Feminist Narratives in the Field of Education
Code: 106976 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2503878 Sociocultural Gender Studies | OB | 2 |
Contact
- Name:
- Maria Montserrat Rifa Valls
- Email:
- montserrat.rifa@uab.cat
Teachers
- Mňnica Piferrer Gómez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are not.
Objectives and Contextualisation
This subject addresses the interaction between feminism and education from a narrative perspective, simultaneously making visible the history of vulnerable communities and the "others" of education, feminist strategies in research and pedagogical proposals that are linked to it. The focus of this subject is the understanding of the pedagogical discourses located in the margins of education, and simultaneously, the writing of feminist stories from the margins. The stories that will be built from the present of education are based on the contributions of feminisms for a research based on the narration of experiences, subjectivities, bodies and affects. This re-construction of subjugated knowledge and the invisible lives of groups and vulnerable subjectivities involves learning new ways of narrating and documenting education where artistic and literary devices will be used.
- Study of theoretical and methodological approaches: discourse studies, narrative research, memory writing and storytelling.
- Analysis of the relationships between pedagogies and feminisms from a situated and embodied narrative inquiry perspective.
- Reconceptualizing education based on emerging narratives in gender studies and feminisms: from research to narrative learning.
- Participation in collective processes of production of feminist narratives in the field of education, with the aim of transforming and empowering the subjects
Learning Outcomes
- CM06 (Competence) Analyse the theoretical framework in question and the presence or absence of the gender perspective in existing research, projects or experiences of psychosocial, educational and community intervention.
- CM07 (Competence) Design educational activities that take socio-cultural and gender diversity into consideration.
- CM08 (Competence) Help design educational activities that are free from any kind of sexist, homophobic, bi-phobic or transphobic stereotypes.
- CM09 (Competence) Promote co-education as an inclusive process that will help eradicate discriminatory behaviour towards the LGTBIQ+ community and discrimination based on sexual or affective orientation.
- CM10 (Competence) Put teamwork skills into practice: a commitment to the team, regular collaboration, encourage problem solving, apply the ethics of care and provision.
- KM14 (Knowledge) Help construct feminist narratives in the field of education using feminist theories and methodologies.
- SM11 (Skill) Use different media to generate feminist narratives within and for the field of education.
Content
Thematic blogs:
- Discourse, narrative and rhetoric in the feminist history of education
- Narrative turn in feminist education and pedagogy
- Methods, sources and techniques of feminist narrative research
- Subjectivity, heterogeneity and the writing processes in feminist education
- Production of memory: trajectories, testimonies and counter-narratives
- The construction of the polyphonic, multivocal and multimodal story
- Expanded pedagogy, imaginaries and narrative learning
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Readings on discourse, narrative and stories | 35 | 1.4 | CM09, KM14 |
| Type: Supervised | |||
| Stories and dialogues as a form of course memory | 25 | 1 | CM06, SM11 |
| Type: Autonomous | |||
| Collective narratives in education | 30 | 1.2 | CM07, CM08, CM10, KM14 |
Teaching methodologies in the subject of education share a view that emphasizes the pedagogical relations and the co-construction of knowledge. The story and the narrative inquiry will convey the teaching practice, incorporating the knowledge of everyday life and otherness in the processes of learning and textual production that will have both an individual and collective format.
This subject will be developed in a Project-Based Learning (PBL) methodology. After an initial individual work and expository classes by the teaching staff, the students will have to choose a project to develop. The teachers will provide the materials that will be the starting point of the projects. These projects will be developed in phases and include the following tasks: - Readings and reflections based on the project texts - Search for information and construction of a historical research problem - Development of narrative research based on cases: you can choose between a collective narrative based on writing or an artistic installation - Oral presentations of the works by the students. There will also be tutorials and monitoring of activities in relation to the realization of the final project on the methodological proposals.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| 1. Work based on the readings on discourse, narrative and story for education (individual) | 25% | 15 | 0.6 | CM06, CM08, CM09 |
| 2. Correspondences and diaries: epistolary genre, women travelers and narrators (dialogue - individual) | 30% | 20 | 0.8 | CM07, SM11 |
| 3. Collective project (interviews and multiple formats) of writing or artistic installation | 45 | 25 | 1 | CM08, CM10, KM14, SM11 |
Continuous assessment: At the end of each thematic block, students must hand in the two papers and the collective project. The dates are specified in the course schedule.
Unique assessment: Students can take the unique assessment which consists of a knowledge test during the faculty's assessment period.
Re-evaluation: The collective project cannot be re-assessed.
Re-evaluation: The re-evaluation date will be set one week after the last delivery (in the case of continuous assessment) and the test (in the case of unique assessment).
Non-evaluable: When there is no evidence in two of the three activities (in the case of continuous assessment) and the test (unique assessment) it will be considered non-evaluable.
Bibliography
References:
Ahmed, Sarah (2018b). Vivir una vida feminista. Bellaterra: edicions Bellaterra.
Ahmed, Sarah (2019). La promesa de la felicidad. Una crítica cultural de la alegría. Buenos Aires: Caja negra editora.
Anderson, Bonnie & Zinsser, Judith (1991). Historia de las mujeres: una historia propia. Barcelona: Crítica.
Clandinin, J. (ed.) (2007). Handbook of narrative inquiry. Mapping a Methodology. Thousand Oaks, CA: Sage.
Conelly, M. & Clandinin, J. (1995). Relatos de experiencia e investigación narrativa. En J. Larrosa (ed.). Déjame que te cuente: ensayos sobre narrativa y educación. (pp.11-59 ) Barcelona: Alertes.
Bailey, Lucy e. & Graves, Karen (2019). Gendering the History of Education. A Rury, John L. & Tamura, Eileen H. The Oxford Handbook of History of Education, 355-371
Bakhtin, M. M. (1984). Dostoevsky's Polyphonic Novel and Its Treatment in Critical Literature. A C. Emerson (ed. & trad.), Problems of Dostoevsky's Poetics (pp. 5-46). University of Minnesota Press.
Bennett, Judith M. (2006). History Matters. Patriarchy and the Challenge of Feminism. Philadelphia: University of Pennsylvania Press. Davis, Angela (2005). Mujeres, clase y raza. Barcelona: Akal.
Delamont, Sara (2013). Girl trouble: panic and progress in the history of young women. Gender and Education, Volume 25.
Fraser, H. (2004). Doing narrative research: Analysing personal stories line by line. Qualitative Social Work, 3 (2), 179-201.
hooks, bell. (1990). Yearning. South End Press.
hooks, b. (2003). Teaching Community. A Pedagogy of Hope. New York: Routledge.
Kehily, Mary Jane (2014). Using photographs in social and historical research. Gender and Education, Volume 26.
Le Guin, Ursula K. (2017). Contar es escuchar: sobre la escritura, la lectura, la imaginación. Madrid: Círculo de tiza.
Le Guin, Ursula K. (2018). Els desposseïts. Barcelona: Raig verd.
Luxemburg, Rosa de (2015). Reforma o revolución. Argentina: Akal.
Nash, Mary (2004). Mujeres en el mundo. Historia, retos y movimientos. Madrid, Alianza.
Preciado, Paul B. (2019). Un apartamento en Urano. Crónicas del cruce. Barcelona: Anagrama.
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. En J. A. Hatch, y R. Wisniewsky (Eds.), Life history and narrative (pp. 5-23). London: Falmer Press.
Ricoeur, P. (2002). Del texto a la acción. México: Fondo de Cultura Económica.
Ricoeur, P. (2006). La vida: Un relato en busca de narrador. Ágora, 25(2), 9–22
Spivak, Gayatri (2009). ¿Pueden hablar los subalternos? Barcelona: Macba, edición crítica de Manuel Asensi.
Spivak, Gayatri (2010). Crítica a la razón postcolonial. Madrid: Akal.
Stone, Lynda (ed.) (1994). The Education Feminism Reader. New York: Routledge.
Tamboukou, Maria (2015). Sewing, Fighting and Writing. Radical Practices in Work, Politics and Culture. Londres: Rowman and Littlefield.
Tamboukou, Maria (2017). Women Workers' Education, Life Narratives and Politics: Geographies, Histories, Pedagogies. Londres: Routledge.
Thayer-Bacon, Barbara J.; Stone, Lynda, and Spreched, Katharine M. (Ed.). (2013). Education Feminism. Classic and Contemporary Readings. Albany, NY: Suny Press.
Tinkler, Penny & Jackson, Carolyn (2014). The past in the present: historicising contemporary debates about gender and education. Gender and Education, Volume 26.
Wallach Scott , Joan (2011). The Fantasy of Feminist History. Durham, UK: Duke University Press. 5
Weiler, Kathleen (ed.) (2001). Feminist Engagements. Reading, Resisting, and Revisioning Male Theorists in Education and Cultural Studies. Nova York: Routledge.
Withers, Deborah M (2014). Strategic affinities: Historiography and epistemology in contemporary feminist knowledge politics. European Journal of Women's Studies, vol. 22, 2, 129-142.
Software
Editing of texts and audiovisuals.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | second semester | morning-mixed |