in-depth analysis of equality and rights. Finally the module addresses practical issues for ECEC settings from policy to practice drawing on the work of the Departments of Education and Skills, Children, Disability, Equality, Integration and Youth and on international context.
Equality, Legal Issues and Policy
Equality, Legal Issues and Policy • The myth of diversity as a new phenomenon • Brief historical and legislative timeline overview Equalitylegislation • Refugee Act 1996 (Refugees and applications for refugee status) • European Communities Regulations 2006 (Eligibility forprotection) • Immigration Act 2004 • Illegal immigrants Act 2000 (Trafficking) • UN Convention on the Elimination of Racial Discrimination •The UN Convention on the Right of the Child • National Traveller and Roma Strategy 2011 • Disability Act 2005 • Diversity, Equality and Inclusion Charter and Guidelines (2016) • Irish Human Rights and Equality Commission
Multiple Identities and Belonging
Multiple Identities and belonging Exclusion as a threat to a sense of belonging Promoting positive attitudes to diversity among youngchildren Implications for multiple identities in the setting Traveller, Roma, immigrant children, disability, LGBT, family structure, class,gender in the ECEC setting Responding to and valuing individual and group identity The incorporation of funds of knowledge in the earlylearning environment.
Professional Awareness and the Role of Activism in ECCE
Professional awareness and conduct Re-evaluating the deficiency model of Diversity Conflict between value systems Recognition of cultural distance, cultural shock and acculturation Conflict Resolution with adults and children Self-Reflection Communication Entering into Dialogue with parents Understanding intercultural dialogue Empathy
Equality and Practice
Recognition of diversity in the early childhood setting and the primary education system Understanding Equality of Condition: Equality of: love, care and solidarity, working and learning, resourcing, respect and recognition and power. Approaches adopted by the Department of Education such as the Centre for Early Childhood Development and Education (CECDE) with “Síolta” The National Quality Framework for Early Childhood Education and the National Council for Curriculum and Assessment (NCCA) with “Aistear” – The Framework for Early Learning, Intercultural Education in Primary School and Intercultural Education in the Post-Primary School. Diversity and Equality Guidelines for Childcare Providers (2006) Designing policies for all children International approaches to diversity and equality in ECCE
This module is a mixture of face to face lectures, tutorials and self directed learning. Students are engaged in experiential exercises and critical reflection around areas of social justice. Students will engage in discussions linking theory to practice
| Module Content & Assessment | |
|---|---|
| Assessment Breakdown | % |
| Other Assessment(s) | 100 |