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G-CoRe: A pedagogical tool for gender mainstreaming in higher education
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).ORCID-id: 0000-0002-3720-693X
Högskolan i Halmstad, Akademin för företagande, innovation och hållbarhet, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).ORCID-id: 0000-0002-8766-1957
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).ORCID-id: 0000-0001-5283-7038
2020 (engelsk)Inngår i: Regendering Science. For an Inclusive Research Environment: PLOTINA Final Conference: Book of Abstracts / [ed] Tullia Gallina Toschi, Angela Balzano & Fransesca Crivellaro, 2020, s. 171-172Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Aims of the contribution

The aim of this contribution is to present and further explore a pedagogical tool aiming to enhance gender mainstreaming in teaching and content in higher education.

Description of the research

Introduction

Previous research has demonstrated how teachers often experience gender mainstreaming in higher education (content, design and implementation) as a challenge (Heikkilä and Häyrén Weineståhl, 2009; Lindroth and Bondestam, 2014). In Sweden however, requirements for gender mainstreaming are high both in the Higher Education Act and the evaluations of the quality of higher education undertaken by the Swedish Higher Education Authority. Gender equality and gender mainstreaming are also key quality factors in the universities’ own quality assurance systems.

Today, there are few methods that support teachers in their efforts with integrating a gender perspective into the teaching content. Hence, the need for scientifically based tools is widespread. In this study we investigate a pedagogical tool (Gender CoRe) that aim to help teachers integrate gender aspects both in the content and the teaching of that content. The main research question for the study is “How do teachers experience Gender CoRe (G- CoRe) as a way to enhance gender mainstreaming in teaching and content in higher education?

Materials and methods

Within the subject didactic research, a didactic reflection tool called Content Representations (CoRe) has been developed to support teachers in planning and teaching the content in a way that promotes student learning. Research demonstrates that CoRe is an effective tool for teachers to develop their ability to communicate content in a way that provides successful learning situations for students. When using CoRe, the teacher formulates a number of Big Ideas, important phenomena or concepts, within a specific subject area. Each of these Big Ideas is reflected on a number of pedagogical prompts e.g. what students need to learn and why, as well as students' possible difficulties in understanding the concepts (e.g. Nilsson and Karlsson, 2019; Nilsson and Elm, 2017; Hume and Berry, 2010, 2013; Loughran et. al., 2006). Based on this didactic research, researchers at Halmstad University, Sweden, have developed a so-called G-CoRe (Gender CoRe) where teachers are supposed to formulate Big Ideas and reflect on how it may be possible to integrate gender equality into the content.

During 2019-2020, five teachers at Halmstad University, Sweden, used the Gender CoRe for planning content where a gender perspective was included. In this presentation we present a case of how one of the five teachers (a teacher within the Construction Engineering programme) experienced the use of G-CoRe to integrate gender aspects, both in the content of and the actual teaching performance; What were perceived as possibilities and challenges with the G-CoRe? How could the G-CoRe be further developed to enable teachers in their work with gender mainstreaming?

Results

In the data collected on teachers ́ experience of using G-CoRe there were several examples of how the G-CoRe was experienced as valuable as a reflective tool to integrate gender aspects in the content and teaching. In the particular case presented here the teacher in Construction Engineering highlighted the strength of the G-CoRe as it focuses on and describes their abilities and also their challenges in the classroom while working with gender mainstreaming in the classroom. Further, with the help of the G-CoRe, the teachers can reason together and think about what different gender aspects within the content they need to identify and implement within their teaching. It appeared that using a G-CoRe design encouraged collaborative discussion and reflection about integrating gender aspects when teaching certain big ideas linked to a topic. As such, our findings suggest that the G-CoRe has potential to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice.

sted, utgiver, år, opplag, sider
2020. s. 171-172
Emneord [en]
G-CoRe, Gender mainstreaming, Higher education, Content, Gender Equality
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-42948DOI: 10.6092/unibo/amsacta/6360ISBN: 9788854970168 (tryckt)OAI: oai:DiVA.org:hh-42948DiVA, id: diva2:1458639
Konferanse
H2020 PLOTINA project Final Conference, ReGendering Science. For an inclusive research environment, 27th-28th of January 2020, Bologna, Italy
Tilgjengelig fra: 2020-08-17 Laget: 2020-08-17 Sist oppdatert: 2021-01-26bibliografisk kontrollert

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