Universität Wien FIND
Achtung! Das Lehrangebot ist noch nicht vollständig und wird bis Semesterbeginn laufend ergänzt.

240098 UE Guided Reading (2022S)

Queer Politics

Prüfungsimmanente Lehrveranstaltung

Eine Teilnahme ist ausschließlich bei Anmeldung während der Anmeldefrist möglich. Das Nichtteilnehmen an der ersten Einheit führt automatisch zur Abmeldung.

MA Gender Studies (2013):
PM Grundlagen interdisziplinärer Gender Studies
UE Guided Reading

MA Gender Studies (2020):
PM1 Zentrale Themen und Fragestellungen
UE Guided Reading

Bitte beachten Sie, dass es zu kurzfristigen Änderungen kommen kann und informieren Sie sich regelmäßig über die Lernplattform MOODLE sowie das Vorlesungsverzeichnis.


Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").


max. 25 Teilnehmer*innen
Sprache: Englisch


Termine (iCal) - nächster Termin ist mit N markiert

Donnerstag 17.03. 15:00 - 18:15 Hörsaal 29 Hauptgebäude, 1.Stock, Stiege 7
Donnerstag 31.03. 15:00 - 18:15 Hörsaal 29 Hauptgebäude, 1.Stock, Stiege 7
Donnerstag 28.04. 15:00 - 18:15 Hörsaal 29 Hauptgebäude, 1.Stock, Stiege 7
Donnerstag 12.05. 15:00 - 18:15 Hörsaal 29 Hauptgebäude, 1.Stock, Stiege 7
Donnerstag 09.06. 15:00 - 18:15 Hörsaal 29 Hauptgebäude, 1.Stock, Stiege 7
Donnerstag 23.06. 15:00 - 18:15 Hörsaal 29 Hauptgebäude, 1.Stock, Stiege 7


Ziele, Inhalte und Methode der Lehrveranstaltung

In this course we will engage with some of the most salient issues in the field of LGBTQ activism(s) and look for analytical tools that can help us understand the sphere of queer-related struggles for justice and equality.

Throughout our six encounters we will follow the developmental trajectory of the LGBTQ movement from its revolutionary claims in the 1960s and 1970s to today's homonormativity and homonationalism. As we do this, we will examine the major challenges posed by identity politics and try to see why it is that painful disagreements arise among people who we would expect to be united around similar political goals.

While we discuss various facets of activist undertakings, we will foster academic-activist interactions and explore what these two modes of engaging with the social world, often perceived as separate, could learn from each other.

Students should come away with an understanding of the main debates, key concepts and theories of LGBTQ activism. This is a broad and complex field where sexuality, gender, law, nation, race, and class intertwine. After the course, you should ideally know where to start in case you want to pursue these topics further.

WEEK 1: Introduction: Who Are “We”?
In this session we will start getting to know each other, take a look at the structure of the course, and discuss course requirements. We will also engage with definitions of activism and activist politics and touch upon the notions of equality, liberation, and emancipation which will accompany us throughout the course.

WEEK 2: Sexual Revolutions
In 1971, a group of London-based activists gathered around the so-called Gay Liberation Front and came up with an agenda for a non-violent revolution in cultural values. They criticized pretty much everything: “homophobia, sexism, marriage, the nuclear family, monogamy, the cults of youth and beauty, patriarchy, and rigid male and female gender roles”. In our second session we will explore this sweeping alternative vision of how society and relationships within it should be organized.

WEEK 3: Lesbian Feminism
In their famous manifesto “The Woman-Identified Woman”, the New York activist collective Radicalesbians defined a lesbian woman as “the rage of all women condensed to the point of explosion”. In our third session we will look at the ways in which lesbian activists harnessed this explosive force to respond both to lesbians’ invisibility within the women’s movement as well as to the failure of Pride Parades to be inclusive spaces that contest patriarchy, capitalism, and intense de-politicization of LGBT issues.

WEEK 4: Trans Politics
The Argentinian-US American feminist philosopher Maria Lugones argues that the gender binary system, in the way in which it was imposed on colonized populations around the world, was infused with racist Eurocentrism. Binary sexual difference, according to her, is a colonial invention with distinctly racializing functions. With this in mind, we will dedicate our fourth session to thinking about developments of trans activist engagement along two lines: the ways in which gender has been historically embedded in binary-patriarchal-colonial matrices and today’s rapid diffusion of transgender as a notion stemming from white Eurocentred modernity.

WEEK 5: Homonormativity and Queer Anticapitalism
Our fifth session zooms in on the ways in which neoliberal capitalism has impacted the development of LGBT activist strategies privileging white middle-class lesbians and gay men in the Global North. We will focus on what kind of activist possibilities emerge in this context for articulating anticapitalist queer politics.

WEEK 6: (Re)thining Homonationalism
In our final session we will take a look at how homosexuality has become a criterion of proper citizenship and look at the implications of the fact that some states use their ‘gay friendliness’ as a basis for exclusion and discrimination.

Art der Leistungskontrolle und erlaubte Hilfsmittel

(30%, 3 x 10, ungraded, ‘submitted’ or ‘non-submitted’)
Weeks 2, 3, 4, 5

(10%, ungraded)
Week 6

(Part A, 50%, graded)
(Part B, 10%, ungraded)

Argument, Question, Connections, Implications

AQCI provides a structure of note-taking, which is meant to serve as a tool fostering academic reading and referencing skills as well as critical, analytical, and conceptual thinking. As a requirement of the course, AQCIs help prepare for moderated group discussion of core readings and may prove useful later on as you start working on your final essay.

Format: AQCI should be no longer than one printed page. The header or title line should give the full bibliographic reference of the analysed article/reading.

AQCI is structured as follows:

Argument: In a few sentences, state the author’s argument. What is the author arguing? What is at stake? You may add a quotation that you think is central to the author’s argument.

Question: Raise a question which you think is not fully, or satisfactorily, answered by the text, or which you think arises from the text. The question should be a question of interpretation or inquiry, not a question of fact.

Connection (2 components):

Experiential: Say, in a few lines, how the argument confirms or contradicts your own experience or common sense. Can you link this to an episode from your life? Please do not be afraid of answering this part! There must be a link that you can make between the text and your own experience (your own life, family, friends, colleagues…).

Textual: Connect the argument of this text to an argument or point you find in another reading assignment of, or film seen in, this or another course. You may present a quotation from the other text (citing it properly), and explain how the present text’s argument contrasts with, confirms, clarifies, or elaborates the other text’s argument or point. The idea here is to engage with the texts and situate them in conversation with each other. This is more important than simply providing quotations.

Implications: Lay out what the author’s argument implies for understanding the complexity of activist politics (e.g. in terms of relations between individuals or groups or any aspect of social or cultural reality; or for understanding power dynamics in activism and in society, more generally; around three sentences).

Starting from the readings for Week 6, please reflect in groups of 4-5 upon the present day challenges facing the LGBTQ movement in Austria/Europe/the world.

Language: English or German

Your written exam consists of two parts: Part A and Part B.

Part A (50%, graded)
Please introduce and critically reflect upon a contemporary gender/sexuality-related issue using concepts discussed in class.

Some of the questions you may address:
What is the issue at stake? Why has it become relevant now? In what ways does it generate social conflict/tension/polarisation? How should, in your opinion, this issue be tackled?

Please make sure that your paper identifies/engages with a tension/contradiction/conflict/puzzle/challenge and that it is not a merely descriptive piece of writing.

In other words, you should address the analytical question 'why is it that something happens?' rather than merely 'what happens'?

Please use at least a few academic references (books, book chapters, and journal articles).

Word Count: max 1500 words

Part B (10%, ungraded)
Please reflect critically upon the course. Some of the questions that you may address are:
What are you taking from the course? (How) did it ‘touch’ you? What was the most useful concept/reading for you? How does it help think more politically about the social world? What did you like about the course? What could/should be different?
Word Count: around 500 words

Please submit both Part A and Part B in one document.
You may use the Final Paper Template.

Mindestanforderungen und Beurteilungsmaßstab


Does this paper have an introduction, body, and conclusion?
Does this paper have an argument? Is the argument of the paper concise and clear?
Does the body of the text offer more than one reason and/or example to support the argument?

Is the overall development of the argument coherent?
Does this paper have appropriate reasons and/or examples to support the argument?
Is the usage of transitions in this paper appropriate? Does this paper have a 'flow'?
Are paragraphs of more or less the same length?
Are paragraphs developed in accordance with the topic/argument sentence?

Topic Sentence, Style, and Syntax Variety
Does each paragraph have a proper topic/argument sentence?
Is the balance between simple sentences and complex sentences appropriate? Does this paper use too many complex sentences?
Does this paper use various syntax?

Surface-level Errors
Does this paper have errors that hinder the reader from comprehending what the writer intends to say?
Does this paper have errors in grammar, spelling, or punctuation?
Does this paper use the referencing style consistently?
Does this paper have page numbers?


Font: Times New Roman
Font size: 12
Spacing: 1.5
Margins: Left 3cm, Right 2cm, Top 2cm, Bottom 2cm
Referencing style: (ideally) APA – please use your chosen referencing style consistently
Header: your name, matriculation number
Page numbers: Please don’t forget them (lower right-hand corner)

I am happy to take a look at drafts.

The majority of our readings refer to the Western/Anglo-Saxon context. Although a few texts may pertain to Eastern Europe and South America, it would be great if both local as well as non-Western/global perspectives could find their way into our class discussions.



Available in Moodle

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Do 03.03.2022 15:48