Geography and Gender
Code: 104267 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2503710 Geography, Environmental Management and Spatial Planning | OT | 4 | 2 |
Contact
- Name:
- Mireia Baylina Ferré
- Email:
- Mireia.Baylina@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
Other comments on languages
It is important to know the language, at written and oral comprehension level.Prerequisites
A good level of written and oral English comprehension is required.
Objectives and Contextualisation
For many centuries, half of the humanity has been ignored as an object of study in social sciences. Only forty years ago, thanks to the feminist movement and the evolution of the situation of women in society (employment, training, political participation, living conditions), the scientific process of making visible the other half of the humanity has developed. Geography has also been incorporated into this process, first observing and analyzing the differential patterns of women in their relationship with space and later recognizing the gender structure in society as a key element in understanding economic and social changes of the contemporary world and the way the geographical environment is constituted and used by the population.
Geography has traditionally regarded society as a neutral, asexual, and homogeneous, without considering the profound differences between men and women in the use of space. Gender perspective in geography argues that space is not gender neutral and this implies the need to incorporate social differences between men and women and territorial differences in gender relations to explain reality anywhere and at any scale. Both people and spaces have gender and social relationships and spatial relationships are mutually created. It also considers the diversity of identities that are articulated with gender such as age, social class, sexuality, ethnicity and functional diversity.
The training objectives are as follows:
- Understand the definitions, basic concepts and objectives of geography and gender.
- Understand how the incorporation of the gender perspective alters and increases knowledge about the relationship between society and the environment.
- To be able to reformulate geographical research incorporating the gender perspective.
- Assess the introduction of this perspective in current geographical studies.
- To develop the capacity for reflection, analysis, discussion and interpretation, both individually and in groups.
- Understand the contribution of geography in gender studies and vice versa
Competences
- Critically analyse the relationship between society and the region applying the conceptual and theoretical framework of geography.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
Learning Outcomes
- Analyse the structure of gender in society.
- Identify and understand social and regional inequalities in society.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
Content
The common thread will be the relationship of people with places in their daily lives, in public and private space and at various geographical scales: the body, the home, the workplace, the city, public space and the rural space. Given that places are the intersection between local and global processes in a given time and are therefore defined by the socio-spatial relationships that occur in them and distinguish them, a series of places will be analyzed where everyday life occurs and where different gender relations are created.
It is about examining the extent to which men and women experience places differently and showing that these differences are part of the social constitution of both place and gender.
Structure:
The contents of the subject are structured in 5 topics:
1. Gender and Geography: concepts, context and genealogy of research
2. The body in space and the body as a place
3. Home and workplace
4. The city and public space
5. The rural and the nature
Methodology
The contents of the subject will be developed through explanatory classes by the teacher; reading and discussing articles; viewing films related to the topics of study; and the realization of two exercises (one individual and one in small group).
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Practical sessions | 15 | 0.6 | 1, 2, 3 |
| Theoretical sessions | 30 | 1.2 | 1, 2, 4 |
| Type: Supervised | |||
| Exam | 5 | 0.2 | 1, 2, 4, 3 |
| Individual and small group suvervising | 15 | 0.6 | 4, 3 |
| Type: Autonomous | |||
| Individual readings | 20 | 0.8 | 1, 2 |
| Personal study | 20 | 0.8 | 1, 2, 4 |
| Practical activities | 20 | 0.8 | 1, 3 |
Assessment
The evaluation will be done by continuous assessment through three activities: Exercise 1 (20%), Exercise 2 (30%) and an Exam of fundamental contents (50%). In order to be evaluated, you must take at least 2 of the 3 activities and one must be the exam.
An undone activity counts as 0.
Exercise 1 and Exam can be reevaluated. To apply for reevaluation you must have failed. The maximum grade in the reevaluation is 5.
The exercises and the examination of contents will be valued through the capacity of analysis, the critical reflection, the personal contribution, the originality, the capacity of synthesis, the clarity in the setout and the formal presentation.
In the event that the student commits any irregularity that may lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same subject, the final grade for this subject will be 0.
In the event that the tests cannot be carried out in person, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB’s virtual tools. Homework, activities and class participation will be done through forums, wikis and / or exercise discussions through Teams, etc. The teacher will ensure that the student can access it or offer alternative means, which are available to them.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exam | 50% | 2 | 0.08 | 1, 2, 4 |
| Exercise 1 | 20% | 5 | 0.2 | 1, 3 |
| Exercise 2 | 30% | 18 | 0.72 | 1, 2, 3 |
Bibliography
BRU, Josepa (1997), Medioambiente: poder y espectáculo. Gestión ambiental y vida cotidiana, Barcelona, Icària/Antrayt, pp. 119-166
BROWN, Gavin & BROWNE, Kath (eds.) (2016), Companion to Geographies of sex and sexualities, Abingdon: Routledge.
DATTA, A. et al. (2019), Routledge handbook of gender and feminist geographies. London: Routledge
DOCUMENTS D’ANÀLISI GEOGRÀFICA, números monogràfics 14 (1989), 26 (1995, Dona, treball i vida qüotidiana), 35 (1999, Gènere i medi ambient) i 49 (2006, Geografia i gènere al món), 65/3 (Geografies de les sexualitats).
DOMOSH, Mona; SEAGER, Joni (2001), Putting women in place, London, Guilford Press
GARCIA RAMON, M.Dolors; BAYLINA, Mireia (eds.) (2000), El nuevo papel de las mujeres en el desarrollo rural, Vilassar de Mar, Oikos Tau
GENDER, PLACE AND CULTURE. A journal of feminist geography, Carfax Publishing
HANSON, Susan & PRATT, Geraldine (1995), Gender, work and space, London, Routledge
MCDOWELL, Linda (1999), A feminist glossary of human geography, London, Arnold
MCDOWELL, Linda (2000), Género, identidad y lugar. Un estudio de las geografías feministas, València, Cátedra
MCDOWELL, Linda (2003), Redundant masculinities. Employment change and white working class youth, Oxford, Blackwell
OBERHAUSER, Ann et al. (2018), Feminist spaces: gender and geography in a global context, London: Routledge.
RODÓ DE ZÁRATE, Maria (2021), Interseccionalitat. Desigualtats, llocs i emocions. Manresa: Tigre de paper
ROSE, Gillian (1993), Feminism and geography, Minnesota, University of Minnesota Press
SABATÉ, Ana; RODRÍGUEZ, Juana María; DÍAZ, María Ángeles (1995), Mujeres, espacio y sociedad. Hacia una Geografía del género, Madrid, Síntesis
SILVA, J.M. et al. (2017), Diálogos Ibero-Latino-Americanos sobre geografías feministas e das sexualidades, Ponta Grossa: Todapalavra
von BENZON, Nadia; WILKINSON, Catherine (eds.) (2019), Intersectionality and difference in childhood and youth. London: Routledge
WOMEN AND GEOGRAPHY STUDY GROUP (eds.) (1984), Geography and gender. An introduction to feminist geography, London, Hutchinson
WOMEN AND GEOGRAPHY STUDY GROUP (eds.) (1997), Feminist geographies. Explorations in diversity and difference, Essex, Longman
WOMEN AND GEOGRAPHY STUDY GROUP (eds.) (2004), Geography and gender reconsidered, CD
http://igugender.socsci.uva.nl/newsletter.html (Newsletter de la Comissió de Geografia i Gènere de la Unió Geogràfica Internacional).
Software
MOODLE platform
TEAMS