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240079 SE VM6 / VM7 - Gender and Development in the Global South (2024S)
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 02.09.2024 10:00 to We 11.09.2024 10:00
- Deregistration possible until We 11.09.2024 10:00
Details
max. 20 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Monday 16.09. 10:00 - 12:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Monday 16.09. 14:00 - 16:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Tuesday 17.09. 10:00 - 12:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Tuesday 17.09. 14:00 - 16:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Wednesday 18.09. 10:00 - 12:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Wednesday 18.09. 14:00 - 16:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Monday 23.09. 10:00 - 12:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Monday 23.09. 14:00 - 16:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Tuesday 24.09. 10:00 - 12:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
- Tuesday 24.09. 14:00 - 16:30 Seminarraum SG2 Internationale Entwicklung, Sensengasse 3, Bauteil 1
Information
Aims, contents and method of the course
Assessment and permitted materials
The final paper should be at most 3000 words with references. It allows students to explore a topic, case study, methodological approach, or theoretical approach of their interest. Students are encouraged to engage with the literature from the course. Still, they can engage with other theoretical concepts that may not necessarily be introduced or discussed in the course. The final paper should be submitted in a Word format at the end of November 2024. Students are free to choose their referencing style.
Minimum requirements and assessment criteria
Assessment and Grading
The assignments and grade distribution will constitute the following:
Reading, reflection memos and discussion questions: 15%
Attendance and class participation 15%
Position papers and debate presentations in class 30%
Final paper 40% (deadline Nov. 30th)
The assignments and grade distribution will constitute the following:
Reading, reflection memos and discussion questions: 15%
Attendance and class participation 15%
Position papers and debate presentations in class 30%
Final paper 40% (deadline Nov. 30th)
Examination topics
Reading, reflection memos and discussion questions per reading session: Reading of the literature is critical to the course requirements. Students are encouraged to read the literature in advance and write a brief memo of 400 words engaging with the literature. Memos must be concluded with two questions for discussion in the class. Two memos would be required based on the readings due on the 18th of September 2024 and the 23rd of September 2024. Students would be required to submit two memos based on any of the readings of the choice within the proposed two deadlines. Questions raised in these memos would have become apparent at the end of the course.
Attendance and Participation:
Attendance and active participation are requirements for this seminar course because the lectures will provide the foundations for further discussions and debates in the class. Therefore, students must attend the whole week’s session. The discussion questions from the reading memos will be discussed in class in the first two sessions and the fourth session. Students are encouraged to engage in class discussions and debates throughout the course actively.
Position papers and debate presentations in class:
We will hold two class debates, one in the third and another in the fourth-day session. The idea of the debate is to enable the students to discuss the different topics on gender and development from various perspectives and explore the issues from theoretical perspectives to interventions for gender equality. Students will form four groups and choose from three proposed questions to be debated for and against in the class. Before the debate, the four groups will meet, choose a topic, write a position paper, and plan how they will present their debate in class. A position paper not exceeding 1500 words will be written and must be submitted to the instructor a day before the debate in the class (preferably 17th September 2024).The class debate will proceed with each side presenting its arguments for 15 minutes, followed by rebuttals. The audience will then have 10 minutes to ask both sides questions. Then, we will have a break and engage in a class discussion afterwards.
Debate Questions to Choose Two
1. Should the Global South prioritise developing its own gender and development theories, or can existing frameworks be effectively adapted to address regional specificities (Pros & Cons groups)
2. While intersectionality acknowledges women's overlapping inequalities in the Global South, can development interventions effectively address these complexities without significant structural changes? (Skeptics vs. Optimists groups)
3. Does gender mainstreaming and empowerment, despite its widespread adoption, actually achieve gender equality in the Global South, or does it risk becoming a bureaucratic exercise without addressing the root causes of inequality? Or
4. Can gender mainstreaming achieve gender equality and inclusive development in the Global South, or does it require a more transformative approach? (Mainstreamers vs. Transformations groups)
Attendance and Participation:
Attendance and active participation are requirements for this seminar course because the lectures will provide the foundations for further discussions and debates in the class. Therefore, students must attend the whole week’s session. The discussion questions from the reading memos will be discussed in class in the first two sessions and the fourth session. Students are encouraged to engage in class discussions and debates throughout the course actively.
Position papers and debate presentations in class:
We will hold two class debates, one in the third and another in the fourth-day session. The idea of the debate is to enable the students to discuss the different topics on gender and development from various perspectives and explore the issues from theoretical perspectives to interventions for gender equality. Students will form four groups and choose from three proposed questions to be debated for and against in the class. Before the debate, the four groups will meet, choose a topic, write a position paper, and plan how they will present their debate in class. A position paper not exceeding 1500 words will be written and must be submitted to the instructor a day before the debate in the class (preferably 17th September 2024).The class debate will proceed with each side presenting its arguments for 15 minutes, followed by rebuttals. The audience will then have 10 minutes to ask both sides questions. Then, we will have a break and engage in a class discussion afterwards.
Debate Questions to Choose Two
1. Should the Global South prioritise developing its own gender and development theories, or can existing frameworks be effectively adapted to address regional specificities (Pros & Cons groups)
2. While intersectionality acknowledges women's overlapping inequalities in the Global South, can development interventions effectively address these complexities without significant structural changes? (Skeptics vs. Optimists groups)
3. Does gender mainstreaming and empowerment, despite its widespread adoption, actually achieve gender equality in the Global South, or does it risk becoming a bureaucratic exercise without addressing the root causes of inequality? Or
4. Can gender mainstreaming achieve gender equality and inclusive development in the Global South, or does it require a more transformative approach? (Mainstreamers vs. Transformations groups)
Reading list
Examples (more on the platform)Concepts of gender and developmentRisman, B. J. (2004). Gender as a social structure: Theory wrestling with activism. Gender & Society, 18(4), 429-450.
Moser, Caroline. 1993. Gender Planning and Development: Theory, Practice and Training. Routledge. (Chapter 1)
The evolving field: from women to gender
Razavi, Shahrashoub and Carol Miller. 1995. From WID to GAD: Conceptual Shifts in the Women and Development Discourse. Geneva: United Nations Research, Institute for Social Development.
Cornwall, A., & Rivas, A. M. (2015). From ‘gender equality and ‘women’s empowerment’ to global justice: reclaiming a transformative agenda for gender and development. Third World Quarterly, 36(2), 396-415.Contending perspectives: power and inequality
Mohanty, C. T. (1984). Under Western eyes: Feminist scholarship and colonial discourses. Boundary 2, 333-358.
Nnaemeka, O. (2004). Nego-feminism: Theorizing, practising, and pruning Africa’s way. Signs: Journal of women in culture and society, 29(2), 357-385.Empowerment and mainstreaming
Kabeer, N. (1994). Reversed realities: Gender hierarchies in development thought. Verso. (Chapter 9: Empowerment from Below: Learning from the Grassroots. Pages 223-263)
Ransom, E., & Bain, C. (2011). Gendering agricultural aid: an analysis of whether international development assistance targets women and gender. Gender & Society, 25(1), 48-74.Agriculture, environment and gender
Resurrección, B. P. (2017). Gender and Environment in the Global South: From ‘women, environment, and development to feminist political ecology. In Routledge Handbook of Gender and Environment (pp. 71-85). Routledge.
Agarwal, B. (1994). Gender and command over property: A critical gap in economic analysis and policy in South Asia. World Development, 22(10), 1455-1478.
Carney, J. (2017). Converting the wetlands, engendering the environment: the intersection of gender with agrarian change in the Gambia. In Development (pp. 133-152). Routledge.
Work and gender relations (formal, informal, globalisation)
Collins, J. L. (1993). Gender, contracts and wage work: agricultural restructuring in Brazil's Sao Francisco Valley. Development and change, 24(1), 53-82.
Adams, T., Gerber, J. D., & Amacker, M. (2019). Constraints and opportunities in gender relations: Sugarcane outgrower schemes in Malawi. World Development, 122, 282-294.
Buss, D., Rutherford, B., Stewart, J., Côté, G. E., Sebina-Zziwa, A., Kibombo, R., ... & Lebert, J. (2019). Gender and artisanal and small-scale mining: implications for formalisation. The Extractive Industries and Society, 6(4), 1101-1112.Health
• Laverack, G. (2006). Improving health outcomes through community empowerment: a review of the literature. Journal of Health, Population and Nutrition, 113-120.
• Naeem Akram, N. A., Abdul Hamid, A. H., & Akram, M. I. (2019). Role of women empowerment in utilization of maternal healthcare services: evidence from Pakistan.Education
• Unterhalter, E. (2005). Fragmented frameworks? Researching women, gender, education and development. Beyond access: Transforming policy and practice for gender equality in education, 15-35.
• Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annu. Rev. Sociol, 34(1), 319-337.Agriculture
• Huyer, S. (2016). Closing the gender gap in agriculture. Gender, Technology and Development, 20(2), 105-116.
• Agarwal, B. (1997). 'Bargaining and gender relations: Within and beyond the household. Feminist economics, 3(1), 1-51.Equality
• Moser, C. O. (2017). Gender transformation in a new global urban agenda: challenges for Habitat III and beyond. Environment and Urbanization, 29(1), 221-236.
• Nussbaum, M., (1999). Women and equality: The capabilities approach. International Labour Review, Vol. 138 (1999), No. 3
• Waisath, W., Perry, N., Latz, I., Raub, A., Sprague, A., Assi, T. M., & Heymann, J. (2014). Closing the Gender Gap: a Summary of Findings and Policy Recommendations.
Moser, Caroline. 1993. Gender Planning and Development: Theory, Practice and Training. Routledge. (Chapter 1)
The evolving field: from women to gender
Razavi, Shahrashoub and Carol Miller. 1995. From WID to GAD: Conceptual Shifts in the Women and Development Discourse. Geneva: United Nations Research, Institute for Social Development.
Cornwall, A., & Rivas, A. M. (2015). From ‘gender equality and ‘women’s empowerment’ to global justice: reclaiming a transformative agenda for gender and development. Third World Quarterly, 36(2), 396-415.Contending perspectives: power and inequality
Mohanty, C. T. (1984). Under Western eyes: Feminist scholarship and colonial discourses. Boundary 2, 333-358.
Nnaemeka, O. (2004). Nego-feminism: Theorizing, practising, and pruning Africa’s way. Signs: Journal of women in culture and society, 29(2), 357-385.Empowerment and mainstreaming
Kabeer, N. (1994). Reversed realities: Gender hierarchies in development thought. Verso. (Chapter 9: Empowerment from Below: Learning from the Grassroots. Pages 223-263)
Ransom, E., & Bain, C. (2011). Gendering agricultural aid: an analysis of whether international development assistance targets women and gender. Gender & Society, 25(1), 48-74.Agriculture, environment and gender
Resurrección, B. P. (2017). Gender and Environment in the Global South: From ‘women, environment, and development to feminist political ecology. In Routledge Handbook of Gender and Environment (pp. 71-85). Routledge.
Agarwal, B. (1994). Gender and command over property: A critical gap in economic analysis and policy in South Asia. World Development, 22(10), 1455-1478.
Carney, J. (2017). Converting the wetlands, engendering the environment: the intersection of gender with agrarian change in the Gambia. In Development (pp. 133-152). Routledge.
Work and gender relations (formal, informal, globalisation)
Collins, J. L. (1993). Gender, contracts and wage work: agricultural restructuring in Brazil's Sao Francisco Valley. Development and change, 24(1), 53-82.
Adams, T., Gerber, J. D., & Amacker, M. (2019). Constraints and opportunities in gender relations: Sugarcane outgrower schemes in Malawi. World Development, 122, 282-294.
Buss, D., Rutherford, B., Stewart, J., Côté, G. E., Sebina-Zziwa, A., Kibombo, R., ... & Lebert, J. (2019). Gender and artisanal and small-scale mining: implications for formalisation. The Extractive Industries and Society, 6(4), 1101-1112.Health
• Laverack, G. (2006). Improving health outcomes through community empowerment: a review of the literature. Journal of Health, Population and Nutrition, 113-120.
• Naeem Akram, N. A., Abdul Hamid, A. H., & Akram, M. I. (2019). Role of women empowerment in utilization of maternal healthcare services: evidence from Pakistan.Education
• Unterhalter, E. (2005). Fragmented frameworks? Researching women, gender, education and development. Beyond access: Transforming policy and practice for gender equality in education, 15-35.
• Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annu. Rev. Sociol, 34(1), 319-337.Agriculture
• Huyer, S. (2016). Closing the gender gap in agriculture. Gender, Technology and Development, 20(2), 105-116.
• Agarwal, B. (1997). 'Bargaining and gender relations: Within and beyond the household. Feminist economics, 3(1), 1-51.Equality
• Moser, C. O. (2017). Gender transformation in a new global urban agenda: challenges for Habitat III and beyond. Environment and Urbanization, 29(1), 221-236.
• Nussbaum, M., (1999). Women and equality: The capabilities approach. International Labour Review, Vol. 138 (1999), No. 3
• Waisath, W., Perry, N., Latz, I., Raub, A., Sprague, A., Assi, T. M., & Heymann, J. (2014). Closing the Gender Gap: a Summary of Findings and Policy Recommendations.
Association in the course directory
VM6/VM7
Last modified: Su 15.09.2024 18:06
This seminar course examines the complex relationship between gender and development in the countries of the Global South. We will explore how gender roles, identities, and inequalities are shaped by and shape development processes. We will explore theoretical frameworks focusing on key concepts like empowerment, gender mainstreaming, and intersectionality for understanding gender inequalities, analyse the differential impacts of development policies on women and men, and critically evaluate strategies for promoting gender equality and women's empowerment using case studies from the global south.
The seminar aims to apply the theories and theoretical debates you have been introduced to in the master programme and confront them with empirical cases from reality. The case studies will include examples from across the Global South regions covering different sectors, including agriculture, artisanal small-scale mining, issues of production (formal and informal work), reproduction (health, maternity health), the family/household nexus (where production and reproduction meet) and environment-specific challenges and opportunities faced by diverse groups of women and men in the Global South. Finally, we will explore strategies and challenges for promoting gender equality and inclusive development. By paying attention to global and intersecting inequalities, we will critically examine and debate how the gender and development sphere can be more inclusive and equitable in the global south.Learning Objective:
Gain a critical understanding of key concepts in gender and development, including gender mainstreaming, empowerment, and intersectionality.
Analyse the historical evolution of gender and development approaches.
Critically evaluate the impact of development policies on women and men in various sectors, such as education, health, and economic development.
Examine the role of gender in processes of social change, including globalisation and environmental degradation.
Develop research and critical analysis skills through reading, writing, and class discussions.Course Structure, Methods and Requirements:
The course combines lectures, student-led discussions, and a wrap-up session. Lectures in the first three days provide theoretical foundations and case studies exploring gender and development in the Global South. The highly interactive seminar will combine lectures with student-led discussions and debates. Throughout the first four days, we will establish the theoretical foundation and explore real-world applications through case studies on gender-specific development issues in the Global South, including agriculture, gender and environment, education, informality, and health. We will grapple with critical concepts like empowerment, mainstreaming, nego-feminism, and engaging men, examining the challenges of applying these concepts and the theories to real-life scenarios. Students will actively participate by leading discussions, presenting case studies, and engaging in the debates. Two debates will be conducted for active class engagement and discussions. The instructor will provide closing remarks and insights throughout the week, ensuring a comprehensive understanding. The closing session at the end of the course will bring it all together, reflecting on the gender and development issues that emerged from the debate sessions and providing some concluding remarks.