Welcome to the module Diversity and Education.  We all deserve to feel respected, valued and encouraged to develop to our full potential in all spheres of our social lives. However, women and girls still experience sexism, i.e. discrimination, prejudice, subordination, sexual harassment, and sexual violence in education. People also experience heterosexism because of their sexual orientation. We all bear a critical responsibility to interrupt all forms of oppression and to develop safe and anti-oppressive educational environments.

Using a critical theoretical framework, Diversity and Education aims to develop an understanding of sexism and heterosexism as forms of oppression and link this understanding to questions of action and questions of research.

A variety of participatory teaching and learning methods will be used.    The module will draw on the use of biographies, and will inter-relate student experience and relevant theory. The students’ biographies are viewed as valuable, and forms a basis for critical reflection in the course. We believe that students will become effective practitioners if their own experience is validated and examined.

NB: Because of the need to explore personal biographies and responses, it will be essential to develop and maintain guidelines for interpersonal and group interaction. This means that students need to be present throughout - punctuality is very important.

Students will:

q  Understand the social construction of gender.

q  Recognise the impact of socialisation in the area of gender, and the way it influences our lives and institutions, in particular in education.

q  Understand key definitions and concepts related to gender, sexism and heterosexism.

q  Understand sexism and heterosexism as complex, systemic, multi-faceted, and interconnected

q  Understand how sexism operates on the individual, institutional and societal levels.

q  Develop a raised awareness and understanding of the intersection of sexism with other forms of oppression & its destructive consequences.

q  Develop a stronger commitment to challenging sexism and other forms of oppression in education.

q  Understand approaches to challenge and eradicate sexism in personal, institutional (education) and societal contexts. 

q  Identify specific issues in the research of sexism in education.

q  Develop skills in writing that draw on personal experience, relevant literature, and the development of argument.

      The participatory approach means that attendance is essential. 

Module Coordinator & Lecture (Pietermaritzburg)

Lecturer Edgewood: Contract Staff to be appointed

q  Saajidha Sader                    saders@ukzn.ac.za       0729798477

(Room 35, Education Building, Pietermaritzburg Campus)

Prof Shakila Singh   singhs7@ukzn.ac.za    0312607326

Edgewood Campus  Room CF141

Pietermaritzburg Campus

q  Karen Sophie                     sophie@ukzn.ac.za      0818191598

(Administrator)                       

Edgewood Campus

q  Patrick Hlangu                   Hlangup@ukzn.ac.za   082 949 5254

(Administrator)           

The following questions will facilitate a more critical reading of texts under analysis.

What in the readings was particularly interesting, surprised you, or was new information to you?

What are the claims/ assumptions the writer is making?

What are some of the things that you agree with? Explain in what way you agree and why.

What are some of the things that you disagree with? Explain how and why.

In what ways might the information in the readings be useful to you?

What ideology or worldview governs the author’s view?

In what ways does this article reinforce, extend, challenge, or oppose your own views?

What and how do the readings illustrate the conceptual, theoretical and methodological frameworks?

What questions do you still have about the conceptual/ theoretical and methodological frameworks?

What issue/s does this still raise for you?

      There will be two assessments for this module: The major assignment for the module Diversity and Education makes up 70% of the final assessment and should be approximately 3000 words in length.

      All assignments must be typed and printed (Times New Roman 12 point font and 1.5 spacing).

      The referencing style is the APA 7^th edition.

      All references in the text to the work of others must be clearly shown. It is a serious matter to use what another student, lecturer or author has written unless you acknowledge it clearly through referencing

[If you do not, this is plagiarism, and it breaks the University’s rules].  In cases where students have quoted from an author without acknowledgement, a mark of 0% will be given. Please ensure that you include a signed plagiarism declaration in your assignment indicating that you acknowledge the work is your own and that you have acknowledged (cited) the work of others you have drawn on.

      Please read your assignment carefully before you hand it in.  This applies particularly, if you get someone else to type it.  Many marks are lost through errors that would be obvious to the writer.

      A strong assignment will have these characteristics:

o   it will demonstrate a clear and consistent understanding of the literature prescribed

o   it will use concepts in a way that is consistent with the definitions

o   it will be logical in its construction and argument

o   it will be critical both of the authors’ and of one’s own thinking.

      Ensure that your assignment is well structured so that it has a clear introduction setting out what you are doing.  Make careful use of paragraphs to organise your argument.  End with a conclusion that captures the key points you are making.

      You must meet the submission date.  The only exceptions will be where students have applied for an extension based on a medical certificate. 

      These requirements will be used in the marking of all assignments, and marks will be deducted if you do not keep to them.

      Please ensure that all assignments are submitted to Turnitin.

Assignment 1:                        30%

Major Assignment                 70%

As part of the assessment in this module, you are required to keep a reflective journal of your learning on this course. Of course, journals are private records of your experiences, and you will not be forced to share anything you record in them with the class unless you choose to. Record your perceptions, thoughts, feelings, concerns, and overall experience of the module – both content and process. In your reflections, include how your experience on the module relates to your professional and private life.

Assignment 1: 30%   Due date: 14 October 2024

This task will assess reading for understanding.

Ngubane, S. & Singh, S. Male University Peer Educators on Violence: Challenging and Complying with Hegemonic Masculine Norms Bhana, D., Singh, S & Msibi, T (Eds). Gender, Sexuality and Violence in South African Educational Spaces. 269-291. Basingstoke, UK: Palgrave MacMillan.

Read the Chapter provided and answer the following questions:

What is the main purpose presented by the authors?                                                     5

What is the motivation for the study and is the study adequately motivated for? 5

Discuss the main methods of data collection that were used and whether these were appropriate for this study.                                                                           5

What are the significant findings in the study presented?                                           10

Discuss the conclusion/s the authors arrive at and to what extent the conclusions address the purpose of the study                                                                       10

What are the strengths and weaknesses of this article                                        10

Overall technical quality of the submission                                                            5                                

Write an essay in which you identify and critically discuss manifestations of sexism or heterosexism in education (either schools & schooling or post-school education and training) in South Africa today.

You are required to do the following:

1.     Identify manifestations of sexism in education (i.e. either schooling or post-school education).

2.     Critically discuss these manifestations of sexism or heterosexism drawing on concepts and theories from the module. This requires you to demonstrate understanding of key concepts and their application to an analysis of the manifestion of sexism or heterosexism you have identified.

3.     Critically discuss the effects of sexism or heterosexism identified and identify and discuss approaches to interrupting sexism/heterosexism in education (i.e. in schools and schooling or in post school education and training). 

The length of the assignment is approximately 2 500 words.

Please read the university policy on plagiarism which can be found at: http://doeh.ukzn.ac.za/Libraries/OHdocs/Plagiarism_Policy_CO05041209.pdf

The basic style of the American Psychological Association (APA), 7th edition of 2020 is the prescribed by UKZN. This can be found on the library website below:

https://libguides.ukzn.ac.za/ld.php?content_id=55781705

The purpose of this module is to prepare Social Sciences student teachers in the intermediate and senior phases, as part of their initial teaching qualification, to become competent in engaging with the Social Sciences curriculum document and related assessment criteria and to translate this into effective teaching and learning opportunities. The student teachers would furthermore be assisted in developing and preserve programmes based on their individual teaching styles and philosophies.

While the core philosophy to teaching will be a student centred approach to developing critically engaged scholar, the module would require some lead lectures that require traditional teaching to expose the students to core theories, principles and examples of practice and applications in the field of Social Science. Consequently, a range of teaching-learning methods will be used in an integrated and interchangeable manner. Use will be made of class exercises, group work, assignments and lesson plans presentations. Being critically engaged, the students would develop sensitivity to contextual issues and respond appropriately and critically to such contextual issues that are so prevalent within the diverse schooling system. Their response to contextual issues needs to be grounded in theory, experience, practice and research.