ASOA15088U Gender, sexuality and social class

Volume 2019/2020
Education

Elective course

Course package (MSc 2015):

Welfare, inequality and mobility
Knowledge, organisation and politics
Culture, lifestyle and everyday life

Content

This course positions us as gendered, sexual and classed subjects and considers how we can draw on various theoretical resources to understand everyday practices and issues.  Throughout the course we will read seminal and differently engaging texts to help us think through the themes foregrounded.  Critically, we will also consider the methodological approaches to studying gender, sexuality and class and how these variously offer insights into processes that shape possibilities for subjecthood, relations of inequality and sociability.

Learning Outcome

Knowledge

  • Students must relate the specific issues related to gender, sexuality and social class they are examining to relevant concepts and other scholarly research in related fields of study.
  • Students will be able to articulate how gender, sexuality and social class are co-constitutive of one another.
     

Skills

  • Students will be able to do this by justifying the theoretical approach taken, and arguing why it offers important insights into the topic being studied.
  • Students will be asked to display a reflexive engagement with the topics studied, interweaving theoretical resources to facilitate a deeper engagement with the affective and discursive positions taken.
     

Competencies

Students must prepare notes from various assigned reading to share with their student peers, as well as presenting a critical analysis of readings and draft portfolio pieces in class.

Literature

Some of the key texts we will read include (this is not an exhaustive list):

  • Harriet Bjerum Nielsen (2017) Feeling Gender. London: Palgrave Macmillan.
  • Skeggs, B. (1997). Formations of Class and Gender: Becoming Respectable. Thousand Oaks, CA, Sage.
  • Pomerantz, S. & Raby, R. (2018): Bodies, hoodies, schools, and success: post-human performativity and smart girlhood, Gender and Education, online 18 October 2018
  • Fine, C. (2017) Testosterone Rex London: Icon Books.
  • Connell, R. W. and J. W. Messerschmidt (2005). "Hegemonic Masculinity: Rethinking the Concept." Gender and Society 19(6): 829-859.
  • Ahmed, S. (2017) Living a feminist life. Duke, NC: Duke University Press
  • McDowell, L., & Harris, A. (2019). Unruly bodies and dangerous spaces: Masculinity and the geography of ‘dreadful enclosures.’ Urban Studies, 56(2), 419–433.
  • Ivinson, G. and E. Renold (2013). "Valleys' girls: re-theorising bodies and agency in a semi-rural post- industrial locale." Gender and Education 25(6): 704-721.
  • Maxwell, C. and P. Aggleton (2014). "Agentic practice and privileging orientations among privately educated young women." The Sociological Review 62(4): 800-820.
  • N. Henry and A. Powell. (2014) (eds) Preventing Sexual Violence: Interdisciplinary approaches to overcoming a rape culture. Basingstoke, Palgrave Macmillan.
  • Fresnoza-Flot, A. (2009) Migration status and transnational mothering: the case of Filipino migrants in France, Global Networks, Vol.9(2), pp.252-270
  • Lan, P. (2003). Negotiating Social Boundaries and Private Zones: The Micropolitics of Employing Migrant Domestic Workers. Social Problems, 50(4), 525-549.
  • Bach, A. S. & Aarseth, H. (2016) Adaptation, equality, and fairness. Towards a sociological understanding of ‘the supportive husband’, NORMA, 11:3, 174-189.
  • Sümer, S., Halsaa, B. & Roseneil, S. (2014) Gendered Citizenship in a Multidimensional Perspective: The Challenges Facing Norway within the Nordic Model, NORA - Nordic Journal of Feminist and Gender Research, 22:4, 283-298.
  • Sanders, T., Connelly, L., & King, L. J. (2016). On Our Own Terms: The Working Conditions of Internet- Based Sex Workers in the UK. Sociological Research Online, 21(4), 1–14.
  • Huysamen, M. (2018). Reflecting on the interview as an erotic encounter. Sexualities, online 19 December
  • Rooke, A. (2009). "Queer in the Field: On Emotions, Temporality, and Performativity in Ethnography." Journal of Lesbian Studies 13(1): 149-160.
  • Ringrose, J. & Lawrence, E. (2018) Remixing misandry, manspreading, and dick pics: networked feminist humour on Tumblr, Feminist Media Studies, 18:4, 686-704.
  • Kofoed, J. & Ringrose, J. (2012) Travelling and sticky affects: Exploring teens and sexualized cyberbullying through a Butlerian-Deleuzian-Guattarian lens, Discourse: Studies in the Cultural Politics of Education, 33:1, 5-20.
NA
NA
Lectures, group discussion, student presentations of readings, peer and lecturer formative feedback on portfolio writing
Course qualifies for inclusion towards the interdisciplinary Gender Certificate initiative of UCPH.
  • Category
  • Hours
  • Exam
  • 30
  • Lectures
  • 28
  • Preparation
  • 148
  • Total
  • 206
Continuous feedback during the course of the semester
Peer feedback (Students give each other feedback)

Students will be encouraged to share their portfolio writing tasks with one another, and be guided to provide constructive peer feedback before it is submitted for summative assessment

Credit
7,5 ECTS
Type of assessment
Portfolio under invigilation
Individual or group.
A portfolio assignment is defined as a series of short assignments during the course that address one or more set questions and feedback is offered during the course. All of the assignments are submitted together for assessment at the end of the course. The portfolio assignments must be no longer than 10 pages.
For group assignments, an extra 5 pages is added per additional student. Further details for this exam form can be found in the Curriculum and in the General Guide to Examinations at KUnet.
Exam registration requirements

Sociology students must be enrolled under either BSc Curriculum 2016 or MSc Curriculum 2015 to take this exam.

Credit students can be at either bachelor or master level

Aid
All aids allowed
Marking scale
7-point grading scale
Censorship form
External censorship
Exam period

Submission dates and time will be available at KUnet, www.kunet.dk. Exchange students and danish full degree guest students please see the homepage of Sociology; http://www.soc.ku.dk/english/education/exams/ and http://www.soc.ku.dk/uddannelser/meritstuderende/eksamen/

Re-exam

Written take-home essay with NEW formulated questions

Individual/group.

A written take-home essay is defined as an assignment that addresses one or more NEW questions. The exam is based on the course syllabus, i.e. the literature set by the teacher. The written take-home essay must be no longer than 10 pages. For group assignments, an extra 5 pages is added per additional student. Further details for this exam form can be found in the Curriculum and in the General Guide to Examinations at KUnet.

 

Criteria for exam assesment

Please see the learning outcome