Students
EDUC386 – Gender and Education
2014 – S1 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Anastasia Zarkos
Contact via Anastasia.Zarkos@mq.edu.au
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp or (admission to GDipEd or BEd(Sec))
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
The aim of this unit is to explore a range of gender issues that affect the educational experiences and learning outcomes for both boys and girls. There is an examination of the constructions of masculinity and femininity within both historical and contemporary contexts. A particular focus is placed on the implications of literacy, information technology, popular culture and the selection of literary texts for study in schools. The intention is to extend students' knowledge of current theories, research and practice relevant to the impact of gender in education.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Knowledge and understanding of the key terms and conceptual frames used in gender education
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Effective communication and application of appropriate academic conventions
- Capacity for self-management
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Task 2 - Critical Review | 20% | 11/04/2014 |
| Task 3 - Major Essay | 35% | 2/5/2014 |
| Task 1 - Online Quiz | 10% | 28/3/2014 |
| Task 4 - Final Exam | 35% | S1 Exam period |
Task 2 - Critical Review
Due: 11/04/2014
Weighting: 20%
Each student will be allocated an article from the list of unit readings for critical review. The objective of the task is for students to demonstrate an engagement with the material in an intellectual and thoughtful way. The list of unit readings and further details on the assessment task are provided on the unit's iLearn webpage.
On successful completion you will be able to:
- Knowledge and understanding of the key terms and conceptual frames used in gender education
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Effective communication and application of appropriate academic conventions
Task 3 - Major Essay
Due: 2/5/2014
Weighting: 35%
The objective of the essay is to enable students to:
- Develop skills in researching and locating relevant resources;
- Engage critically with current research literature;
- Demostrate an understanding of contemporary issues and concepts in relation to gender and education; and
- Consider and apply theoretical concepts to communicate effectively in a sustained and clearly written logical communication.
Further information on the assessment task and the assignment question for the major essay are provided on the unit's iLearn webpage.
On successful completion you will be able to:
- Knowledge and understanding of the key terms and conceptual frames used in gender education
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Effective communication and application of appropriate academic conventions
- Capacity for self-management
Task 1 - Online Quiz
Due: 28/3/2014
Weighting: 10%
Quiz is based on lectures and readings for topics covered in lectures 1 to 3.
On successful completion you will be able to:
- Knowledge and understanding of the key terms and conceptual frames used in gender education
- Capacity for self-management
Task 4 - Final Exam
Due: S1 Exam period
Weighting: 35%
Exam content will be drawn from the focus topic for each week of the course.
On successful completion you will be able to:
- Knowledge and understanding of the key terms and conceptual frames used in gender education
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Effective communication and application of appropriate academic conventions
Delivery and Resources
EDUC386 is primarily an online course and all materials are delivered through Macquarie University's online learning management system iLearn http://ilearn.mq.edu.au.
Technology Used and Required
This unit has an iLearn webpage and uses TURITIN. Students will need regular access to a computer and the internet to complete this unit. There are a number of computers on campus in the Computer Labs, C5C Rooms 211, 213 and 217.
The weekly pre-recorded (audio only) lectures can be found on the unit's iLearn webpage by downloading the lecture from Echo. Students will also need to complete the first assignment, an online quiz, on the unit's iLearn webpage.
All students are encouraged to participate in the on-line discussion groups and critical reflection activities. The collegiality and sharing of ideas creates valuable learning. A number of web links and suggested references are provided on the unit's iLearn webpage.
Students must check the unit's iLearn webpage regularly for any messages or announcements. ALL correspondence will be through students’ official university email addresses only.
Lecture and Tutorial Times
Weekly pre-recorded lectures(audio only) and the accompanying powerpoint slides are available for download from the unit's iLearn webpage.
There are two on-campus sessions and attendance for the full day at BOTH on-campus sessions is compulsory.
On-campus Day 1 is held on Saturday 29th March, 9am – 3.30pm
On-campus Day 2 is held on Saturday 10th May, 9am – 3.30pm
The venue of the on-campus workshops will be posted on the unit's iLearn webpage including the detailed program for each on-campus session.
If students are not able to attend the compulsory on-campus sessions, due to illness, they should contact the unit convenor and be prepared to substantiate their absence by supplying the relevant documentation (for example, doctors’ certificates). Work or family commitments are not a valid reason for non-attendance and alternative tasks WILL NOT BE SET. If you cannot attend the on-campus days please do not enrol in this unit.
Teaching and Learning Strategy
The assignments for EDUC386 focus on students exploring a range of gender issues that affect educational experiences and outcomes for both boys and girls. The course aims to extend students’ knowledge of current theories, research and practice relevant to the impact of gender in education.
Resources
The unit has no prescribed text or unit reader. Readings for the current lecture topics are available on the unit's iLearn webpage. Listed readings are available through the MQ Library MultiSearch option under the tab titled Unit Readings. In addition to the readings a number of recommended references, web-links and resources have also been provided on the unit's iLearn webpage.
Students are required to complete the weekly readings in advance of each lecture.
Changes in Response to Student Feedback
On the basis of the feedback supplied by students the following changes have been made to the unit this year:
- Readings have been reviewed and key articles for each lecture have been identified;
- Due date of assessment tasks was revised to allow sufficient time for students to review progress based on formative feedback provided for Assessment Tasks 1 and 2;
- On-campus tutorial workshops were developed to provide more time for class discussion and critiquing of issues; and
- Lecture content and slides were revised with new audio recordings.
Unit Schedule
The unit content is divided into four broad areas or modules:
Module 1 – Construction of gender
Module 2 – The debates about the education of boys and girls
Module 3 – Gender and curriculum, literacy and ICT
Module 4 – Classroom practices and future research
The lectures (audio only) and copies of the lecture slides are available on the iLearn webpage.
The weekly outline for the course with the accompanying readings is provided on the unit's iLearn webpage including a full listing of readings and recommended references.
Students are required to read the weekly material in advance, and are encouraged to participate in the on-line group discussion and open forums.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
Assessment tasks
- Task 2 - Critical Review
- Task 3 - Major Essay
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Capacity for self-management
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Knowledge and understanding of the key terms and conceptual frames used in gender education
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Effective communication and application of appropriate academic conventions
Assessment tasks
- Task 2 - Critical Review
- Task 3 - Major Essay
- Task 1 - Online Quiz
- Task 4 - Final Exam
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Effective communication and application of appropriate academic conventions
Assessment tasks
- Task 2 - Critical Review
- Task 3 - Major Essay
- Task 4 - Final Exam
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Effective communication and application of appropriate academic conventions
Assessment tasks
- Task 2 - Critical Review
- Task 3 - Major Essay
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
Assessment tasks
- Task 2 - Critical Review
- Task 3 - Major Essay
- Task 4 - Final Exam
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Comprehension and recognition of the need for a nuanced analysis of debates about the education of boys and girls and, in particular, to be aware of the influence of variables and factors other than gender
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field
- Creative capacity to develop some strategies to enhance their own pedagogical practices within a curriculum that will work towards achieving more equitable outcomes in education for all students
- Effective communication and application of appropriate academic conventions
Assessment tasks
- Task 2 - Critical Review
- Task 3 - Major Essay
- Task 4 - Final Exam
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Understanding and capacity to examine critically the concept of gender construction and its implications for the education of all boys and all girls
- Capacity to develop and utilise their knowledge of gender issues as they apply to educational settings
Assessment task
- Task 3 - Major Essay
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcome
- Skills to evaluate and discuss in an informed manner the current issues in gender equity, the schooling of boys and girls, and their application to educational contexts through drawing upon their knowledge of current research, policies, and practices in the field