GSSA 2018 - Gender and Sexuality: Contemporary Perspectives
North Terrace Campus - Semester 1 - 2014
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General Course Information
Course Details
Course Code GSSA 2018 Course Gender and Sexuality: Contemporary Perspectives Coordinating Unit Sociology, Criminology and Gender Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 3 hours per week Prerequisites 12 units of Level I study Assessment tutorial participation (10%), 800 word key concepts paper (25%), group work (25%), 2000 word research essay (40%) Course Staff
Course Coordinator: Dr Pam Papadelos
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Identify major theoretical debates in Gender and Sexuality Studies. 2 Recognise critical theories and key theorists in Feminism, Masculinity Studies, Queer Theory, and Poststructuralism. 3 Understand and articulate the political and social dimensions of multiple sexual and gendered orientations. 4 Apply theoretical knowledge to social problems. 5 Challenge binaries that structure western thought around gender and sexuality, including sex/gender, man/woman, homosexual/heterosexual. 6 Work with others in the exploration of ideas and to collectively negotiate solutions to problems 7 Construct a clear well-argued paper in response to a research question 8 Use technologies relevant to the University learning environment University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 5 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 6, 7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 6 Skills of a high order in interpersonal understanding, teamwork and communication. 6 A proficiency in the appropriate use of contemporary technologies. 8 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3 -
Learning Resources
Required Resources
Gender and Sexuality Reader
The reader can be purchased from the Image and Copy Centre, level 1 Hughes Building open from 10am until 4pm. A copy of the reader will also be lodged in the Reserve Collection of the Barr Smith Library.Recommended Resources
A further reading list will be provided for each topic in the Course Guide, including excerpts from:
Beasley, C. (2005). Gender & Sexuality: Critical Theories, Critical Thinkers. London: SAGE.
Braidotti, R. (1994). Nomadic Subjects: Embodiment and Sexual Difference in Contemporary Feminist Theory. New York: Columbia University Press.
Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. London and New York, Routledge.
Connell, R. W. (2002). Gender. Malden, MA and Cambridge, UK, Blackwell Publishers.
Derrida, J. (1976). Of Grammatology (Translated by Gayatri Chakravorty Spivak, Trans.). Baltimore and London: The Johns Hopkins University Press.
Foucault, M. (1976). The History of Sexuality, Vol. 1 (R. Hurley, Trans.). Harmondsworth: Penguin.
Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972-1977. Brighton, Sussex: Harvester Press.
Gatens, M. (1996). Imaginary Bodies: Ethics, Power and Corporeality. London and New York: Routledge.
Grosz, E. (1989). Sexual Subversions: Three French Feminists. Sydney: Allen and Unwin.
Irigaray, L. (1985). Speculum of the Other Woman. New York, Cornell University Press.
Lloyd, G. (Ed.). (2002). Feminism and history of philosophy. Oxford : Oxford University Press.
Marinucci, M. (2010). Feminism is Queer: The Intimate Connection Between Queer and Feminist Theory. London: Zed.
Srivastava, S. (Ed.). (2013). Sexuality Studies. New Delhi and Oxford: Oxford University Press.
Stryker, S. and A. Z. Aizura (Eds.) (2013). The Transgender Studies Reader 2. New York, Routledge.
Tong, R. (1989). Feminist Thought: A Comprehensive Introduction. London: Westview Press, Inc.Online Learning
The Gender Studies and Social Analysis homepage on the Barr Smith Library site has a list of resources that are useful. Click on the following link:
http://libguides.adelaide.edu.au/gender_work_socialinquiry
The MyUni site contains some additional resources and materials that will compliment the material in the reader. Lecture slides will be uploaded each week after the lecture. -
Learning & Teaching Activities
Learning & Teaching Modes
This course comprises of reading material and recorded lectures supported by tutorial discussion. Students are required to read all the set readings, listen to all the lectures in this course and participate in tutorials.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students will commit a total of 156 hours over the semester.Learning Activities Summary
Week 1. Introduction
Week 2. Theory and feminist praxis: The sexual subject
Week 3. Continental philosophy and feminist theory
Week 4. Subjectivity: Feminist positions (Radical, Liberal, Materialist etc)
Week 5. Derrida and deconstruction: Defining ‘woman’
Week 6. Foucault: Language and discourse
Week 7. Psychoanalysis: Freud and Lacan
Week 8. Psychoanalysis and French Feminism
Week 9. Corporeality: Grosz, Gaten and Disprose
Week 10. Judith Butler’s Gender Performativity
Week 11. Presentations
Week 12. Conclusion: Intersections of gender and sexuality -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Assessment Type Learning Objectives
Tutorial Participation Formative 1,2,3,4,5,6,8 Key Concepts Paper Summative 1,2,3,4,5,7 Group Work Formative and Summative 1,2,3,4,5,6,8 Research Essay Summative 1,2,3,4,5,7 Assessment Related Requirements
Not ApplicableAssessment Detail
Tutorial Participation
Attend and actively participate in tutorial discussions. You will be assessed on the level of your contribution.
Assessment criteria:
Attend ALL tutorials
Undertake the required readings
Demonstrate knowledge of the readings through regular contribution to discussion
Engage in debate on the topic
Key Concepts Paper (1000 words)
Answer set question in essay format.
Assessment criteria:
Evidence that critical thinking has been applied – awareness of a number of different theoretical frameworks.
Demonstrated understanding of concepts and theories in the lectures and readings through their definition and application.
Appropriate referencing of sources and ideas.
Correct spelling and grammar.
Clarity, cohesion and fluency of writing.
Group Work – Weighting 25% (Wiki postings)
In groups, students will select an issue to explore (students to brainstorm issues; possible issues include, Gay Marriage, the rise of raunch culture, sex tourism, division of labour and sexualisation of children). They will work together to develop a comprehensive profile on a chosen issue, which will include an academic bibliography and popular representations, such as media reports etc. Students will create a Wiki page on the issue. Students will give feedback to each other on the quality of the pages.
Assessment criteria:
Evidence that critical thinking has been applied.
Demonstrated understanding of concepts and theories in the lectures and readings through their definition and application.
Appropriate referencing of sources and ideas.
Correct spelling and grammar.
Clarity, cohesion and fluency of writing.
In-depth research on a contemporary issue
Demonstrate ability to work in groups
Research Essay (2500 words)
A list of essay questions will be circulated in week 8. Students will choose one questions from the list.
Assessment criteria:
Evidence that critical thinking has been applied.
Demonstrated understanding of concepts and theories in the lectures and readings through their definition and application.
Quality, sophistication and perceptiveness of analysis
Demonstrate familiarity with relevant primary and secondary material
Appropriate referencing of sources and ideas
Structure, nature and organisation of the material presented (including length).
Correct spelling and grammar.
Clarity, cohesion and fluency of writing.Submission
Your assignments in this course must be submitted ONLINE via the relevant MyUni course site (specific instructions are provided under the Assignment tab).Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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