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124183 VK BEd 08b.3: VK Cultural Studies and Language Education (2024W)
Face Filters, Skin Care Influencers and Fat Activism - Body Politics in the EFL Classroom
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 09.09.2024 12:00 to Mo 23.09.2024 12:00
- Deregistration possible until Th 31.10.2024 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 08.10. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 15.10. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 22.10. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 29.10. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 05.11. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 12.11. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 19.11. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 26.11. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 03.12. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 10.12. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 17.12. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 07.01. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 14.01. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 21.01. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Tuesday 28.01. 08:15 - 09:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Information
Aims, contents and method of the course
Assessment and permitted materials
(1) Participation: general attendance, continuous contribution to classes on site and via Moodle
(2) Written research proposal (for the short research paper or BEd paper)
(3) Participate in an expert group session
(4) BEd paper/final essayAI tools like ChatPDF, ChatGPT, Research Rabbit, or EducationCopilot etc. might be used as augmented research and writing strategies. A compulsory AI statement reflecting the use and implementation of tools and their results needs to be included in both the scrapbook and the BEd Thesis/final essay.
(2) Written research proposal (for the short research paper or BEd paper)
(3) Participate in an expert group session
(4) BEd paper/final essayAI tools like ChatPDF, ChatGPT, Research Rabbit, or EducationCopilot etc. might be used as augmented research and writing strategies. A compulsory AI statement reflecting the use and implementation of tools and their results needs to be included in both the scrapbook and the BEd Thesis/final essay.
Minimum requirements and assessment criteria
(1) Participation: 20 points (attendance, preparation, contributions in class & online)
(2) Research Proposal: 10 points
(3) Expert Group Presentation: 20 points
(4) Final Essay/BEd Paper: 50 pointsOverall Score of 100 Points.
Pass-Mark: 60 Points.The overall grading scheme is (1): 100-91, (2): 90-81, (3): 80-71, (4): 70-61, (5): 60-0All of the course requirements (participation, research proposal, expert group session, the final paper/BEd paper) need to be fulfilled! Not showing up for your expert group session or not handing in the final assignment means dropping out of the course and being assessed with a negative grade!You can miss two sessions. Term papers and BEd theses will be checked with TurnitIn.Note: Students with disabilities or mental health issues may be granted special conditions.
(2) Research Proposal: 10 points
(3) Expert Group Presentation: 20 points
(4) Final Essay/BEd Paper: 50 pointsOverall Score of 100 Points.
Pass-Mark: 60 Points.The overall grading scheme is (1): 100-91, (2): 90-81, (3): 80-71, (4): 70-61, (5): 60-0All of the course requirements (participation, research proposal, expert group session, the final paper/BEd paper) need to be fulfilled! Not showing up for your expert group session or not handing in the final assignment means dropping out of the course and being assessed with a negative grade!You can miss two sessions. Term papers and BEd theses will be checked with TurnitIn.Note: Students with disabilities or mental health issues may be granted special conditions.
Examination topics
This is an interactive course with continuous assessment. There will be no written exam. Students are expected to actively participate in class, engage with the class readings, and prepare for the sessions in the online forum (working on a wide range of different tasks, giving peer feedback, etc.). They will host a collaborative and interactive expert group session. They will have to produce an individual research proposal, a final term paper/BEd-paper at the end of term showcasing their academic writing skills.
Reading list
Final decision on primary materials and accompanying secondary texts in the first session together with students.Selection:“Coded Bias.” Netflix Documentary. 2020.
Coleman, Rebecca. “The Becoming of Bodies. Girls, Media Effects, and Body Image.” Feminist Media Studies, vol. 8, no. 2, 2008, pp. 163–79.
Crenshaw, Kimberlé. “The Urgency of Intersectionality.” TED Talk. Available on YouTube: https://www.youtube.com/watch?v=akOe5-UsQ2o.
Elias, Ana, et al. “Aesthetic Labour: Beauty Politics in Neoliberalism.” Aesthetic Labour: Rethinking Beauty Politics in Neoliberalism. Palgrave Macmillan, 2017, pp. 3–49.
Gill, Rosalind. Perfect. Feeling Judged on Social Media. Wiley, 2023. Excerpts.
Kellner, Douglas and Jeff Share. “Critical Media Literacy Is Not an Option.” Learning Inquiry, vol. 1, no. 1, Apr. 2007, pp. 59–69.
Kellner, Douglas and Jeff Share. The Critical Media Literacy Guide. Engaging Media and Transforming Education. Brill Sense, 2019.
Murray, Samantha. The ‘Fat’ Female Body. Palgrave, 2008. Excerpts.
Penny, Laurie. Meat Market. Female Flesh Under Capitalism. Zero Books, 2010.
Petersen, Anne Helen. Too Fat, Too Slutty, Too Loud. The Rise and Reign of the Unruly Woman. Scribner, 2017. Excerpts.
Russell, Legacy. Glitch Feminism. A Manifesto. Verso, 2020. Excerpts.
Shilling, Chris. The Body and Social Theory. 2nd Edition, Sage, 2012. Excerpts.
Coleman, Rebecca. “The Becoming of Bodies. Girls, Media Effects, and Body Image.” Feminist Media Studies, vol. 8, no. 2, 2008, pp. 163–79.
Crenshaw, Kimberlé. “The Urgency of Intersectionality.” TED Talk. Available on YouTube: https://www.youtube.com/watch?v=akOe5-UsQ2o.
Elias, Ana, et al. “Aesthetic Labour: Beauty Politics in Neoliberalism.” Aesthetic Labour: Rethinking Beauty Politics in Neoliberalism. Palgrave Macmillan, 2017, pp. 3–49.
Gill, Rosalind. Perfect. Feeling Judged on Social Media. Wiley, 2023. Excerpts.
Kellner, Douglas and Jeff Share. “Critical Media Literacy Is Not an Option.” Learning Inquiry, vol. 1, no. 1, Apr. 2007, pp. 59–69.
Kellner, Douglas and Jeff Share. The Critical Media Literacy Guide. Engaging Media and Transforming Education. Brill Sense, 2019.
Murray, Samantha. The ‘Fat’ Female Body. Palgrave, 2008. Excerpts.
Penny, Laurie. Meat Market. Female Flesh Under Capitalism. Zero Books, 2010.
Petersen, Anne Helen. Too Fat, Too Slutty, Too Loud. The Rise and Reign of the Unruly Woman. Scribner, 2017. Excerpts.
Russell, Legacy. Glitch Feminism. A Manifesto. Verso, 2020. Excerpts.
Shilling, Chris. The Body and Social Theory. 2nd Edition, Sage, 2012. Excerpts.
Association in the course directory
Studium: BEd 046/407
Code/Modul: BEd 08b.3
Lehrinhalt: 12-4686
Code/Modul: BEd 08b.3
Lehrinhalt: 12-4686
Last modified: Tu 01.10.2024 14:06
- What is a ‘normal’ body? How is otherness and dis/ability constructed?
- How are ‘beautiful’ bodies used to sell products and promote social movements, while abject bodies, which cannot be translated as desirable and marketable, are still excluded?
- How can students incorporate the critical analysis of media representations of bodies, and their commodification into their teaching practice and actual lesson planning?Based on our class readings and interactive exercises, students will learn how to identify and scrutinise the role of ‘the body’, and cultural markers of difference like race, gender, class, sexuality, body type, ability/health, and age - and their intersections - in a variety of different media and online contexts, discuss their content and form with technical vocabulary, always keeping in mind questions of cultural production and consumption. They will have learned how to appropriately use a toolbox of genre-specific methods of cultural analysis (e.g. semiotic analysis, mis-en-scène analysis for moving images, conjunctural analysis for socio-cultural contextualization).Students will develop a repertoire of ideas and teaching activities to address body politics in the EFL classroom.