Professional aspects of the subject discipline (history, professional practice, job market). Studying the history of a profession – i. e. the outline of its historical development and traditions – from the point of view of gender involves asking questions such as: What areas were (and are) women allowed to work in or study? How did what were formerly considered "women's jobs" become established academic disciplines? And what gender bias exists in the profession, now and in the past? This involves analysing the profession on the level of the individual, the institution and society, and understanding the gendering of work and gender-specific attributions. By making students sensitive to their own gender role and stereotypes, we can help them to reflect on their professional work later on, and so draw attention to the significance of gender for professional practice. In particular, courses should cover the process of communication and interaction in the profession as a whole, and in specific jobs, and look at perceptions relating to gender. Students should also be encouraged to reflect critically on professional activities and attitudes from the standpoint of gender and culture.
Epistemological critique of the subject discipline (gender bias, biographies, language).
Secondly, courses should draw attention to issues of gender, and of women and men in science. Students should learn to recognise the significance of the category of gender for science, research and practice in their own particular discipline, and to reflect on the typical gender relationships in the field. They should be encouraged to take a critical attitude towards their discipline, sniffing out any possible gender bias by asking gender-sensitive questions – the who, what, when, why, and how of research and publishing. The focus here should be on androcentrism, gender dichotomy and gender sensitivity in science from the point of view of knowledge-production. Students should learn how to question research processes and projects in a critical, gender-sensitive way. Crucially, courses should draw attention to the work and lives of female scientists, especially female pioneers; including this biographical dimension in teaching also helps female and male students to reflect on their own academic path.
Another key issue is the use of gender-balanced language. This promotes linguistic sensitivity and a reflective attitude to language on the part of both teachers and students. Moreover, it is important that the case studies and examples from professional practice used in teaching materials do not themselves contribute to gender stereotyping, but rather portray gender relationships in a more modern, challenging or unexpected manner.
Production and use of research findings/products in the subject discipline. The third key gender issue that applies across all disciplines is a gender-sensitive perspective on the processes of production and use of research findings and products. Students should examine knowledge-production, its impact on use, and gender differences in appropriation processes. Examining this area explicitly can be particularly helpful in engineering subjects, since many students assume that building a machine, for example, has nothing to do with gender. Focusing on this issue can help students to see how the category of gender permeates every area of society and science.
Whenever something is created in science, research or practice – be it a car, a new drug, or the plans for a new building – gender issues come into play in its design and use. Analysing the transformation of scientific and academic research allows us to evaluate (and also shape) the interface with users from the point of view of gender. Students should be encouraged to question the gender assumptions underlying product design, and so break through gender stereotyping.
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