Syllabus, valid from 2021-01-18

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

2020-11-24

Syllabus valid from

2021-01-18

Level

Basic level

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.

Main field

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)

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.