Education, Gender and Social Justice

Code:

E529

Acronym:

EGJS

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2021/2022 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	18	Official Curricular Structure	3	-	3	28	81

Teaching language

Suitable for English-speaking students

Objectives

This optional semester course aims to promote and/or reinforce the theoretical and methodological skills of the students by including the gender perspective in educational research and intervention. The objectives are the following:

- To contextualize in a theoretical and practical way topics on Gender; understand its intersections with other social categories of belonging and enable the awareness of gender stereotypes in different spheres of socialization, as well as situations of discrimination;

- To discuss the role of Gender Theories, Feminist Theories and Women’s Studies in questioning the scientific paradigm of Modernity;

- To analyze the main national and international guidelines and public policies on Gender Equality (GE);

- To design and discuss educational strategies and interventions that promote GE;

- To discuss the possibilities for social justice in education.

Learning outcomes and competences

At the end of the course students should be able to:

1 – To understand and relate basic concepts related to Gender

2 – To identify and apply official international and European statistical data in gender issues analysis

3 – To acquire knowledge about Gender Theories, Feminist Theories and Women’s Studies

4 - To understand the importance of Intersectionality in the analysis of difference and inequality

5 – To know the evolution of the notion of women's rights

6 – To know the main national and international guidelines and public policies on Gender Equality (GE)

7 – To analyze the relations between gender, education and curriculum

8 – To know the main themes and subthemes in Gender Equality Education (GEE)

9 – To analyze, design and critically evaluate GEE projects in different contexts

10 – To use participatory methodologies in GEE

11 – To identify and discuss the possibilities for the realization of social justice in education

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Does not apply

Program

1. Conceptual framework, statistical data and empirical research

- Sex and gender; the social construction of gender; gender socialization; gender roles; stereotypes and social representations of men and women
- Sexual discrimination; gender-based violence
- Inequalities between men and women (family, intimacy, education, work, health, civic and political participation, ...)
- Gender Theories, Feminist Theories and Women’s Studies - brief approach
- Contributions of Intersectionality

2. Gender Equality as a dimension of Human Rights
- The evolution of the notion of women's rights
- International and European reference documents (general and specific scope)
- National guidance documents, reports and instruments on GE
- Public policies that promote GE

 3. Education for GE
- Gender, education and curriculum
- The role of the Educational Sciences professional
- Analysis, design and evaluation of educational interventions that promote GE

4. Dimensions of the possibilities for social justice in education
- Redistribution, recognition, power and care and solidarity
- Educating for equality, diversity and citizenship

Mandatory literature

Araújo, H. C.; Cidadania na sua polifonia: Debates nos estudos de educação feministas, Educação, Sociedade & Culturas, 25, 83-116, 2007
Butler, J.; Problemas de Género, Orfeu Negro, 2017
Connell, R. W. ; Gender, Polity, 2002
Fonseca, L.; Justiça Social e Educação: Vozes, silêncios e ruídos na escolarização das raparigas ciganas e payas, Afrontamento, 2009
Goertz, G. & Mazur, A. G. (ed.); Politics, Gender, and Concepts: theory and methodology, Cambridge University Press, 2008
Harding, S.; The Feminist Standpoint Theory Reader: Intellectual and Political Controversies, Routledge, 2004
Karamessini, M; Rubery, J. (eds); Women and austerity. The economic crisis and the future of gender equality, Routledge, 2014
Kimmel, M. ; The Gendered Society, Oxford University Press, 2016
Lynch, K., & Baker, J.; Equality in education: An equality of condition perspective, Theory and Research in Education, 3(2), 131-164, 2005
Pinto, T. (coord.) et al; Guião de educação: Género e Cidadania. 3º Ciclo, CIG, 2010
Vieira, C. C.; Educação familiar: Estratégias para a promoção da igualdade de género, CIG, 2013
Perista, H., Cardoso, A., Brázia, A., Abrantes, M. & Perista, P.; Os Usos do Tempo de Homens e de Mulheres em Portugal, CESIS/CITE, 2016

Complementary Bibliography

Amâncio, L.; Masculino e Feminino. A construção Social da Diferença, Afrontamento, 1994
Collins, P. H. & Bilge, S.; Intersectionality, Polity, 2016
Ferreira, V. (Org.); A Igualdade de Mulheres e Homens no Trabalho e no Emprego em Portugal: Políticas e Circunstâncias, CITE, 2010
Kimmel, M. S. & Aronson, A. (eds.); The Gendered Society Reader, 5th ed, Oxford University Press, 2014
Lynch, K., Baker, J., & Lyons, M.; Affective Equality. Love, Care and Injustice, Palgrave Macmillan, 2009
Walby, S.; Globalization and Inequalities - Complexity and Contested Modernities, Sage, 2009

Teaching methods and learning activities

A combination of active and theoretical methods is applied in this course. The classes will be of a theoretical and practical nature, combining the presentation of content by the teacher, based on the bibliography, supported by the use of pedagogical materials (slides, texts, news, legislation and reference documentation - national and international, statistics, online research, documentaries, films), with participation in debates and group dynamics and role-playing based on proposed themes.

The use of different methodologies, calls, on the one hand, for debate, reflection and analysis on the part of the students and, on the other hand, for the ability to build a proposal for GEE activity, adapted to the learning objectives.

The use of the theoretical method enables the transmission and analysis of new content related to the basic concepts related to gender, theories of gender, feminist and women's studies, intersectionality, the main national and international guidelines, themes and subthemes of GEE, its educational approach and, finally, the relationship between gender issues and social justice.

At the same time, students should be able to individually analyze and discuss GEE projects, practices and materials, as well as, in groups, know how to design projects, defining resources, strategies and methodologies, and/or materials for intervention/training in GEE. For this purpose, individual research and critical analysis work, as well as group work, will be requested. In order to develop the capacity for communication and oral discussion of knowledge, the individual work will later be presented to the class, and the group work will be streamlined in the classroom, using activities or role-playing. Individual reading, writing and analysis will stimulate autonomous work and self-regulation of learning.

The evaluation of the course is done as follows: individual research and critical analysis work and oral presentation in the classroom: 60%; group work and dynamization in the classroom: 40%.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	60,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	18,00
Estudo autónomo	35,00
Frequência das aulas	28,00
Trabalho escrito	18,00
Total:	99,00

Eligibility for exams

The evaluation model assumes compliance with attendance in accordance with the provisions of the law for the rother courses of the faculty and without prejudice to the provisions of point 4 of article 9 of the evaluation regulation.

According to the course's evaluation modality, the student obtains the frequency of the course unit if, having been regularly enrolled, he/she does not exceed the limit number of absences corresponding to 25% of the planned classes and presents the collective work and the individual work until the date stipulated in the annual calendar.

Failure to perform/present any activity provided for in the assessment methods will result in the completion of individual written work that contemplates the objectives defined for practical group work and individual work. In this case, the aforementioned written work will have a value of 100%, with no classification of the distributed evaluation being considered.

Working students who are unable to regularly participate in face-to-face activities should contact the teacher in the beginning of the school year to agree on the work to be presented.

Calculation formula of final grade

The final mark, on a scale of 0 to 20, corresponds to the average of the classification of the practical or project work, carried out in groups, and presentation in the classroom (40%) and the individual work of research and critical analysis and oral presentation in the classroom (60%).

Students who have a negative mark or do not deliver the assignments will do an individual written work on all content developed in the course.

In summary:

(40% + 60% = 100%)