Guía docente de Women'S Education in Contemporary World (M15/56/4/25)

1. Women's Education. A situated approach: the case of Western Societies 
2. Gender and Education
3. Sexuality and Education from a Gender perspective (CSE)
4. Comprehensive Sexuality Education
5. Social change

No one 

• To know the history of women's education and its close relationship with the great social changes since Modernity, with special attention to the case of Western Societies.
• To critically analyse the role of education in the production, reproduction and change of sexual / gender inequality in society.
• To know how CSE can contribute to the promotion of democracy, equality, diversity, social justice and citizenship, this is, sexual & intimate citizenship, in current Western Societies.
• To understand the connections between women, gender, sexuality, education and social change.

1. ORIGINS OF THE PROBLEM: HISTORY, EDUCATION AND GENDER RELATIONS.

1.1. The construction of sexual / gender difference, inequality and discrimination.

1.2. National systems of education, segregation and discrimination.

2. MAIN SOCIAL CHANGES AND EDUCATION: REVOLUTIONS IN THE ORIGINS OF CONTEMPORANEITY AND ITS IMPACT ON WOMEN'S LIVES (XIX-XX CENTURIES).

2.1. Gender, sexuality, love and body.

2.2. Demands for greater education for women in the West. Teachers and feminism.

2.3. Between occupying and inhabiting: advances in the education of women (XIX-XX centuries).

2.4. Gender codes in education.

3. CURRENT CHALLENGES OF DEMOCRATIC EDUCATION: RELATIONSHIPS AND SEX EDUCATION IN CONTEMPORARY EUROPE.

3.1. The holistic democratic model of sex education.

3.2. Current issues and debates in Europe. The defence of democracy, equality, diversity, social justice and citizenship. Sexual & intimate citizenship. 

Seminars / Workshops:

Each theoretical section above is accompanied by a practical part to work in depth, in seminar or workshop format, according to the proposed theme.

• Alldred, Pam & Biglia, Barbara (2015). Gender-Related Violence and Young People: An Overview of Italian, Irish, Spanish, UK and UE Legislation. Children & Society, 29 (6), 662 - 675.
• Gilmartin, Shannon K. (2005). The Centrality and Costs of Heterosexual Romantic Love among First-Year College Women, The Journal of Higher Education, 76(6), 609-633. https://doi.org/10.1353/jhe.2005.0040
• Holland, Dorothy C. y Eisenhart, Margaret A. (1990). Educated in Romance. London: University of Chicago Press.  
• Ketting, Evert and Ivanova, Olena (2018). Sexuality Education
in Europe and Central Asia. State of the Art and Recent Developments. An Overview of 25 Countries.  Cologne: Federal Centre for Health Education and International Planned Parenthood Federation European Network.
• Kuhar, Roman and Zobec, Aleš (2017). The anti-gender movement in Europe and the educational process in public schools. CEPS Journal, 7 (2), 29-46. 
• Lombardo,  Emanuela and Verloo, Mieke (2009). Institutionalizing Intersectionality in the European Union?, International Feminist Journal of Politics, 11 (4), 478-495, DOI: 10.1080/14616740903237442 
• Renold, Emma y Ringrose, Jessica (2017). Selfies, relfies and phallic tagging: posthuman part-icipations in teen digital sexuality assemblages, Educational Philosophy and Theory, 49(11), 1066-1079. DOI: 10.1080/00131857.2016.1185686
• Venegas, Mar (2013). Sex and Relationships Education and Gender Equality: Recent Experiences from Andalusia (Spain). Sex Education: Sexuality, Society and Learning, 13 (5), 573-584, DOI:10.1080/14681811.2013.778823
• Venegas, Mar; Villar-Aguilés, Alícia; y Santos, Sofia A. (2020). Sex and gender equality policies in education in Southern European Societies: the three cases of Andalusia and the Valencian Community (Spain) and Portugal. Revista Española de Sociología (RES), 29(1), 137-151, Doi: http://dx.doi.org/10.22325/fes/res.2020.09

• Attwood, Feona (2006). Sexed Up: Theorizing the Sexualization of Culture, Sexualities, 9(1), 77–94. https://doi.org/10.1177/1363460706053336
• Brooks, Ann (1997). Postfeminisms: Feminism, cultural theory and cultural forms. London y Nueva York: Routledge. Recuperado de https://ebookcentral.proquest.com, consulta 04.09.2019
• Fox, Nick J. y Alldred, Pam (2013). The Sexuality-Assemblage: Desire, Affect, Anti-Humanism, The Sociological Review, 61(4), 769–789. https://doi.org/10.1111/1467-954X.12075
• Gilmartin, Shannon K. (2006). Changes in College Women’s Attitudes Toward Sexual Intimacy, Journal of Research on Adolescence, 16(3), 429–454. 
• Gilmartin, Shannon K. (2007). Crafting Heterosexual Masculine Identities on Campus College. Men Talk about Romantic Love, Men and Masculinities, 9(4), 530-539. DOI: 10.1177/1097184X05284994
• Santos, Sofia A.; Fonseca, Laura & Araújo, Helena C. (2012). Sex Education And The Views of Young People on Gender and Sexuality in Portuguese Schools. Educaçao, Sociedade & Culturas,  35, 29-44. 
• Venegas, Mar (2010). La maldición de ser niña. Estructuralismo, postestructuralismo y teoría de la práctica en género y sexualidad. Papers. Revista de Sociología, 95 (1), 139-156,  http://dx.doi.org/10.5565/rev/papers/v95n1.675
• Venegas, Mar (2018). “El romance adolescente. Un análisis sociológico de la política afectivosexual en la adolescencia”. Papers. Revista de Sociología, 103 (2), 255-279, https://doi.org/10.5565/rev/papers.2213

• Amnesty International, https://www.amnesty.org/en/
• Gender equality, https://ec.europa.eu/info/policies/justice-and-fundamental-rights/gender-equality_en
• Gender equality strategy, https://ec.europa.eu/info/policies/justice-and-fundamental-rights/gender-equality/gender-equality-strategy_en
• Advisory Committee On Equal Opportunities For Women And Men Opinion On Gender Equality In The Cohesion Policy 2014-2020, http://www.violenciagenero.igualdad.mpr.gob.es/marcoInternacional/ambitoInternacional/unionEuropea/instituciones/Comision/Comites_Grupos/pdfs/Opinion_Gender_Equality_Cohesion_Policy_2014_2020_8.pdf
• 2018 Report on equality between women and men in the EU, 
• https://ec.europa.eu/newsroom/just/document.cfm?doc_id=50074
• European Charter for Equality of women and men in Local Life, http://www.charter-equality.eu/the-charter/the-eu-and-gender-equality.html
• European Institute for Gender Equality, https://eige.europa.eu
• What the EU has done for women - 50 years of EU action, http://www.genderequality.ie/en/GE/Pages/WP13000060
•  
• Gender Equality Law in the European Union, https://www.wikigender.org/wiki/gender-equality-law-in-the-european-union/
• FRA (UE Agency for Fundamental Rights, https://fra.europa.eu/en

            - Gender, https://fra.europa.eu/en/theme/gender

            - LGBTI, https://fra.europa.eu/en/theme/lgbti

• Éducation à la sexualité (EDUSCOL), http://eduscol.education.fr/cid46864/les-enjeux-de-l-education-a-la-sexualite.html
• Sex Education Forum, National Children Bureau, England, https://www.sexeducationforum.org.uk

Multimedia resources

• Bauer, Jill & Gradus, Ronna (Directores) (2015). Hot Girls Wanted. Turned on. Serie disponible en Netflix. Trailer recuperado en: https://www.youtube.com/watch?v=WbV7MRBWlk8, consulta 17.06.2019

Article 17 of the Regulations for the Evaluation and Qualification of Students of the University of Granada establishes that the ordinary call will preferably be based on the continuous evaluation of the student body, except for those who have been recognized the right to the single final evaluation.

Attendance is compulsory.

Article 19 of the Regulations for the Evaluation and Qualification of Students of the University of Granada establishes that students who have not passed the subject in the ordinary call will have an extraordinary call. All students may attend it, regardless of whether or not they have followed a continuous evaluation process. In this way, each student who has not completed the continuous assessment will have the possibility of obtaining 100% of the grade by taking a test and / or work.

If continuous assessment has been followed, only the final individual research work will have to be submitted. The evaluation system is maintained as in the ordinary call.

If continuous assessment has not been followed, the assessment format will be the same as the final single assessment format.

Article 8 of the Regulations for the Evaluation and Qualification of Students of the University of Granada establishes that those who cannot comply with the continuous evaluation method for justified reasons can take advantage of the single final evaluation.

In this case, the evaluation system will supply, with the individual research work, all the evaluation of the subject. It will be a more complete work, to effectively supply the in-person assessment activities. The teacher will establish the relevant ad hoc guidelines: 

Information of interest for students with disabilities and/or Specific Educational Support Needs (NEAE in Spanish):

Management of services and support, Vicerrectorate of Students and University life: https://ve.ugr.es/servicios/atencionsocial/ students-with-disabilities

Further information available on the Vicerrectorate of Equality, Inclusion and Social Commitment, Secretariat for Inclusión: https://viics.ugr.es/areas/inclusion 

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).