Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Gender Mapping: Transitions and Identities in Research
Code: 43218Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Research in Education | OP | 1 |
Contact lecturer
- Name :
- Cloe Masotta Lijtmaer
- Email :
- cloe.masotta@uab.cat
Teaching staff
- Mireia Foradada Villar
- Rocío Sanchez Ares
Teaching staff (external to UAB)
- 1701635
Group languages
You can consult this information at the end of the document.
Prerequisites
There are not
Objectives
This module introduces a view into the problems, epistemologies and methodologies of research in education from gender studies, postcolonial, decolonial, studies and critical theory. Currently, the research about the construction of identity is being developed in different disciplines that can interact: education, psychology, anthropology, sociology and art, among others. Thus, we will approach to the emerging research topics on the construction of identities from a reading of gender, social class, ethnicity and age positions in the context of spaces and transitional processes in the educational practices.
The module will address the relationship between the epistemological and methodological frameworks to account for decisions in research and seeking the intersectionality of the categories of gender, social class, age and cultural diversity in the analysis. Finally, it focuses on the research of the construction of nomadic-and-in-transit identities in the context of minority communities and social groups (children, youth, women, immigrants, etc.). Moreover, it will analyse the sex-gender system in the dynamics of inclusion and exclusion, in dialogue with the construction of otherness, difference and power relations in educational contexts.
Learning outcomes
- CA69 (Prepare inquiry-based proposals and projects that are sensitive to gender and diversity in order to improve the situation of at-risk groups.) Prepare inquiry-based proposals and projects that are sensitive to gender and diversity in order to improve the situation of at-risk groups.
- CA70 (Conduct research in education and/or didactics in order to reverse sex/gender based inequalities.) Conduct research in education and/or didactics in order to reverse sex/gender based inequalities.
- KA69 (Reconceptualise gender in the paradigms and approaches of educational research in order to reflect on its role in the production of knowledge.) Reconceptualise gender in the paradigms and approaches of educational research in order to reflect on its role in the production of knowledge.
- KA70 (Identify questions and solutions with regard to educational needs through innovative proposals that are sensitive to gender and diversity.) Identify questions and solutions with regard to educational needs through innovative proposals that are sensitive to gender and diversity.
- KA71 (Assess research and/or innovation policies, programmes and projects from the ethics of care.) Assess research and/or innovation policies, programmes and projects from the ethics of care.
- SA55 (Identify relevant concepts, authors and texts for the incorporation of the gender perspective into research and/or innovation in education.) Identify relevant concepts, authors and texts for the incorporation of the gender perspective into research and/or innovation in education.
- SA56 (Include the gender perspective in the design phases of research methodologies and tools.) Include the gender perspective in the design phases of research methodologies and tools.
- SA57 (Performs a sex-gender analysis of research data, paying attention to intersectionality.) Performs a sex-gender analysis of research data, paying attention to intersectionality.
Contents
1. Introducing Gender Studies
1.1. Key concepts: sex-gender system, gender equality, difference, adultocentrism, intersectionality...
1.2. Gender Studies (GS). Traits and precedents. Why are GS necessary?
1.3. Gender intersectionality: gender, social class, race, age, ethnicity, sexual orientation and diversity
1.4. Inhabiting childhood and youth: the colonial, neoliberal and cisheteropatriarchal matrix.
2. Social cartographies of gender and a critical perspective on education
2.1. Gender in education. Is this an inclusive issue?
2.2. Gender deconstruction and social justice
2.3. Gender and educational research. Gender studies in education
3. Feminist, postcolonial and critical cartographies for research in education
3.1. Key concepts: Non-binary gender, identities, transitions, subalternity, diaspora...
3.2. Gender studies, postcolonial studies and critical theory in educational research
3.4. Research, pedagogies and feminisms: constributions from trans-feminism, queer therory and decolonial feminism
3.3. Interactions between theoretical and methodological approaches oriented to the study of gender, identities and difference
4. Gender, identity and difference in the educational and cultural practices
4.1. Bodies, identities and processes of agencement
4.2. Childhood and adolescence from a non-adultocentric vision
4.3. Educational practices and care
4.4. Thinking about gender
5. Policies, institutions and gender culture
5.1. Gender and organizational culture
5.2. Organizational culture and percepcion of gender equality and equity
5.3. Gender and organizational leadership
5.4. Strategies and best practices to incorporate gender perspective in organizations.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Readings and cartography | 78 | 3.12 | |
| Face-to-face sessions | 36 | 1.44 | |
| Tutoring | 36 | 1.44 |
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Reflexive statement (individual activity) | 25% | 0 | 0 | CA70, KA71, SA55, SA57 |
| Activities related to individual work and presentations (individual activity) | 50% | 0 | 0 | CA69, CA70, KA69, KA70, KA71, SA55, SA56, SA57 |
| Attendance and participation (individual and group activity) | 25% | 0 | 0 | CA70, KA70, SA55 |
The evaluation of the subject will be done through the activities indicated.
The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 4 in all the activities, both during the development of the module and in the memory / final work of the module.
Class attendance is mandatory. In order to obtain a positive final evaluation the student must have attended a minimum of 80% of the classes.
The procedure for reviewing the grades will be done individually.
The delivery date of the reflection work is June 4th. In order to recover, classroom activities cannot be reassessed, but reflection work can. The recovery date is June 18th. The activities that are evaluated during the development of the module are carried out at the end of the sessions planned with the three professors responsible for the classroom. In the case that the student does not present the reflection work, it will be recorded as non-assessable.
The date for the single evaluation is June 4th, the students who opt for the single evaluation will have to fill out the keys for the activities carried out and the individual work.
The procedure for reviewing qualifications will be carried out individually, within a period of no more than 20 working days of the academic calendar.
The course does not allow a Synthesis Test for students who enroll for the second time.
In this course, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the work development, provided that the final result reflects a significant contribution from the student in terms of personal analysis and reflection. The student must clearly identify which parts were generated using AI technology, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome of the activity. Lack of transparency regarding the useof AI will be considered academic dishonesty and may result in a penalty in the activity’sgrade or more severe sanctions in serious cases, as the fail of the subject.
Copying or plagiarism of materials constitutes academic misconduct and will be penalized with a grade of 0. Any academic irregularity will result in a grade of 0 for the affected activity. If multiple irregularities are detected, the final grade for the course will be 0, and the student will not be eligible for reassessment.
Please note that “copying” refers to work that reproduces all or a substantial part of another person’s work, while “plagiarism” refers to presenting all or part of another author’s text as one’s own without properly citing the sources, whether in print or digital format.
Bibliography
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https://www.uab.cat/doc/conceptualgeneredoc
RECURSOS ELECTRÒNICS
Revista Gender & education
[http://www.tandfonline.com/loi/cgee20, accés electrònic a través de la biblioteca de la UAB]
Software
Text and image editor.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan | second semester | afternoon |