CARE09002 2022 Social Inclusion and Diversity
The aim of this module is to equip students with the skills of a professional practitioner working within a society marked by diversity/super-diversity and to recognise and critically analyse social exclusion. The students will gain the means to develop practical interventions to challenge the same.
Learning Outcomes
On completion of this module the learner will/should be able to;
Formulate and analyse one's own prejudices, perceptions and imaginary of 'the other'.
Assess and critique concepts and theoretical perspectives of social inclusion and diversity/super-diversity
Assess and categorise methods for promoting social inclusion and challenging social exclusion
Develop, implement and evaluate creative approaches to social inclusion
Theorise and evaluate social exclusion, its causes and its context.
Teaching and Learning Strategies
This module will be delivered in a blended learning format comprise of the following elements:
- Online lectures x 12 accompanied by discussion requirements on key learning points (18 hours)
- 2.5 day period of teaching and learning (18 hours), face to face or online.
3. Independent study by learners, 9 hours fortnightly
This module will be delivered in a blended learning format comprised of the following elements:
- Online lectures, accompanied by discussion requirements on key learning points
- Workshop periods or block teaching to facilitate depth learning, discussion and assessment
- Where residential workshops are delivered on campus, there will also be an option for students to attend online where they cannot attend in person.
- Independent Study by learners
Module Assessment Strategies
The annotation and evaluation is an assessment to facilitate the learner to demonstrate her/his learning and the ability to formulate critical and challenging thought processes.
The method of practical assessment chosen reflects current work and research practices where it is likely that the learner may be required to deliver a practical based project for and with members of the community. Such an assessment strategy enables learners to demonstrate their capacity to develop their own thinking in relation to frameworks for social justice work and engage with the practical challenges of initiating change in their own work setting.
Annotation and evaluation 20%
Practical 80% plus annotated bibliography
Repeat Assessments
Learners will repeat the practical and/or the evaluation with assignment guidelines provided
Module Dependencies
Indicative Syllabus
1: Formulate and analyse one's own prejudices, perceptions and imaginary of 'the other'.
Using and critically analysing ethnographic case studies students will be able to reflect on their own culturally relative attitudes towards ‘the other’.
2: Define, analyse and critically appraise concepts and theoretical perspectives of social inclusion and diversity/super-diversity
Students will integrate their theoretical learning from previous semesters through applying discussions of contemporary and historical concepts, such as racism/sectarianism, ableism, super-diversity contested identities, ethnicity, culture, normativity, equality, social inclusion, rights and recognition- multiculturalism, interculturalism, integration, assimilation, inclusion, anti-oppressive practice.
3:Assess and categorise methods for promoting social inclusion and challenging social exclusion
Using examples from Ireland and further afield, students will develop their skills of working towards inclusion (intersectional approach), addressing context and factors contributing to social exclusion, such as poverty, lack of access to services, language acquisition, scape-goating.
4: Develop, implement and evaluate creative approaches to social inclusion
Students will develop practical creative approaches to conceive, establish and co-ordinate creative projects to promote social inclusion, such as Common Third, Theatre of the Oppressed in the frame of emancipatory practice, storytelling.
5Theorise and evaluate social exclusion, its causes and its contexts.
Students will assess critical perspectives and key theories eg: Intersectional Theory and Interculturalism.
Coursework & Assessment Breakdown
Coursework Assessment
Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
---|---|---|---|---|---|---|
1 | Annotation and evaluation | Coursework Assessment | Assessment | 20 % | Week 12 | 3 |
2 | Practical and annotated bibliography | Practical | Practical Evaluation | 80 % | Week 13 | 1,2,4,5 |
Part Time Mode Workload
Type | Location | Description | Hours | Frequency | Avg Workload |
---|---|---|---|---|---|
Workshop / Seminar | Flat Classroom | Workshop | 18 | Once Per Module | 1.20 |
Independent Learning | Not Specified | Independant learning | 9 | Fortnightly | 4.50 |
Online Learning Mode Workload
Type | Location | Description | Hours | Frequency | Avg Workload |
---|---|---|---|---|---|
Online Lecture | Online | Lecture | 1.5 | Weekly | 1.50 |
Required & Recommended Book List
2017-06-14 Creativity and Democracy in Education Routledge
ISBN 1138103918 ISBN-13 9781138103917
The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 childrens contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society. Creativity and Democracy in Education will be of key interest to postgraduate students, researchers, and academics in the field of education, especially those interested in the arts and creativity, democratic learning, teacher education, cultural and organisational studies, and political theories of education.
2013-12-17 Agonistics Verso Books
ISBN 9781781681145 ISBN-13 1781681147
Political conflict in our society is inevitable, and its results are often far from negative. How then should we deal with the intractable differences arising from complex modern culture? Developing her groundbreaking political philosophy of agonistics the search for a radical and plural democracy Chantal Mouffe examines international relations, strategies for radical politics, the future of Europe and the politics of artistic practices. She shows that in many circumstances where no alternatives seem possible, agonistics offers a new road map for change. Engaging with cosmopolitanism, post-operaism, and theories of multiple modernities she argues in favour of a multipolar world with real cultural and political pluralism.
2016 Recognition and Global Politics
ISBN 1784993336 ISBN-13 9781784993337
The notion of recognition, drawing on the philosophy of Hegel, has become increasingly central to international debates in recent years, yet there have been few attempts to critically examine new theoretical positions and empirical analyses of its possible meanings, limits and manifestations. Recognition and global politics examines the potential and limitations of the discourse of recognition as a strategy for reframing justice and injustice within contemporary world affairs. Drawing on resources from social and political theory and international relations theory as well as other areas including feminist theory, postcolonial studies and social psychology, this ambitious collection explores a range of political struggles, social movements and sites of opposition that have shaped certain practices and informed contentious debates in the language of recognition. How have recognition-based claims been deployed in relation to international, transnational and global politics? The contributors speak to central issues in current debates about cosmopolitanism, genocide, human rights, global capitalism, multiculturalism, rebellion and the environment. This innovative volume will push the boundaries of the debate on recognition into new areas, opening up provocative lines of inquiry and critique.
2011 Community Art Valiz
ISBN 9078088508 ISBN-13 9789078088509
Interviews and theoretical discussion on the subject of community art from an (art) sociological perspective. What is the political and critical potential of this art form, and just how much change really is initiated? With various interviews with artists and policymakers on their stake and ambitions.
2021-02-09 Social and Economic Vulnerability of Roma People Springer
ISBN 3030525872 ISBN-13 9783030525873
This open access volume provides an understanding of the different aspects of success, school continuity and social mobility among European Roma, including the motives justifying the high rates of school dropout and failure among this group. It offers a critical and reflexive perspective about social reality from a multidisciplinary and transversal point of view, sharing knowledge and practices in different countries about the articulations between Roma families, individuals, school and public policies. Over time, there has been an increase in the educational attainment of European citizens, but there are still persistent inequalities between Roma and non-Roma, including gender inequalities, which greatly affect Roma women. The volume explores the issue of Roma education and includes chapters from Western European, South and Central and Eastern European researchers using different theoretical and methodological perspectives. The intersection of this diversity and plurality of standpoints makes possible to obtain a comprehensive view on the education and schooling of European Roma.
2016-10-10 Working with Marginalised Groups Red Globe Press
ISBN 9781137559562 ISBN-13 113755956X
This book highlights a range of individuals and groups in UK society who experience exclusion or marginalisation, including Roma, young carers and people with Autism Spectrum Disorders. It takes a unique practice-based focus, designed to encourage an enquiring mind in relation to diversity in society and to debunk myths about 'the others'.
2012 Imaginary of the Stranger
ISBN 0950840793 ISBN-13 9780950840796
Module Resources
Arnaut, K; Chokri, B.C. (2013) Staging/Caging ‘otherness’ in the postcolony: spectres of the human zoo. Critical Arts, 27 (6) 661-683. doi: 10.1080/02560046.2013.867589
Gast, L; Patmore, A, (2012) Approaches to Diversity in Social Work. Jessica Kingsley Publishers, London
Cavarero, A. (2000) Relating Narratives: Storytelling and Selfhood. Routledge, London; New York
Conrad, D; Sinner, A (2015) Creating Together: Participatory, Community-Based and Collaborative Arts Practices and Scholarships Across Canada. Wilfrid Laurier University Press, Canada
Friiz, B. (2014) InExActArt: The Autopoetic Theatre of Augusto Boal. Ibidem Press, Stuttgart
Hanlon, N. (2009) Valuing equality in Irish Social Care. Irish Journal of Applied Social Studies. 9 (1) pp 5-14.
Hills, J; Le Grand,J.; Piachaud, D. (Eds) Understanding Social Exclusion, (2002) Oxford University Press
Kears, P. (2006) Doing is the best way of Saying. Face on. Dublin: Create.
Kelly, F; Finnernan, M. (2016) Drama and Social Justice: Theory, Research and Practice in International Contexts. Routledge, Oxon
Lawn, Ch. (2007) Gadamer: a guide for the perplexed. Continuum IPG, London; New York
Lindemann, S. (2014) Explaining divergent responses to ethnic exclusion: evidence from two paired comparisons. Conflict, Security and Development, 14(2), 181-211. doi: 10.1080/14678802.2014.903693
Maguire, T (2006) Making Theatre in Northern Ireland: Through and Beyond the Troubles. University of Exeter Press, Exeter
Moosa-Mitha, M., (2005) Situating anti-oppressive theories within critical and difference-centered perspectives. In L. Brown & S. Strega (Eds.) Research as Resistance 37–72. Canadian Scholars' Press, Toronto
Thompson, N. (2001) Anti-discriminatory practice. Hampshire: Palgrave.
Thomposn (2003) Promoting equality: Challenging discrimination and oppression.Hampshire: Paigrave Macmillan.
Vertovec, S. (2012) ‘Diversity’ and the Social Imaginary. European Journal of Sociology, 53 (3), 287-312
Vilhauer, M. (2010) Gadamer’s ethics of play: hermeneutics and the other. Lexington Books, Marylan
Wessendorf, S. (2013) Commonplace diversity and the ‘ethos of mixing’: perceptions of difference in a London neighbourhood. Identities, 20(4), 407-22
Wessendorf, S. (2013) ‘Being open but sometimes closed’. Conviviality in a super-diverse London neighbourhood. European Journal of Cultural Studies. doi: 10.1177/1367549413510415
White, K; Costello, J (eds) (2012) The Imaginary of the Stranger: Encountering the Other. Donegal County Council
White, K; Costello, J, (2013) Port na Failte presents Three Years of Social Action. Donegal County Council
Yee, J. (2005) Critical anti-racism praxis: The concept of whiteness implicated. In S. Hick, J. Fook; R. Pozzuto (Eds.), Social work, a critical turn, 87–104. Thompson, Toronto
Young, I. M. (2000) Five faces of oppression. In Adams, M. (Ed.), Readings for Diversity and Social Justice, 35–49. Routledge, New York