Interdisciplinary Seminar
Code: 105809 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2503878 Sociocultural Gender Studies | OT | 3 | 2 |
Contact
- Name:
- Sara Moreno Colom
- Email:
- Sara.Moreno@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Vicent Borrás Català
- Enrico Mora Malo
- Sonia Parella Rubio
- Aina Tarabini-Castellani Clemente
Prerequisites
It is an optional subject without prerequisites.
Objectives and Contextualisation
It is an optional subject in the area of knowledge of Sociology. It raises the main critical debates on gender relations. The main objective is to introduce elements of theoretical reflection and empirical analysis that help to understand the complexity of current debates from a gender perspective. The specific objectives are specified in the presentation of five approaches according to fields of sociological specialization:
Specific objective 1:
To show the complex social reality that migrant women experience during the different stages of the migration process, from an intersectional, holistic perspective and combating stereotypes and prejudices that consider them devoid of agency capacity.
To analyse the crossroads between multiculturalism and feminism
Specific objective 2:
To explore the role of gender in the explanation of educational inequalities from a historical perspective and show different explanatory frameworks to understand the relationship between gender and educational inequalities.
To analyse issues such as access to different types of studies, the educational trajectories of students, the curricular and pedagogical models of educational centers and the students' own identities as learners.
Specific objective 3:
To analyse the gender production of corporality and its discomforts, as well as the new forms of resistance and dissent to the hegemonic bodily mandates of the contemporary western patriarchy
Specific objective 4:
To know and explore the different positions of feminism in relation to the LGTBI reality.
Specific objective 5:
To analyse the emergence and development of equality policies
To explore the main discussions about gender justice and citizenship
Competences
- Express correctly and in a non-sexist or homophobic manner both orally and in writing.
- Formulate, argue and discuss your own and others' ideas in a respectful, critical and reasoned way.
- Incorporate the non-androcentric perspective in the work carried out.
- Interpret gender inequalities in relation to sexuality, class, ethnicity and territory based on the concepts and approaches of sociocultural analysis.
- Propose and analyze the results of gender policies and plans of equality and equity in institutions, companies, public, private and non-governmental organizations.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
Learning Outcomes
- Analyze the impact of the application of social policies with a gender perspective.
- Analyze theoretically ethnographic examples of cultural diversity in the fields of education, gender and inclusion-exclusion systems.
- Distinguish the effects of the sex and gender variables in the empirical analyzes.
- Make an inclusive use of language.
- Prepare an organized and correct speech, orally and in writing, in the corresponding language.
- Relate the most current debates around the different gender approaches with the social and historical context in which they arise.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use the specific technical vocabulary and own interpretation of the required disciplines.
Content
Theme 1
Migrant women beyond gender
Gender and multiculturalism
Theme 2
Gender and educational inequalities: evolution, trends and explanations
Student identities and gender: masculinities and femininities in school
Theme 3
The social and gender production of corporeality and discomfort
Body dissent
Theme 4
Surrogacy: Freedom versus exploitation.
LGTBi families: reproduction of the norm or alternatives to patriarchy?
Feminisms and the trans movement: women as a political subject?
Theme 5
Gender equality policies: redistribution versus recognition?
From gender mainstreaming to gender justice
Methodology
The contents of the subject will be developed through the following activities:
- Master lessons
- Reading
- Debates, seminars, oral presentations and student participation
- Tutoring students
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master lessons and seminars | 45 | 1.8 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
| Type: Supervised | |||
| Tutoring students and practices | 30 | 1.2 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
| Type: Autonomous | |||
| Reading articles, team work, presentation in seminars, papers | 75 | 3 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
Assessment
The evaluation model will be continued and will include six learning evidences:
- Individual paper
- Five group work according each theme of the subject
In order to pass this subject, students must obtain an overall grade equal to or greater than 5, this grade resulting from the calculation of the grades obtained from the six learning evidences (the sum of the grades proportional to the percentages indicated for each learning evidence). Students obtaining a global average grade of less than 5 will be deemed to have failed the subject.
Conditions to be evaluated: Participate actively in the classes, as well as deliver and pass with an average final grade higher than 5 points the individual and group work.
It will be considered "Not assessable" when a person presents less than 2 evidence of learning, otherwise, the grade resulting from the proportional computation of the number of evidence of learning presented will be indicated.
In order to opt for re-assessment, students must have obtained a final overall grade of between 3.5 and 4.9 in this phase. In the re-assessment phase, students may have those evidences re-assessed that have previously been assessed as insufficient; these will be analogous to those submitted during the continuous assessment process. The maximum grade that can be obtained from this re-assessment is 5.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will begiven a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
Plagiarism or copying: if this is detected in any of the work submitted, the assessment grade for that work will be 0. If this occurs more than once, the subject as a whole will be awarded a Fail grade.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group working theme 1 | 10 | 0 | 0 | 1, 2, 3, 4, 8, 7, 6, 9 |
| Group working theme 2 | 10 | 0 | 0 | 1, 2, 3, 5, 4, 8, 6, 9 |
| Group working theme 3 | 10 | 0 | 0 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
| Group working theme 4 | 10 | 0 | 0 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
| Group working theme 5 | 10 | 0 | 0 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
| Individual paper | 50 | 0 | 0 | 1, 2, 3, 5, 4, 8, 7, 6, 9 |
Bibliography
Theme 1
N. Fraser y A. Honneth, ¿Redistribución o reconocimiento?, Morata, A Coruña, 2006,
S. Benhabib, Las reivindicaciones de la cultura, Katz, Buenos Aires, 2006.
S. Moller Okin Is multiculturalism bad for women?, Princeton University Press, Princeton, 1999;H.
H. Zlotnik, The Global Dimensions of Female Migration, Migration Information Source, disponible en http://www.migrationinformation.org/Feature/display.cfm?id=109, 2003
S. Mahler, ‘Engendering Transnational Migration: A Case Study of Salvadoreans, American Behavioral Scientist, vol.42, no.4, 690-719, 1999
C. Gregorio Gil, Migración femenina. Su impacto en las relaciones de género, Narcea, Madrid, 1998;
Theme 2
Abad, M. Luisa i altres (2002). Género y educación. La escuela coeducativa. Caracas/Barcelona: Editorial Laboratorio Educativo/Graó.
Acker, S. (1994) Género y educación. Reflexiones sociológias sobre mujeres, enseñanza y feminismo. Madrid: Narcea
Archer, L; Halsall, A; Hollingworth, S. (2007). Class, gender, (hetero)sexuality and schooling: paradoxes within working-class girls’ engagement with education and post 16 aspirations. British Journal of Sociology of Education.
Arnot, M. & Weiner, G. (1987) Gender and the Politics of Schooling. Londres: Hutchinson.
Askew, Sue i Ross, Carol (1991). Los chicos no lloran: el sexismo en educación. Barcelona: Paidós.
Bonal, Xavier (1997). Las actitudes del profesorado ante la coeducación. Propuestas de intervención. Barcelona: Graó
Jackson, C. (2006) Lads and Ladettes in School. Gender and Fear of Failure.London: Open University Press
Lappalainen, S., Mietola, R, Lahelma, E. (2012),Gendered divisions on classed routes tovocational education. Gender and Education. 25(2), 189-205
NESSE (2009), Gender and Education (and employment). Lessons from research for policy makers. Bruselas: NESSE
Reay, D (2005) Gendering Bourdieu's concepts of capitals? Emotional capital, woman and social class. The Sociological Review
Solsona, Núria i altres (2005). Cuinar planxar i tenir cura d’altri a l’escola. Barcelona: Octaedro
Subirats, Marina i Brullet, Cristina (1988). Rosa y azul. La transmisión de géneros en la escuela mixta. Madrid: Ministerio de Cultura. Instituto de la Mujer.
Van Houtte, M (2004) Why boys achieve less at school than girls: The difference between boys' and girls' academic culture. Educational Studies
Walkerdine, V., Lucey, H., Melody, J. (2001) Growing up Girl. Psychological explorations of gender and class. London: Pagrave McMillan
Theme 3
Butler, Judith (2017). Vulnerabilidad del cuerpo y política de coaliciones. A: Cuerpos aliados y lucha política. Barcelona: Paidós, pp. 125-155. 2015.
Curiel Pechardo, Ochy (2014). Construyendo metodologías feministas desde el feminismo decolonial. A: Irantzu Mendia Azkue, Marta Luxán, Matxalen Legarreta, Gloria Guzmán, Iker Zirion y Jokin Azpiazu Carballo (Eds.) Reflexiones, herramientas y aplicaciones desde la investigación feminista. Bilbao: Universidad del País Vasco - Hegoa - Diputación Foral de Gipuzkoa, pp. 45-60.
Das, Veena (2008). Lenguaje y cuerpo: transacciones en la construcción del dolor. A: Francisco A. Ortega (Ed.) Veena Das: Sujetos del dolor, agentes de dignidad. Bogotá: Universidad Nacional de Colombia, pp. 343-373. 1996.
Esteban, Mari Luz (2004).Antropología encarnada. Antropología desde una misma. Papeles del CEIC, 12: pp. 1-21.
Illouz, Eva (2007). Sufrimiento, campos emocionales y capital emocional. A: Intimidades congeladas. Las emociones en el capitalismo. Barcelona: Katz, pp. 93-147.
Shilling, Chris (1993). The Body and Social Theory. London, Sage.
Tubert, Silvia (2000). Deseo y representación. Convergencia de psicoanálisis y teoría feminista. Madrid, Síntesis.
Velasco, Sara (2009). Sexos, género y salud. Madrid, Minerva Ediciones.
Theme 4
Agustín Ruiz S. (2013) “ Famimilias homoparentales en España: integración social, necesidades y derechos” Working paper. Universidad Autònoma de Madrid
Coll- Palnes G., Missé M. (2015) “ La identidad en disputa. Conflictos alrededor de la construcción de la transexualidad” Papers 100/1 pp 35-52.
Golombok, S., Readings, J., Blake, L., Casey, P., Marks, A. and Jadva, V. (2011). Families created through surrogacy: mother-child relationships and children's psychological adjustment at age 7‟. Developmental Psychology, 47, 1579-88
González, M-M., Chacón, F., Gómez, A. B., Sánchez, M. A., & Morcillo, E. (2003). Dinámicas familiares, organización de la vida cotidiana y desarrollo infantil y adolescente en familias homoparentales. Estudios e Investigaciones 2002, 521-606. Madrid: Oficina del Defensor del Menor de la Comunidad de Madrid
Igareda N. (2015) “ La inmutabilidad del principio “mater sempre certa est” y los debates actuales sobre la gestación por substitución en España” en Revista de Filosofia, Derecho y Política, nº 21 pp 3-19.
Krimmel,H. (1995).“La posición en contra de la maternidad sustituta” en Luna, F.y Salles, A., Decisiones de Vida y muerte, Sudamericana, Buenos Aires.
Jadva, V., e Imrie, S. (2013) The significance of relatedness for surrogates and their families. En: T. Freeman, F. Ebtehaj, S. Graham, y M. Richards M. (eds.) We are Family? Perceptions of relatedness in assisted conception families. Cambridge: Cambridge University Press.
Pichardo Galán, J. I. (2009). Entender la diversidad familiar: Relaciones homosexuales y nuevos modelos de familia. Barcelona: Bellaterra.
Valcárcel A. (2004) La política de las mujeres Madrid : Cátedra : Universitat de València : Instituto de la Mujer.
Theme 5
Abou-Chadi, T. y Finnigan, R. (2019). Rights for same-sex couples and public attitudes toward gays and lesbians in Europe. Comparative Political Studies, 52(6), 868-895.
Arruzza, C. (2018). Dos siglos de feminismos. Los ejemplos más destacados, los problemas más actuales. Madrid: Traficantes de Sueños.
Astelarra, J. (2005). Veinte años de políticas de igualdad. Madrid: Cátedra.
Agocs, C. (1997). Institutionalized resistance to organizational change: Denial, inaction and repression. Journal of Business Ethics, 16(9): 917-931.
Butler, J. (2016). El marxismo y lo meramente cultural. En VVAA. Redistribución o reconocimiento un debate entre marxismo y feminismo. Madrid: Editorial Traficantes de Sueños.
DE LA FUENTE, M. (2017). REPTES ACTUALS DEL(S) FEMINISME(S). NOUS HORITZONS, 56: 36-50.
GALCERAN, M (2016) INTRODUCCIÓN. EN VVAA. REDISTRIBUCIÓN O RECONOCIMIENTO UN DEBATE ENTRE MARXISME Y FEMINISMO. MADRID: EDITORIAL TRAFICANTES DE SUEÑOS
Goetz,A. M. (2007). Gender justice, citizenship and entitlements. Gender justice, citizenship and development, 16-57.
Hemmings, C. (2011). Why Stories Matter. The Political Grammar of Feminist Theory. London: Duke University Press.
Lovenduski, J. (1997). Feminismo institucional: Género y Estado. En Elizondo (ed.) Mujeres en política. Análisis y práctica. Barcelona: Ariel.
Martínez, M. (2013). Identidades de género, Identidades colectivas: trayectorias militantes en los feminismos contemporáneos. Ponencia XI Congreso FES.
Mendez, L. (2014). Feminismos en movimiento en el estado español: ¿Re-ampliando el espacio de los político? Revista Andaluza de Antropología, 6: 11-30
Millet, K. (2010). Política sexual. Madrid: Cátedra.
Moreno, S. (2016) “Trabajo y tiempo: una controversia de género”. A. Cassassas (coord.) Revertir el guion. Trabajos, derechos y libertad. Barcelona: Libros de la Catarata.
Paleo, N. y Alonso, A. (2014). ¿Es dolo una cuestión de austeridad? Crisis económica y políticas de género en España. Investigaciones Feministas, 5:36-68.
Pateman, C., y Romero, M. X. A. (1995). El contrato sexual. Madrid: Anthropos Editorial.
Valiente, C. (1994). El feminismo de Estado en España: El instituto de la Mujer, 1983-1994. Revista Internacional de Sociología, 13:163-204.
WOODWARD, A. (2004). BUILDING VELVET TRIANGLES: GENDER AND INFORMAL GOVERNANCE. INFORMAL GOVERNANCE IN THE EUROPEAN UNION, 76-93.