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tries), intensive seminars (Nordic Research School, Linkoping at Tema Genus), special programmes in the second and third cycles, project research groups (also across borders and institutes), teaching cooperation, and compulsory exchange programmes. 4.1.3. Learning Activities In Gender Studies the critical approaches to theory and practice are reflected in the manners of teaching and the relationship between teachers and students (intergenerational aspect), and even in the location where the teaching takes place. The pedagogical practice in Gender Studies, referred to as feminist pedagogy, affects, as it has been already mentioned, both content and methods. The strong affiliation between structure and content inspires students to influence the learning situation. The core element in the learning activities is discussion and active participation. For this reason students are engaged in teaching at a very early stage, when they participate in the learning processes and progress. Learning activities are also based on principles such as: positive group reliance, open and diverse communication, and conscious development of cooperation. The activity of learning is not limited to the conventional academic settings but also covers creative and experimental approaches to scientific texts and the collection of empirical data. Students’ creative activities and engagement are also reinforced by introducing elements of artistic production such as creative writing or various forms of performances. The cooperation with the community or grass-roots groups is another very successful learning activity introduced in Gender Studies. The application of such learning activities facilitates among other things better explanation and understanding of the discussed phenomena, production of new knowledge, creativity, and development of students’ cognitive and meta-cognitive skills. In many countries Gender Studies is also known for its progressiveness in e-learning. Web-courses and various ways of learning (using wikis, blogs and forms of social media) have become common practice in the field. When a course is well organized and taught, student’s feedback is very good. Teacher-student-ratio must not be too high and assignments have to be well constructed. As e-learning is often uncritically promoted, Gender Studies’ scholars have been scrutinizing and improving web-pedagogy for its efficiency and effectiveness. 90

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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