EDU2010 : Gender and Education
- Offered for Year: 2024/25
- Module Leader(s): Dr Samantha Shields
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The module begins with ideas about the education of women at the turn of the nineteenth century. It goes on to examine the evolution of ideas about natural and socially constructed differences between the sexes up to the present day and the impact of these ideas upon the education system. The development of the curriculum with respect to gender over the last two hundred years are outlined. Key developments in relation to gender are described and evaluated: the campaign for the entry of women to higher education, the 1944 Education Act, comprehensivisation and the 1988 Education Reform Act. The module goes on to interrogate debates concerning the ‘hidden curriculum’ as it applies to gender, debates about the ‘underachievement’ of boys, male teachers in primary schools and gendered identities in schools today.
Outline Of Syllabus
The module begins with an introductory analytical framework through which to understand the socially constructed nature of gender, drawing on the concepts of masculinity and femininity. The module then moves on to examples of how gender can operate within the school environment through consideration of the history of girls education and ongoing concerns about the ‘underachievement’ of boys. The module then considers a more multi-faceted notion of identity through an exploration of how gender intersects with ethnicity and social-class. Finally, the module considers the interplay of knowledge and pedagogy in how gender is enacted in behaviour management and subjects within the curriculum. The module covers a range of topics such as: Education and gender identity: frameworks for understanding, femininisation of schooling and the crisis of masculinity, the history of girls education in the UK and (Re)masculinisation of girls schooling, single-sex schooling and setting– who does it benefit?, the ‘underachievement’ of boys, gender and racism in the experiences of schooling, educationally successful working class girls and boys, LGBTQ+ experiences of education, teachers’ approaches to the behaviour management of boys and girls, gendered subjects school subjects? and school violence. The module finishes with a summary and essay preparation.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | If change to public health prevent PiP lectures: 1hr synchronous lecture in timetabled lecture slot |
| Guided Independent Study | Assessment preparation and completion | 1 | 111:00 | 111:00 | N/A |
| Structured Guided Learning | Lecture materials | 11 | 1:00 | 11:00 | Asynchronous online: videos, podcasts, quizzes, reflective tasks |
| Guided Independent Study | Directed research and reading | 11 | 4:00 | 44:00 | Readings for seminar |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | If changes to public health prevent PiP small group teaching: Small group synchronous online slots |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | Asynchronous online |
| Total | 200:00 |
Teaching Rationale And Relationship
The lecture series will scaffold students’ understandings of the socially constructed nature of the concept of gender and how this manifests in individuals’ experiences of schooling. Students will have the opportunity to develop a critical awareness of the historical, cultural and societal influences on understandings of gender and the implications of this for learners through seminar discussions. The guided independent study will reinforce and extend the understanding and criticality which has been explored in lectures and seminars in relation to analysing the socially constructed nature of gender and experiences of education.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | A | 70 | 2500 word essay |
| Poster | 1 | A | 30 | Poster, 1000 words. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Poster | 1 | M | Formative feedback will be provided on draft poster. |
Assessment Rationale And Relationship
Essay - 70% - 2,500 word essay examining the interplay of gender with an aspect of the education system, such as curriculum, behaviour, expectations and experiences. Essay titles are from a list of questions.
Poster - 30% - A poster to be produced on how gender can intersect with other aspects of identity and how this can influence experiences of education.
The essay is an appropriate way to enable students to synthesise their knowledge of the impact of gender on specific aspects of educational experiences. The poster is an appropriate way to consider how gender may intersect with other aspects of identity to shape experiences of education.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU2010's Timetable