Representation within higher and further education curricula: a feminist approach

Jester, Natalie (2021) Representation within higher and further education curricula: a feminist approach. In: Gender Equality and Representation in Education, Online: University of Highlands and Islands. (Unpublished)

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Abstract

The curriculum comprises a wide variety of elements from what topics we ask students to read, to who we ask students read, to how we assess this knowledge. In her keynote, Dr Natalie Jester argues that curricula are sometimes presented as obvious; that they are seen simply to fall onto the page, fully formed. This process does not occur by accident, however, and it is in this process of curriculum design that some knowledges – and some knowers – are seen to be more important than others. Following other lines of marginalisation within wider society, these omissions are often gendered and racialised, with those who are women and/or people of colour left out, and subjects important to those groups considered less worthy of space in curricula. Borrowing from studies on women’s political representation, Dr Jester sets out the justification and urgency of a representative curriculum at higher education level. It is in response to these invisibilities and omissions that various groups such as Women Also Know Stuff and Why is My Curriculum White have been established, undertaking a form of “curriculum activism”, and Dr Jester also explores the ways in which these operate, pushing for the representation that is so sorely needed.

Item Type:	Conference or Workshop Item (Keynote)
Subjects:	H Social Sciences > HM Sociology L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Culture, Continuity, and Transformation
Depositing User:	Natalie Jester
Date Deposited:	25 Jun 2021 12:44
Last Modified:	08 Nov 2023 16:16
URI:	https://eprints.glos.ac.uk/id/eprint/9868

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