MAPP12 - IfE

MAPP12
Gender Equality and Mainstreaming in Education

MQF Level: 7

ECTS Value: 4 ECTS

Self Study Hours: 48

Duration: 8 Sessions

Contact Hours: 20

Mode of Delivery: Blended

Assessment Hours: 32

Entry Requirements

Applicants applying for the module are to be in possession of one of the following:

a. A Bachelor’s degree in Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) together with relevant experience in an educational setting;

b. A Bachelor’s degree (MQF Level 6 with a minimum of 180 ECTS, or equivalent) and PGCE (or equivalent) together with relevant experience in an educational setting;

c. A Bachelor’s degree in Inclusive Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) together with 3 years’ relevant experience in an educational setting;

d. A Master’s Degree (MQF Level 7 with a minimum of 90 ECTS, or equivalent) and a Permanent Teacher’s Warrant together with relevant experience in an educational setting

Overall Objectives and Outcomes

Play This module delves into the reasons why we need to speak of gender equality in the first place. It starts off by speaking broadly about women and men and how gender inequality manifests itself historically as a matter of fact in different realms of the local context, be it the family, the economy, education, leisure, or the boardroom. This will serve as a springboard to understand gender as a social construct acted out differently in different contexts, putting to rest the notion of gender as innate and biological. Issues of power, patriarchy and oppression will be uncovered through a feminist discourse, its historical developments and different forms, and its quest for social equality and the pursuit of freedom for all genders. This includes a deconstruction of binary notions of gender and heteronormativity coupled with the problematization of gender when isolated from the complexities of intersectionality with other grounds including race, social class, age, ethnic origin etc. A critique of strands of feminism through a post colonial lens will also be undertaken.

By the end of this module, the learner will be able to:

Competences

Create an environment in class which is respectful to different gender identities and celebrates them;
Formulate policies together with others to mainstream gender equality;
Collaborate with other members of the school community to bring about tangible changes in school practices which are conducive to gender equality;
Ensure that materials provided to students are gender neutral whilst using existing gender biased material in a critical way;
Transform personal prejudices and assumptions into attitudes and dispositions which respect gender diversity.

Knowledge

Define gender and sex as related but distinct;
Demonstrate the historical roots of gender discrimination, and patriarchy as a cause for gender disparities and heteronormativity;
Identify different studies which throw light on the differential treatment of girls and boys, through gendered expectations in society and in education;
Identify different strands of feminism and what they stand for;
Identify legislation particularly local, regarding gender equality;
Identify means through which the curriculum, both overt and hidden, is a reflection of or counternarrative to gender inequality.

Skills

Deconstruct one’s habitus as a source of personal beliefs and dispositions regarding gender;
Critically review the curriculum to eke out inherent gender messages;
Prepare instructional materials which are gender neutral;
Design educational experiences which celebrate gender diversity.

Assessment Methods

This module will be assessed through: Presentation; Assignment.