GEND 3018EX - Contemporary Theories in Gender Studies
External - Semester 2 - 2017
General Course Information
Course Code GEND 3018EX Course Contemporary Theories in Gender Studies Coordinating Unit Gender Studies and Social Analysis Term Semester 2 Level Undergraduate Location/s External Units 6 Contact Up to 3 hours per week online Available for Study Abroad and Exchange Y Prerequisites At least 15 units of Gender Studies major courses Incompatible GSSA 2018/EX Course Description This is the capstone course for students undertaking the Gender Studies major. Students will explore key debates in gender studies and will examine the influence of Western Marxism, psychoanalysis and feminism on contemporary society, as well as considerations of the cross-disciplinary traditions of structuralism and post-structuralism. By critically engaging with contemporary Australian feminisms and 'New' French feminisms, with an eye to their historical roots, students will also learn about female psychosexual development and the bodily experience of sexuality. The goal of this course is to provide students with skills to be able to transfer these concepts/ideas to contemporary issues thereby highlighting the interconnectedness of feminist philosophy and practice.
Course Coordinator: Dr Pam Papadelos
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course students will be able to:
Identify major theoretical debates in Gender Studies.
Recognise critical theories and key theorists in Feminism, Masculinity Studies, Queer Theory, and Poststructuralism.
Understand and articulate the political and social dimensions of multiple sexual and gendered orientations.
Apply theoretical knowledge to social problems.
Challenge binaries that structure western thought around gender and sexuality, including sex/gender, man/woman, homosexual/heterosexual.
Work with others in the exploration of ideas and to collectively negotiate solutions to problems
Construct a clear well-argued paper in response to a research question
Use technologies relevant to the University learning environment
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
4,6,7 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5,7,8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Recommended ResourcesReading lists, web-links, library resources, essay writing guides, study guides, referencing, IT support and TURNITIN will be available.
Online LearningThe MyUni site will contain some additional resources and materials. Each week after the lecture, the lecture slides and lecture recording will be uploaded. Announcements and a discussion board are activated for student queries and the passing on of course information. Websites and some uploaded film/dvd material will complement the material in the reader. Articulate Storyline modules will be available on MyUni. The materials will be released over the semester. On-line tutorials.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1x1 hour lecture per week
12 hours per semester
1x2 hour on-line tutorial per week
24 hours per semester
6 hours reading per week
72 hours per semester
2 hours research per week
24 hours per semester
2 hours assignment preparation per week
24 hours per semester
TOTAL = 156 hours per semester
Learning Activities Summary
Theory and Feminist Praxis: The Sexual Subject
Continental Philosophy and Feminist Theory
Subjectivity: Feminist Positions
Psychoanalysis: Freud and Lacan
Foucault: Discourses of Desire
Derrida and Irigaray
Judith Butler’s Gender Performativity
Intersections of Gender and Sexuality
Small Group Discovery ExperienceStudents will work in groups to apply theory from modules to case studies/examples presented in the lecture. Students will work in groups of 4x5 students (x4).
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
COURSE LEARNING OUTCOME(S)
Group presentation (3000)
Formative and Summative
Formative and Summative
Assessment Detail1500 word essay: 30%
Answer one of the two set questions to answer in essay format using the readings from weeks 1-4.
1.Why is generic (universal) ‘man’ as a philosophic category problematic for some men and all women?
2.Why should feminists engage with, and want to be included in, the ‘Western Philosophical Canon’?
Group Presentation 3000 words): 20%
In groups, students will select an issue to explore (Gay Marriage, the rise of raunch culture, sex tourism, division of labour and sexualisation of children). They will work together to develop a comprehensive profile on a chosen issue, which will include an academic bibliography and popular representations, such as media reports etc.
3000 word essay: 40%
Students will be required to write a research essay chosen from topics to be circulated in week 6
On-line Tutorial Participation: 10%
Students engage in interaction in class activities and the cooperative sharing of materials and information
No information currently available.
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.
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.
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