Gender and Primary Education (U03136)

? Credit Points : 20 ? SCQF Level : 10 ? Acronym : EDU-4-GPE

This course aims to introduce students to the ways in which gender can be studied and understood both in the wider context of society and in the situated context of primary education in Scotland. The first half of the course concentrates on theoretical perspectives, focussing on theories of femininity and masculinity, the social construction of gender and the production and reproduction of gender identities, feminist perspectives on gender in education and the impact of gender, and gendered discourses, on teaching and learning policies and practices. The second half utilizes these perspectives to critically analyse gender related issues current to primary education in Scotland, namely the Feminisation of primary teaching, the relative attainment of boys and girls in primary school and issues of gender and power in school management. In the final week students are invited to prepare and present arguments relating to one of these issues in the form of a debate.

? Keywords : gender
primary educaion

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : 4th year

? Delivery Period : Semester 1 (Blocks 1-2)

? Contact Teaching Time : 3 hour(s) per week for 9 weeks

Summary of Intended Learning Outcomes

By the end of the course students should be able to
Demonstrate familiarity with key concepts in current discussions on gender in society
Give a critical evaluation of the various theories of gender
Demonstrate an ability to use these theoretical perspectives to offer a critical analysis of gender-related issues in contemporary Scottish primary education.
Demonstrate a critical understanding of the complex ways in which perceptions of gender difference have affected and continue to affect education policy and practice.
Analyse and critically evaluate the contribution of organisational structures in education to promoting, enabling, questioning and challenging gender identities.
Draw on their knowledge and understanding of theory and research to articulate and justify a developing personal stance on gender issues.