This version of the course guide is provisional until the period for editing the new course guides ends.

Logo UAB
2022/2023

Gender Mapping: Transitions and Identities in Research

Code: 43218 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 2

Contact

Name:
Maria Montserrat Rifa Valls
Email:
montserrat.rifa@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Other comments on languages

Readings and homework can be done in Catalan and English, as well

Teachers

Joan-Carles Melich Sangra
Patricia Olmos Rueda

Prerequisites

There are not

Objectives and Contextualisation

This module introduces a view into the problems, epistemologies and methodologies of research in education from gender studies, postcolonial studies and critical theory. Currently, the research about the construction of identity is being developed in different disciplines that can interact: education, psychology, anthropology, sociology and art, among others. Thus, we will approach to the emerging research topics on the construction of identities from a reading of gender, social class, ethnicity and age positions in the context of spaces and transitional processes in the educational practices.
The module will address the relationship between the epistemological and methodological frameworks to account for decisions in research and seeking the intersectionality of the categories of gender, social class, age and cultural diversity in the analysis. Finally, it focuses on the research of the construction of nomadic-and-in-transit identities in the context of minority communities and social groups (children, youth, women, immigrants, etc.). Moreover, it will analyse the sex-gender system in the dynamics of inclusion and exclusion, in dialogue with the construction of otherness, difference and power relations in educational contexts.

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Collect research data coherently in accordance with the chosen method.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Analyse theoretical frameworks of reference to establish the ones that orientate research in the area of socio-educational inclusion and lifelong orientation.
  2. Analyse the theoretical frameworks to establish those that guide research on gender, transitions and identities.
  3. Design strategies for collecting information in the framework of research on gender and identity.
  4. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  5. Identify problems in research practice related to gender , transitions and identities.
  6. Identify theoretical reference related to gender, transitions and identities and evaluate the methodological approaches that offer solutions to them.
  7. Identify theoretical reference related to gender, transitions and identities and evaluate their appropriateness for interpreting problems specific to the area of education.
  8. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  9. Judge the theoretical and social importance and pertinence of research related to gender, transitions and identities.
  10. Relate results in accordance with their origin (sources and instruments).
  11. Understand research into mechanisms of exclusion and inclusion in the formation of identities and in minority social groups.
  12. Understand the contribution of educational research in the fields of gender studies, postcolonial studies and critical theory.
  13. Understand the main aspects of contexts in which the relationships between gender, transition and identities and analyse them as objects of research.
  14. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Content

1. Introducing Gender Studies

1.1. Key concepts: sex-gender system, gender equality, difference…

1.2. Gender Studies (GS). Traits and precedents. Why are GS necessary?

1.3. Gender intersectionality: gender, social class, race, age, ethnicity, sexual orientation and diversity

 

2. Social cartographies of gender and education for equality 

2.1. Gender in education.  Is this an inclusive issue? 

2.2. Gender equality in education. How can we understand it? 

2.3. Coeducation. Principles for gender equality in education 

2.4. Gender and educational research. Gender studies in education

 

3. Feminist, postcolonial and critical cartographies for research in education

3.1. Key concepts: Non-binary gender, identities, transitions, subalternity, diaspora...

3.2. Gender studies, postcolonial studies and critical theory in educational research

3.4. Research, pedagogies and feminisms: constributions from trans-feminism, queer therory and decolonial feminism

3.3. Interactions between theoretical and methodological approaches oriented to the study of gender, identities and difference

 

4Gender, identity and difference in the educational and cultural practices

4.1. Bodies, identities and processes of agencement 

4.2. Childhood and adolescence from a non-adultocentric vision

4.3. Feminization, care and education

4.4. New masculinities and gender identities

 

5Policies, institutions and gender culture

5.1. Gender and organizational culture

5.2. Organizational culture and percepcion of gender equality and equity

5.3. Gender and organizational leadership

5.4. Strategies and best practices to incorporate gender perspective in organizations.

 

Methodology

The training activity will be developed from the following dynamics:
 
 
- Explanations and reflection on the different theoretical and methodological approaches of research in education, from a gender reading
 
- Presentation, reading and analysis of different articles and research projects
 
- Debate and analysis to rethink the interconnection between the knowledge, problems, perspectives, categories and methodologies associated with the module.
 
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face sessions 36 1.44 2, 4, 3, 5, 6, 7
Type: Supervised      
Tutoring 36 1.44 1, 13, 12, 10
Type: Autonomous      
Report / individual work 78 3.12 11, 9, 8, 10, 14

Assessment

The evaluation of the subject will be done through the activities indicated.
The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 4 in all the activities, both during the development of the module and in the memory / final work of the module.
Class attendance is mandatory. In order to obtain a positive final evaluation the student must have attended a minimum of 80% of the classes.
The procedure for reviewing the grades will be done individually.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities related to individual work 30% 0 0 2, 11, 4, 3, 6, 7, 9, 8, 14
Attendance and participation 20% 0 0 2, 13, 3, 10
Report / individual work 50% 0 0 2, 1, 12, 5, 10

Bibliography

Acker, S. (1995). Género y Educación. Reflexiones sociológicas sobre mujeres, enseñanza y feminismo. Madrid: Narcea.

Ahmed, S. (2018). La política cultural de las emociones. México: UNAM.

Ahmed, s. (2018b). Vivir una vida feminista. Barcelona: Bellaterra.

Alba, R. (2005). Bright vs. Blurred boundaries: Second generation assimilation and exclusion in France, Germany and the United States. Ethnic and Racial Studies. Vol. 28 nº 1, 20-49.

Allen, L. (2007). Denying the sexual subject: schools’ regulation of student sexuality, British Educational Research Journal, 33, 2, 221.

Anzaldúa, G. (2007). Bordelands= La Frontera: The New Mestiza. San Francisco: Aunt Lute.

Barth, F. (1976). Los grupos étnicos y sus fronteras. México. Fondo de Cultura Económica

Beauvoir, S. (2017). El segundo sexo. Madrid: Cátedra.

Brah, A. (2011). Cartografías de la diáspora. Identidades en cuestión. Madrid: Traficantes de sueños, Mapas 30.

Braidotti, R. (2015). Lo posthumano. Barcelona: Gedisa.

Butler, J. (1989). El género en disputa. Barcelona: Paidós [2007].

Butler, J. (2004). Vida precaria. Barcelona: Paidós 

Butler, J. (2006). Deshacer el género. Barcelona: Paidós.

Butler, J. (2017). Cuerpos aliados y lucha política. Barcelona: Paidós.

Camilleri C., Kastersztein, J., Lipiansky, E. ; Malewska-Peyre, H. ; Taboada-Leonetti, I. & Vasquez, A. (1990). Stratégies identitaires. Paris, Presses Universitaires de France

Carrasco, S, Pàmies, J, Ponferrada, M (2011). Fronteras visibles y barreras ocultas. Aproximación comparativa a la experiencia escolar de los estudiantes marroquíes en Cataluña y mexicanos en California. Migraciones 29 (2011), 31-60

Carli, A.H. & Eagly, L.L. (2011). Gender and leadership. En: A. Bryman, D. Collinson, K. Grint,B.Jackson & M. Uhl-Bien (Eds.). The Sage handbook of leadership (pp. 103- 117). Londres: Sage.

Carretero Bermejo, R. (2019). Sexismo y formación inicial del profesorado. Educar, 55(1), 293-310. DOI: https://doi.org/10.5565/rev/educar.903.

Carter, P. L. (2005). Keepin' It Real: School Success beyond Black and White. New York: Oxford University Press

Curieses, P. (2017). Por una escuela inclusiva. Las fronteras del género. Revista Internacional de Educación para la Justicia Social (RIEJS), 6(2), 63-79. Doi: https://doi.org/10.15366/riejs2017.6.2.004

Eckert, P. (1989). Jocks & Burnouts: Social Categories and Identity in the High School. Teacher College Press: New York.                                                                                                                               

Ellsworth, E. (2005). Places of Learning. Media, Architecture, Pedagogy. New Yok: Routledge.

Foucault, M.(2007). Historia de la sexualidad I. La voluntad de saber. México: Siglo XXI [1976].

Foucault, M. (2018). El orden del discurso. Barcelona: Austral [1971].

Haraway, Donna (1995). Ciencia, cyborg y mujeres: la reinvención de la naturaleza. Madrid: Cátedra; Instituto de laMujer; Valencia: Universitat de València.

Heidari, S., Babor, T.F., De Castro, P., Tort, S., & Curno, M. (2019). Equidad según sexo y de género en la investigación: justificación de las guías SAGER y recomendaciones para su uso. Gaceta Sanitaria,33(2), 203-210. Doi: https://doi.org/10.1016/j.gaceta.2018.04.003

Hesse- Biber, Ch. (Ed.) (2012). Handbook of Feminist Research: Theory and Praxis. New York: Sage Publications.

Gibson, M. (1988). Accommodation without Assimilation. Sikh immigrants in an American High School. New York. Cornell University Press

Gilligan, C. (1998/1982). In a different voice. Psychological Theory and Women’s Development. Cambridge, Massachusetts, and London: Harvard University Press.

Greenfield, P. M.; Cocking, R. R., (eds.) (1994). Cross-Cultural Roots of Minority Child Development. New Jersey, London: Lawrence Erlbaum Associates. Publishers.

Gómez Bueno, C. (ed.) (2002). Identidades de género y feminización del éxito académico. CIDE-MECD, Colección Investigación, nº 151. (descarregable des del CIDE)

Jiménez, Carmen y Pérez, Gloria (Coords.) (2008). Educación y género. El conocimiento invisible. UNED-Tirant lo Blanch.

Landry, D. & Maclean, G. (Eds.)(1996). The Spivak reader. New York & London: Routledge.

Lomas, C. (comp.) (2004). Los chicos tambien lloran. Identidades masculinas, igualdad entre los sexos y coeducación. Paidós. Barcelona.

Megías, A. (2019). Sesgos de género en la Educación Superior en España: propuestas de actuación. Revista de educación y derecho, 20. Disponible en : https://dialnet.unirioja.es/servlet/articulo?codigo=7089559

McRobbie, A. (2009). The Aftermath of Feminism:Gender, Culture and SocialChange (Culture, Representation and Identity series). London: Sage.

Mohanty, Ch.T. (2003). Feminism Without Borders: Decolonizing Theory, Practicing Solidarity. Durham: Duke University PressBooks.

Narotzky, S. (1995). Mujer, mujeres, género. Una aproximación crítica al estudio de las mujeres en las Ciencias Sociales. Madrid: Consejo Superior de Investigaciones Científicas,Monografías 14.

ONU MUJERES (2018). Hacer las promesas realidad: La igualdad de género en la agenda 2030 para el desarrollo sostenible. Disponible en: https://www.unwomen.org/es/digital-library/sdg-report

Qin, D. B. (2006) The role of Gender in Immigrant Children’s Educational Adaptation. Current Issues in Comparative Education, 9(1) http://www.tc.columbia.edu/cice/Archives/9.1/91_03_cice_fall2006_qin.pdf

Rifà-Valls, M.; Duarte, L. & Ponferrada, M. (eds) (2015). Nuevos desafíos para la inclusión social y la equidad en educación superior. Berlin: Freie Universität Berlin [http://miseal.net].

Rifà-Valls, M. & Bertran, M. (2020). Epistemologías del yo (cap. 8). En AA.VV. Caminos y derivas para otra investigación educativa y social. Barcelona: Octaedro (en prensa).

Roy, D. (2016). Neuroscience and Feminist Theory: A New Directions Essay.  Signs: Journal of Women and Culture in Society, 41(3): 531-552.

Sánchez, M. (Ed.)(2009). Mujeres dirigentes en la Universidad. Las texturas del liderazgo. Prensas universitarias de Zaragoza.                                                                                                                      

Segato, R. (2018). Contrapedagías de la crueldad. Buenos Aires: Prometeo.

Tomàs, M. (Ed.) (2011). La universidad vista desde la perspectiva de género. Barcelona.Octaedro.

Tomàs-Folch, M. (coord.); Bernabeu, M.D; Castro, D. Duran-Bellonch, M.; Ion, G. i Mentado, T. (2015). La investigación académica en ciencias sociales desde una perspectiva de género. Barcelona: Octaedro. 

Tomàs Folch, M.; Castro Ceacero, D. y Duran Benlloch, M.M. (2012). Aproximación a un modelo de análisis de la visibilidad en la universidad desde la perspectiva de género. Bordón, 64.(1).141-158.

Tomàs Folch, M.; Duran Bellonch, M.m.; Guillamón, C. (2009). La implicación de las profesoras en la gestión universitaria. Pedagogia Social. Revista Interuniversitaria, 16.().95-104.                  

Tomàs Folch, M. y Guillamón Ramos, C. (2009). Las barreras y los obstáculos en el acceso de las profesoras universitarias a los cargos de gestiónacadémica. Revista de Educación, (350).253-275.

Yuval-Davis, N. (2012). The Politics of Belonging.Intersectional Contestations. London: Sage.

VV.AA. (2002). Feminismos negros. Una antología. Madrid: Traficantes de sueños.

Walkerdine, V. (1997). Daddy's Girl : Young Girls and Popular Culture. Macmillan, London/Harvard University Press, Cambridge, Mass

West, C. and Zimmerman, D.H. (1987). ‘Doing Gender’, Gender and Society, 1 (2); 125 – 151.

 

RECURSOS ELECTRÒNICS

RIDEG. Revista interdisciplinar de Estudios de Género. http://observatori-diagnostics.uab.es/RevistaElectronica/mig.asp

Revista Gender & education [http://www.tandfonline.com/loi/cgee20, accés electrònic a través de la biblioteca de la UAB]

 

Software

Text and image editor.