The aim of this module is to introduce learners to core theories in the field of social justice and assess their application to contemporary contexts in social care. Learners study the development of social justice theory, and will develop the skills to critically analysis of the range of social justice theories and examine their contribution of conceptualisations of recognition, redistribution, capabilities, rights and fairness, to various practice settings such as disability, family support and children/young people.

1. A systematic understanding of social justice knowledge an examination of major western theories of social justice

2. Scrutinisethe principles of social justice as they developed in different historical contexts

3. Engage with the contribution of the contemporary theorists, on fairness, needs, and on recognition and distributive justice

4. Critically assess various theories of justice in the modern era, for example the capabilities approach of Nussbaum and its relevance to social care

5. Apply understandings of social justice to social care arenas of practice: distribution, recognition, group rights, participation

Students will identify and analyse historical and contemporary social movements and evaluate approaches to mobilising for social justice including participatory art based and community development approaches.

1. Formulate and critiquehistorical and contemporary social movements

2. Assess and critique theoretical and practical models for transformation

3. Critique and develop arts-based approaches to activism

4. Produce competency in A) planning B) organisation and C) action for social justice

5. Develop a professional capacity to engage with communities, policy-makers and other stake holders

Caring defies neat definition. In one sense caring can be understood as socially constructed in so far as what counts as care, good or bad, and how societies organize, reward, and regulate care is historically and culturally contingent (Fine 2006; Chapman 2004). These variable meanings of care, and the enormous cultural relativity of caring practices at different times and places, are nonetheless rooted in a universal material reality of the human condition (Nussbaum 2000, 1995). Human social life is impossible without care; we are born entirely dependent on the care of others, and although we may achieve a degree of independence at different points in our life, we can never escape the reality of our inherent vulnerability. Most of us will also be called on to provide care to others in various ways, but even those who live relatively care-free lives, as social and emotional animals we necessarily subsist within webs of emotionally reciprocal relations. For a seemingly innocuous and positive word, 'care' is, therefore, a source of critical tension in current social theory, policy and practice.Social justice theory has concentrated on articulating civil, social and political rights, as core elements of a universalist view of citizenship and strategies for the achievement of a more socially just society. This focus has been vigorously challenged by feminist theorists whose work identifies the shortcomings of the universal model of citizenship upon which many theories of social justice depend. This module seeks to address some of the theoretical, policy and practice issues raised by a burgeoning literature and increasing theoretical, political and policy interest in questions of care.

1. Assess on the place of care relations within social justice theories and discuss the neglect of the affective sphere of life in mainstream policy and politics

2. Be knowledgeable about the evolution of theoretical debates on care as a set of activities or a form of work, a system of social relationships and an ethical disposition and be able to assess thecontribution to ones professional development

3. Critically assess theoretical and empirical research on the intersection of care with gender, class and race

4. Critically consider the contribution of debates on the ethic of justice and the ethic of care and the relevance for social care policy and practice

5. Examine the impact of neoliberal and managerialist ideologies on policy approaches to care in Irish society

The aim of this module is to explore the role of social policy and human rights in effecting positive social change by examining in particular the relationship between the legal system and contexts in which social inequalities are generated. The module will focus on how human rights and social policy operate at a national and European level for those advocating for social justice.

Students may assess a number of policy areas including: poverty, homelessness, healthcare, education, disability, race, social exclusion, unemployment and mental health. This will enable the student to understand better social policy formulation, political participation and how to advocate for social justice and human rights.

1. Understand and discuss the development of human rights law in an international, European and Irish context
2. Trace the influence of social, political and economic ideology on social service provision

3. Identify specific international and regional human rights instruments and describe how human rights are enforced, in particular at Irish and European levels
4. Critique Irish social policy from a social justice perspective.

5. Identify and comment on key organisations working in the areas of particular human rights or social policy issues

'Social location' refers to the various positions occupied by individuals and groups in societies, such as gender, class, race, ethnicity, sexuality, age, disability/ability, migration status, etc. which influence their life perspectives and experiences, encompassing experiences of privilege and/or oppression. Taking social locations as a starting point, this module focuses on intersectional understandings of forms of oppression and privilege such as patriarchy, racism, colonialism, homophobia and ableism through an intersectional lens. It explores interconnected power structures including government, media and economics, which are implicated in theses processes, and foregrounds the achievement of social justice through activism, redistribution and equity.

1. Analyse the multidimensional influences of social locations in experiences of privilege and oppression, and in societal and environmental phenomena

2. Reflexively consider the significance of social location in professional identity across a range of care and community contexts, and in diversity work.

3. Evaluate research and theory related to intersectionality

4.
Effectively critique cultural representations, integrating perspectives of marginalised scholars and commentators

5. Critically apply understandings of social locations and intersectional principles to research and practice

The module will critically assess theories of leadership and management and their application to the social professions. It will enable students to identify their leaderships qualities and skills in their professional context as well as the theoretical underpinning necessary to understand the leading, learning and development process within an organisational context. The cultural and political context of social care and the impact of managerial approaches on both frontline workers and manager will be examined to identify strategies to sustain motivation and compassion on staff teams and articulate strategies to bring about positive change in the policy and organisational contexts of social care.

1. Critically assess relevant theories of leadership and management in the non-profit and statutory social care sector

2. Assess strategies of resistance to managerialism, and identify students own leadership styles in pursuing social justice

3. Critically reflect onthe evolution of statevoluntary/community sector relationships andthe grown of managerial approaches, for-profit care provision andmarketisationin social care

4. Critically assess the contribution of supervision, governance,and evidence-based practice in the social professions.

5. Reflect on the implications for managinginthe current managerial context and strategies to bring about positive social change in the sector.

This module will provide the learner with the necessary research skills to undertake a level 9 minor MA thesis. Learners will critically review literature, engage with their ontological and epistemological position; the paradigms of research study; methods of data collection and data analysis associated with chosen paradigms. The learner will gain the knowledge, skills and competencies to determine the appropriateness of individual methods in given research contexts. Issues of research ethics, validity and reliability of chosen paradigms and methods will also be discussed and debated. Learners will develop research project management skills that are applicable not only to their research project but also to further research activities.

1. Critically evaluate existing knowledge on selected project topic.

2. Develop a critical awareness of current issues pertaining to social justice and social care.

3. Become aware of a range of standard and specialised research methodological tools and techniques.
4. Analyse paradigms of research enquiry and explicate where chosen paradigms align with researcharea of interest.

5. Assess the significance of research ethics and incorporate this withinresearch proposal.

6. Demonstrate appropriate project management skills to ensure successful completion of level 9 research project