Universität Wien FIND

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190198 SE WM-M14 Bildung und Gender (2019S)

Gendered Education: with an international perspective

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Prüfungsimmanente Lehrveranstaltung


Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first serve").


max. 25 Teilnehmer*innen
Sprache: Englisch


Termine (iCal) - nächster Termin ist mit N markiert

Montag 11.03. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
Montag 25.03. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
Montag 08.04. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
Montag 06.05. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
Montag 20.05. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
Montag 03.06. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG
Montag 17.06. 16:45 - 20:00 Seminarraum 1 Sensengasse 3a 1.OG


Ziele, Inhalte und Methode der Lehrveranstaltung

This is a 5 ECTS credits seminar that will systemically look at the role gender plays in K-12, university and beyond through a theoretically grounded yet practical approach. It addresses education and gender with a focus on patterns of unequal expectations, opportunities, and treatment throughout the educational system for all students, female, male, and LGBT. It aims at exploring how gender is played out, structured, reproduced and transformed in contemporary classrooms (from preschool to university) and beyond. The experiences of the learner in the classroom and how this has changed over the past decades, the experiences of the teachers, the influence of gender socialization, language, policy, power relations and tradition on conditions of males and females in education will be critically explored. Example programmes and policies that are designed to mitigate gender inequalities will also be examined.

By the end of this course students will be able to:

- understand the concept and methodology of gender in education

- express knowledge of theoretical concepts related to research on societal gender structures and power in education

- show a basic understanding of gender in education from an international perspective

- explore the effects of gender in education at different levels of education

- describe and analyse different conditions in current school systems from a gender perspective

- investigate links and intersections among gender, class, race/ethnicity, sexual identity, dis/ability, etc. in educational settings

- explore legislation and policy intended to address sexism in public schooling

- understand and experience feminist pedagogy

- have the ability to critically compare gender equality from an international perspective

- read, evaluate and reflect on scholarly research on education

- engage in related literature in order to answer their own questions as well as this course?s essential questions

- write a scholarly paper examining one of the questions of the course

Main themes of the course are as follows:

-- Gender theory and methodology

-The nature of gender

-Methodology of gender

-Feminist pedagogy

--Gender and educational sectors

-Early years, Elementary School, and Secondary Schooling

-Post-secondary education

-Single Sex or Co-ed?

--Gender and school subjects

-Math, Science, Techonology, Literacy and Language

-Hidden curriculum

--Intersecting Identities

-Sexuality, disability, race, class

-Queer pedagogy

--Gender in work environment

-Working in schools and universities from gender perspective

--Gender and education in global perspective

-Gender specific education in different countries

--Economy and policy of gender in education

--Programmes and policies designed to mitigate gender inequalities

Art der Leistungskontrolle und erlaubte Hilfsmittel

The weighting for the final course grade will be as follows:
- Attendance/participation 10%
- Assignments 20%
- Leading Class Discussion 30%
- Seminar Paper 40%

Mindestanforderungen und Beurteilungsmaßstab

Leading class discussions: Each class member will be assigned to a theme based on the course calendar. You will be responsible for initiating and leading class discussion for that day. The preparation of a single sheet of discussion questions or some other visual aid to engage the class (Power Point, poster, etc.) is encouraged. Presentations should help engage the class in a lively discussion of the readings.

Seminar Paper: You are expected to write a 15 pages long paper examining a related research topic. Your paper will be evaluated on cohesiveness, clarity, rational lines of argument, evenhandedness (both sides of issue) and appropriate use of the English language. You will be given a rubric regarding the expectations and scoring.



This course will mainly base on scientific articles, books and book chapters. You are also required to conduct a literature review on your thematic subject. Readings will be uploaded on Moodle. Some basic sources for the course are:
Arnot, M., & Mac an Ghaill, M. (Eds.) (2006). The RoutledgeFalmer Reader in Gender and Education. London: Routledge
Ball, S. (Ed.) (2004). The Routledge Falmer Reader in Sociology of Education. London: RoutledgeFalmer.
Ballantine, H. & Hammack, F. M. (Eds.) (2009). The Sociology of Education: A Systematic Analysis. Upper Saddle River, NJ: Pearson.
Bausch, L. S.: Boys will Be Boys? : Bridging the great gendered literacy divide. Rotterdam: Sense Publishers.
Davies, K., Evans, M., & Lorber, J. (Eds.) (2006). Handbook of Gender and Women’s Studies. London: Sage
Fennell, S., & Arnot, M. (Eds.) (2008). Gender Education and Equality in a Global Context: Conceptual frameworks and policy. London: Routledge.
Grumet, Madeleine R. (1988). Bitter Milk: Women and Teaching. Amherst: University of Mass Press.
Hallinan, M. T. (Ed.) (2000). Handbook of the Sociology of Education. NY: Springer.
Holz, O., & Shelton, F. (Eds.) (2013). Education and Gender: Gender-specific education and different countries, historical aspects and trends. Münster: Waxmann.
Jossey-Bass Reader (2002). Gender in Education. San Fransisco: Jossey-Bass.
Kopelson, Karen. “Dis/integrating the Gay/Queer Binary: ‘Reconstructed Identity Politics’ for a Performative Pedagogy.” College English 65.1 (2002): 17-35.New York: Routledge
Meyer, E. J., & Carlson, D. (Eds.) (2008). Gender and Sexualities in Education. New York: Peter Lang
Meyer, E. J. (2010). Gender and Sexual Diversity in Schools: An Introduction. London: Springer
Paechter, C. (1998). Education the other: gender, power and schooling. London: The Falmer Press.
Paechter, C. (2006). Masculine femininities/feminine masculinities: power, identities and gender. Gender and Education, 18, 3, pp. 253-263.
Rasmussen, M. L. (2006). Becoming Subjects: Sexualities and secondary schooling. London: Routledge
Skelton, C., Frances, B., & Smulyan, L. (Eds.) (2006). The Sage Handbook of Gender and Education. London: Sage.
Sadovnik, A. R. (Ed.) (2007). Sociology of Education: A critical reader. New York: Routledge.
Streitmatter, S. (1999). For Girls only: Making a case for single-sex schooling. Albany, NY: SUNY Press.
Tembon, M., & Fort, L. (Eds.) (2008) Girls’ Education in the 21st Century: Gender Equality, Empowerment, and Economic Growth perspectives. Washington: World Bank
Thorne, B. (1997) Gender Play: Girls and boys in school. New Brunswick, NJ: Rutgers Univ Press.
UNESCO (2003). Gender

Zuordnung im Vorlesungsverzeichnis


Letzte Änderung: Mo 07.09.2020 15:37