This course should contribute to relevant knowledge on gender research and gender equality, as well as the basics on how this knowledge can be used in various ways in teaching and learning in higher education, in the classroom, in program syllabus development as well as in learning environments and organisational development work of higher education departments.

Teachers should be able to discuss how a gender perspective can be integrated in one´s teaching, i.e. how a gender perspective could develop the subject content. Further, teachers should be able to strive for a gender-conscious teaching and learning, and integration of knowledge of gender equality in teaching, in development of learning environments and in educational programmes. The aim is that the education, the learning environments and the organisation at KTH should be characterised by gender equality and contribute to knowledge development in the technical areas of KTH, with a focus on gender and equality.

On completion of the course, the participants should be able to:

1. Describe and discuss central concepts theories and methods in gender research as well as analyse the relation of the concepts to one's own subject area
2. Plan courses based on an integrated gender perspective on one´s own subject area content, by analysing and developing course literature, learning outcomes and assessment
3. Analyse, make visible and problematize the importance of gender, in the structure and instruction methods and practice, in higher education
4. Evaluate and develop the practice of teaching by implementing gender-conscious teaching and learning and knowledge on (gender) equality
5. Promote cooperation among teachers and students in departments, tracks or educational programmes, with the aim to analyse and develop equality integration, gender-conscious educational working methods and subject related gender development

Schema VT-2022-816
Schema HT-2022-294

Can be found through the KTH library or Google Scholar (if not otherwise stated)

Anderson, E. (2020) Feminist Epistemology and Philosophy of Science, https://plato.stanford.edu/entries/feminism-epistemology/#FemiPost (Parts 1-8)

Benshop, Y. & M. Verloo (2011) Gender Change, Organizational Change, and Gender Equality Strategies. In: E. Jeanes, D. Knights, P. Yancey Martin (eds.) Handbook of Gender, Work and Organization, Chichester: Wiley. (Canvas)

Bray, Francesca (2007) Gender and Technology, Annu.Rev. Anthropol., 36:37-53

Engstrand, Å-K (2020) From quotas of men to gender mainstreaming: Gender equality policies in academia from the 1960s to the 2000s. In K. Dørum (ed.) Nordic Gender Equality Policy in a Europeanisation Perspective, London: Routledge. (Canvas)

Kumashiro, K. (2000) Toward a Theory of Anti-Oppressive Education, Review of Educational Research, vol. 70, No. 1: 25-53.

Ottemo, A., A. J. Gonsalves, A.T. Danielsson (2021) (Dis)Embodied masculinity and the meaning of (non)style in physics and computer engineering education, Gender and Education, 33:8: 1017-1032.

Sanger, C.S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Sattari, N. & R.L. Sandefur (2019) Gender in academic STEM: A focus on men faculty, Gender, Work and Organization, 26: 158-179.

Squires, J. (2009) Equality and Difference. In: J.S Dryzek, B. Honig, A. Phillips (eds.), The Oxford Handbook of Political Theory, Oxford Handbooks Online.

Woodward, K. & S. Woodward (2015) Gender Studies and interdisciplinarity, Palgrave Communications, 18: 1-5

Åberg-Wennerholm, M. (2018) The Gender-Eye Approach: Eleven Tales from KTH School of Architecture in Stockholm, Field: 102-113.

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

P, F

• INL1 - Assignment, 1.5 credits, Grading scale: P, F
• SEM1 - Seminar, 3.0 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Examiner determines, in consultation with KTH's coordinator for disabilities (Funka), about possible adapted examination for course participants with documented, permanent disabilities.

Examiner may admit other examination format at re-examination of individual course participants.

Assignment ( INL1 )

Seminar ( SEM1 )

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.