Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Gender equity policies are now integral to most educational settings, yet debates about sex differences which draw upon essentialist notions of gender and sexuality, continue to be popular and debated. In response to these debates, and the need for beginning teachers to be informed of the issues, this unit examines theoretical frameworks for understanding gender and sexuality in different cultural contexts, and applies these to Australian culture and schooling. The social, historical and political nature of gender relations along with the impact of feminist theories is explored, from the perspective of teaching and learning and the institution of schooling. A current preoccupation with the school performance of some boys and some girls has meant that theories of difference, gender equity policies and programs are important aspects to be studied. The impact of debates upon educational policy, the work of teachers, and the perception of the community are all critically examined. Being a professional educator in the 21st century requires an understanding of these theories and debates, so that a teacher professional may respond appropriately and provide inclusive learning environment for all students.

Aims

The aims of this unit is to provide:
1. A comprehension and evaluation of the contribution of feminist theories.
2. An investigation of gender relations within cultures and education systems.
3. Critical analysis of gendered power dimensions implicit in family, heterosexual relations, schooling and popular cultures.

Objectives

Upon completion of this unit, you should be able to provide evidence that you are a reflective practitioner and effective communicator who:

1. Gathers, forms and critiques knowledge (or new configurations of knowledge) from a variety of sources (QCT Standard 1)
2. Display a growing critical awareness of the multiple and often conflicting meanings within which you operate and be able to identify and know how to apply strategies for engaging students in the investigation of intellectually challenging and worthwhile topics, problems and issues (QCT Standard 3)
3. Develop and works within legal and ethical frameworks in ways that promote and celebrate diversity, equity and inclusivity(QCT Standard 4)
4. Recognise that educators are both leaders and learners, exhibiting a commitment to work with learners, establish respectful, positive and safe learning environments and develop communication, conflict resolution and problem-solving techniques (QCT Standard 7).

Content

The unit includes the following topics:

1. A broad historical overview of gender relations from classical Greece to the twenty-first century.
2. Theories of gender, gender identity, sexuality and the body.
3. Understanding femininity/masculinity and their binary constructions in popular culture.
4. Feminist pedagogy and ethical consideration of gender and sexuality issues in schools.
5. Boys and schooling. Current debates about the behaviour and performance of boys with particular reference to Australia.
6. Content appropriate and safe for all students to be included for theory and readings.

Approaches to Teaching and Learning

This unit offers a theoretical, critical approach to gender and sexuality issues in different cultural contexts. The impact of gender and sexuality debates upon educational policy, the work of teachers, and the perception of the community will be problematized and discussed. The learning approaches adopted in this unit are: problem-based learning, situated learning, theoretical and analytical approaches to gender and sexuality, and critical text analysis. Approach to teaching internal mode students will be lecture/ workshop, PowerPoint lecture notes and for internet mode student modules for each week on theories of gender, sexuality, understanding femininity masculinity and heteronormativity, boys and schooling, and feminist pedagogy.

Assessment

Assessment will be both formative and summative. Formative assessment is provided through feedback in tutorial sessions and through written feedback on initial assignment work. Further, formative assessment will be through unassessed discussion forum discussions with questions on weekly readings posted each week. There are two summative assessment tasks:

Assessment name: Critique (written)
Description: Critical reflection (common to internet and internal students).
Length: 1000 words
Relates to objectives: 1 - 4
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: End-Week 6

Assessment name: Essay
Description: Written analysis of a media presentation or print text applying gender theories and discourse analysis.
Length: 2000 words.
Relates to objectives: 1 - 4
Weight: 60%
Internal or external: External
Group or individual: Individual
Due date: Mid-semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Text: There is no set text. Readings on CMD.
APA referencing: students to refer to cite/write on QUT Library homepage.

References

Anderson, M. (2006). Thinking about women: Sociological perspectives on sex and gender. (7^th Ed.). Boston: University of Delaware.
Cranny-Francis, A. A., Waring, W., Stavropoulos, P & Kirkby, J. (2003). Gender studies: Terms and debates. New York: Palgrave Macmillan.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 14-Jan-2013