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Gender, Families and Educational Institutions

Code: 106975 ECTS Credits: 6
2025/2026
Degree Type Year
Sociocultural Gender Studies OB 2

Contact

Name:
Ingrid Agud Morell
Email:
ingrid.agud@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no prerequisites

 


Objectives and Contextualisation

The course "Gender, Families, and Educational Institutions" encompasses the fields of pedagogy and anthropology in the study of educational agents and institutions, which is necessary for the training of experts in sociocultural gender studies.

Its objective is to study the concept of childhood, organizational forms such as the family or others, and their relationship with educational institutions. It also analyses educational concepts based on emerging discourses in gender studies. The objectives of the subject are:

- To critically analyse the construction of the concept of childhood from various perspectives of anthropological and pedagogical knowledge, and feminist-queer studies on childhood.
- To analyse organizational forms and models of kinship and parenting from an intersectional and gender perspective.
- To understand formal educational institutions and the critique of these by the main authors of critical, feminist, and queer pedagogy.


Learning Outcomes

  1. 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.
  2. CM07 (Competence) Design educational activities that take socio-cultural and gender diversity into consideration.
  3. CM08 (Competence) Help design educational activities that are free from any kind of sexist, homophobic, bi-phobic or transphobic stereotypes.
  4. 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.
  5. CM10 (Competence) Put teamwork skills into practice: a commitment to the team, regular collaboration, encourage problem solving, apply the ethics of care and provision.
  6. KM13 (Knowledge) Incorporate post-colonial, feminist and intersectional perspectives into the analysis of different socio-educational settings.
  7. KM14 (Knowledge) Help construct feminist narratives in the field of education using feminist theories and methodologies.
  8. SM08 (Skill) Identify different socio-educational models from throughout history and look at how they have contributed to generating, reproducing or overcoming inequalities, before drawing up corrective measures for violence triggered by discrimination against sex, gender and sexual orientation.
  9. SM10 (Skill) Describe the connection between school and family and how they may help establish fairer citizenship.
  10. SM12 (Skill) Use non-sexist resources and alternatives in places of work, education and co-habitation.

Content

The disciplines that frame the epistemic approach of the subject are the anthropology of education and feminist critical pedagogy.

THEMATIC BLOCK 1. Childhoods

- Construction and significance of the concept of child/childhood.
- Children's cultures.
- Recognition of children's agency.
- Critique of the construction of the child as an “educating subject.”
- Critique of the construction of the child as a “subject of rights.”

THEMATIC BLOCK 2. Families

- Production and Reproduction.
- Introduction to families and their diversity.
- Parental and caregiving models. Social organization of care.
- Intersectional parental and caregiving models.
- Life cycle, phases, developmental prescriptions.
- Gordian knot: biological production, father-mother-x-nities, prevailing rights, (re)productive technologies.

THEMATIC BLOCK 3. Educational institutions

- Introduction to educational institutions: educational system, educational policies, types of institutions. Subject and object of institutions.
- Critique of educational institutions and legitimized knowledge from feminist perspectives.
- Proposals for feminist, (anti)colonial, and queer pedagogies.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Group work and individual work. Advisory meetings 25 1
Readings, elaboration of essays and discussions 75 3
Theoretical sessions in the classroom 50 2

The course methodology starts from the premise that students are the protagonists in the teaching-learning process, and therefore, the aim is to generate situated knowledge and the praxis of feminist pedagogy principles.

The formative activities can be directed, supervised, and autonomous:

- Directed activities: These are led by the professor (or by the students when scheduled as such - these sessions are called "self-managed sessions") and take place in the Faculty's spaces. They can be of two types:

- Theoretical Sessions: Theoretical sessions led by the professor. These are expository classes on the main concepts and authors, using various complementary sources (videos, blogs, among others). The classes are designed to build on students' knowledge, so active participation is expected. Sometimes, prior readings or video viewings will be necessary.

- Theoretical-Practical Sessions: These sessions allow for greater student participation. There are two types: sessions aimed at understanding, incorporating knowledge, critically analysing, and applying critically to social reality and one's own experience, where possible. Other sessions aim to show progress and doubts about group work, and in some cases, individual work.

- Supervised activities: These are activities supervised by the professor outside the classroom, including both group and individual tutorials, whether in person or virtually. A group tutorial is mandatory for each workgroup. Students can request as many meetings as they need, and these are intended to guide and supervise assigned tasks as well as their learning process.

- Autonomous work: This is the work that students carry out independently to achieve the course objectives.

The entire class group is responsible for co-constructing and maintaining a safe space, where everyone can express themselves freely, listen, and be listened towithout being judged.

On the use of artificial intelligence: Restricted use: For this course, the use of artificial intelligence (AI) technologies is allowed exclusively for support tasks, such as bibliographic or information searches, text correction, or translations, but never for content generation. It is mandatory to clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how they influenced the process and the final outcome of the activity. Lack of transparency regarding AI use in assignments will be considered academic dishonesty and may lead to a partial or total grade penalty, or more severe sanctions in serious cases.

Note 15 minutes of a class will be reserved, within the schedule established by the center/degree, for students to complete surveys evaluating the faculty's performance and the course/module evaluation.

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
Development of a self-managed session 20 0 0 CM07, CM08, CM10
Group Activity 40 0 0 CM06, CM09, CM10, KM13, SM08, SM10, SM12
Individual activity 40 0 0 CM07, CM08, CM09, CM10, KM13, KM14, SM08, SM10, SM12

EVALUATION ACROSS THE SEMESTER (regular assessment)

There are three types of assessment activities, and their specific format will be indicated in the course syllabus available on Moodle.

  • Individual activity (40% of the final course grade): this may involve submitting a written assignment and/or completing a test.

  • Group activity (40% of the final grade): team research project and oral presentation.

  • Participation in the development of a self-managed session (20% of the final grade): design of objectives and implementation of a theoretical-practical session.

The delivery dates and specific assessment activities will be specified in the course syllabus, available through the virtual campus (Moodle).

At the time of each assessment activity, instructors will inform students (via Moodle) of the procedure and the date for grade review.

IMPORTANT:

  1. In order to receive the final grade for the course, all three assessment activities must be completed and submitted within the established deadlines (e.g., if the individual activity is not completed/submitted, it will not be possible to receive a grade for the group project or self-managed session). Students who do not participate in all three assessment activities will receive a "not assessable" grade.

  2. To qualify for a resit, the assignment must have been submitted within the original deadline. Assignments not completed/submitted on time cannot be resubmitted. Assessment activities scoring below 5 are eligible for resit.

  3. Some activities may be excluded from the resit process if deemed non-recoverable by the instructor, such as oral presentations, group projects, or tasks tied to daily teaching activities.

  4. If a student commits any irregularity that could significantly alter the evaluation of an activity, that activity will receive a grade of 0, regardless of any disciplinary actions taken. If multiple irregularities occur in the same course, the final course grade will be 0.

  5. To pass the course, students must achieve a global grade equal to or higher than 5, calculated proportionally from the three assessment activities. To be included in the final grade calculation, each activity must reach a minimum of 3.5 out of 5.

EVALUATION AT THE END OF SEMESTER (only available upon request within the deadline established by the faculty)

  • Submission of a reflective journal covering 9 texts and one book (as specified in the course syllabus available on Moodle) (40% of the final grade)

  • Oral presentation and discussion of the required readings (20% of the grade)

  • Exam covering course content (40% of the final grade)

The submission of the assignment, the exam, and the oral presentations will take place on a single date specified in the course syllabus, accessible via the virtual campus (Moodle).


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Software

The use of specific software is not required to follow this subject.
Announcements, news and course materials are shared through the UAB Virtual Campus.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Catalan first semester morning-mixed
(TE) Theory 1 Catalan first semester morning-mixed