Gender sensitivity in academic teaching

Based on the premise that there is no genderless knowledge—and therefore no gender-independent transfer of knowledge—gender sensitivity, as a field of competence and learning in higher education pedagogy, will be approached from two perspectives: On the one hand, established approaches will be presented and existing discourses discussed. This will involve not only examining Sandra Harding’s concept of “situated knowledge” but also reflecting on our personal perspectives and political stances as educators: Whom do we represent? What impact does the gender we represent have on students? What content do we teach—and how? And why not differently? On the other hand, there is an opportunity to develop didactic tools through practice-oriented evaluation, with the goal of integrating gender sensitivity into higher education teaching as practically as possible. A phase of practice and reflection is intended to ensure the applicability of gender-sensitive didactics to individual course content.

Prior knowledge in this area is not a prerequisite for participation. On the contrary: interdisciplinary approaches are explicitly encouraged.

Location

Online event:
. The virtual meeting room will be announced via email

Schedule

1st Session (4 AE):

• Welcome and getting to know each other

• Brief presentations on queer theory as an interdisciplinary, reformist approach, perspective, and framework, as well as on “situated knowledge” as a starting point for didactic reflection

• The role of the teacher and gender performance

Session 2 (4 academic units):

• Applying gender sensitivity to university teaching: course content, content delivery, and gender

• Practical component: Didactic tools

Interim practical study phase (3 AE)

Session 3 (2 AE):

• Debriefing of the practical study phase

• Development of a catalog of methods

• Conclusion and Evaluation

Learning Objectives

Upon completion, instructors will be able to

• outline various theoretical approaches and existing discourses on the topic of gender sensitivity.

• to reflect self-critically on themselves as teachers and as individuals who embody gender roles.

• to assess teaching methods for their gender sensitivity and, if necessary, to critically reform them.

• to promote students’ research and teaching skills in a gender-sensitive manner.

Organizer

Office of Higher Education Pedagogy, Saxony