Gender and Education - An Intersectional Perspective in Contemporary Settings


Admission requirements

General entry requirements + English B.

For Swedish Upper Secondary Grades merit rating will be calculated according to Områdesbehörighet 6/A6


credits 20% final grades 40% national university aptitude test 40%


Syllabus for students spring 2020, spring 2019

Course Code:
BU125E revision 2
Level of specialisation
Main fields of study:
No main fields
Date of ratification:
05 November 2018
Decision-making body:
Faculty of Education and Society
Enforcement date:
21 January 2019
Replaces Syllabus ratified:
02 February 2016

Entry requirements

General entry requirements + English B.


The aim of the course is to critically analyze ways in which the concept of gender constructs and is constructed within contemporary educational settings, using an intersectionality perspective.


The course focuses on different areas in education, where concepts such as gender, sexuality, ethnicity, race and social class are highlighted. The course takes its starting point in the concept of gender as an analytical perspective and builds towards an understanding and analysis of intersectionality. Using gender analysis and intersectionality theories, a primary focus is placed on contemporary systems and/or practices in education and how these relate to the student’s own experience. The course includes both Swedish and international research.

Learning outcomes

On completion of the course, the student will be able to:

  • account for the basic discussion regarding the relationship between gender and education from an intersectional perspective (gender, sexuality, ethnicity, race and social class)
  • describe and analyze educational systems and/or practices from a gender perspective,
  • describe and analyze the conditions and outcomes of different educational systems and/or using an intersectionality perspective
  • problematize contemporary theoretical concepts of gender and intersectionality in educational contexts.

Learning activities

Work formats consist of lectures, group discussions, literature analysis and classroom presentations. There will also be opportunities for study visits.


  1. Written Exam, 15 credits (Learning outcome 1-4)For grade A on the course, the examination should be graded A.

Grading system

Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).

Course literature and other teaching materials

Adichie, Chimamanda Ngozi (2013). Americanah. London: Fourth Estate (477 p)
Ali, Suki, Benjamin, Shereen & Mauthner, Melanie L. (2004). The Politics of Gender and Education: Critical Perspectives. Basingstoke: Palgrave Macmillan (195 p)
Arnot, Madeleine & Mac an Ghaill, Mairtin (eds.) (2006). The RoutledgeFalmer Reader in Gender and Education. London: Routledge (287 p)
Kumashiro, Kevin K. (2000). Toward a Theory of Anti-Oppressive Education. Review of Educational Research, Vol. 70, No. 1 (available online) (29 p)
Nash, Jennifer C. (2008). Rethinking intersectionality. Feminist review, no 89 (available online) (15 p)
Young, Iris Marion (1980). Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality. Human Studies, 3(2), pp 137-156 (available online) (20 p)
Öhrn, Elisabet (2009). Challenging Sexism? Gender and Ethnicity in the Secondary School, Scandinavian Journal of Education Research, Vol. 53, 6. (available online) (12 p)
Two articles, selected by the student, from Gender and Education will be added.


The education is provided by the Faculty of Education and Society at the department Children-Youth-Society.

Further information

Kristine Hultberg Ingridz, Course Coordinator
Phone: 040-6658293
Robin Ekelund, Course Coordinator
Phone: 040-6658606
Anders Eskilsson, Student Administrator
Phone: 040-6658141


20 January 2020 - 29 March 2020 Day-time 100% Malmö Application period for this offer starts 16 September 2019.