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between 8 (knowledge of theories) and 11 (gender critique of knowledge). Activists have put 8 at the top of their list, while it is at the bottom of the academics’ list. For 11 the reverse effect is striking: activists find understanding of the way gender scholarship has formulated critiques of traditions of knowledge production and epistemologies least important, while the academics count this competence among their top three.

3.7. Cycle Level Descriptors The Gender Studies experts that have met and discussed criteria for course development and curriculum development in the context of the Athena Thematic Network have always argued that Gender Studies do not always fit the educational pattern of traditional disciplines in the first, second and third cycles. For many students in Europe, Gender programmes and courses are not available in the first cycle. Others can only spend part of their learning topics related to Gender Studies in their second cycle, and many Gender Studies dissertations are produced in the context of other programmes, in particular humanities and social sciences. Gender Studies is both an independent autonomous discipline with three cycles of learning and also a multidisciplinary research field where scholars from different backgrounds work together. The results of the questionnaire confirm this image of Gender Studies providing a critical perspective that is useful and important in all cycles, without proscribing the way this perspective should be achieved. Many Gender Studies students come from different disciplinary backgrounds and enter and leave the educational cycles at different moments. Some will be Gender specialists by combining a Gender Studies bachelor programme with an MA degree in another field, or the other way around. All four groups consistently differentiate between first cycle and second/third cycle programmes. All specific competences are assessed as important (more than 2) for all programmes. However, the importance of all competences in the first cycle is about 0.25-0.75 lower than the importance attached to the same competences in the second and third cycles. This suggests that topics determine the difference between cycles (more than level). Students in Gender Studies programmes in all cycles are expected to acquire all competencies at a certain level, but the requirements per competency will differ per level. It is striking that the differ85

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

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