Page 21 - Šolsko polje, XXXI, 2020, 5-6: Teaching Feminism, ed. Valerija Vendramin
P. 21
n. perger, m. mencin, v. tašner. ■ teaching feminism ...
Gender in HE Curricula
For many years, experts (Acker, 1994; Arnot & Weiner, 1987; Sadker &
Sadker, 1994; Weiner, 1995) have stressed that effective gender equality
in school and in society at large, as well as a diminishing of gender stere-
otypes, can only be achieved if we thoroughly (and on all levels) address
gender issues and gender equality in school curricula. To determine the
coverage of gender content in the curricula of the faculties of education,
we analysed the curriculum of selected study programmes.6 There are
three public faculties of education in Slovenia (in Maribor, Ljubljana and
Koper). For the purpose of this paper, we focus only on faculties of educa-
tion, but these are not the only educational institutions that train future
teachers. In reviewing selected content in the curricula of the listed fac-
ulties, we looked for those programmes and subjects that address the is-
sues of gender, femininity, masculinity and feminism or gender equali-
ty. We therefore searched for keywords, phrases and concepts in publicly
available documents that could be related to gender issues in education-
al institutions. To this end, we used the method of analysing publicly ac-
cessible documents such as curricula, study programmes description doc-
uments etc.7
Results of the Curriculum Analysis of Selected Faculties
Faculty of Education, University of Ljubljana
At the Faculty of Education, University of Ljubljana, in the programmes
for Classroom Teaching, Subject Teacher in science and Art Pedagogy in
the Bologna 1st cycle, we were unable to find a compulsory course with
6 The results used in this paper are part of the final report of the project entitled Gender equality
in the field of education (V5-1705; 2018–2020) (Tašner et al., 2020), financed by the Slovenian Re-
search Agency (ARRS) and Ministry of Education, Science and Sport. One topics covered
by the research group was the analysis of study programmes, which form future teachers in
Slovenia, from the point of view of inclusion of the theme of gender equality in selected study
programmes on the tertiary education level. The method used in this part of the project was
document analysis.
7 Acknowledging several advantages of the method used (e.g. availability, cost-effective-
ness, and lack of obtrusiveness and reactivity that is particularly important while address-
ing potentially sensitive topics that may lead to biased answers, i.e. presenting oneself as a
person, sensitive to gender issues), we also acknowledge its limitations. One of the most
pressing limitations was the lack of opportunity for identifying and further analysing
potential discrepancies between formalised and officialised documents (curricula) and
teaching practices. The first may not necessarily and always reflect teaching practices and/
or the course content that is actually being taught (Bowen, 2009). Nonetheless, what is of-
ficialised and formalised by the educational institution is by itself of significance as it marks
the boundaries of what is and can be “collectively accredited” and verified (as worthy of its
place in higher education) by the institution itself (see, for example, Bourdieu, 2018, p. 116).
19
Gender in HE Curricula
For many years, experts (Acker, 1994; Arnot & Weiner, 1987; Sadker &
Sadker, 1994; Weiner, 1995) have stressed that effective gender equality
in school and in society at large, as well as a diminishing of gender stere-
otypes, can only be achieved if we thoroughly (and on all levels) address
gender issues and gender equality in school curricula. To determine the
coverage of gender content in the curricula of the faculties of education,
we analysed the curriculum of selected study programmes.6 There are
three public faculties of education in Slovenia (in Maribor, Ljubljana and
Koper). For the purpose of this paper, we focus only on faculties of educa-
tion, but these are not the only educational institutions that train future
teachers. In reviewing selected content in the curricula of the listed fac-
ulties, we looked for those programmes and subjects that address the is-
sues of gender, femininity, masculinity and feminism or gender equali-
ty. We therefore searched for keywords, phrases and concepts in publicly
available documents that could be related to gender issues in education-
al institutions. To this end, we used the method of analysing publicly ac-
cessible documents such as curricula, study programmes description doc-
uments etc.7
Results of the Curriculum Analysis of Selected Faculties
Faculty of Education, University of Ljubljana
At the Faculty of Education, University of Ljubljana, in the programmes
for Classroom Teaching, Subject Teacher in science and Art Pedagogy in
the Bologna 1st cycle, we were unable to find a compulsory course with
6 The results used in this paper are part of the final report of the project entitled Gender equality
in the field of education (V5-1705; 2018–2020) (Tašner et al., 2020), financed by the Slovenian Re-
search Agency (ARRS) and Ministry of Education, Science and Sport. One topics covered
by the research group was the analysis of study programmes, which form future teachers in
Slovenia, from the point of view of inclusion of the theme of gender equality in selected study
programmes on the tertiary education level. The method used in this part of the project was
document analysis.
7 Acknowledging several advantages of the method used (e.g. availability, cost-effective-
ness, and lack of obtrusiveness and reactivity that is particularly important while address-
ing potentially sensitive topics that may lead to biased answers, i.e. presenting oneself as a
person, sensitive to gender issues), we also acknowledge its limitations. One of the most
pressing limitations was the lack of opportunity for identifying and further analysing
potential discrepancies between formalised and officialised documents (curricula) and
teaching practices. The first may not necessarily and always reflect teaching practices and/
or the course content that is actually being taught (Bowen, 2009). Nonetheless, what is of-
ficialised and formalised by the educational institution is by itself of significance as it marks
the boundaries of what is and can be “collectively accredited” and verified (as worthy of its
place in higher education) by the institution itself (see, for example, Bourdieu, 2018, p. 116).
19
