| CODE | IAL1035 | ||||||||
| TITLE | Cultural and Mediative Practices in Gender and Sexuality Education | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | Not Applicable | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit will start by exploring the main terminology related to gender and sexuality in cultural mediative practices in education and then move to a discussion of terminology related to culturalism. It will then explore how homophobia, heterosexism, heteronormative genderism, and transphobia can manifest itself in cultural mediative processes and practices. Principal theories related to gender and sexuality in cultural mediative practices are identified before eventually moving to a discussion of various projects that have been used to challenge heterosexism, homophobia, and transphobia in cultural mediative practices. Study-Unit Aims: - Define and recall the main terminology related to gender and sexuality; - Describe and explain the role of multiculturalism, transculturalism, and interculturalism in addressing gender and sexuality challenges in cultural mediative practices; - Illustrate how homophobia, heterosexism, heteronormative genderism, and transphobia manifest at individual, institutional, and societal levels within education and cultural mediative processes; - Examine and evaluate methods for challenging oppression related to LGBTIQ+ individuals in cultural mediative practices; - Explain heterosexual and cisgender privilege from an intersectional perspective and its effects on cultural mediative practices; - Analyse the connections between homophobia, transphobia, heterosexism, genderism, heteronormativity, and other forms of oppression within the cultural mediative process; - Develop approaches to challenge stereotypes about LGBTIQ+ people in cultural contexts; - Identify and assess personal and institutional strategies, particularly in education, for addressing heterosexism, homophobia, and transphobia in cultural mediative practices. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain the role of multiculturalism, transculturalism, and interculturalism in addressing challenges related to gender and sexuality within cultural mediative practices; - Demonstrate how individual, institutional, and societal manifestations of homophobia, heterosexism, heteronormative genderism, and transphobia impact cultural mediative processes and practices; - Examine educational strategies for challenging oppression in cultural mediative practices, identifying key areas of resistance and barriers; - Integrate intersectional perspectives on heterosexual and cisgender privilege to create more equitable cultural mediative practices; - Assess the connections between homophobia, transphobia, heterosexism, genderism, heteronormativity, and other forms of oppression to determine their cumulative impact on cultural mediative practices; - Critique common stereotypes about LGBTIQ+ people and identify ways to dismantle them in cultural contexts; - Develop and implement personal and institutional strategies, particularly in educational settings, to address heterosexism, homophobia, and transphobia within cultural mediative practices. 2. Skills: By the end of the study-unit the student will be able to: - Define and identify heterosexual and cisgender privilege in contexts of multiculturalism, interculturalism, and transculturalism; - Explain the implications of heterosexual and cisgender privilege within cultural mediative practices; - Illustrate how heterosexual and cisgender privilege affects cultural mediative practices in multicultural, intercultural, and transcultural settings; - Analyse issues in cultural mediative practices related to homophobia, transphobia, heterosexism, genderism, heteronormativity, and other forms of oppression affecting LGBTIQ+ individuals; - Develop strategies to educate, address and reduce the impact of heterosexual and cisgender privilege, integrating perspectives from multiculturalism, interculturalism, and transculturalism; - Evaluate the effectiveness of interventions aimed at mitigating issues of privilege and oppression within cultural mediative practices. Main Text/s and any supplementary readings: Main Texts: - Shelton, S. A., & Strunk, K. K. (Eds.). (2022). Encyclopedia of queer studies in education. Koninklijke Brill NV. Supplementary Readings: - Airton, L. (2024). Gender: Your Guide: The gender-friendly primer on what to know, what to say, and what to do in the new gender culture. Simon and Schuster. - Bauman, Z., & Portera, A. (2021). Education and intercultural identity鈥�: A dialogue between Zygmunt Bauman and Agostino Portera. Routledge. - Portera, A., Trevisan, M., & Milani, M. (2020). A Status Report on School Intercultural Mediation in Europe. Journal of Educational, Cultural and Psychological Studies (Online), 22, 49鈥�70. https://doi.org/10.7358/ecps-2020-022-port. - Portera, A., & Busch, D. (2023). Intercultural mediation from a European perspective. In The Routledge Handbook of Intercultural Mediation (1st ed., pp. 163鈥�171). Routledge. https://doi.org/10.4324/9781003227441-21 [The Routledge Handbook of Intercultural Mediation] - Goldstein, T., Russell, V., & Daley, A. (2007). Safe, positive and queering moments in teaching education and schooling: A conceptual framework in cultural mediative perspectives. Teaching Education, 18(3), 183-199. - Meylaerts, R., Hulst, L. d鈥�, & Verschaffel, T. (Eds.). (2017). Cultural mediation in Europe. Leuven University Press. - A reading pack will be provided to all students. |
||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | |||||||||
|
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 2025/6. It may be subject to change in subsequent years. |
|||||||||