GEND 3017 - Gender, Bodies and Health III

North Terrace Campus - Semester 2 - 2022

This course explores the social and historical context of understandings of 'the body', gender and health. In particular it investigates the role that the concept of biology and biological difference plays in the construction of gender, and of health/illness. The course presents a range of understandings of embodiment and their relationship to gender. Topics will include the exploration of changing understandings of reproduction, the immune system, heredity and psychosomosis and in doing so will focus on a number of topical health issues such as, infertility, impotence, cancer, obesity, and anxiety disorders. The course complements studies in public health, psychology and social policy. It draws from the disciplines of sociology, anthropology and the history and philosophy of science.

  • General Course Information
    Course Details
    Course Code GEND 3017
    Course Gender, Bodies and Health III
    Coordinating Unit Gender Studies and Social Analysis
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Incompatible GSSA 2012, GSSA 3001, GEND 2017
    Course Description This course explores the social and historical context of understandings of 'the body', gender and health. In particular it investigates the role that the concept of biology and biological difference plays in the construction of gender, and of health/illness. The course presents a range of understandings of embodiment and their relationship to gender. Topics will include the exploration of changing understandings of reproduction, the immune system, heredity and psychosomosis and in doing so will focus on a number of topical health issues such as, infertility, impotence, cancer, obesity, and anxiety disorders. The course complements studies in public health, psychology and social policy. It draws from the disciplines of sociology, anthropology and the history and philosophy of science.
    Course Staff

    Course Coordinator: Professor Megan Warin

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. Identify the ways in which gender has contributed to the structuring of women’s and men’s bodily experiences of health and illness.
    2. Discuss competing discourses that underpin their own understanding of health and illness, as well as those that predominate in popular, everyday and medical fields.
    3. Debate contemporary gender and sexuality theories relating to the body.
    4. Explain why health policy must include the socio-cultural, economic and political dimensions of gender and health.
    5. Demonstrate an ability to collect and critically analyse material on a gendered health topic.
    6. Write logical and coherent arguments based on evidence, and engage in critical debate.
    7. Work with others in the exploration of ideas and to collectively negotiate solutions to problems.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 3, 5

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3, 4, 5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    2, 3, 7

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    4, 5, 6, 7

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1, 2, 3, 4

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    1, 2, 3, 4, 5

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    3, 5, 6, 7

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1, 2, 3, 5, 7
  • Learning Resources
    Required Resources
    MyUni, including set readings, lecture recordings and online discussion.
    Recommended Resources
    An extensive list of further resources will be provided during semester. These include:
    A list of further readings on each topic
    Resource guides on Harvard referencing and essay writing
    Assistance with finding library research materials
    Online Learning
    MyUni course site including announcements, discussion board, activities, recorded lectures, assignment submission and further resources.

    You can enrol in an oncampus or online tutorial.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Face to face:
    Lectures - Critical overview of course material and introduction to key concepts. Opportunities for interaction included. All lectures will be recorded and available online for students to access independently.

    Tutorials - extended group and self-guided learning, via discussion, case studies, peer research, collaborative problem-solving, independent and group projects and activities. Provision for face to face and online synchronous tutorials.

    Online: Activities, discussion board, sharing resources

    Independent:
    Reading of scholarly texts and research reports
    Independent library and internet research on a chosen topic
    Designing and writing an independent research project
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 2 hour lecture per week (* 10) 20 hours
    1 x 1 hour tutorial per week (* 10) 10 hours
    1 x 2 hours reading each week (* 10) 20 hours
    1 x 6 hours assignment preparation each week (* 11) 66 hour
    2 * 7 hours quiz preparation and completion 14 hours
    Total = 120 hours
    Learning Activities Summary
    Week 1 Introduction to the course
    Week 2 Gendering health and illness
    Week 3 Biomedicine and the body
    Week 4 Competing discourses of the body
    Week 5 Foucault goes to Weight Watchers
    Week 6 Rethinking the Body: Phenomenology and New Materialism
    Week 7 Indigenous Health Perspectives
    Week 8 Sex, Stigma, Health
    Week 9 Policing Pregnancy
    Week 10 The Biopolitics of Reproduction
    Week 11 Assignment consultations
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Tutorial participation Formative and summative 15 %
    Minor Essay 1500 words 30 %
    Major Research Portfolio 2500 words 40 %
    2 * online quizzes 15 %
    Assessment Related Requirements
    Students must attend 8/10 tutorials in order to be eligible for the tutorial participation grade.
    Assessment Detail
    Tutorial participation (including one presentation) (15%): Each week a small group of students (three or four) will lead a face-to-face or on-line tutorial that relates to the week’s tutorial readings and topic. All students are expected to read the set readings and particiapte in each week's discussion.

    Minor Essay (30%): You will write an essay outlining your understanding of how health and illness is gendered. Specific topics will be provided during semester. 

    Major Research Portfolio (40%): This research assignment requires you to collect and analyse information that originates from three different perspectives about one particular disease/disorder or health status. You are free to choose your own case study in relation to sex/gender. 

    Online quizzes (15%): these 2 quizzes will be opportunities for assessing your learning across the course.
    Submission
    Assignments will be submitted online, and checked for plagiarism using Turnitin.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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