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Reading Summaries - Coggle Diagram
Reading Summaries
Low and Burns (2017) Chapter 8- Gender
Defining Gender
'Gender refers to the way sex differences are made sense of in society.'
In order to be accepted in a gender category we adopt certain behaviours and characteristics seen as socially acceptable for 'man' or 'woman'
Gender socialisation is learned from childhood
Key points
Binary thinking is the assumption that there are only two sexes, two genders, and only one 'normal' expression of sexuality
These norms are commonly reinforced by government policies, social attitudes, and institutions including schools
Biological essentialism is the belief that being biologically categorised as a man or a woman naturally leads to behaviours perceived as masculine or feminine.
There are actually many ways that gender, sex and sexuality may be expressed
Gender categories should be seen as social and cultural constructs ans a result of power relationships
Anti-essentialism refers to the belief that identities are not fixed, universal or timeless, and are a product of social and cultural discourses
Influence on teaching
Teachers must critically examine their practice and correct unfair privilege and disadvantage in their classrooms
Need to call out problematic discourses and assumptions
Promote understanding and acceptance of all expressions of sex, gender and sexualities
Gender in schools
Uniforms
Requirement to identify as male or female when enrolling
Separate bathrooms
Pressure to join 'acceptable' sports or subjects on the basis of gender
Weatherby-Fell (2015) Chapter 10- Digital Technologies
Key Points
The way technology is used determines its success, not just 'adding it in'
Technology is not a substitute for poor teaching
Not every technology will suit every learner in every situation
Defining digital
Refers to the broad range of hardware, software, apps and other digital devices
Influence on teaching
Teachers should be critical about the use of technology, asking what you though would happen, what happened, and whether the technology enhanced learning
Effective pedagogy and skills are needed to complement technology use
Experiment with different tools and evaluate them
Questions to ask about technologies
Where did it come from?
What skills do I need to work with it?
Will this enhance learning? How?
How has this tool become part of school life?