Gender, sexuality and social class

Course content

This course positions us as gendered, sexual and classed subjects and considers how we can draw on various theoretical resources to understand everyday practices and issues.  Throughout the course we will read seminal and differently engaging texts to help us think through the themes foregrounded.  Critically, we will also consider the methodological approaches to studying gender, sexuality and class and how these variously offer insights into processes that shape possibilities for subjecthood, relations of inequality and sociability.

Education

MA Theory and Themes (MSc Curriculum 2015)

 

Course package (MSc 2015):

Welfare, inequality and mobility
Knowledge, organisation and politics
Culture, lifestyle and everyday life

Learning outcome

Knowledge

Students must relate the specific question they are examining critically to relevant concepts and other scholarly research in related fields of study.

 

Skills

Students will be able to do this by justifying the theoretical approach taken, and arguing why it offers important insights into the topic being studied.

Students will be asked to display a reflexive engagement with the topics studied, interweaving theoretical resources to facilitate a deeper engagement with the affective and discursive positions taken.

 

Competencies

Students must prepare to offer constructive criticism to a student peer on one of their portfolio tasks, taking into account the assessment criteria, highlighting how these have been met and where ideas could be further extended and how.

Lectures, group discussion, student presentations of readings, peer and lecturer formative feedback on portfolio writing

Some of the key texts we will read include (this is not an exhaustive list):

  • Nielsen HB and Rudberg M. (2000) Gender, Love and Education in Three Generations: The Way Out and Up. The European Journal of Women's Studies 7: 423-453.
  • Kenway J, Kraack A and Hickey-Moody A. (2006) Masculinity Beyond the Metropolis, Basingstoke: Palgrave Macmillan.
  • Allen L. (2009) ‘The 5 cm rule’: biopower, sexuality and schooling. Discourse: Studies in the Cultural Politics of Education 30: 443-456.

Wagner B. (2009) Becoming a Sexual Being: Overcoming Constraints on Female Sexuality. Sexualities 12: 289-311

Continuous feedback during the course of the semester
Peer feedback (Students give each other feedback)

Students will be encouraged to share their portfolio writing tasks with one another, and be guided to provide constructive peer feedback before it is submitted for summative assessment.

ECTS
7,5 ECTS
Type of assessment
Portfolio under invigilation
Individual or group. A portfolio assignment is defined as a series of short assignments during the course that address one or more set questions and feedback is offered during the course. All of the assignments are submitted together for assessment at the end of the course. The portfolio assignments must be no longer than 10 pages. For group assignments, an extra 5 pages is added per additional student. Further details for this exam form can be found in the Curriculum and in the General Guide to Examinations at KUnet.
Aid
All aids allowed
Marking scale
7-point grading scale
Censorship form
External censorship
Criteria for exam assessment

Please see the learning outcome

  • Category
  • Hours
  • Course Preparation
  • 80
  • Exercises
  • 68
  • Exam
  • 30
  • Class Instruction
  • 28
  • English
  • 206