GEND 1106OL - Introduction to Gender Studies

Online - Semester 1 - 2021

Gender is encountered in every aspect of our lives. It informs public debate, legislation, how much money we earn, who dies younger and our exposure to risk and sexual violence. The course examines contemporary gender relations in Australian society, in our everyday lives, the school, the workplace, and the home. To what extent can we explain these relations in terms of women's and men's choices and to what extent in terms of masculinities and femininities, laws and institutions, and the distribution of power and resources in Australian society? The ways that ethnicity, 'race' and class modify and give meaning to gender debates in an Australian and international context will also be a central concern.

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Course Details

Course Code	GEND 1106OL
Course	Introduction to Gender Studies
Coordinating Unit	Sociology, Criminology and Gender Studies
Term	Semester 1
Level	Undergraduate
Location/s	Online
Units	3
Contact	Up to 3 hours per week online
Available for Study Abroad and Exchange	Y
Incompatible	GSSA 1006, GEND 1106
Assessment	Online participaton 10%, Lead discussant 15%, Minor Essay 30%, Major Essay 40%, Quiz 5%.

Course Staff

Course Coordinator: Professor Megan Warin

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

	Investigate issues and debates around gender, particularly in relation to Australian society.
	Identify and explain the ways in which gender shapes our everyday lives through the intersections of gender, race, class, sexuality, age, religion, culture, and nation.
	Discuss the ways in which systems of power, privilege, and oppression shape our experiences as individuals and members of communities.
	Develop a critical vocabulary that includes key theoretical debates in historical and contemporary gender studies.
	Demonstrate research literacy, through library searches, research techniques and skills, development of argument, and academic referencing.
	Write logical and coherent arguments based on evidence, and engage in critical debate.
	Work with others in the exploration of ideas and to collectively develop arguments and negotiate solutions to problems.

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)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,2,3,4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2,3,5,6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3,6,7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	5,6,7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1,2,3
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1,2,3,7

Learning & Teaching Modes

No information currently available.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

WORKLOAD - STRUCTURED LEARNING	TOTAL HOURS
1 x 2-hour lecture per week	20
1 x 1-hour tutorial per week	10

WORKLOAD - SELF-DIRECTED LEARNING	TOTAL HOURS
6 hours reading per week	72
2 hours research per week	24
2 hours assignment preparation per week	24
3 2 hour online group discussions/ emailing in preparation for lead discussant post per semester	6

Learning Activities Summary

WEEK	LECTURE TOPIC
1	Introduction to the Course
2	Feminism and Social Change
3	Social Formation of Gender
4	Hegemonic Masculinity and the Gender Order
5	Indigenous Feminisms and Intersectionality
6	Islamic Feminism and The Veil
7	Queering Gender, Critiquing Heterosexuality
8	Intersectional Text Analysis
9	Gender and Violence
10	Sexual Subjectification
11	Staff Consultations
12

Small Group Discovery Experience

SGDE’s include, but are not limited to, working in small groups (of about 3 people) to deliver a class presentation on a lead discussant post each week. There will be interaction with the tutor in the preparation, delivery, and feedback stages of this task.

Online tutorials for most weeks consist of small group discussions on the weekly topics, with tasks including textual analysis and close readings of key texts. There will be interaction with the tutor during these activities.

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	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Online Activities	Formative and Summative	25 %	1-7
1000 word minor essay	Formative and Summative	30 %	1-7
2500 word major essay	Formative and Summative	45 %	1-7

Assessment Related Requirements

Students must attend 8/10 tutorials in order to be eligible for the tutorial participation grade.

Assessment Detail

Tutorial Attendance and Participation: Students will be required to attend tutorials and actively contribute in tutorial discussions demonstrating knowledge they have gained from the lecture and set readings.
Online activities: Students will be required to participate in online tutorials knowledge they have gained from the lecture and set readings. They will need to choose one week in which to prepare a short online presentation and le

1000 word essay: Students will be required to write a 1000 word essay on the social formation of gender.

2500 word essay: Students will be required to write a 2500 word essay from a selction of essay topics. The essay topics enable students to critically discuss concepts covered in this course, and to develop argument based on extended reading.

Submission

No information currently available.

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 .

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

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