EDUC30050 Schools and Society

Academic Year 2020/2021

This module critically explores the social dimension to the learning of children and youth in schools. Drawing on the sociologies of education and childhood, it argues that how children/youth think and learn is influenced by the contexts within which they learn, including that of the classroom, school, family/peer group, community and broader society. It encourages students of the module to think of children/youth sociologically and of how the changing context of modern societies, childhood(s) and youth raises important questions about teaching and learning in schools. It explores the sociological foundations of children's learning and the intersection of age, gender, social class, ethnic/migrant status, dis/ability and sexuality in shaping learner identities and learning outcomes for different groups of children/youth. It raises questions about the impact of peer and parenting practices, voice/rights and in/equalities and inter-generational justice on the positioning of children and young people in, and experience of, their schooling. It also explores the impact of teacher identities and positioning on school and classroom cultures and the wider context of international educational policy and practice on what is considered ‘good’ teaching in schools in Ireland.

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Curricular information is subject to change

Learning Outcomes:

1. Critically reflect on the sociological foundations of childhood and schooling through macro and micro perspectives
2. Deepen understanding of how children and youth experience their education and of the intersectional influences of gender, ethnicity, social class, dis/ability and sexualities on those experiences
4. Critically consider the impact of education on the realisation of children's rights and the re/production of in/equalities
5. Critically consider the impact of rights, equalities and voice to pedagogies for social justice and teacher beliefs about ‘good’ teaching

Indicative Module Content:

1. Thinking about children, their learning and schooling: macro and micro perspectives
2. Equality, Social Class and Schooling - from theory to action
3. Gender and Sexualities in Schools
4. Race, ethnicity and migration in Schools
5. Sorting and Selecting: Assessment and grouping practices
6. What is good teaching? - Pedagogies for Social Justice

Student Effort Hours: 
Student Effort Type Hours




Approaches to Teaching and Learning:
Combination of lectures/seminars and workshops with small group work, emphasis on critical reflective enquiry and discussion 
Requirements, Exclusions and Recommendations
Learning Recommendations:


Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: 2,000 word essay End of Year Transition n/a Graded No


Carry forward of passed components
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Margaret Crean Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.

Lecture Offering 1 Week(s) - 18, 19, 21, 22, 23, 24, 27, 28, 29, 30, 31 Thurs 09:00 - 10:50
Lecture Offering 1 Week(s) - 20 Thurs 09:00 - 10:50