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

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Gender Mapping: Transitions and Identities in Research

Code: 43218 ECTS Credits: 6
2025/2026
Degree Type Year
Research in Education OP 1

Contact

Name:
Cloe Masotta Lijtmaer
Email:
cloe.masotta@uab.cat

Teachers

Mireia Foradada Villar
Rocío Sanchez Ares
(External) 1701635

Teaching groups languages

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


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, decolonial, 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.


Learning Outcomes

  1. CA69 (Competence) Prepare inquiry-based proposals and projects that are sensitive to gender and diversity in order to improve the situation of at-risk groups.
  2. CA70 (Competence) Conduct research in education and/or didactics in order to reverse sex/gender based inequalities.
  3. KA69 (Knowledge) Reconceptualise gender in the paradigms and approaches of educational research in order to reflect on its role in the production of knowledge.
  4. KA70 (Knowledge) Identify questions and solutions with regard to educational needs through innovative proposals that are sensitive to gender and diversity.
  5. KA71 (Knowledge) Assess research and/or innovation policies, programmes and projects from the ethics of care.
  6. SA55 (Skill) Identify relevant concepts, authors and texts for the incorporation of the gender perspective into research and/or innovation in education.
  7. SA56 (Skill) Include the gender perspective in the design phases of research methodologies and tools.
  8. SA57 (Skill) Performs a sex-gender analysis of research data, paying attention to intersectionality.

Content

1. Introducing Gender Studies

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

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

1.4. Inhabiting childhood and youth: the colonial, neoliberal and cisheteropatriarchal matrix.

 

2. Social cartographies of gender and a critical perspective on education

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

2.2. Gender deconstruction and social justice

2.3. 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

 

4. Gender, 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. Educational practices and care

4.4. Thinking about gender 

 

5. Policies, 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.

 


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face sessions 36 1.44
Type: Supervised      
Tutoring 36 1.44
Type: Autonomous      
Readings and cartography 78 3.12

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities related to individual work and presentations (individual activity) 40% 0 0 CA69, CA70, KA69, KA70, KA71, SA55, SA56, SA57
Attendance and participation (individual and group activity) 20% 0 0 CA70, KA70, SA55
Reflexive statement (individual activity) 40% 0 0 CA70, KA71, SA55, SA57

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.
 
The delivery date of the reflection work is May 15. In order to recover, classroom activities cannot be reassessed, but reflection work can. The recovery date for the learning folder is June 12. The activities that are evaluated during the development of the module are carried out at the end of the sessions planned with the three professors responsible for the classroom. In the case that the student does not present the reflection work, it will be recorded as non-assessable.

The date for the single evaluation is June 12, the students who opt for the single evaluation will have to fill out the keys for the activities carried out and the individual work.

The procedure for reviewing qualifications will be carried out individually, within a period of no more than 20 working days of the academic calendar.

The course does not allow a Synthesis Test for students who enroll for the second time.

In this course, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the work development, provided that the final result reflects a significant contribution from the student in terms of personal analysis and reflection. The student must clearly identify which parts were generated using AI technology, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome of the activity. Lack of transparency regarding the useof AI will be considered academic dishonesty and may result in a penalty in the activity’sgrade or more severe sanctions in serious cases, as the fail of the subject.

The copying or plagiarism of material constitutes a crime that will be sanctioned with a zero in the activity or work. In case of recidivism, the entire subject will be suspended. There is no possibility of re-evaluation when plagiarism is detected.


Bibliography

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Ahmed, s. (2024). Vivir una vida feminista. Barcelona: Bellaterra.

Ahmed, S. (2024). Sujetos obstinados. Barcelona: Bellaterra. 

Anzaldúa, G. (2021). Bordelands.La Frontera. La nueva mestiza. Madrid: Capitan Swing. 

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

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

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

Butler, J. (2023). El género en disputa. El feminismo y la subversión de la identidad. Barcelona: Paidós. 

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.

Cavarero, A. (2022). Inclinaciones. Crítica de la rectitud. Barcelona: Fragmenta editorial.

Davis, A. (2025). Abolició. Poilítiques, pràctiques, promeses. Manresa: Tigre de paper i ICIP. 

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

Ellsworth,E.(2005). Posiciones en la enseñanza : diferencia, pedagogía y el poder de la direccionalidad. Madrid: Akal. 

Espinosa, Y. (2022). De por qué es necesario un feminismo descolonial. Barcelona: Icaria. 

Foucault, M.(2024). Historia de la sexualidad I. La voluntad de saber. México: Siglo XXI.

Foucault, M. (2022). El orden del discurso. Barcelona: Tusquets Editores.

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

Haraway, D. (2019). Seguir con el problema. Generar parentesco en el Chtuhuluceno. Bilbao: Consonni.

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

Hill Collins, P. Y Bilge, S. (2019). Interseccionalidad. Madrid: Ediciones Morata. 

hooks, bell (2021). Enseñar a transgredir: la educación como práctica de la libertad. Madrid: Capitán Swing.

hooks, bell (2022). Enseñar pensamiento crítico. Barcelona: Rayo Verde. 

hooks, bell (2022). Negre d'ossos: records d'infantesa. Barcelona: Descontrol.

hooks, bell (2024). Enseñar comunidad. Una pedagogía de la esperanza. Bellaterra Edicions. 

Jong, S. d., & Koevoets, S. (2013). Teaching gender with libraries and archives : the power of information. Central European University Press.

Lorde,A. (2022). Zami. Una nueva forma de escribir mi nombre. Una biomitografía. Madrid: Capitán Swing. 

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

Palacio, M. (2020). Gloria Anzaldúa: Poscolianilidad y feminismo. Gedisa. 

Platero, L., Blanco Fuente, I. Y Langarita, J.A. (2025). Me insultan y yo les tiro un beso. Infancias y adolescencias LGTBIQ+. Manresa: Bellaterra Edicions. 

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.

Roberts, Dorothy (2023). Torn apart. How the child walfare system destroys black families and how ablition can build a safer world. New York: Basic Books. 

Rodó Zárate, M. (2021). Interseccionalidad.Desigualdades, lugares y emociones. Manresa. Bellaterra Edicions.  

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Segato, R.L. (2003). Las estructuras elementales de la violencia. Buenos Aires: Universidad Nacional de Quilmes.                                                                                                        

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

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. 

Tronto, J.C. (2024). Democracia y cuidado. Barcelona: Raig verd.

Tuhiway Smith, L. (2022). A descolonizar las metodologías. Investigación y pueblos indígenas. Pamplona: Txalaparta. 

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

VV.AA. (2020). Perspectiva degènere en educació. Marc conceptual. UAB.

https://www.uab.cat/doc/conceptualgeneredoc

 

ELECTRONIC RESOURCES

Revista Gender & education 

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

 


Software

Text and image editor.


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
(TEm) Theory (master) 1 Catalan/Spanish second semester afternoon