EQUA08001 2016 Equality and Diversity in Care Work
This elective module seeks to build on students learning to date to incorporate an in-depth understanding of equality and diversity into their professional identity as care workers. To do this the contested meanings of equality will be examined as will the links between diversity and equality, both in theory and in practice settings. While there are no truly egalitarian societies in existence (there are however a range of examples of more and less egalitarian societies) the effort to imagine what a more equal society would look like is debated and challenged. We will examine three frameworks for thinking about equality, building on specific understandings of the nature of inequality and then explore how useful or otherwise these are in identifying inequalities and promoting a more equal society. The module is taught form the perspective that equality and diversity need to be more centrally located within social care and early year’s theory and practice.
The module maps to the CORU standards of proficiency below:
Domain 1: Professional Autonomy and Accountability
Domain 2: Communication, Collaborative Practice and Team working
Domain 3: Safety & Quality
Domain 4: Professional Development
Domain 5: Professional Knowledge and Skills
On completion of this module the learner will/should be able to;
Debate the relative impact of economic, cultural, political and affective inequality on a variety of social groups relevant to the work social care practitioners (Domains 1.23, 2.12, 5.1)
Compare the contribution of a variety of frameworks for understanding inequality and equality including that incorporated into the Irish equality legislation (Domains 1.1, 1.8, 2.4, 4.1, 4.3, 5.2, 5.6)
Critically assess the opportunities to reflect on and apply to practice the equality frameworks above (Domains 1.3, 1.5, 1.8, 1.22, 1.23, 3.6, 4.1, 5.1)
Consider the contribution of campaigns and individuals to the promotion of equality and respect for diversity in Irish society and the implications for contemporary social care practice (Domains 3.6, 4.3, 4.4, 5.14)
Assess contemporary initiatives to promote a more egalitarian society which respects diversity in the Irish context (Domains 4.1, 4.3, 5.2, 5.15)
Teaching and Learning Strategies
The teaching strategy for this module is primarily the provision of a theoretical framework and a range of case studies to ensure students understand and can assess the implicaitons for their practice of a commitment to equality and diversity.
A 2x hour lecture per week and a one hour tutorial is the basis of teaching.
Assessment seeks to provide students with opportunities to demonstrate their understanding and apply this understanding to practice experiences to date. Assessment takes the form of a research project with a theoretical and practice based focus worth 100% of their module marks
Module Assessment Strategies
An action research model of assessment allows learners to develop and then apply their understanding to specific contexts. The assessment strategy reflects the importance of learners at level 8 using knowledge base to produce change in their professional identity and practice settings.
The assessment allows for the assessment of CORU Standards of Proficiencies, see below.
Assessment 1 (100%) Students are required to work in pairs to identify two areas of diversity and equality of most interest to them in their professional development and explain the rationale for their choice. Students are required to
1. Discuss how inequality in these 2 spheres impact on social care practice (Domains 1.5, 1.8, 1.23, 4.3, 5.1, 5.6)
2. Identify campaigns and initiatives to support greater equality in each of these fields (Domains 1.1, 2.4, 5.3, 5.14, 5.15)
3. Assess the challenges of generating greater equality in these fields for both policy and practice (Domains 1.3, 1.5, 4.4 )
4. Identify and assess practice that supports equality in their chosen fields. (Domains 1.22, 2.12, 4.1, 3.6, 4.3, 5.2, 5.15)
PROJECT AS ABOVE
Introduction: Framework I: definitions of equality and diversity in policy and legal contexts; the nine grounds of discrimination in Irish equality legislation
Framework 2: understanding equality with a focus on equality of opportunity and equality of outcome
The implications of respecting diversity in early years and social care: case studies of gender and ethnicity
Economic inequality and poverty: implications of childhood poverty and general levels of ecomomic inequality for practice in early years and social care
Stereotyping And Prejudice: Impact On Practice; defining and discussing discrimination; the personal and professional challenges posed by challenging oneself and others.
Diverse childhoods and families: case studies on enhancing respect for diversity
The Care as a source of inequality: rationale for thinking about care as an equality issue and implications for paid care work in social care
Challenges and Achievements in the Pursuit of an Egalitarian Society: case study examples of campaigns and individuals work in challenging inequality with reference to social care
Professional Practice and Equality in Social Care practice: how to develop a commitment to equality in practice - the personal and professional challenges and exemplars of practice
Coursework & Assessment Breakdown
End of Semester / Year Assessment
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Project||Final Exam||Project||100 %||Week 13||1,2,3,4,5|
Full Time Mode Workload
|Lecture||Lecture Theatre||Theoretical Perspectives||2||Weekly||2.00|
|Group Learning||Flat Classroom||Discussion and application||1||Weekly||1.00|
Required & Recommended Book List
2011-04-26 The Spirit Level Bloomsbury Publishing USA
ISBN 9781608193417 ISBN-13 1608193411
This eye-opening UK bestseller shows how one single factor--the gap between its richest and poorest members--can determine the health and well-being of a society. The authors also outline a new political outlook in which a shift from self-interested consumerism to a friendlier, more sustainable society is paramount.
2006-03-03 Rethinking Multiculturalism Palgrave Macmillan
ISBN 1403944539 ISBN-13 9781403944535
This important and much acclaimed book rapidly became a classic on first publication. In it, Bhikhu Parekh shows that the Western tradition of political philosophy has very limited theoretical resources to cope with cultural diversity. He then discusses how it can be revised and what new conceptual tools are needed. The core of the book addresses the important theoretical questions raised by contemporary multicultural society, especially the nature and limits of intercultural equality and fairness, national identity, citizenship, and cross-cultural political discourse. The new second edition includes a substantial additional chapter addressing key issues.
2009-08-15 Affective Equality Palgrave Macmillan
ISBN 0230227198 ISBN-13 9780230227194
This groundbreaking book provides a new perspective on equality by highlighting and exploring affective equality, the aspect of equality concerned with relationships of love, care and solidarity. Drawing on studies of intimate caring, or love labouring, it reveals the depth, complexity and multidimensionality of affective inequality.
2006 Equality-introduction for Advocacy Students Big Fish Publ IT Sligo
2004-06-30 Equality Springer
ISBN 9780230508088 ISBN-13 0230508081
How can egalitarian ideals be put into action? This ground-breaking book sets out a new interdisciplinary model for equality studies. Integrating normative questions about the ideal of equality with empirical issues about the nature of inequality, it applies a new framework to a wide range of contemporary inequalities. Proposing far-reaching changes in the economy, politics, law, education and research practices, it sets out innovative political strategies for achieving those aims. It is an invaluable resource for both academics and activists.
2011-09-11 Justice and the Politics of Difference Princeton University Press
ISBN 9780691152622 ISBN-13 0691152624
"In this classic work of feminist political thought, Iris Marion Young challenges the prevailing reduction of social justice to distributive justice. The starting point for her critique is the experience and concerns of the new social movements that were created by marginal and excluded groups, including women, African Americans, and American Indians, as well as gays and lesbians. Young argues that by assuming a homogeneous public, democratic theorists fail to consider institutional arrangements for including people not culturally identified with white European male norms. Consequently, theorists do not adequately address the problems of an inclusive participatory framework. Basing her vision of the good society on the culturally plural networks of contemporary urban life, Young makes the case that normative theory and public policy should undermine group-based oppression by affirming rather than suppressing social group differences"--Provided by publisher.
2004 Diversity at School Institute of Public Administration
ISBN 1904541194 ISBN-13 9781904541196
2009 Where are we now? New Feminist Perspectives on Women in Contemporary Ireland, Oaktree Press, Dublin
2013 Equality-a challenge for social care Gill and Macmillan
2013 Emancipatory social care practice Gill and Macmillan
2012 Diversity & Equality in Early Childhood Gill & MacMillan
ISBN 0717149943 ISBN-13 9780717149940
New childcare text that positions diversity and equality as an integral part of early childhood care and education for students, trainers and practitioners in Ireland. Presents up-to-date examples of innovative practice, developed by the eist project, the Equality & Diversity Early Childhood National Network (EDeNn), and gathered from early childhood settings and learners in Ireland. Examples and cases framed by theoretical considerations and insights into international work. Supports the implementation of Siolta (2006), Aistear (2009) and the Diversity and Equality Guidelines for Childcare Providers (2006 OMC) with particular focus on identity and belonging and anti-discriminatory practice. Divided into four sections: Diversity is real - and so is exclusion: Presents a framework for what adults need to know to proactively address diversity beyond culture, and contextualises children's stories in legislation, policy and practice. (Re)thinking early childhood care and education Offers several theoretical perspectives on diversity and equality in early childhood. Walking the walk: insights into Irish ECCE practice, with specific reference to diversity and equality Provides insights into existing and innovative practices in the Irish ECCE sector, demonstrating that change for adults and children is possible. Roadmap to equality: conclusions and recommendations for policy, professional development and practice in the Irish ECCE sector Draws on the discussions, examples and insights of the previous sections and proposes recommendations for steps to be taken by policy-makers, trainers, educators and practitioners in early childhood settings and services in Ireland. Supports the implementation of Siolta (2006), Aistear (2009) and the Diversity and Equality Guidelines for Childcare Providers (2006 OMC), with particular focus on identity and belonging and anti-discriminatory practice. Provides up-to-date examples of innovative practice developed by the eist project and the Equality & Diversity Early Childhood National Network (EDeNn), and gathered from early childhood settings and learners in Ireland. Presented in four sections: Diversity is real - and so is exclusion Introduces a framework that can be used to address diversity beyond culture, and contextualises children's stories in legislation, policy and practice. Re-thinking Early Childhood Education and Care Offers several theoretical perspectives on diversity and equality in early childhood. Voices from the sector Provides insight into existing and innovative practices in the Irish ECEC sector, while demonstrating that change for adults and children is possible. Roadmap to equality Proposes recommendations for steps to be taken by policy-makers, trainers, educators and practitioners in early childhood settings and services in Ireland. WRITTEN FOR: Childcare courses at FETAC Level 6 Early childhood education courses at degree level Montessori courses Primary teacher education courses Social care courses