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Education EUB102 Teaching in New and Emerging Educational Contexts Engage Week 4: Gender
Education
EUB102 Teaching in New and Emerging Educational Contexts
Engage Week 4: Gender
Education
Activation Task 1: Nature or nurture?
Is gender biological or constructed? The experiment - BBC Stories (3:25), Watch YouTube URL: https://www.youtube.com/watch?v=nWu44AqF0iI How have you seen gendered constructions reinforced? What may be the long term consequences? Reflect on your own assumptions of gender…
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Activation Task 2: Knowledge check • Go to the Activation activity QUIZZ in Week 4 on
Blackboard • Check your key learnings from the chapter reading
and the Tune in
• Engage Week 4 Activation QUIZZ
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Activity 1: Considering constructions of gender - everyday scenarios... •How does this letter reinforce stereotypes of gender? •What about those who fall outside the norm of behaviour for girls and boys described by the activities?
Education
• Schools are advised to stop using the terms "mum" and "dad" and replace with "parent/caregiver". Why?
• Brainstorm other school practices that may be reconsidered..
• At a state school, no girls have enrolled in Design and Technologies and there are no boys enrolled in the Food and Nutrition programs.
• Identify consequences..
Activity 2: Read the scenarios and discuss...
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Activity 3: Constructions of gender through everyday practices in schools - institutional discrimination? • Choose one of the following and discuss (within a small group).
• A. Single sex schooling/ school ethos • B. Disciplinary and teaching strategies • C. Curriculum choices • D. Uniform policy • E. School Texts • F. Sport matters • G. Career guidance • q. 1: What are your responsibilities as teachers in this general area? (– check AITSL
standards for teachers…) • q. 2: What might you actually do about it?
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Activity 4: Representations of gender - explore some real life examples & uniforms • Visit school websites of your choice (e.g. Brisbane Girls Grammar, Sandgate State High School)
• Examine the images of students in uniform. • Discuss the extent to which the uniform restricts students' practices and may contribute to a
"gender regime" • Do you notice any ways in which the images show how the gender regime are being
disrupted?
• There has been a recent change to the uniform policy for Department of Queensland State Schools - Read about it here: Revamped uniform policy
Education
Activity 5: Representations of gender in school resources • Bear Finds a Voice on the ABC
website examines the top 100 picture books in Australia in 2017.
• Take a look here: ABC- Bear finds a voice
• What are the consequences when you consider picture books as "crucial cultural contact points" for young children...
Education
Activity 6: Constructions of gender in the media…
• Prime minister of New Zealand Jacinda Ardern: • Announces she is pregnant and receives questions about balancing work and
motherhood… • Former Deputy Prime Minister of Australia Barnaby Joyce: • Shamed in the media for having an affair and baby with former staffer.
No consideration about how he is going to manage work and fatherhood...
1.What does this tell us about work and the role of women in society? 2 What’s your experience of gender equality in the workplace?
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Activity 7 Key terms and understandings:
What do these terms mean? • Sex and gender • gender regime, • biological determinism • Equity
Discuss your responses
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Activity 8: Explain why each of these is a myth using examples from Tait’s textbook and your own experience
• Myth #1 Sex and gender are really the same thing • Myth #2 Schools are passive spectators to existing
gender differences and inequalities • Myth #3 Boys are the latest victims of the schooling
system • Myth #4 Sexuality is simply best ignored at school
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Assessment in focus: • Make contact with your assessment group, use these prompting
questions to have a discussion about the stimulus item.
• 1. Whose voices and positions are being expressed? • 2. How does this artefact mould our ideas about what it means to
be a child and/or young person? • 3. How does this artefact mould our ideas about what it means to
be a child and/or young person? • 4. What does the author want us to know about the world and the
people in it?
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