Universität Wien

190153 SE Education - Alterity - Cultur(alism) (2011W)

Gender, Sexuality and background in the work of education

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

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: German

Lecturers

Classes (iCal) - next class is marked with N

  • Thursday 13.10. 16:45 - 20:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Thursday 27.10. 16:45 - 20:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Thursday 10.11. 16:45 - 20:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Thursday 24.11. 16:45 - 20:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Thursday 08.12. 18:00 - 20:00 Seminarraum 7 Sensengasse 3a 2.OG
  • Thursday 19.01. 16:45 - 20:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Friday 20.01. 10:00 - 17:00 Seminarraum 1 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Which role does gender (and with it sexuality) play in the work of education? The gender of the educator/pedagogue/teacher as well as the gender of the client/customer/pupil/..? How are girls, female pupils, women treated different from boys, male pupils or men or from genderqueers? What is the role of the social, cultural, or national background? Which cultural, religious, or gender stereotypes and which racisms do educators reproduce unintentionally in their work? And in which way does the picture get even more complicated if we do not talk about female and male persons, migrants and majority Austrians only, but about Austrian-Turkish girls, Polish (female?) care-givers, and Nigerian (male?) asylum seekers? That is, how do gender and background interweave? How can education work against social differentiation and discrimination? And which kind of pedagogical approach is able not only to accept difference, diversity, and multiplicity but actually to embrace it? In order to discuss these questions we will work on the theoretical foundations of gender and background in the seminar. Additional texts and students' presentations will introduce central questions in the work of education. And finally we will discuss approaches that seek to find answers to these questions.

Assessment and permitted materials

Active participation in class and presentation of a written paper

Minimum requirements and assessment criteria

The aim of the seminar is to heighten the awareness for the reproduction of stereotypes, discriminations (and privileges), and power relations with regard to gender and background in education. Furthermore, a critical engagement with pedagogical approaches.

Examination topics

Students will carefully prepare basic texts that we will work on and discuss in the seminar. Paper presentations and additional texts will introduce central fields and approaches. With the help of a filmic case students carefully examine their own solutions. And basically there will be sufficient space for discussions.

Reading list

Literatur:
Ruth Frankenberg, "Questions of Culture and Belonging." In: White Women, Race Matters. The Social Construction of Whiteness. London: Routledge, 1993, 191-235
Birgit Rommelspacher, Dominanzkultur. Texte zu Fremdheit und Macht. Berlin: Orlanda Frauenverlag (1995) 1998
Barbara Rendtorff, Vera Moser, "Geschlecht als Kategorie soziale, strukturelle und historische Aspekte." In: Geschlecht und Geschlechterverhältnisse in den Erziehungswissenschaften. Eine Einführung. Opladen: Leske und Budrich, 1999, 11-68
Pierre Bourdieu, "Die konservative Schule. Die soziale Chancenungleichheit gegenüber Schule und Kultur." In: Wie die Kultur zum Bauern kommt. Über Bildung, Schule und Politik; aus dem Franz. von Jürgen Bolder et al. Hamburg: VSA-Verlag, 2001, 25-52
Jutta Hartmann, Intervenieren und Perpetuieren Konstruktionen kritischer Pädagogik in den Feldern von Geschlecht, Sexualität und Lebensform. In: Heteronormativität. Empirische Studien zu Geschlecht, Sexualität und Macht. Hg. von Jutta Hartmann et al. Wiesbaden: VS Verlag, 2007, 95-114
Paul Mecheril, "Pädagogik der Anerkennung. Eine programmatische Kritik." In: Migration und Bildung. Hg. von Franz Hamburger et al. Wiesbaden: VS Verlag, 2005, 311-328
Annedore Prengel, "Diversity Education Grundlagen und Probleme der Pädagogik der Vielfalt." In: Diversity Studies. Grundlagen und disziplinäre Ansätze. Hg. von Gertraude Krell et al.. Frankfurt/Main: Campus, 2007, 49-69
Rubia Salgado, "Das Lehren und Lernen von Deutsch als Zweitsprache im Kontext der hegemonialen Gesellschaft". In: Dokumentation des 13. Bildungsseminars des Vereins LEFÖ. (Politische) Bildungsarbeit und Migrantinnen. Ganzheitliche Ansätze Kritische Auseinandersetzungen, LEFÖ, Wien, 2009

Association in the course directory

M12a

Last modified: Mo 07.09.2020 15:37