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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Gender and Primary Education (EDUA10093)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis 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.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites 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-requisitesQualifications 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
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate familiarity with key concepts in current discussions on gender in society and give a critical evaluation of the various theories of gender !
  2. Demonstrate an ability to use these theoretical perspectives to offer a critical analysis of gender-related issues in contemporary Scottish primary education.
  3. Demonstrate a critical understanding of the complex ways in which perceptions of gender difference have affected and continue to affect education policy and practice.
  4. Analyse and critically evaluate the contribution of organisational structures in education to promoting, enabling, questioning and challenging gender identities.
  5. Draw on their knowledge and understanding of theory and research to articulate and justify a developing personal stance on gender issues.
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.
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
Keywordsgender,primary education
Course organiserMs Ann Macdonald
Tel: (0131 6)51 6430
Course secretaryMs Victoria Lindström
Tel: (0131 6)51 6012
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