Gender-inclusive education is a controversial and politicized topic which has been gaining momentum worldwide. The provision of gender-sensitive education is often lacking in societies dominated by traditional gender roles – in short, everywhere. This seminar seeks to explore the significance of gender inclusive education and gender-sensitive teaching while countering the idea of one-curriculum-fits-all approaches and dismantling taken-for-granted generalizations. To achieve these goals, the group will undertake critical theoretical and empirical examination of gender in educational settings, primarily in schools. Using poststructuralist perspectives of knowing the other, the students’ research questions may be raised from various cultural and historical perspectives.
One of the main objectives of the Q-team seminar is to critically examine gender in education by fostering gender sensitization among students, especially those studying teaching as well as students of other disciplines who are interested in the examination of the advantages/disadvantages of gender-inclusive/gender-biased education in the society. Gender-related education will be connected with teaching by drawing upon scientific scholarship of education and gender studies. In pursuit of the latter goal, the seminar will explore different methodologies of qualitative and ethnographic research methods. We will compare the roles and values of participant observation and interviewing within the context of immersion in schools, examining lessons from inside the classroom, and giving voice to the research participants while eschewing generalizations to a whole population. These techniques will be taught in line with the central principles of poststructuralist theories that highlight the significance of incorporating social context into the knowledge production process. In exploring both the theoretical and the research methodologies centered on knowledge and its generation, this seminar will teach students to disregard essentialist thoughts and generalizations in favor of embracing the cultural specificities of the individual locations in which gender-inclusive education is evaluated.
The impact of the proposed seminar will be explored through research questions including: How is knowledge of gender produced in schools and other educational institutions? What role do teachers play in (re)producing gender roles and how can they sensitize students about concepts of gender? How can gender competence sensitize teachers and lead to a gender-inclusive lesson? How to deal with the aspects of gender in the context of school? What competences do educators/teacher require when addressing gender in education and in the classroom? How can teachers hold a gender responsive and inclusive lesson? What is
gender-neutral language and how can it be implemented in classrooms?
For further information please contact Zhanna Gevorgyan: firstname.lastname@example.org