General entry requirements + English 6

No mainfield - G1N

The aim of the course is that the student develops an understanding on the concepts of gender and intersectionality, and an ability to use these concepts to analyse educational practices and school activities.

The course takes the concepts of gender and intersectionality, using both a contemporary and a historical perspective, as its starting point. Hereby, the course builds an understanding, and a critical analysis, of educational practices and school activities. This means that the student, in relation to his or her own experiences, analyses different aspects of education using concepts such as gender, sexuality, ethnicity, race, social class and age.

On completion of the course, the student will be able to:

1. Account for central aspects within the concept of gender and an intersectional perspective
2. Account for how question on gender and power has developed in relation to education in a historical perspective
3. Analyse and problematize educational practices and school activities using both concepts of gender as well as an intersectional perspective

Work formats consist of lectures, group discussions, literature analysis and classroom presentations. There will also be opportunities for study visits.

Written Exam, 15 credits

Grading criteria for the course are announced by the course leader at the start of the course.

For all assessments, the basis must be such that individual performance can be distinguished.

For grade A on the course, the examination should be graded A.

Ahmed, Sara (2012). On being included: racism and diversity in institutional life. Durham, N.C.: Duke University Press. Introduction (17 p)

Arnot, Madeleine & Mac an Ghaill, Mairtin (eds.) (2006). The RoutledgeFalmer Reader in Gender and Education. London: Routledge. Chapter 1 & 2 (30 p)

Barow, Thomas & Berhanu, Girma (2021). Inclusive Education in Sweden: Policy, Politics and Practice. Hanssen, Natallia, Hansén, Sven-Erik & Ström, Kristina (eds.). Dialogues between Northern and Eastern Europe on the Development of Inclusion: Theoretical and Practical Perspectives (p. 35-51). London, New York: Routledge. (17 p)

Carlson, Marie & Kanci, Tuba (2017). The nationalized and gendered citizen in a global world – examples from textbooks, policy and steering documents in Turkey and Sweden. Gender and Education. 29(3):313-331. (29 p)

Davis, Kathy (2019). Who owns intersectionality? Some reflections on feminist debates on how theories travel. European Journal of Women’s Studies, 1-15 (15 p)

Dawson, Emily, Archer, Louise, Seakins, Amy, Godec, Spela, DeWitt, Jennifer, King, Heather, Mau, Ada & Nomikou, Effrosyni (2020). Selfies at the science museum: exploring girls’ identity performances in a science learning space, Gender and Education, 32:5, 664-681, DOI: 10.1080/09540253.2018.1557322 (18 p)

DePalma, Renée & Jennett, Mark (2010). Homophobia, transphobia and culture: deconstructing heteronormativity in English primary schools. Intercultural Education, 21:1, 15-26 (11 p)

Francis, Becky (2010). Re/theorising gender: female masculinity and male femininity in the classroom? Gender and Education, 22:5, 477-490 (14 p)

Kumashiro, Kevin K. (2000). Toward a Theory of Anti-Oppressive Education. Review of Educational Research, Vol. 70, No. 1 (29 p)

Ljunggren, Birgitte & Eidevald, Christian (2023). Men’s career choices in early childhood education and care – an embodied intersectionality perspective, Gender and Education, 35:1, 37-52, DOI: 10.1080/09540253.2022.2142531 (16 p)

Martinsson, Lena, Griffin, Gabriele & Giritli Nygren, Katarina (2016). Introduction: challenging the myth of gender equality in Sweden. In Martinsson, Lena, Griffin, Gabriele & Giritli Nygren, Katarina (eds.). Challenging the myth of gender equality in Sweden. Bristol: Policy Press. (22p)

Nash, Jennifer C. (2008). Rethinking intersectionality. Feminist review, no 89 (15 p)

Parker, Rachael, Wellings, Kaye & Lazarus, Jeffrey V (2009). Sexuality education in Europe: an overview of current policies. Sex Education, Aug 2009, Vol. 9 Issue 3, pp 227-242 (16 p)

Reimers, Eva (2020). Disruptions of desexualized heteronormativity – queer identification(s) as pedagogical resources. Teaching Education, DOI: 10.1080/10476210.2019.1708891 (16p)

Sheikh, Mariam P. (2024). Towards a feminist praxis and pedagogy in higher education: knowledge-building and social action in Pakistan, Gender and Education, DOI: 10.1080/09540253.2024.2370281 (18 p)

Slater, Jenny, Jones, Charlotte & Procter, Lisa (2018). School toilets: queer, disabled bodies and gendered lessons of embodiment. Gender and Education, 30:8, 951-965 (available online) (15 p)

Woolley, Susan W. (2017). Contesting silence, claiming space: gender and sexuality in the neo-liberal public high school, Gender and Education, 29:1, 84-99, DOI: 10.1080/09540253.2016.1197384 (16 p)

An additional 100 pages will be distributed during the course.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.