This module aims to explore the practicalities of using creative skills and iterative design processes to bring about social and community change and promote equality, diversity and inclusion. Through examining the major critical issues in the field of creative pedagogy, the use of creative research methods, and the ethical issues arising from the tensions between product and process in community-based cultural activity, it aims to allow the learners to effectively critique their own practice.

Through an interdisciplinary approach, students will be placed in a creative and critically informed collective environment in which to develop and critique their individual practice as agents of transformation. Following an initial engagement with current understandings of creativity and learning ecologies, especially regarding the role of semiotics and non-linguistic communication in the creation of diverse social worlds and the performance of race, gender and disability, the students will explore creative pedagogy and creative research methods through a mix of practical and theoretical approaches. Pedagogical approaches may include Universal Design for Learning (UDL) and Design Thinking, and will focus on the iterative design processes of empathising, defining, ideating, prototyping and testing.Practical work will include developing an understanding of drawing in its various forms as an epistemic action and a tool in reflective practice. In addition to developing their research question, selecting a method, and carrying out their peer-to-peer workshop, the students will complete a final research paper/practical project that frames and supports their practice and/or research, including research documentation.

1. Demonstrate in-depth judgement of major critical issues in the field of creative pedagogy and the use of creative research methods.

2. Critically analyze and reflect on their own and others work, practices, and contexts.

3. Construct and test creative engagements, using the iterative design processes ofempathising, defining, ideating, prototyping and testing.

4. Develop an effective critique of the ethical and practical implications of creative pedagogy and research.

5. Demonstrate the relationship between theory and methodology in creative pedagogy and research.

Situated within the broad framework of equality, diversity and inclusion, this module aims to engage learners in the theory and process of dialogue as a mechanism to facilitate critical thinking, consciousness-raising and empowerment. The module will expose learners to various voices and perspectives inviting them into a brave space to challenge and address their personal and collective biases. Group work process will be applied to facilitate a journey of peer-led learning and the co-creation of a transformative intervention.

1. Explore and critique the development of personal and professional values.

2. Analyse the concepts of discrimination and oppression.

3. Apply dialogue as a tool in transformative work challenging dominant ideologies.

4. Appraise transformative practise through the lens of group work and dialogue.

5. Critique the barriers/opportunities for collective action.

Situated within the broad framework of equality, diversity and inclusion (EDI), this module explores political activism, movements and campaigns, from community-based action to global movements. This module will critically examine the links between political activism, campaigns, and policy change. The limitations of the structures in an Irish context will be analysed, citing calls for development and improvement from Irish civil society and international bodies. It will examine historical and contemporary activism, the forms it takes, and the factors that determine success or failure in a rapidly changing world. The module will also examine key areas in EDI like gender, civil status, family status, sexual orientation, age, disability, member of the Traveller community and race.

1. Encourage, promote and enact equality, diversity and inclusion measures in various settings.

2. Critically assess the impact of various types of activism, campaigns and social movements.

3. AssessIrish and EU policy and legislation with respect to discrimination and inclusion.

4. Identify and critique governance structures and instruments to achieve social change.

5. Apply skillsdeveloped in this module to support or activate a change process.

This module reflects on equality, diversity, inclusion, and social justice within a variety of historical and contemporary world view perspectives and aims to provide a solid historical and intersectional grounding for the learner to critique the history and origins of supremacy. It aims to enable the learner to articulate clearly the historical origins and contemporary manifestations of inequality and social exclusion. This will enable them to develop an effective critique of the supremacist claims of past imperialist projects of knowledge production and epistemic domination as precursors of the contemporary globalized Western hegemony.

Being both the first colony and a Home Country within the British Empire, and an active participant in the global 'civilising mission' of the Catholic Church, Irish history encompasses both the construction of whiteness and the struggle of the subaltern, positioning 'Irishness' as both perpetrator and victim. These contested narratives will be used to explore how the global context interlinks with, and impacts on, the local context.

A critical review of master narratives of white thought and practices compared to subjugated epistemologies will be co-created through an in-depth historical exploration of the metaphor of the ideal normative human body. Historical understandings of the normative body in the formation of performative, socially constructed identities, and attempts to decolonize and decisnormatize this history will be used to explore issues such as gender, race, and disability both in their historical context and contemporary theorizing. This will facilitate a cross-cultural and temporal engagement with the topics and allow learners to engage with an understanding of diversity beyond the purely human.

1. Analyse the historical claims of imperialist projects of knowledge production and epistemic domination in the development of the contemporary globalized Western hegemony in order toidentifycritical issues for EDI.

2. Demonstrate critical thinking and the capacity to make informed decisions and improve EDI practice through critical analysis and reflection on the historical origins of their own and others identity formation, prejudices, and contexts.

3. Demonstrate a detailed knowledge and understanding of the concepts which underpin the theory and practice of equality, diversity, and inclusion in order to achieve evidence-based EDI outcomes.

4. Develop an effective critique of the various ideologies of supremacy, showing the urgent need for decolonization and decisnormatization.

5. Demonstratecreative and imaginative competencies in achieving EDI transformations through the design and co-creation ofactivities to survey and assess the impact of the ideologies of the past on current social inequalities,

This module provides an opportunity for learners to develop a project in a local community or online advocacy context advancing issues of Equality, Diversity, and Inclusion (EDI). This practical engagement should allow students to identify issues relating to EDI in their communities or professional organisations and through development of a collaborative group project, championing change in that arena. This module compliments the theory-based modules in the programme.

1. Appraise the shortfalls in a specific community in relation to EDI issues.

2. Evaluate the challenges associated with EDI issues in their chosen area of engagement.

3. Demonstrate skills and competencies in community engagement activities and contexts.

4. Develop increased capacity in power of independent judgment, critique and sensitivity to these community issues.

5. Organise an event in an online or community context advancing issues of Equality, Diversity, and Inclusion.

This module aims to provide learners with the knowledge, skills and values to complete their Research/Action project. This module will also explore the function and value of research in progressing the human rights and equality agenda. Specifically, learners will consider the lack of equality data in an Irish context and the need for such. Learners will consider knowledge production systems and will reflect upon some ethical, societal and practical problems of data collection, designing a research instrument/intervention and dissemination of information.

1. Analyse the process of knowledge creation (epistemology).

2. Assess the philosophical assumptions that shape the research design within a research proposal.

3. Develop skills in analysingand interpreting data to inform public opinion, policy and practice.

4. Critique the use of research as a tool for social change in relation to equality, diversity and inclusion.

5. Plan, research and evaluate aproposal for an action/research project.

This module aims to critically analyse the epistemological ideologies that underpin our current structures within society. Students will examine the historical and philosophical evolution of social institutions like education, health, media, politics, economics to their current contemporary form, and how they relate to themes of race, gender and disability. Students will also explore social theories pertaining to epistemic injustice as well as the moral and ethical consequences of various paradigms of knowledge. Through an intersectional approach, students will engage with an understanding and critique of various forms of standpoint epistemology, and engage with issues of decolonization, power and knowledge, including the possibility of epistemic relativism as a tool of tyranny.

1. Critically analyse what is understood by fact and how it relates to meaning and value within Western epistemology and ethics.

2. Critically analyse issues connected with decolonization, indigeneity, knowledge and power, and how they might conflict with approaches to decisnormatization and human rights.

3. Demonstrate the ability and confidence to articulate an internalized personal world view based on a solid epistemic footing, rooted in an intersectional understanding of contemporary issues of knowledge and power.

4. Develop an effective critique of the contemporary debates around science, rationality and what constitutes evidence.

5. Design and co-create activities to survey and assess the intersectional impact of issues of power and knowledge.

This module aims to explore contemporary manifestations of exclusion, and current issues in the field of equality, diversity and inclusion. Taking an intersectional approach, the module will explore major themes in areas such as 'race', gender and disability and how they are manifested in the contemporary world. Through an intersectional approach, learners will develop a critically informed collective environment in which to critique and explore contemporary manifestations of exclusion, and how they pertain to building a reflective equal, diverse, and inclusive individual practice as agents of transformation. Beginning with an exploration of intersectionality as a framework of understanding, the learners will examine key manifestations of exclusion using the lenses of 'race', gender, physical and mental differences, age, and class. There will also be an exploration of issues around language, communication, and the commodification of hate speech, as well as debates around the role of equity, decolonization, decisnormatization, and going beyond the human.

1. Demonstrate the importance of the intersectional approach as a tool to critique and analyse contemporary manifestations of exclusion, enabling the identification of critical issues inEDI in contemporary Ireland.

2. Critically analyse and reflect on their own and others identity formation, prejudices, and contexts, demonstrating openness to emergent issues.

3. Evaluate the significance ofan intersectional understanding of contemporary manifestations of exclusion in the construction of a personal world view.

4. Develop an effective critique of the contemporary manifestations of supremacist ideologies, and their relationship to struggles fordecolonization and decisnormatization.

5. Identify, define, design and co-createsolutions for novel, complex, and emergent challenges in EDI.