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,