This section contains recommendations for a teaching sequence and timing intended to achieve learning outcomes through a three-hour class.
NOTE: The class structure proposed is merely indicative. As students' prior knowledge and exposure to these issues varies widely, the lecturer should adapt contents as well as the time suggested for each component of the Module, according to the educational and social context, needs of the students and as otherwise appropriate.
It is proposed to commence this Module with an interactive exercise whereby students are asked to bring examples of what they consider to be common stereotypes about men and women, boys and girls, and then to discuss how these stereotypes may apply to TIP and SOM (app. 15 minutes). Alternatively, lecturers could use the role play exercise (Power Walk) described in Exercise 10.
Proposed questions for discussion:
In responding to these questions, students are invited to bring examples of gender stereotypes they hear and see in the media, in films, or in social conversations with friends and families.
This activity is an 'ice-breaker' and 'attention-catcher' with the objective of triggering a discussion on gender stereotypes. Before defining gender, the exercise seeks to raise awareness and to bring students to notice how gender assumptions and stereotypes are often present in our daily lives. Gender is not only a theoretical concept, it is a facet of who we are, how we interact and how we perceive others.
It is suggested that the discussion be driven with a view to raise some of the following related elements:
in line with the topics described under Introduction and learning outcomes (app. 90 minutes)