General entry requirements + English B.

The aim of the course is to enable the student to develop ability to critically analyze ways in which the concept of gender constructs and is constructed within contemporary educational settings, using an intersectionality perspective

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.

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

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

Written Exam, 15 credits (Learning outcome 1-4)

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.

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)

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

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

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)

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 (available online) (16 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)

von Wright, Moira (2002). ”Narrative imagination and taking the perspective of others”. Studies in Philosophy and Education. 21(4-5):407-416 (10 p)

An additional 100 pages will be distributed during the course.

The university provides all students who are participating in, or have completed, a course to express their experiences and views on the course through a course evaluation which is organized at the end of the course. The university will collate the course evaluations and provide information about their results and any actions prompted by them. The results shall be made available to the students. (HF 1:14).

When a course is no longer given, or the contents have been radically changed, the student has the right to re-take the examination, which will be given twice during a one year period, according to the syllabus which was valid at the time of registration.

The syllabus is a translation of a Swedish source text.