Global utvikling og samfunnsplanlegging, masterprogram
On completion of this course the students should
have thorough knowledge of theories, concepts, and models of gender and development
be able to critically analyze and discuss dominant discourses on gender and development
be able to critically link theoretical approaches to empirical cases and have knowledge of and ability to discuss aspects of the gender and development debates up against everyday life practices in different contexts
be able to critically discuss and analyze theoretical and policy approaches to the concept of gender in a cross-cultural perspective
The main aim of the course is to develop knowledge on theories, concepts and approaches to gender and development and enable the student to critically reflect upon different theories and approaches. The course offers a critical and contextual perspective on both development and gender and is divided into four modules:
Module 1 introduces dominant discourses on gender in development, ideas of female empowerment as well as more critical approaches.
Module 2 presents research on femininity and masculinity in various cultural and social contexts, highlighting how gender must not be understood as a focus on women alone, but rather on relational aspects.
Module 3 aims at generating an understanding of the interplay between hegemonic discourses on gender and development and everyday life, local agency and contexts.
In module 4 we seek to engage in critical reflections about the theory- practice nexus and the challenges of dominating discourses influencing policy and thus men and women's lives worldwide.
Undervisnings- og læringsformer
Netbased teaching through Canvas. Estimated workload, 27 hours per credit.
Portfolio assessment including hand-ins, activities and contributions during the course. A study guide and calendar will provide more detailed information at the beginning of the semester. The grades A-F are used (ECTS grading scale).
The study programme manager decides, in cooperation with student representative, the form of student evaluation and whether the course is to have a midway or end of course evaluation in accordance with the quality system for education, chapter 4.1