Courses :: Module, GLOBAL CITIZENSHIP EDUCATION 2

	Overview
	This module builds upon learning from the Global Citizenship Education (1) module in second year and scaffolds critical reflection using a �Pedagogy of Discomfort� (Boler, 1999) as an approach to teaching and learning that has the capacity to disorient, disrupt and unsettle, to challenge what learners think they already know, and to support them in acquiring new thinking about themselves, the world and others. Content explores notions of culture and �othering�, contemporary policy on migration, refugees and asylum, the significance of action and activism with primary pupils, and racism and white privilege. Multiple perspectives are provided through guest lecturers sharing their narrative experiences, with a particular emphasis on the educational experiences of the Traveller community and those who have lived through the system of direct provision in Ireland. Student-teacher confidence and competence in global citizenship education is enhanced through the addition of a discrete school placement opportunity, whereby in groups, students collectively plan a station teaching exercise on a �controversial issue�. This placement is hosted by�a partner school, with high levels of diversity within the pupil population, affording student-teachers the opportunity to enact culturally responsive pedagogy in practice.

Overview

This module builds upon learning from the Global Citizenship Education (1) module in second year and scaffolds critical reflection using a �Pedagogy of Discomfort� (Boler, 1999) as an approach to teaching and learning that has the capacity to disorient, disrupt and unsettle, to challenge what learners think they already know, and to support them in acquiring new thinking about themselves, the world and others. Content explores notions of culture and �othering�, contemporary policy on migration, refugees and asylum, the significance of action and activism with primary pupils, and racism and white privilege. Multiple perspectives are provided through guest lecturers sharing their narrative experiences, with a particular emphasis on the educational experiences of the Traveller community and those who have lived through the system of direct provision in Ireland. Student-teacher confidence and competence in global citizenship education is enhanced through the addition of a discrete school placement opportunity, whereby in groups, students collectively plan a station teaching exercise on a �controversial issue�. This placement is hosted by�a partner school, with high levels of diversity within the pupil population, affording student-teachers the opportunity to enact culturally responsive pedagogy in practice.

	Learning Outcomes
	On successful completion of the module, students should be able to: Use simulation activities to explore the terms culture, culture shock, privilege and ethnocentrism. Critically reflect on instances of racism, colour-blindness and micro-aggressions using case studies and real life scenarios as stimulus. Become familiar with philosophy with children as a methodology for exploring global citizenship education themes in the classroom. Appreciate the potential of action and activism as mechanism which can empower learners of all ages to assume active roles, both locally and globally, in the fight for social justice. Infuse a range of active, participatory and experiential methodologies into their plans for teaching and learning. Respond to the life stories of asylum seekers, Irish Travellers and other minoritized ethnic voices, and reflect on how these stories challenge their prior knowledge ideas and values. Design a station teaching exercise on a �controversial� global topic in a primary school with a diverse population.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	O�Toole, B., Joseph, E. & Nyaluke, D. (2020). Challenging perceptions of Africa in schools: Critical approaches to global justice education. London: Routledge. Boler, M. (1999). A pedagogy of discomfort. London: Routledge. McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. Peace and Freedom Magazine, July/August, 1989, pp. 10-12. Carr, P. (2008). �But what can I do?: Fifteen things education students can do to transform themselves in/through/with education. International Journey of Critical Pedagogy. Nussbaum, M. (2010). Citizens of the world. In Not for Profit: Why democracy needs the humanities. Princeton University Press.

Additional Reading

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GLOBAL CITIZENSHIP EDUCATION 2

Semester 1

Semester 2