Geography and Gender
Code: 104267 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2503710 Geography, Environmental Management and Spatial Planning | OT | 4 |
Contact
- Name:
- Mireia Baylina Ferre
- Email:
- mireia.baylina@uab.cat
Teachers
- Inmaculada Diaz Soria
Teaching groups languages
You can view this information at the end of this document.
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
Learning Outcomes
- CM13 (Competence) Analyse the implications of sociodemographic and gender differences in carrying out a project or research work.
- KM16 (Knowledge) Identify the main interrelationships between demographic structures and dynamics in temporal and territorial perspectives.
- SM15 (Skill) Use statistical and information bases on demographic, gender and inequality aspects.
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 6 topics:
1. Gender and Geography: concepts and genealogy of research
2. The body in the space and the body as a place
3. Domestic, labour and consumer spaces
4. Urban spaces: right to the city, public space and urban planning
5. Rural spaces: social transformation and globalisation
6. Environmental space: feminist political ecologies and climate change
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Practical sessions (PAUL) | 16.5 | 0.66 | |
| Theoretical sessions | 29.5 | 1.18 | |
| Type: Supervised | |||
| Individual and small group suvervising | 5 | 0.2 | |
| Practical exercices | 20 | 0.8 | |
| Type: Autonomous | |||
| Individual readings | 20 | 0.8 | |
| Personal study | 35 | 1.4 | |
| Practical activities | 20 | 0.8 |
The contents of the subject will be developed through explanatory classes by the teacher; reading articles on the part of students and the realization of six class activities.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exam | 50% | 4 | 0.16 | KM16 |
| Exercise 1 | 10% | 0 | 0 | CM13 |
| Exercise 2 | 10% | 0 | 0 | KM16 |
| Exercise 3 | 10% | 0 | 0 | SM15 |
| Exercise 4 | 10% | 0 | 0 | KM16 |
| Exercise 5 | 10% | 0 | 0 | SM15 |
Continued evaluation
The evaluation of the subject will be done continuously based on six evaluation activities: Exam (50%), Exercise 1 (10%), Exercise 2 (10%), exercise 3 (10%), Exercise 4 (10%), Exercise 5 (10%).
In order to be evaluated, it is mandatory to do 4 out of 6 activities and one has to be the exam.
An evaluation activity not submitted or not submitted in due time counts as 0.
Four activities can be recovered (the exam and three exercises). To apply for recovery you must have failed. The maximum grade in recovery of any activity is 5.
The student will be graded as "not assessable" when he/she does not take 4 of the 6 activities, being the exam one of them.
Exams and activities will be evaluated considering the ability to analise, critical reflection, personal contribution, originality, the ability to synthesize results, clarity in exposition and formal presentation.
In the event that the student commits any irregularity that could 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 instituted. In the event that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
Unique assessment
Students who wish to do an unique assessment have to do the same as the continuous assessment, individually. The evaluation conditions are the same. The date of the exam and the date of awarding all the internships is Tuesday, January 14th, 2025.
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
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |