Sentencia No 002-09-SAN-CC (exoneraciones tributarias a discapacitados)

Credits 20

Timetable Spring term Tutors Vanita Sundaram Module Number EDU00068M Core/ Option Option

Learning Outcomes and Relationships

i. Link between module and key theme in relation to the broad learning outcomes for the module:

Why do girls in low and middle-income contexts have restricted access to education? Why do more boys than girls choose science and maths-related subjects at A-level and university? Why are the vast majority of teachers female? Why does sexual and physical violence against women students continue to be widespread? Are these patterns due to biological differences between boys and girls and men and women, or are there social, political and economic influences on educational opportunity and attainment? In this module, we examine gender differences in access to, participation in and outcomes of education and critically discuss the underlying reasons for these. We will also consider the role of educational institutions and actors in producing conventional understandings and expectations of ‘male’ and ‘female’ behaviour. The key questions we will ask are: how do gender and sexuality influence access,

participation, learning and identities in relation to education? We will look at education across the life course, examining how gender influences opportunities, experiences and outcomes in primary, secondary and tertiary contexts.

ii. Specific intended learning outcomes:

During the course of this module students will:

 Critically examine their understandings of gender and reflect on their own expectations of appropriate ‘male’ and ‘female’ behaviour.

 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

Department of Education Modules handbook

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Content

An outline of the sessions week by week:

2. Introduction: what is gender and why is it important?

3. Why do we need to consider gender in education: the global perspective 4. Gender, participation and achievement: examining differential attainment and subject choice.

5. Constructing gendered identities in the classroom

6. Do male teachers shape ‘real’ boys? Maintaining gender hierarchy in schools 7. Gender and sexual violence among secondary school pupils: the role of schools in violence prevention

8. ‘Lad cultures’ and higher education: tackling gender inequality in higher education institutions

9. What do we mean by gender equality in education?

10. Conclusion. The links between gender, education and society.

Methods

i. Expectations for involvement by students (presentations; seminar papers; ‘activities’; assignment preparation)

Students are expected to attend all class sessions, and to be prepared to take full part in discussion of issues. The module will adopt a variety of teaching and learning methods, including debates, oral presentations, and summarising articles they have read. In classes 2-9 two students each week will provide a short summary of material covered in the preceding class. These reviews will remind all students of the main points covered in previous sessions, and will link ideas and themes that emerge over the 9 weeks. The reviews will also serve as practice for structured oral presentations. The groups in which students will present their reviews, as well as the expected form and content of these, will be made clear in class and via the VLE.

ii. Reading (preparatory and key texts only) Journal publications

 Gender and Education

 British Journal of Educational Studies  British Journal of Sociology of Education  Cambridge Journal of Education

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September 2015 Page 36

 Sex Education

 Comparative Education Textbooks

 Sundaram, V. & Sauntson, H. (eds.) (2015). Global perspectives and key debates in sex and relationships education: Addressing issues of gender, sexuality, plurality and power. Basingstoke: Palgrave.

 Arnot, M., & Mac an Ghaill, M. (eds.) (2006). The RoutledgeFalmer Reader in Gender and Education. London: Routledge.

 Francis, B., Skelton, C., & Smulyan, L. (eds.) (2006). The SAGE Handbook of Gender and Education. London: SAGE Publications.

 Ball, S. (ed). (2004). The RoutledgeFalmer Reader in Sociology of Education. New York: Routledge.

Policy documents

 British Crime Survey (www.homeoffice.gov.uk)

 Gender and Education: The Evidence on Pupils in England. (2007). London: DCSF.

 Sex and Relationships Guidance

(https://www.gov.uk/government/publications/sex-and-relationship-education)  Action Plan to End Violence Against Women and Girls

(https://www.gov.uk/government/uploads/system/uploads/attachment_data/file /181088/vawg-action-plan-2013.pdf)

Assessment

An indication of the expectations related to:

i. Formative; i.e. written work submitted during the term

Students are expected to submit a detailed 2-3 page outline on one of the

assignment topics, for formative feedback. It is assumed that it would be a topic the student would choose for their final assignment, though it need not be. The essay outline will be anonymous. The work should be submitted in Class 6 of the module for written and oral feedback to be given in Class 8. The purpose of the plan is to provide the basis for constructive formative feedback on the student’s ideas, academic writing skills and critical thinking.

ii. Procedural; i.e. seminar performance

Each student will be expected to undertake preparation for each session, and to play an active role in class tasks and group presentations. Students will be allocated to small groups for in-class and follow-up work and all students are required to take responsibility for contributing to a good outcome. All students will participate in a weekly review with their peers. Ongoing feedback will be provided on students’

Department of Education Modules handbook

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participation in these activities and overall feedback on seminar performance is provided in the end of module report.

iii. Summative; i.e. final submission of written work to be assessed.

Students will be expected to write a 4,000-5,000 word essay on one of the assignment titles provided. These will be presented and discussed in Week 1. Assignment titles are broad and will cover multiple aspects of the module. It is

essential that students engage with reading and activities for all weeks of the module in order to write a good assignment.

Department of Education Modules handbook

September 2015 Page 38