Undergraduate Course: Gender and Primary Education (EDUA10093)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | 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. |
| Course description |
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
Information for Visiting Students
| Pre-requisites | Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2016/17, Available to all students (SV1)
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Quota: 17 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Supervised Practical/Workshop/Studio Hours 27,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
169 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
4000 word assigment |
| Feedback |
Informal Feedback
Informal, formative feedback takes place during discussions throughout the semester. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.
Formal Feedback
Detailed verbal feedback will be offered during the poster session on the final week. This feed forward will provide you with the opportunity to reflect on your work and to consider ways of improving your work.
All marks released prior to the meeting of the Board of Examiners in February are provisional and subject to ratification by the Board.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate familiarity with key concepts in current discussions on gender in society and 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.
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Reading List
Arnot, M. (2002) Reproducing Gender? London, Rolutledge/Falmer
Ashley, M. & Lee, J. (2003) Women Teaching Boys: caring and working in the primary school, Stoke-on-Trent, Trentham
De Beauvoir, S. (1953) The Second Sex, Jonathan Cape Ltd
Charlebois, J. (2010) Gender and the construction of dominant, hegemonic and oppositional femininities Lexington Publishers, Plymouth
Berger, J. (1972) Ways of Seeing London, Penguin
*Connell, R. W. (2002) Gender Cambridge, Polity
Connell, R. W. (2000) The Men and the Boys London, Polity
Connell, R. W. (1995) Masculinities, Cambridge, Polity Press
Connell, R. W. (1987) Gender and Power, Standford University Press
DePalma, R. and Atkinson, E. (Eds) (2008) Invisible Boundaries: addressing sexualities equality in children¿s worlds. Stoke on Trent, Threntham Books
DePalma, R. and Atkinson, E. (Eds) (2009) Interrogating Heteronormativity in Primary Schools. Stoke on Trent, Threntham Books
Drudy, M., Martin, S. & Woods M. (2005) Men and the Classroom: Gender Imbalances in Teaching, Oxford, Routledge
Epstein, D et al (1998) Failing Boys: Issues in gender and achievement,
Buckingham, Open University Press
Epstein, D. & Johnson, R. (1998) Schooling Sexualities, Buckingham, Open University Press
Francis, B. (2000) Boys, Girls and Achievement: addressing the classroom issues,
London, Routledge
Francis, B. & Skelton, C. (2001) Investigating Gender: contemporary perspectives in Gender, Buckingham Open University Press
Greer. G. ((1970) The Female Eunuch, MacGibbon & Kee Ltd
Gurian, M. (2003) Boys and Girls Learn Differently, John Wiley & Sons.
Howe, C. (1997) Gender & Classroom Interaction: a research review SCRE
*Jule, A. (2008) A Beginner¿s Guide to Language and Gender, Clevedon, mm textbooks
Mac An Ghaill, M. (1994) The making of men: masculinities, sexualities and schooling Buckingham, Open University Press
McCormack, M. (2012) The declining significance of homophobia: how teenage boys are redefining masculinity and heterosexuality, New york, OUP
Miller, J. (1996) School for Women London, Virago Press
Murphy P. & Gipps. V. (1996) Equity in the Classroom: towards effective pedagogy for girls and boys London, Unesco
Paechter, Carrie, (2007) "Sex and gender, power and knowledge" from Paechter,
Carrie, Being boys,being girls : learning masculinities and femininities pp.5-21, Maidenhead: Open University Press
Paechter, C. (1998) Educating the other: gender power and schooling. London,
Falmer press.
Paterson, F. & J. Fewell, (Eds.) (1990). Girls in their Prime: Scottish Education Revisited. Edinburgh, Scottish Academic Press.
Pilcher, J. & Whelehan, I. (2004). 50 Key Concepts in Gender Studies, London, Sage.
Salisbury, J & Riddell, S. (Eds.) (2000) Gender, Policy and Educational Change London, Falmer
Skelton, C. & Francis, B. (Eds.) (2003) Boys and Girls in the Primary Classroom. Maidenhead, Open University Press.
Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham, Open University Press.
Walkerdine, V. (1990) Schoolgirl Fictions. London, New York, Verso.
Weiner, G. (1994) Feminisms in Education: an introduction Open University Press
Journal Articles
Boulton, P. and J. Coldron (1998). "Why Women Teachers Say 'Stuff It' to Promotion: a failure of equal opportunities?" Gender and Education Vol. 10 (2) pp 149 - 161.
Bragg, S. (2012) ¿What I heard about secualisation: or conversations with my inner Barbie¿, Gender and Education Vol. 24, No. 3, p311-316
Burn, E. (2001) ¿Do boys need male primary teachers as positive role models?¿ British Educational Association Annual Conference, University of Leeds.
Callaghan, M., Cranmer, C., Rowan, M., Siann, G. & Wilson, F. (1999) 'Feminism in Scotland: self-identification and stereotypes¿ Gender and Education Vol.11 (2)
Carrington, B., Tymms, P., Merrell, C., (2008). ¿Role models, school improvement and the ¿gender gap¿ ¿ do men bring out the best in boys and women the best in girls?¿ British Educational Research journal, Vol. 34 (3) pp 315-328
Fuller, A., Turbin, J., and Johnston, B. (2013) ¿Computer Club for Girls: The problem with seeing girls as the problem¿, Gender and Education, Vol. 25, No. 4, p499-514
Ivinson, G. (2014) ¿How gender became sex: mapping the gendered effects of sex-group categorisation onto pedagogy, policy and practice¿ Educational Research, Vol 56 (2) pp 155-170
Jackson, S. & Gee, S. (2005) ¿¿Look Janet¿, ¿No you look John¿: constructions of gender in early school reader illustrations across 50 years¿ Gender and Education Vol.17 (2) pp115-128
Jackson, C. (2010) ¿I¿ve been sort of laddish with them¿ one of the gan¿: teachers¿ perceptions of ¿laddish boys¿ and how to deal with them. Gender and Education, Vol. 22 (5) pp 505-519
Keddie, A., & Mills, M. (2009) ¿Disrupting masculinised spaces: teachers working for gender justice¿ Research Papers in Education Vol 24 (1) pp29-43
Martino, W., Mills, M. & Lingard, B. (2005) ¿Interrogating single-sex classes as a strategy for addressing boys¿ educational and social needs¿ Oxford Review of Education, Vol. 31, (2) pp 237-254
Martino, W. and Frank, B., (2006) ¿The tyranny of surveillance: male teachers and the policing of masculinities in a single sex school¿, Gender and Education Vol. 18 (1) pp 17-33
Messner, M. (2000). ¿Barbie Girls Versus Sea Monsters: children constructing gender.¿ Gender & Society Vol. 14 (6) pp 765-784
Mills, M., Martino, W. & Lingard, B. (2004) ¿Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate¿ British Journal of Sociology of Education Vol. 25 (3)
Paechter, C. (2006). ¿Masculine femininities/feminine masculinities: power, identities and gender.¿ Gender and Education Vol. 18 (3) pp 253-263
Pulsford, M. (2014). ¿Constructing men who teach: research into care and gender as productive of the male primary teacher¿ Gender and Education Vol 26 (3) pp 215-231
Reay, D. (2001). ¿'Spice Girls', 'Nice Girls', 'Girlies', and 'Tomboys': gender discourses, girls' cultures and femininities in the primary classroom.¿ Gender and Education Vol. 13 (2) pp 153-166
Renold, E. (2004). ¿¿Other boys: negotiating non-hegemonic masculinities in the primary school¿ Gender and Education Vol 16 (2) pp247-265
Riddell, S. (2006) ¿The Gender Balance of the Teaching Workforce in Scotland,
What¿s the problem?¿ Scottish Educational Review Vol. 38(1) pp 73-92
Roulston, K. and Mills, M. (2000). ¿Male Teachers in Feminised Teaching
Areas:marching to the beat of the men's movement drums?¿ Oxford Review of Education Vol. 26 (2) pp 221-237
Smedley, S. (2007). ¿Learning to be a primary school teacher: reading one man¿s story¿. Gender and Education Vol. 19. (3) pp 369-385
Steedman, C. (1985). ¿Prisonhouses.¿ Feminist Review Vol. 20 pp7-21.
Tamboukou, M. (2000). ¿The Paradox of Being a Woman Teacher.¿ Gender and Education Vol. 12 (4) pp 463-478.
Walkerdine, V. (1989). ¿Femininity as Performance.¿ Oxford Review of Education Vol. 14 No 3 pp 267-279.
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Additional Information
| Graduate Attributes and Skills |
A. Research and Enquiry
- search for, evaluate and use information from a range of sources, to develop their knowledge and understanding
- recognise the need to challenge knowledge
-reflect on links between research and educational policy/practice
B. Personal and Intellectual Autonomy
- be open to new ideas, methods and ways of thinking
- be independent learners who take responsibility for their own learning, and are committed to continuous reflection and self-development
- be able to use collaboration and debate effectively to test and develop their own views
- be intellectually curious and able to sustain intellectual interest
C. Communication
- further their own learning through effective use of a range of communication approaches, including effective questioning
- synthesis and clearly communicate key research findings to peers
- seek and value open feedback to inform genuine self-awareness
D. Personal Effectiveness
- be able to work effectively with others, capitalising on their different thinking, experience and skills |
| Keywords | gender,primary education |
Contacts
| Course organiser | Ms Ann Macdonald
Tel: (0131 6)51 6430
Email: Ann.A.M.MacDonald@ed.ac.uk |
Course secretary | Miss Victoria Lindstrom
Tel: (0131 6)51 4906
Email: vlindstr@exseed.ed.ac.uk |
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