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Subject description

2108947 - Teorije roda u nastavi

Course specification
Course title
Acronym 2108947
Study programme
Module
Type of study
Lecturer (for classes)
Lecturer/Associate (for practice)
    Lecturer/Associate (for OTC)
      ESPB 3.0 Status
      Condition None. Oblik uslovljenosti
      The goal This course aims to highlight basic principles of 1) feminist literary theory and criticism and 2) feminist pedagogy in teaching literature in higher education. The following questions will be raised: What do the feminist literary criticism and feminist pedagogy mean? Do they assume changes in curriculum (e.g. adding more women writers in syllabus), or do they implicate specific theoretical-interpretative approach (e.g. feminist reading of James Joyce), or do they presupose concrete teaching practices regardless of the course content?
      The outcome Students are supposed to comprehend various theoretical concepts and be able to use them properly in reading and analyzing of literary works or works of culture in general.
      Contents
      Contents of lectures This course is centred on concepts which are important and relevant for analyzing literature through the lens of gender theory, but also for understanding and interpreting women's writings. These concepts are mainly coined and used in feminist literary theory and criticism. To name some of the concepts: gender, women's tradition, gynocriticm, sexual/textual politics, feminist pedagogy, etc. Each concept will be understood in its own theoretical and cultural context. Interdisciplinarity is very important element of this course.
      Contents of exercises Reading theoretical and critical texts in the area of gender theory, feminist criticism and feminist pedagogy; presentations and discussions led by students; application of discussed concepts in the analysis of concrete literary works.
      Literature
      1. hooks, bell. 1994. Teaching to Transgress. Education as the Practice of Freedom. New York and London: Routledge. (Original title)
      2. Johnson, Jeri. 2004. „Joyce and Feminism.“ In The Cambridge Companion to James Joyce (Second edition), edited by Derek Attridge, 196–212. New York: Cambridge University Press. (Original title)
      3. Kenway, Jane, and Helen Modra. 1992. „Feminist Pedagogy and Emancipatory Possibilities.“ In Feminisms and Critical Pedagogy, edited by Carmen Luke and Jennifer Gore, 138–166. New York and London: Routledge. (Original title)
      4. Rich, Adrienne. 2003. „Kad se mi mrtvi probudimo: Pisanje kao re-vizija (1971).“ U O lažima, tajnama i šutnji. Izabrani prozni tekstovi 1966-1978, 29–45. Zagreb: Ženska infoteka. (Original title)
      5. The Sage Handbook of Gender and Education, edited by Christine Skelton, Becky Francis, and Lisa Smulyan, 79–92. London: SAGE. (Original title)
      Number of hours per week during the semester/trimester/year
      Lectures Exercises OTC Study and Research Other classes
      2
      Methods of teaching Lectures and seminars.
      Knowledge score (maximum points 100)
      Pre obligations Points Final exam Points
      Activites during lectures 30 Test paper 70
      Practical lessons Oral examination
      Projects
      Colloquia
      Seminars