Universität Wien FIND

Due to the COVID-19 pandemic, changes to courses and exams may be necessary at short notice. Inform yourself about the current status on u:find and check your e-mails regularly.

Please read the information on https://studieren.univie.ac.at/en/info.

Warning! The directory is not yet complete and will be amended until the beginning of the term.

190049 SE Education and Gender (2021S)

Education, marginalization and empowerment

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
REMOTE

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

The course will start online in March. Dates: weekly, on Thursdays, 11.30 am - 1 pm, starting on March 4, 2021. The video links (Zoom) for the course meetings will be sent out via Moodle prior to each meeting (at the latest in the morning on Thursdays).

If at a later point of time it will be possible to switch back to offline teaching, the course will take place in seminar room 5.

Thursday 04.03. 11:30 - 13:00 Digital
Thursday 11.03. 11:30 - 13:00 Digital
Thursday 18.03. 11:30 - 13:00 Digital
Thursday 25.03. 11:30 - 13:00 Digital
Thursday 15.04. 11:30 - 13:00 Digital
Thursday 22.04. 11:30 - 13:00 Digital
Thursday 29.04. 11:30 - 13:00 Digital
Thursday 06.05. 11:30 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Thursday 20.05. 11:30 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Thursday 27.05. 11:30 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Thursday 10.06. 11:30 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Thursday 17.06. 11:30 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Thursday 24.06. 11:30 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Content:
Feminist and standpoint theory have helped us detect and conceptualize power mechanisms and practices of discrimination that affect not only the various genders, but also more generally groups who are marginalized within society. Education can play a twofold role: on the negative side, it can reproduce and reinforce inequalities; on the positive side, it can empower disadvantaged and vulnerable groups to actively seek and realize greater social justice. In this course, we will consider various theoretical and methodological approaches that have drawn their inspiration from feminist and standpoint theory, as well as work with empirical case studies, with a focus on ethnic minorities from an international perspective and indigenous communities.

Aims:

1. Obtain knowledge regarding various theoretical and methodological approaches originating from feminist/standpoint theory.
2. Develop an understanding of the interaction of education, schooling, and discrimination/empowerment with regard to marginalized and vulnerable groups.
3. Ability to read, reflect upon and discuss English-language research literature and to conduct one's own research on existing literature on the topic.
4. Ability to work on the research topics in a reflected manner, and to present these topics in both written and oral form.
5. Ability to actively participate in seminar discussions and to provide feedback in both written and oral form.

Methods:
Discussion, group work, presentations, and feedback sessions. In-depth investigation into research topics with the help of research literature. Sessions will alternate between online video meetings (exclusively during the announced time slots) and extended online discussions on Moodle (lasting several days). A detailed schedule containing more specific content and activities will be presented at the first meeting and provided in written form.

Assessment and permitted materials

• Active participation in seminar and group discussions.
• Active participation in smaller tasks during meetings (per video online and on Moodle).
• Written presentation and written report (course paper) on a research topic.

Minimum requirements and assessment criteria

Minimum requirements:
• Mandatory attendance. Students may miss class twice in a term.
• The presentation is mandatory.
• Detailed feedback on at least one other presentation is mandatory.
• Course paper: To ensure scientific quality standards, the teacher may ask the student to attend an examination meeting upon their paper submission; this additional examination has to be assessed positively in order to pass the course.

Assessment criteria:
• Written presentation: 30 credits
• Written and oral feedback: 10 credits
• Course paper: 40 credits (the announced submission date is binding)
• Participation in discussion and other tasks: 20 credits.

60 credits are needed to pass the course.

1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits

Examination topics

All content addressed in the course. Supporting material will be provided on Moodle.

Reading list

Apffel-Marglin, F. (2002). From Fieldwork to Mutual Learning: Working with PRATEC. Environmental Values, 11(3), 345–367. JSTOR.
Batra, P. (2020). Echoes of ‘Coloniality’ in the Episteme of Indian Educational Reforms. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.3
Caruso, M., & Maul, D. (2020). Decolonization(s) and education: New polities and new men. Peter Lang. https://doi.org/10.3726/b17120
Castro Varela, M. D. M. (2020). Fundamental Education and Decolonization of the Mind. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.10
Culp, J. (2020). Provincializing “the West” by Essentializing “the East”? On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.2
Editorial Team. (2020). Provincializing ‘Western Education’ (Editorial). On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.0
Gaudelli, W. (2020). The Trouble of Western Education. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.8
hooks, bell. (1994). Teaching to transgress. Education as the practice of freedom. Routledge.
Horsthemke, K. (2020). The Provincialization of Epistemology: Knowledge and Education in the Age of the Postcolony. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.6
Kirloskar-Steinbach, M. (2020). Bodies and Publics in Two Discourses. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.4
Knobloch, P. D. T. (2020). On the Epistemic Decolonization of ‘Western’ Education: Reflections on the History of Pedagogy. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.5
Sehgal Cuthbert, A. (2020). Decolonising Discourses as Symptoms of Morbidity. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.7
Stein, S., Andreotti, V., De Souza, L. M., Ahenakew, C., & Suša, R. (2020). Who Decides? In Whose Name? For Whose Benefit? Decoloniality and Its Discontents. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.1
Yemini, M. (2020). The Religion, Globalisation and Education Triangle: Provincialising the Contemporary Discourse. On Education. Journal for Research and Debate. https://doi.org/10.17899/ON_ED.2020.7.9

Association in the course directory

WM-M14

Last modified: We 21.04.2021 11:26