Gender sensitivity in academic teaching

Based on the thesis that there is no genderless knowledge and therefore no gender-independent transfer of knowledge, gender sensitivity as a field of competence and learning in higher education didactics will be approached from two directions: on the one hand, established approaches will be presented and existing discourses discussed. In this way, we will not only approach Sandra Harding's "situated knowledge" but also reflect on our personal standpoint and political position as teachers: Who do we represent? What effect does the gender we portray have on students? What content do we teach - and how? And why not differently? On the other hand, there is the opportunity to develop didactic tools in practice-oriented evaluation with the aim of integrating gender sensitivity into university teaching as practicably as possible. A practical and reflection phase should ensure the applicability of gender-sensitive didactics in individual teaching content.

Relevant prior knowledge is not a prerequisite for participation. On the contrary: interdisciplinary approaches are explicitly desirable.

Location

Online event
The virtual event room will be announced by email

Procedure

1st appointment (4 AE):

• Welcome and getting to know each other 

• Short inputs on queer theory as an interdisciplinary-reformist approach, standpoint and location as well as on "situated knowledge" as didactic reflection impulses

• The role of the teacher and gender performance

2nd session (4 AE):

• Transfer to the practical applicability of gender sensitivity in university teaching: teaching content, content delivery and gender

• Practical part: Didactic tools

Intermediate practical phase (3 AE)

3rd date (2 AE):

• Debriefing of the practical phase

• Development of a method catalog

• Conclusion and evaluation

Learning objectives

After participation, the teachers are able to

• outline various theoretical approaches and existing discourses on gender sensitivity.

• take a self-reflective look at themselves as a teacher and gender-performing person.

• examine didactic methods for their gender sensitivity and, if necessary, critically reform them.

• to promote students' research and teaching skills in a gender-sensitive way.

Organizer

Office of Higher Education Didactics Saxony