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230027 SE B6 Queer Politics (2025W)
Current Societal Developments
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 Fr 22.08.2025 00:01 to We 17.09.2025 23:59
- Deregistration possible until We 15.10.2025 23:59
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
The first session is not only a basic introduction to the topic, we will also select common focus topics for the last 3 sessions based on the students' interests.
- N Monday 06.10. 09:45 - 11:15 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Monday 20.10. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Monday 03.11. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Monday 17.11. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Monday 01.12. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Monday 12.01. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Monday 26.01. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
Active participation in the course is expected, e.g. by reading the respective texts before the seminar unit, participating in discussions during the course and keeping a seminar diary (see below, final submission).A short reflection on the course must be handed in at the end (approx. 5 pages). This should contain a kind of seminar diary in which you continuously record your associations when reading the given texts and discussing in the seminar. This may be as personal or impersonal as you like, the aim is that you learn to reflect on the relationship between everyday life and science and the resulting personal involvement in research, teaching and learning. More details will be discussed in the first session. The seminar diary can also be submitted in form of a podcast, vlog or similar.Important Grading Information:
The provision of all partial tasks is a prerequisite for a positive assessment, if not explicitly noted otherwise.The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the lecturer (e.g. for individual work tasks).In order to ensure good scientific practice, the lecturer can provide for a "grading-related discussion" (plausibility check) of the written work submitted, which must be completed successfully.All students who received a place in the course are assessed if they have not deregistered from the course in due time or if they have not credibly shown an important reason for their failure to deregister after the cause for this reason does no longer apply
Students who credibly show an important reason (e.g. a longer illness) for the withdrawal from a course with continuous assessment are not assessed.
Whether this exception applies is decided by the lecturer. The request for deregistration must be submitted immediately.If any requirement of the course has been fulfilled by fraudulent means, be it for example by cheating at an exam, plagiarizing parts of a written assignment or by faking signatures on an attendance sheet, the student's participation in the course will be discontinued, the entire course will be graded as "not assessed" and recorded accordingly.
You can find these and other provisions in the study law: https://satzung.univie.ac.at/studienrecht/.In case you have received three negative assessments of a continuously assessed course and want to register for a fourth attempt, please make sure to contact the StudiesServiceUnit Sociology. (for more information see "third attempt for continuously assessed courses" https://soziologie.univie.ac.at/info/pruefungen/#c56313)The plagiarism-detection service (Turnitin in Moodle) can be used in course of the grading.
The provision of all partial tasks is a prerequisite for a positive assessment, if not explicitly noted otherwise.The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the lecturer (e.g. for individual work tasks).In order to ensure good scientific practice, the lecturer can provide for a "grading-related discussion" (plausibility check) of the written work submitted, which must be completed successfully.All students who received a place in the course are assessed if they have not deregistered from the course in due time or if they have not credibly shown an important reason for their failure to deregister after the cause for this reason does no longer apply
Students who credibly show an important reason (e.g. a longer illness) for the withdrawal from a course with continuous assessment are not assessed.
Whether this exception applies is decided by the lecturer. The request for deregistration must be submitted immediately.If any requirement of the course has been fulfilled by fraudulent means, be it for example by cheating at an exam, plagiarizing parts of a written assignment or by faking signatures on an attendance sheet, the student's participation in the course will be discontinued, the entire course will be graded as "not assessed" and recorded accordingly.
You can find these and other provisions in the study law: https://satzung.univie.ac.at/studienrecht/.In case you have received three negative assessments of a continuously assessed course and want to register for a fourth attempt, please make sure to contact the StudiesServiceUnit Sociology. (for more information see "third attempt for continuously assessed courses" https://soziologie.univie.ac.at/info/pruefungen/#c56313)The plagiarism-detection service (Turnitin in Moodle) can be used in course of the grading.
Minimum requirements and assessment criteria
Both German and English texts will be used in the course and discussed in German. Knowledge of German and English is therefore necessary to be able to follow the course material in its entirety. For the introductory sessions, easier German texts than those given here in the provisional bibliography will be selected.
Knowledge of basic sociological paradigms (lectures of the first 2-3 semesters) is expected.The assessment consists of the following parts:
- interim submission or short presentation - exact format will be discussed in the first session (25 points)
- active participation (15 points)
- Seminar diary (20 points)
- final reflection (40 points)Assessment scale:
1: 85-100 points
2: 70-84 points
3: 55-69 points
4: 40-54 points
5: 0-39 points
Knowledge of basic sociological paradigms (lectures of the first 2-3 semesters) is expected.The assessment consists of the following parts:
- interim submission or short presentation - exact format will be discussed in the first session (25 points)
- active participation (15 points)
- Seminar diary (20 points)
- final reflection (40 points)Assessment scale:
1: 85-100 points
2: 70-84 points
3: 55-69 points
4: 40-54 points
5: 0-39 points
Examination topics
The texts and what was presented and discussed in the course.
Reading list
possible reading list - only a total of 10-15 texts will be chosen
Ahmed, S. (2012). On Being Included: Racism and Diversity in Institutional Life. Duke University Press.
Ahmed, Sara. (2013). The Cultural Politics of Emotion. New York: Routledge. Introduction S.1-16
Amin, K. (2022). We are All Nonbinary. Representations, 158(1), 106-119. https://doi.org/10.1525/rep.2022.158.11.106
Bernini, L. (2021). Queer theories an introduction: From Mario Mieli to the antisocial turn. Routledge Taylor & Francis Group.
Butler, J. (2024). Who's afraid of gender? (First edition). Farrar Straus and Giroux.
Clare, E. (2009). Exile and Pride: Disability, Queerness, and Liberation (2nd). Duke University Press.
Carpenter, M. (2016). The human rights of intersex people: Addressing harmful practices and rhetoric of change. Reproductive Health Matters, 24(47), 74–84. https://doi.org/10.1016/j.rhm.2016.06.003
Cohen, S. (2011). Folk Devils and Moral Panics. Routledge. https://doi.org/10.4324/
En, B., En, M., En-Griffiths, D., Pilz, F., & Pöll, M. (2022). (Un)doing relationships Boundary drawing and queer(ing) ways of relating. In E. Rees (Ed.), The Routledge Companion to Gender, Sexuality, and Culture (pp. 438–451). Routledge.
En, B. (2025). “It Helps if I Don’t Come Across as the Intersex Person, but as the Regular Guy”: LGBTIQ* Movements, Credibility, and Mis-Fitting in Knowledge Spaces in Austria. Open Gender Journal, 9. https://doi.org/10.17169/ogj.2025.328
Garde, J. I., & Nay, Y. E. (2023). Menschenrechte, 'biologische Fakten' und binäre Geschlechter: koloniale Geschichten der trans*antagonistischen Gegenwart. Femina Politica(2), 38–50.
Gould, D. B. (2012). CHAPTER THIRTY-THREE: Education in the Streets: ACT UP, Emotion, and New Modes of Being. Counterpoints, 367, 352–363. http://www.jstor.org/stable/42981418
Gramc, M. (2024). Challenges in Transition of Care for People with Variations in Sex Characteristics in the European Context. Healthcare (Basel, Switzerland), 12(3). https://doi.org/10.3390/healthcare12030354
Haritaworn, J. (2008). Shifting Positionalities: Empirical Reflections on a Queer/Trans of Colour Methodology. Sociological Research Online, 13(1), 162–173. https://doi.org/10.5153/sro.1631
Leigh, D. (2025). Transness as insecurity: Anti-trans movements and the security politics of reproduction. Security Dialogue, 56(1), 3–20. https://doi.org/10.1177/09670106241283282
Lugones, M. (2007). Heterosexualism and the Colonial / Modern Gender System. Hypatia, 22(1), 186–209.
Malatino, H. (2019). Queer embodiment: Monstrosity, medical violence, and intersex experience. Expanding frontiers. University of Nebraska Press.
Malatino, H. (2021). The Promise of Repair: Trans Rage and the Limits of Feminist Coalition. SIGNS: Journal of Women in Culture and Society, 46(4), 827–851.
Malatino, H. (2022). Side affects: On being trans and feeling bad. University of Minnesota Press. https://ebookcentral.proquest.com/lib/kxp/detail.action?docID=6921429
Mauldin, L. (2023). Crisis methods: Centering care in a precarious world. SSM - Qualitative Research in Health, 4, 100319. https://doi.org/10.1016/j.ssmqr.2023.100319
McCann, H., & Monaghan, W. (2020). Queer theory now: From foundations to futures (Reprinted by Bloomsbury Academic). Bloomsbury Academic.
Monro, S., Wall, S. S., & Wood, K. (2024). Intersex equality, diversity and inclusion and social policy: Silences, absences, and erasures in Ireland and the UK. Critical Social Policy, 44(1), 3-22. https://doi.org/10.1177/02610183231175055
Nay, Y. E. (2017). Affektiver Trans*Aktivismus: Community als Atmosphäre des Unbehagens. In J. Hoenes & M. Koch (Eds.), Oldenburger Beiträge zur Geschlechterforschung: Band 15. Transfer und Interaktion: Wissenschaft und Aktivismus an den Grenzen heteronormativer Zweigeschlechtlichkeit (pp. 203–221). BIS-Verlag der Carl von Ossietzky Universität Oldenburg.
Pearce, R., Erikainen, S., & Vincent, B. (2020). TERF wars: An introduction. The Sociological Review, 68(4), 677–69
Ahmed, S. (2012). On Being Included: Racism and Diversity in Institutional Life. Duke University Press.
Ahmed, Sara. (2013). The Cultural Politics of Emotion. New York: Routledge. Introduction S.1-16
Amin, K. (2022). We are All Nonbinary. Representations, 158(1), 106-119. https://doi.org/10.1525/rep.2022.158.11.106
Bernini, L. (2021). Queer theories an introduction: From Mario Mieli to the antisocial turn. Routledge Taylor & Francis Group.
Butler, J. (2024). Who's afraid of gender? (First edition). Farrar Straus and Giroux.
Clare, E. (2009). Exile and Pride: Disability, Queerness, and Liberation (2nd). Duke University Press.
Carpenter, M. (2016). The human rights of intersex people: Addressing harmful practices and rhetoric of change. Reproductive Health Matters, 24(47), 74–84. https://doi.org/10.1016/j.rhm.2016.06.003
Cohen, S. (2011). Folk Devils and Moral Panics. Routledge. https://doi.org/10.4324/
En, B., En, M., En-Griffiths, D., Pilz, F., & Pöll, M. (2022). (Un)doing relationships Boundary drawing and queer(ing) ways of relating. In E. Rees (Ed.), The Routledge Companion to Gender, Sexuality, and Culture (pp. 438–451). Routledge.
En, B. (2025). “It Helps if I Don’t Come Across as the Intersex Person, but as the Regular Guy”: LGBTIQ* Movements, Credibility, and Mis-Fitting in Knowledge Spaces in Austria. Open Gender Journal, 9. https://doi.org/10.17169/ogj.2025.328
Garde, J. I., & Nay, Y. E. (2023). Menschenrechte, 'biologische Fakten' und binäre Geschlechter: koloniale Geschichten der trans*antagonistischen Gegenwart. Femina Politica(2), 38–50.
Gould, D. B. (2012). CHAPTER THIRTY-THREE: Education in the Streets: ACT UP, Emotion, and New Modes of Being. Counterpoints, 367, 352–363. http://www.jstor.org/stable/42981418
Gramc, M. (2024). Challenges in Transition of Care for People with Variations in Sex Characteristics in the European Context. Healthcare (Basel, Switzerland), 12(3). https://doi.org/10.3390/healthcare12030354
Haritaworn, J. (2008). Shifting Positionalities: Empirical Reflections on a Queer/Trans of Colour Methodology. Sociological Research Online, 13(1), 162–173. https://doi.org/10.5153/sro.1631
Leigh, D. (2025). Transness as insecurity: Anti-trans movements and the security politics of reproduction. Security Dialogue, 56(1), 3–20. https://doi.org/10.1177/09670106241283282
Lugones, M. (2007). Heterosexualism and the Colonial / Modern Gender System. Hypatia, 22(1), 186–209.
Malatino, H. (2019). Queer embodiment: Monstrosity, medical violence, and intersex experience. Expanding frontiers. University of Nebraska Press.
Malatino, H. (2021). The Promise of Repair: Trans Rage and the Limits of Feminist Coalition. SIGNS: Journal of Women in Culture and Society, 46(4), 827–851.
Malatino, H. (2022). Side affects: On being trans and feeling bad. University of Minnesota Press. https://ebookcentral.proquest.com/lib/kxp/detail.action?docID=6921429
Mauldin, L. (2023). Crisis methods: Centering care in a precarious world. SSM - Qualitative Research in Health, 4, 100319. https://doi.org/10.1016/j.ssmqr.2023.100319
McCann, H., & Monaghan, W. (2020). Queer theory now: From foundations to futures (Reprinted by Bloomsbury Academic). Bloomsbury Academic.
Monro, S., Wall, S. S., & Wood, K. (2024). Intersex equality, diversity and inclusion and social policy: Silences, absences, and erasures in Ireland and the UK. Critical Social Policy, 44(1), 3-22. https://doi.org/10.1177/02610183231175055
Nay, Y. E. (2017). Affektiver Trans*Aktivismus: Community als Atmosphäre des Unbehagens. In J. Hoenes & M. Koch (Eds.), Oldenburger Beiträge zur Geschlechterforschung: Band 15. Transfer und Interaktion: Wissenschaft und Aktivismus an den Grenzen heteronormativer Zweigeschlechtlichkeit (pp. 203–221). BIS-Verlag der Carl von Ossietzky Universität Oldenburg.
Pearce, R., Erikainen, S., & Vincent, B. (2020). TERF wars: An introduction. The Sociological Review, 68(4), 677–69
Association in the course directory
Im auslaufenden Bachelorstudiengang Soziologie: Äquivalent zu BA T2 Workshop Gesellschaftsdiagnosen
Last modified: Fr 27.06.2025 00:02
Using the example of people and groups who have historically and ongoingly experienced discrimination, it is easy to recognize a) social dividing lines that make such interactions difficult and b) conditions that facilitate such interactions.
In this seminar, we will therefore look at how queer and especially trans people are currently treated in Austria. We will include official legal regulations, the use of language in social media or reports in public media and relate them to sociological theories. A comparison of different countries (e.g. with the UK, Switzerland, Denmark) is useful in order to better understand the structures and relationships between the majority society, political actors and individuals. The main focus will be on questions relating to experiences of discrimination, power dynamics and self-empowerment.At the end of the course, you should be able to apply sociological and queer theoretical concepts to the analysis of the current political situation or specific social phenomena. Therefore, in the first 4 sessions we will get to know relevant theories and methods (e.g. on solidarity, othering, moral panics, heteronormativity...) and use them to discuss some current examples in the last 3 sessions (e.g. Eurovision Song Contest, LGBTIQ health report...). You are welcome to bring in your own suggestions, which we will examine in more detail in these sessions. The sessions will consist of a mixture of input, group discussion, individual work (e.g. with texts) and reflective questions.