module specification

Module description:

The module will encourage academic debate around gender issues and gender theory and education as hallmarks of urban education and its theorisation; these debates will emanate from and be stimulated by empirical encounter and the reading of current educational academic research.  It will draw upon formal areas of gender studies, feminist theory, sociology of education, gender philosophy, educational research and cultural studies.

The module aims:
• Critically examine the understanding of gender and reflect on own expectations of appropriate ‘male’ and ‘female’ behaviour and other gender identities.
• Understand the importance of making gender visible in educational and social theory.
• Engage critically with debates about gender differences in participation and achievement in education.
• Discuss how learner identities may be influenced by current understandings and expectations of gender and sexuality.
• Explore the role of schools in creating and maintaining gender hierarchy and stereotypes.
• Demonstrate an understanding of gender sensitivity in conducting and engaging with research.

- The first part of the module deals with the notion of gender, gender identities and gender norms as socially constructed and defined by key sociological and philosophical studies around gender. LO1. LO2

- The second part of the module introduces students to prevalent gendered issues in the world of education and schooling, including teaching as a gendered profession and the construction of gendered identities in schooling. Also, it discusses education policies and practices for gender equality. LO2, LO3

- The third part of the module engages students into developing their understanding on a selected aspect of gender and education and build a discussion around it with the help of theory and current academic research. LO1, LO3

The learning on this module is planned and encouraged through engagements with lectures and seminar workshops where students discuss issues introduced in the lecture and also arising from the reading of relevant articles and pieces of educational research. There are online discussion boards introduced in the module which allow students to reflect on the findings from one article, either empirical or theoretical and this activity grounds the skills for the assessment of the module where they are providing critical summary of articles covered in the module in relation to one theme, issue or debate of their choosing. The seminar workshops therefore blend some of the work and discussions produced in lectures and seminars and students have opportunities to articulate their understanding and interpretations of course materials, debates and readings, as embedded in the course syllabus.

At the end of the module, students will be able to:

• Source, synthesise, apply and evaluate theories and empirical research on gender as a socially constructed phenomenon.
• Examine the gendered dimensions of policies, processes and practices of teaching and learning around the globe.
• Develop understanding of gender sensitive strategies and alternative, transformative approaches in education to overcome gender-related social divisions, inequalities, and injustices.

https://rl.talis.com/3/londonmet/lists/2670F1BA-3DFB-5BF7-0567-6EB5B87A4188.html