ED2BLG: Learning Gender: Exploring the Links Between Gender, Education and Society

Module code: ED2BLG

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1

Module convenor: Ms Suzy Tutchell, email: s.tutchell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

In this module, we consider the gender dimensions of research, analysis, policy and practice in relation to education and society. We explore gender differences, relationships and power dynamics particularly linked to inequalities in education, social theory and sociology of education. We evaluate the position of women and patriarchy historically and in contemporary society by considering a range of sociological and feminist explanations of gender inequality. We explore the notion that gender exists beyond a binary and that a range of gender identities should be recognised within education and society. Each session presents a different theme relevant to gender difference/[in]equalities offering national and international perspectives. Students will be asked to engage with debates on and representations of gender through a range of media and the arts. The primary aim is to question the notion of gender inequalities and students are encouraged to draw upon their own generational experiences to practice formulating their own questions contesting and analysing gender in education and society today.

Aims: 

• To introduce and critically evaluate sociological questions about gender and society
• To consider the role and value of different gender theories in making sense of how social and educational inequalities can be reproduced and apply these critically to specific examples
• To develop a vision of gender equity, relevant to contemporary 21st society and a creative education to advance social change
• To develop a more multi-faceted notion of identity through an exploration of how gender intersects with ethnicity and social class

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify some of the common barriers and social structures of gender equality and their impact on qualities of life, life choices and educational outcomes
2. Critically evaluate different creative approaches about socially constructed gendered experiences of schooling, identity and knowledge
3. Organise and articulate opinions and arguments in discussion, presentations, and writing
4. Demonstrate a critical understanding of contemporary theories through personal engagement and practice

Module content

The focus of this module is upon exploring links between lived understandings of gender linked to education and society which impact on individual opportunities and outcomes. The module covers topics which include performing gender: 21st century constructions of femininity and masculinity, gender(ed) identities, international perspectives, feminist standpoint theory, shaping the politics of gender and education, and approaches to social justice and gender.

Structure

Teaching and learning methods

Lectures, seminar discussions, group work, external conference and online contributions.

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

There will be regular opportunities for formative feedback during group discussions and individual tutorials. The formative assessment will take the form of a 500 word summary outlining the research topic of choice and interest, or 500 words.

Reassessment

Additional costs