| CODE | IAL3013 | ||||||||
| TITLE | Sexual and Gender Diversity in Education | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit challenges heteronormative sexuality and gender binary assumptions that are embedded in the Maltese educational system and which have historically beleaguered students and teachers with a non-normative sexuality. It examines the presence/invisibility of ‘othered’ sexualities in the Maltese Education system and reveals how students and teachers construct and negotiate their personal and professional identit[ies] in a culture that is dominated by heteronormativity. Study-unit Aims: - To equip students with new knowledge around gender and sexually diverse identities, thus challenging heteronormative ideas around gender and sexual diversity and the privilege and power attached to sexual and gender norms; - To examine the mechanisms by which gender roles are preserved and maintained in educational settings; - To analyse the influence of language, gender socialisation and the educational curriculum on students and teachers; - To provide an overview of policy and legal framework on sexual orientation and gender diversity issues, (Civil Union and Marriage equality; Anti-discrimination provisions; Gender Identity Recognition; Employment legislation and Affirmation of Sexual Orientation, Gender Identity, Gender Expression as well as educational policies such as anti-bullying provisions and the policy on trans, gender variant and intersex students), so that it can inform practice in the classroom; - To reflect on intersectionality and the different positions students can hold in relation to sexuality, gender, race, ethnicity, class and other social categories. Thus analysing what inequalities might exist within educational process; - To provide an overview of the research on LGBTIQ experiences in school including homophobia and transphobia; - To equip future educators with knowledge on how to support their gender and sexually diverse students in the classroom whilst supporting their inclusion. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit, students will: - recognise ways in which their own gender has been shaped by cultural practices as they analyse hegemonic masculinity as a social construction; - establish which identities form part of the gender and sexual diversity community; - be able to identify the important concepts and principles underlying the invisibility of sexuality[ies] in school environments and the implications of heteronormativity and the gender binary in the education process; - be able to perform in a way which addresses LGBTIQ issues and their impact on the learning experience of LGBTIQ students. 2. Skills: By the end of the study-unit the student will be able to: - apply the principles underlying gender and sexual diversity in the design and implementation of a cross-curricular toolkit for educators; - create inclusive classroom environments; develop more sensitivity towards LGBTIQ identities, identify and challenge heteronormativity and gender stereotypes; - develop skills on how to identify and react to homo-, bi-, trans- and inter-phobic bullying incidents in the school environment. Main Text/s and any supplementary: Main Texts - Butler, J. (2004). Undoing Gender. New York: Routledge. - Directorate for Quality and Standards in Education, Malta. (2015). Addressing Bullying Behaviour in School. - Falzon, Neil. (2016). Sensitivity, safety and strength: an inter-agency review of Malta's policy on trans, gender variant and intersex students. Mosta, Malta: MGRM. Supplementary Readings - Ministry for Education and Employment, (2014) Framework for the Education Strategy for Malta 2014-2024. Malta: MEDE. - Portelli, J. R. (2003) ‘Boys will not be boys’. Understanding masculinities: a must in the management of a boys’ school. - Rofes, E. (2005). A Radical rethinking of sexuality and schooling. Status quo or status queer? Oxford: Rowman and Littlefield. - Appleby, G., & Anastas, J. (1998). Not Just a Passing Phase – Social Work with Gay, Lesbian and Bisexual People. New York: Columbia University Press. - Naudi, M. (2006). Disrupting Dominant Discourse: Critical Reflection and Code-Switching in Maltese Social Work. In S. White, J. Fook, & F. Gardner (Eds.), Critical Reflection in Health and Social Care (pp. 118– 131). Berkshire: Open University Press. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Jonathan Borg Manwel Joseph Ellul |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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