Degree | Type | Year |
---|---|---|
Sociocultural Gender Studies | OB | 3 |
You can view this information at the end of this document.
This is a 3rd year course, so it is recommended to take it after completing the 1st and 2nd year courses.
Objectives and Contextualization
The purpose of this course is to outline the areas of reflection, as well as the inflections and transformations, of feminist theories and practices and how they have transformed history, epistemology, and philosophical and scientific thought. Conceived from the perspective of Literary Theory and Comparative Literature, the course seeks to emphasize texts, broadly understood, and critical reflection as essential to contemporary ethical life.
Students:
1. Must understand how the contributions of feminist criticism and theory have contributed to the paradigm shift in literary studies;
2. Must understand the main approaches of feminist theory and criticism;
3. Must understand the dialogues between feminist critical and theoretical proposals and society;
4. Must apply methods specific to feminist literary theory and criticism in the analysis of literary texts using comparative literature;
5. Must be familiar with the latest trends in feminist theory and their impact on culture in general and literary studies in particular.
6. Must be able to hold critical positions and defend them using tools derived from rhetoric, logic, and appropriate oral language.
Unit 1. Foundations for a feminist theory and criticism and its role in the paradigm shift in literary studies. What is theory and what is its purpose? Can we write as a woman and read as a feminist? What does a literature of our own mean?
Unit 2. The political subject of feminism. The category of woman(s). Is the body evidence? Is performance the same as performativity? What do we talk about when we talk about intersectionalities? What do anti-racist subjectivities propose? Is it possible to decolonize feminist thought? Can lesbian subjectivations and desires dismantle compulsive and obligatory heterosexuality?
Unit 3. Feminisms in the current context: challenges and achievements. What relationships exist between feminism, cyberfeminism, queer studies, transfeminisms, and crip studies? What are the current debates on issues such as consent and subjectivation?
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Close reading of texts and preparation of the debate, the oral presentation and quiz. | 20 | 0.8 | CM19, KM30, KM32, KM33, KM34, SM28, CM19 |
Group presentation and debates | 20 | 0.8 | CM19, KM29, KM32, KM33, KM34, SM27, SM28, CM19 |
lectures and group dialogues | 60 | 2.4 | CM19, KM29, KM30, KM32, KM33, KM34, CM19 |
The learning process for this subject is divided as follows:
· Directed activities (35%). Lectures and group discussions.
· Supervised activities (20%). Group presentations and debates.
· Independent activities (40%). Comprehensive and critical reading texts. Proeparation of the debate, the presentation and the test
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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Class exercise | 30 | 10 | 0.4 | CM19, KM29, KM30, KM33, SM27, SM28 |
Debate exercise | 20% | 15 | 0.6 | CM19, KM30, KM32, SM28 |
Group presentation | 20% | 15 | 0.6 | KM29, KM30, KM32, KM33, KM34, SM27, SM28 |
Quiz | 30% | 10 | 0.4 | KM29, KM30, KM33, KM34, SM27, SM28 |
Assignments
1 written in-class exercise (30%)
1 debate exercise (20%)
1 written in-class test (30%)
1 group presentation (20%)
Grading
The final grade will range from 0 to 10 points, with 5 as the minimum grade for passing the course. Two conditions must be met to be counted toward the final grade:
a) three assessment activities must be submitted.
b) a grade equal to or greater than 3.5 (=> 3.5) after adding all the assessment activities submitted.
The final grade for the course will be calculated as the weighted average of the four assessment activities, according to the corresponding weighting.
Note: A grade of "Not Assessable" will be received if none of the assessment activities have been submitted.
Reevaluation
Students who meet ALL of the following requirements may take a retake within the same session:
1. They must not have passed the course by reaching a 5 (4.9 is not a 5).
2. They must have been assessed on at least one of the in-class graded activities.
Note: If a student takes a retake, their final grade will not exceed 5.
Grade Review
At the time of each assessment activity, the instructor will inform students (on Moodle) of the procedure and date for grade review.
AI
Use of AI With the aim of ensuring coherence and transparency in the use of AI in subjects; and specific assessable activities; the following text models are proposed for inclusion in the teaching guides of the subjects. The models are presented at the subject level but, if required, if it is necessary to distinguish, they can be specified at the level of the assessment activity. These texts are designed to clarify the level of permitted use and can be adapted according to the case: Model 1 - Prohibited use: “In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases. Model 2 - Restricted use: “For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in [support tasks, such as bibliographic or information search, text correction or translations ... (other?) ....], [xxx activities] [other specific situations in which it is considered]. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency of the use of AI in this assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in cases of seriousness.” Model 3 - Permitted use: “In this subject, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the development of the work, provided that the final result reflects a significant contribution by the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the act
Specific bibliography will be provided for each course topic.
General Bibliography:
Anzaldúa, Gloria (1987). The Borderlands/La frontera: The New Mestiza. San Francisco: Aun Lute Books.
bell hooks (2000). El feminismo es para todo el mundo. Madrid: Traficantes de sueños.
Cixous, Hèléne (1995). La risa de la Medusa. Ensayos sobre la escritura. Trad. de Myriam Díaz-Diocaretz. Barcelona: Anthropos.
Curiel, Ochy y Falconí Trávez, Diego (2021). Feminismos decoloniales y transformación social. Barcelona: Icaria.
De Beauvoir, Simone (2002). El segundo sexo. Los hechos y los mitos. Trad. de Alicia Martorell. Madrid: Ediciones Cátedra. España, Universidad de Valencia, Instituto de la Mujer.
Falconí Trávez, Diego (2024). Derecho y Literatura en América Latina. Un análisis comparatista desde el género. Barcelona: Tirant lo Blanch.
Firestone, Shulamith (1976 1973). La dialéctica del sexo. En defensa de la revolución feminista. Trad. de Ramón Ribé Queralt.Barcelona: Editorial Kairós.
Friedan, Betty (2009 1963). La mística de la feminidad. Trad. de Magalí Martínez Solimán. Madrid: Ediciones Cátedra.
Halberstam, J. (2004) «La mirada transgenérica». Trad. de Meri Torras. Lectora: Revista de dones i textualitat, núm. 10.
Irigaray, Luce (1995). La diferencia sexualcomo fundamento de la democracia. Trad. de Esther Hachuel Fernández. Duoda, Revista d’Estudis Feministes, núm. 8.
Lorde, Audre (2005 1984). La hermana, la extranjera. Trad. de María Corniero Madrid: horas y Horas la editorial.
Lugones, María (1999 1994). «Pureza, impureza y separación». Trad. de Marta Marín Domine. Neus Carbonell y Meri Torras(eds.), Feminismos literarios, Madrid: Arco Libros.
Millett, Kate (1995). Política sexual. Trad. de Ana María Bravo García. Madrid: Ediciones Cátedra. Disponible onlineen: https://www.academia.edu/35955847/Kate_Millet_Politica_sexual
Moraga, Cherríe (1998). Esta puente, mi espalda. Voces de mujeres tercermundistas en los Estados. San Francisco: Ism Press.
Torras Francés, Meri (2000). “Feminismo y crítica lesbiana: ¿una identidad diferente?” Feminismo y crítica literaria. En: Marta Segarra Montaner, Angels Carabí, págs. 121-142
VV. AA (2013). Resentir lo queer en América Latina. Diálogos desde/con el sur. Barcelona: Egales.
Wittig, Monique (2021 1973). El cuerpo lesbiano. Trad. de Nuria Pérez de Lara. Valencia: Pre-Textos.
Woolf, Virginia (2001 1929). Un cuarto propio. Trad. de Laura Pujol. Barcelona: Seix Barral.
Zafra, Remedios y López-Pellisa, Teresa (eds.) (2010). Ciberfeminismos. De VNS Matrix a Laboria Cuboniks. Barcelona: Holiobionte Ediciones.
Note: 15 minutes of a class will be reserved within the schedule established by the center or the degree program for students to complete the surveys evaluating the teaching staff's performance and the evaluation of the subject or module.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | Catalan/Spanish | first semester | morning-mixed |
(TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |