The goal of the paper is that the student can use the concepts of gender studies/democratic education in a practical way context and be able to reflect on that practical work
The paper consists of two parts:
A) Practical part (1500- 2500 words)
A practical is a critique of study materials.
The study material was published by the Icelandic educational institution for students from 12 to 16 years old. The reading material was originally in Icelandic, which I translated into English (see the attachment below). Therefore, it could be challenging to read because of the format. 
NOTE: There is no need for the reference.
https://mms.is/namsefni/eitt-lif-dagbok-rafbok
B) Reflection part (1500 – 2500 words)
The essay on the practical part should connect to at least two selected terms from the course’s content or a set of terms if it is more appropriate. Tell how ideas came to life. It should also be linked to the primary curriculum and your experience from the teacher training course or work in parenting, as appropriate.
The structure of the thesis is free, but references to at least 8 sources and their records must be based on APA7. 
NOTE: references should be made to the pages.
References (choose at least 8 from below for the 2nd part, which is related to the reading material)
Carrera ofl. (2018). Performing intelligible genders through violence
Eriksen Lyng. (2018). Relational aggression among boys: blind spots and hidden dramas
Bragg o.fl. (2018).Young people s views on gender diversity.pdf
Jones o.fl. (2016). School experiences of transgender and gender diverse students in Australia
Kjaran. (2017). Gender segregated spaces in Icelandic high schools
Lee. (2018). Gender representation in Japanese EFL textbooks – a corpus study
Lunneblad og Johansson. (2019). Violence and gender thresholds A study of the gender coding of violent behaviour in schools
Mayeza. (2018). Charmer boys and cream girls
Menzies Santoro. (2018). Doing gender in rural Scottish secondary school
Martino o.fl. (2022). Supporting transgender students in schools.pdf
Odenbring. (2019). Strong boys and supergirls? School professionals perceptions of students mental health and gender in secondary school
Paechter o.fl. (2021). Non binary young people and schools pedagogical insights from a small scale interview study
Xiong o.fl. (2017). The Representation of gender in a popular primary school EFL textbook series in China
Þrastardóttir o.fl. (2021). Walls, seats and the gymnasium
Þrastardóttir og Kjaran. (2023). Girls claiming discursive space within the dominant discourse on gender performativity.
Valgerður S. Bjarnadóttir og Guðrún Geirsdóttir. (2018). ‘You know, nothing changes’. Students’ experiences in influencing pedagogic practices in various upper secondary schools in Iceland.
Biesta, G., Lawy, R., & Kelly, N. (2009). Understanding young people’s citizenship learning in everyday life.
Biesta G. (2011). The ignorant citizen-.pdf
Vinterek 2010 (ítarefni)
Rannveig Ágústa og Gyða Margrét (2017). Reynsla kvenna af kynferðisofbeldi í nánu sambandi á unglingsárum
Kristín Elva Viðarsdóttir og Sif Einarsdóttir. (2006). “Svona eða hinsegin” : áhrif fræðslu á viðhorf kennara til sam- og tvíkynhneigðra
Jón Ingvar og Ingólfur Ásgeir (2013) Hvað er svona merkilegt við það að vera karlmaður
Jón Ingvar Kjaran. (2016). Faggi, tappi, lessa, feit eða heit.pdf
Jones-et-al. (2022). Considering-social-justice-lived-experiences-of-education-students-during-the-first-course-year.
Hytten og Bettez. (2011). Understanding Education for social justice
Nieto, Sonia. (2006). Teaching as a political work
Picower, Bree. (2012). Teacher Activism: Enacting a Vision for Social Justice
Roswall og Öhrn. (2014). Teachers’ silences about racist attitudes and students’ desires to address these attitudes
Gyða Margrét Pétursdóttir. (2012). Styðjandi og mengandi kvenleiki innan áru kynjajafnréttis.
Jón Ingvar Kjaran og Ingólfur Ásgeir Jóhannesson. (2016). Masculinity strategies of young queer men as queer capital
United Nations Educational, Scientific and Cultural Organization. (2015). A guide for gender equality in teacher education policy and practices.