SIMON FRASER UNIVERSITY
    EDUCATION 372-3 ?
    (11.00)
    SPECIAL TOPIC: TEACHER EDUCATION: GENDER EQUITY ISSUES
    Summer Session, 1991
    ?
    Instructors: ?
    Celia Haig-Brown
    (August 15 - 24)
    ?
    Linda Eyre
    Monday - Saturday
    8:30 a.m. - 12:20 p.m.
    Location: MPX 7600
    PREREQUISITE:
    Educ 401/402, or equivalent and certified practising teacher.
    COURSE DESCRIPTION
    This course is designed to provide opportunity for practising teachers, both women and
    men, to consider issues of gender equity in education. Course work and discussions
    begin with the students' experiences as teachers, and as students themselves, and build
    on these understandings. An overview of existing literature on gender issues in
    education presents theoretical, historical, and practical issues. Conceptualizations of
    gender, with emphasis on the problem of essentialism, and of equity serve as the
    foundation for analyses of past practices and future planning for teaching.
    COURSE OBJECTIVES
    -
    to discuss and analyze conceptualizations of gender, equity and other related
    notions such as sexism, feminism, inequity, and equality of opportunity.
    - to become familiar with current research on the gendered nature of pedagogy and
    curriculum.
    - to analyze classroom practices and review curriculum materials in light of gender, as
    well as dimensions such as race and class.
    - to develop approaches to teaching which incorporate theoretical and practical
    understandings of gender equity including the importance of situated analysis.
    - to introduce historical analysis of educational gender issues with an emphasis on
    Canada.
    - to provide opportunity to share and critically analyze teaching practice.
    COURSE REQUIREMENTS
    1.
    Class presentation of existing gender research in particular area of interest (Focus on
    lesson aids, curriculum materials, an area of the curriculum, students at particular age
    or grade levels, implications of the Year 2000, The Primary, Intermediate and
    Graduate Programs, integration, etc.) 30%
    2.
    Critical reflection journals on gender equity. (To be submitted twice during the
    course.) 30%
    3.
    Brief final paper or curriculum project developed from class presentation and
    discussions, related to gender equity. 30%
    4.
    Regular attendance is essential because of the limited duration of the course and the
    importance of classroom interaction for the development of understandings in
    gender equity. 10%
    REQUIRED TEXTS
    Gaskell, J.S. et al. (1989). Claiming an Education: Feminism and Canadian Schools.
    Toronto: Garamond Press.
    Gaskell, J.S., & McLaren, A.T. (eds.). (1987). Women and Education. Calgary: Detselig.
    Arnot, M., & Weiner, G. (eds.). (1987). Gender and The Politics of Schooling. London:
    Open University Press.

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