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.