.

SSimon Fraser University

Education

372-3

Special Topics: Gender Equity Issues

(T3.O0)

(Cat #39561)

Summer Session, 1993

(July 19-28)

Tuesday through Thursday

8:30 a.m. - 12:20 p.m.

Location: Vancouver

in Education

Instructor: L. Roman

PREREQUISITE: ?

EDUC 401/402 and certified practising teacher. Students may take no more than three Tri-University

courses toward a degree or diploma.

COURSE

DESCRIPTION

T

his 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

Students will:

• 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 PRE-READING

Gaskell, J.S. et al. (1989).

Claiming an Education: Feminism and Canadian Schools.

Toronto: Garamond Press.

Gaskell, J.S.

&

McLaren, A.T. (eds.) (1991 2nd ed.).

Women and Education.

Calgary: Detselig.

A package of pre-readings will

be sent to students prior to the beginning of classes. Students

will be