Course syllabus spring 2020
Course syllabus spring 2020
Title
Gender and Education - An Intersectional Perspective in Contemporary Settings
Swedish title
Gender and Education - An Intersectional Perspective in Contemporary Settings
Course code
BU125E
Credits
15 credits
Grading scale
UA / Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U)
Language of instruction
English
Decision-making body
Faculty of Education and Society
Syllabus approval date
2019-11-04
Syllabus valid from
2020-01-20
Entry requirements
General entry requirements + English B.
Merit rating is calculated based on Swedish upper secondary grades achieved, according to specific entry requirement 6/A6.
Level
Basic level
No main field.
Progression level
G1N
Course objectives
The aim of the course is to critically analyze ways in which the concept of gender constructs and is constructed within contemporary educational settings, using an intersectionality perspective.
Course contents
The course focuses on different areas in education, where concepts such as gender, sexuality, ethnicity, race and social class are highlighted. The course takes its starting point in the concept of gender as an analytical perspective and builds towards an understanding and analysis of intersectionality. Using gender analysis and intersectionality theories, a primary focus is placed on contemporary systems and/or practices in education and how these relate to the student’s own experience. The course includes both Swedish and international research.
Learning outcomes
On completion of the course, the student will be able to:
- account for the basic discussion regarding the relationship between gender and education from an intersectional perspective (gender, sexuality, ethnicity, race and social class)
- describe and analyze educational systems and/or practices from a gender perspective,
- describe and analyze the conditions and outcomes of different educational systems and/or using an intersectionality perspective
- problematize contemporary theoretical concepts of gender and intersectionality in educational contexts.
Learning activities
Work formats consist of lectures, group discussions, literature analysis and classroom presentations. There will also be opportunities for study visits.
Assessment
- Written Exam, 15 credits (Learning outcome 1-4)For grade A on the course, the examination should be graded A.
Course literature and other study material
Adichie, Chimamanda Ngozi (2013). Americanah. London: Fourth Estate (477 p)
Ahmed, Sara (2012). Introduction in On being included: racism and diversity in institutional life. Durham, N.C.: Duke University Press (17 p)
Arnot, Madeleine & Mac an Ghaill, Mairtin (eds.) (2006). The RoutledgeFalmer Reader in Gender and Education. London: Routledge (287 p)
Kumashiro, Kevin K. (2000). “Toward a Theory of Anti-Oppressive Education”. Review of Educational Research, Vol. 70, No. 1 (available online) (29 p)
Nash, Jennifer C. (2008). “Rethinking intersectionality”. Feminist review, no 89 (available online) (15 p)
Quinn, Jocey (2004). “The Corporeality of Learning: Women Students and the Body”. Ali, Suki, Benjamin, Shereen & Mauthner, Melanie L. The Politics of Gender and Education: Critical Perspectives. Basingstoke: Palgrave Macmillan (15 p)
Young, Iris Marion (1980). “Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality”. Human Studies, 3(2), pp 137-156 (available online) (20 p)
von Wright, Moira (2002). ”Narrative imagination and taking the perspective of others”. Studies in Philosophy and Education. 21(4-5):407-416 (10 p)
Öhrn, Elisabet (2009). “Challenging Sexism? Gender and Ethnicity in the Secondary School”, Scandinavian Journal of Education Research, Vol. 53, 6. (available online) (12 p)
Wittig, Monique (1993) “One is not born a woman”. Abelove, Henry, Barale, Michèle Aina & Halperin, David M. (eds.) (1993). The lesbian and gay studies reader. New York: Routledge (8 p)
In addition, two articles from the academic journal Gender and Education will be selected by the student.