key information 757g17 and 75718
TRANSCRIPT
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Key Information
Basic Introduction to Gender Studies –
Intersectionality and Change:
Course 1: Introduction to Intersectional Gender
in a transnational world
7,5 ECTS
Course Code 757G18
Please read all information carefully and do not hesitate to contact us if you have
questions or something you would like to discuss.
Syllabus: http://kdb-5.liu.se/liu/fil/kp_detail_print_en.lasso?&ID=2022765
Course coordinator:
Malena Gustavson, Unit of Gender Studies, LiU, [email protected]
Teachers, tutors and equivalent:
Administrator Elisabeth Samuelsson, Tema Department, LiU,
Dr. Malena Gustavson, Gender Studies, [email protected]
Dr. Stina Backman, Gender Studies, [email protected]
Doctoral student Tara Mehrabi, [email protected]
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Professor Madina Tlostanova, Gender Studies, [email protected]
Dr. Anna Lundberg, Gender Studies, [email protected]
Dr. Edyta Just, Gender Studies, [email protected]
Librarian Beatrice Rågård, University Library, LiU, [email protected]
Librarian David Lawrence, University Library [email protected]
Study Counsellor Ida Ekström, Tema Department, [email protected]
Tutors:
Dr. Marietta Radomska, [email protected]
Doctoral student Tara Mehrabi, [email protected]
Doctoral student Justin Makii, [email protected]
MA Vanim Zetreus,[email protected]
This document contains the following information:
Course description, aims, learning objectives, and contents
Forms of teaching
Assignments and deadlines for submission
Lecture/seminar sessions and readings
Time Schedule
Mandatory and optional participation
Assessment
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Course description, aims, learning objectives and contents
Course description
The course provides an introduction and basic overview of intersectional gender
studies and provides overviews and in-depth knowledge of certain aspects, as
regards:
- core theories and analytical cases of current issues, debates and concepts of
Intersectional Gender Studies;
- critical frameworks, references and seminar practices in basic academic writing
within the field of Intersectional Gender Studies
Aims and learning objectives of the course
On completion of the course, the students should able to:
- account for core theories and concepts of Intersectional Gender Studies and social
representations in a an intersectional and transnational perspective;
- demonstrate competence and skill in basic academic writing.
Forms of teaching
This course is a full time course, based on a blended model of learning with
emphasis on one mandatory campus-based intensive study week in which the major
part of the teaching will take place. Some of the lectures during will be recorded and
available on LISAM until the end of the course. Before and after the course there will
be some seminars and tutor sessions in online classrooms. Before the campus week
students will have time to read course literature and prepare for seminars
independently and communicate with each other online in mandatory tutor groups
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(see below). If you cannot attend the mandatory campus week you must contact
Malena Gustavson, [email protected] no later than 25 August for further
instructions for an compensatory assignment (no grading other than pass/fail).
For this course participation in campus week provides 1,5 ECTS (no grading other
than pass/fail)
Tutor and Co-tutor sessions
In between the lecture and seminar sessions you will meet in your tutor group
(mandatory) in which you will be able to further discuss and deepen your
knowledge together with the other students and a tutor that will facilliate the
disucssion. You prepare by writing a study report – a Reflection Diary (RD) – in
which you reflect on the readings and also prepare questions for the seminars. The
tutor will contact you by the course start with more instructions and with
information of your group. There will also be two tutor meetings during the campus
week.
After the campus week you will engage in one co-tutor meeting, still within the
same group but this time on your own (co-tutor group meetings will continue
throughout the term if you have signed up for the whole course of 30 credits,
757G17). The group will share responsibility of co-tutoring on a rotating basis. When
it is your turn to co-tutor you are responsible for calling the group to a meeting within
the time frame (see schedule); collect and submit a short report on the discussion (only a
few lines, approximately one page). The report should also contain a list of
participants of the session.
The task for the last co-tutor meeting is to write an RD in which you will make a
summary reflection of content of the course as a whole. Share your reflectins with the
group and discuss your refelctions together in the group and the co-tutor will compile
a report on the discussion and upload it in the file Co-tutor report in Collaborative
workspace, Lisam.
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Everybody in the group should approach the meetings and tasks in a helpful and
supportive ways. Writing Reflection Diaries could be a method to prepare and
discuss during the meeting.
Active participation in tutor and co-tutor meetings are essential for the learning
outcome. Participation in all four sessions is evaluated as 1,5 credits of the course (no
grading other than pass/fail). If you miss one session you will have to notify your
tutor and send in a complementary reflection diary for the missing week, this
includes the co-tutor session in September. These should be 1,5-2 pp (Times new
roman, 12 pt, 1,5 space) and actively refer to course literature, including correct
referencing. Complementary RD’s shold be sent to your tutor no later than 26 September
16.00.
Assignment
Here is the assignment:
Intersectionality is an analytical approach and theoretical perspective in gender
studies. It suggests a basic understanding of identity politics discussions, and as
such intersectionality is continually contested and redefined by sholars and by
activists.
A. What is intersectionality? Please describe and account for, with your own
words and with quotes and references to the course literature, the basic ideas
and perspectives of intersectional gender studies as described and discussed
in the course literature and the lectues and seminars (3-4 pp).
B. Could you find corresponding views in identity politics between different
fields that are discussed in this course, such as queer, transnational feminism,
sexual difference or new materialism. Choose to fields and refer to the course
literature and if you wish discuss what has been mentioned during the
lectures and seminars. (1-1,5 pp)
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C. Could you mention one or two critical points in which the concept/
perspectives of intersectionality and identity politics is being problematised.
(1-1,5 pp)
Your assignment will aslo be assessed in relation to academic writing and correct
referencing.
The assignment should be written with Times New Roman, 12 pt, 1,5 spacing.
Approx. 5 pp (and no more than maximum 7 pages), excluding references and
bibliography. The assignment provides 4,5 ECTS and will be grading acording to the
Bologna system.
The assignments are anonymous and you MUST mark your ssignment with the
anonymous student id-number that will be provided when you log in to LISAM
Submission.
Sumit your two answers in LISAM >Submission > Assignment no later than 23
September 23.00.
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Lectures, seminars and readings
Please note:
Intensive readings should be studied in-depth.
Extensive readings can be read at a more surface level.
All dates and times mentioned are based on Central European Time (CET)
Live Introduction online seminar
Teacher: Malena Gustavson
22 August: Course introduction for programme students and single subject students.
For time details, see schedule below.
Tutor meetings
The meeting links will also be sent to you by your tutor when you are informed
which group you belong to and send you a link to your online meeting room. If you
have not received an email from any tutor before 25 August please check your spam
box or contact: [email protected]
Lectures and preparations for campus week
Introduction to Gender and Intersectionality Studies: Core Concepts
Teacher: Malena Gustavson
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About this lecture and seminar: This first lecture and seminar will introduce the core
concepts of gender and intersectionality studies, how social categories represents
identities, how bodies are coded with significations and how power relationships
organises institutions and every day life in dynamic processes. The lecture will present
some key texts (see readings) and we continue the discussion in the form of a ‘world
café’ – were we travel between different thematic fields and together continue the
discussions and reflections on these concepts.
Seminar preparations: Please read the course literature
Intensive readings
hooks, bell (2000): Feminism is for Everybody. Passionate Politics Please read Introduction
+ chapters 1-4; 7-8; 10. (47 pp). Available at:
https://excoradfeminisms.files.wordpress.com/2010/03/bell_hooks-
feminism_is_for_everybody.pdf [Accessed 2016-08-02]
Cho, Sumi; Kimberlé Williams Crenshaw, and Leslie McCall (2013): “Toward a Field
of Intersectionality Studies: Theory, Applications, and Praxis”. In: Signs, Vol. 38, No.
4; pp. 785-810. (35 pp) Available at:
https://tryingtothrivenotjustsurvive.files.wordpress.com/2014/07/toward-a-field-of-
intersectionality-studies-theory-applications-praxis-2013.pdf [Accessed 2016-08-02]
Extensive readings:
Hooks, bell (2000): Feminism is for Everybody. Passionate Politics. South End Press:
Cambridge MA. (68 pp). Available at:
https://excoradfeminisms.files.wordpress.com/2010/03/bell_hooks-
feminism_is_for_everybody.pdf [Accessed 2016-08-02]
Lorde, Audre (2007/1984): “The Master’s Tools Will Never Dismantle the Master’s
House.” In:. Sister Outsider: Essays and Speeches. Ed. Berkeley, CA: Crossing Press.
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110-114. (3 pp). Available at: http://collectiveliberation.org/wp-
content/uploads/2013/01/Lorde_The_Masters_Tools.pdf [Accessed 2016-08-02]
Collins, Patricia Hill (1998): ”It’s all in the family: intersections of gender, race and
nation” I: Hypatia, vol. 13:3, 1998. pp. 62-82. (20 pp). Available at:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.6652&rep=rep1&type=
pdf [Accessed 2016-08-02]
Queer theory and queer contexts
Teacher: Malena Gustavson
This intro will give you some basic orientation and contextualisation in queer theory,
its critical views and its influence on gender and intersectionality studies and its
activist roots.
Seminar preparations: please read the course literature + watch this film: “Cold
Star”, Kai Stänicke, 7, 03 mins: https://youtu.be/zPaF7UWosgk, accessed: 2016-06-29
Intensive readings
Butler, Judith (1993): ‘Imitation and Gender Insubordination’ In: The Lesbian and Gay
Studies Reader. Ed. Henry Abelove, Michèle Aina Barale, David Halperin. Routledge:
New York. pp. 307-320 (15 pp) Available at: http://pcnw.org/files/Butler-
ImitationandGenderInsubordination.pdf [accessed 2016-08-02]
Stryker, Susan & Bettcher, Talia M. (2016) “Introduction Trans/Feminisms”. In:
Transgender Studies Quarterly. Vol.3 No. 1-2. pp. 5-14 (9 pp). Available at Lisam Course
Documents.
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Extensive readings
Kulick, Don (2005): ‘Four Hundred Thousand Swedish Perverts’. In. GLQ vol. 11, no.
2, pp. 205-235. (30 pp). Available at
http://myweb.dal.ca/mgoodyea/Documents/Sweden/400,000%20Swedish%20pervert
s%20Kulick%20GLQ%2011(2)%202005%20205-35.pdf [accessed 2016-08-02]
Nature in the lab: on feminist technoscience studies and new
materialism
Teacher: Tara Mehrabi
About this lecture: I discuss the many entwined histories and meanings of “nature
in the lab”. Drawing on feminist studies of science, I explain that biological facts and
scientific accounts of nature and body are often shaped and imbued by political,
cultural and social orders while at the same time shaping and restraining particular
worlds, bodies and subjectivities. I relate to feminist science studies that often expose
the imaginary of laboratory as a place of no culture, a place that nature can be
studied objectively as misleading. Moreover, in my lecture I will talk about more
recent generations within feminist technoscience studies who have turned to nature,
biology, materiality and science as sources of intense curiosity, diversity and
transformative potential. These feminist scholars have shown with concrete
empirical materials (for instance, hormones, skeletons, egg and sperm) that the
nature-culture dualism is a socio-cultural construct. In other words, to stay with
materiality of nature/body shows the vibrant and multiple realities of nature and
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biology as anything but binary. This is to say that scientific facts are always
‘naturalcultural’ according to feminist science theorist Donna Haraway.
Intensive reading:
Cecilia Åsberg and Tara Mehrabi (forthcoming). "Nature in the lab" in MacMillan
Interdisciplinary Handbooks: Gender, v2: Nature. ed. by Iris Van der Tuin. Available
at Lisam Course Documents.
Extensive reading:
Martin, Emily (1991): "The egg and the sperm: How science has constructed a
romance based on stereotypical male-female roles." Signs vol. 16 no. 3, pp. 485-501.
Hird, Myra (2004): “Chapter 3 The body of sexual difference” and “Chapter 4 New
materialism, nonlinear biology, and the superabundance of diversity”, in: Sex,
gender, and science. New York: Palgrave Macmillan.
Feminism “without borders”? Introduction to transnational feminism
Teacher: Madina Tlostanova
About the lecture: Postcolonial feminist theory has been crucial for the evolvement
of intersectional gender studies as it enriched them with the perspectives of
coloniality. We will trace the genealogy of transnational feminism, reflect on its main
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concepts, premises, tools, and goals, consider its intersections and differences with
other feminist schools and movements, and get acquainted with the main theorists
and activists within the field.
Seminar preparations: Watch the videos and reflect on the main concerns, interests
and agendas of transnational feminist movements and activists. How can you relate
to these issues?
1. Women in the Zapatista Movement.:
https://www.youtube.com/watch?v=NkdUs2Dxv4s
2. VANDANA SHIVA: Traditional Knowledge, Biodiversity and Sustainable Living:
https://www.youtube.com/watch?v=d9K0cZGQgHA
3. Nawal El Saadawi - "Creativity, Women, Dissidence":
https://www.youtube.com/watch?v=JR1bm7eOgL8
Intensive readings
Alexander M. J., Mohanty Ch. T. (1997): Genealogies, legacies, movements//Feminist
Genealogies, Colonial Legacies, Democratic Futures. Alexander M. J., Mohanty
Ch. T. eds. N.Y., L., Routledge, pp. xiii—XLii. (30 pp).
Anzaldúa, Gloria E. (2012). Borderlands/La Frontera: The New Mestiza. San
Francisco: Aunt Lute Books. Chapter 1 and 7.
Shu-mei Shih, Sylvia Marcos, Margueritte Waller and Obioma Nnaemeka.
“Conversation on Feminist Imperialism and the Politics of Difference” In:
Margueritte Waller and Sylvia Marcos, eds. Dialogue and Difference. Feminisms
Challenge Globalization. N.Y.: Palgrave Macmilan, pp. 143-162.
Tlostanova, Madina (2013): “Non-European Soviet Ex-Colonies and the Coloniality
of Gender, or How to Unlearn Western Feminism in Eurasian Borderlands”. In:
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Tlostanova M., Mignolo W. Learning to Unlearn. Decolonial Reflections from Eurasia
and the Americas. Ohio State University Press, pp. 122-152.
Extensive readings
Lock Swarr, Amanda (2010): Critical Transnational Feminist Praxis, SUNY Series,
Praxis.
Inderpal Grewal and Caren Kaplan (1994): Introduction: Transnational feminist
practices and questions of postmodernity. In: eds. Grewal and Kaplan. Scattered
Hegemonies. Univ. of Minnesota Press, pp.1-34.
Suchland, Jennifer (2015): Economies of Violence: Transnational Feminism,
Postsocialism, and the Politics of Sex Trafficking.
Tlostanova, Madina (2010):Gender Epistemologies and Eurasian Borderlands. Palgrave
Macmillan.
Academic writing
Teacher: Anna Lundberg
About the lecture: this is a lecture and a workshop on Academic Writing. The
lecture will give you a basic training in how to write academic texts. There is no
particular reading for this session.
Reference and Plagiarism
Teacher: Librarian David Lawrence, University Library
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About this session: David Lawrence will give a lecture on the issues of referencing and
plagiarism. This lectures serves to help you in fulfilling the fourth course aim: to write
an academic paper according to the standards and requirements of Swedish higher
education. Please read No Plagiat http://noplagiat.bibl.liu.se/default.en.asp before
the lecture!
Subjects, Becomings, and the Sexual Difference Theory
Teacher: Edyta Just
About the lecture: What does a subject mean? What does an embodied and
embedded subject mean? What does it mean that the subject is in a constant process
of becoming? And what do all these have to do with the sexual difference theory?
And what does the sexual difference theory have to do with feminism, politics,
activism and daily life endeavors? During an interactive workshop and a lecture we,
as a class, will aim to bring some substantial answers to the questions posed above.
(in total intensive + extensive readings108 pages)
Intensive Readings
Lykke, Nina (2010), “Making Corporealities Matter: Intersections of Gender and Sex
Revisited”, in Nina Lykke, Feminist Studies. A Guide to Intersectional Theory,
Methodology and Writing, London: Routledge, pp. 106-124. (17 pages)
Braidotti, Rosi (1998), “Sexual Difference Theory”, in: A.M. Jaggar and I.M.Young
(eds), A Companion to Feminist Philosophy, Blackwell 1998, pp. 298-306. (9 pp)
Braidotti, Rosi (1994), “Re-figuring the Subject” and “On the Female Feminist
Subject; or, From “She-Self” to “She-Other”, in Rosi Braidotti, Nomadic Subjects, New
York: Columbia University Press, pp. 95-110 and pp. 191-204. (16 pages) and (14 pp)
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Extensive Readings
Woolf, Virginia (1992) Mrs Dalloway, London: Penguin Books.
Braidotti, Rosi (2002), “Zigzagging through Deleuze and Feminism”, in Rosi
Braidotti, Metamorphoses, Cambridge and Malden: Polity Press, pp. 65-116. (52 pages)
During the campus week you will also meet other key persons:
Coordinator Elisabeth Samuelsson: All questions regarding registration, LiU-
ID and LISAM will be answered by Elisabeth Samuelsson. She guides you
to Application Services on the first day of the face-to-face week.
Dr. Stina Backman, Gender Studies: will instruct you in how we use our
virtual calss room ACP.
Study Counsellor Ida Ekström: will introduce herself and which support that is
available for students.
Librarian Beatrice Rågård: is the contact librarian of gender studies at LiU and
will introduce you how to use the LiU online library.
After the comapus week there will be an opportunity to touch base online
seminar, see schedule.
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Schedule for the course, including the campus week schedule
Time Activity Teacher/equvalent Location
22 August
– 3
September
Self Studies and preparation time
Monday
22 August
13-14 pm
Introduction Seminar
Please follow the link to enter the seminar
room. It is recommended that you enter
some days before to adjust your
microphone and headphones for live
conversations: https://connect.sunet.se/r5py616vxtb/
Malena Gustavson
Online
Between 23
and 26
August
You will be
contacted
via email by
your tutor
in due time
about the
time for the
first
meeting
Tutor group meeting
Links will be provided by your tutor
Tutors:
a. Marietta
Radomska
b. Tara Mehrabi
c. Vanim Zetreus
d. Justin Malik
Online
Monday
5
September
Time
Campus week begins
Activity
Teacher/equivalent
Location
9.30-10.00
Registration
Tema
building,
17
Malena
Gustavson/Elisabeth
Samuelsson
outside
Brage
10.15-11.00
Welcome: introducing the week (student
reps, presentations)
(introducing the learning platform
LISAM, tutor groups, world café
questions,)
Malena Gustavson
TEMCAS
(Tema
Building)
11.15-12.00
Introducing the course gender studies and
intersectionalities – key concepts - world
café
Malena Gustavson
12.00-1.15
Lunch
On your own
Zenit,
Zodiaken,
Pressbyrån
13.15-15.00
Introducing queer theory and queer
contexts
Malena Gustavson TEMCAS
Break
15.45-17.00
Campus Tour (LiU ID, Application
services)
Elisabeth
Samuelsson
Meeting in
the hall,
Tema
Building
Tuesday
6
September
Time
Activity
Teacher/equivalent
Location
10.15-12
Feminist in the lab: technoscience and
new materialism
Tara Mehrabi
TEMCAS
12-13 Lunch
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13.15-15.00
Feminism “without borders”? Introduction
to transnational feminism
Madina Tlostanova TEMCAS
15.30-17.00
Tutor group meetings
Tutors:
a. Marietta
Radomska
b Tara Mehrabi
c. Vanim Zetreus
d. Justin Makii
Group a:
Parnassos
Group b:
Asklepios
Group c:
Forum
Group d:
Hygieia
Wednesday
7
September
Time
Activity
Teacher/equivalent
Location
9.15-10.00
Info and presentation by the Study
Councellor
Study Counsellor
Ida Ekström
TEMCAS
10. 15-12 Lecture:
Academic Writing
Anna Lundberg
TEMACAS
12-13.15
Lunch
13.00-15.00
Referencing and plagiarism
Librarian David
Lawrence
TEMCAS
15.15-17.00
Library information
Half class: Group A and D
Beatrice will meet you by the info desk in
the library
Librarian
Beatrice Rågård
HBUS1,
Library, D-
Building, 4th
floor
15.15-17.00
ACP introduction
Half class: Group B and C
NB! bring your laptop and headset
Stina Backman
Faros
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Thursday
8
September
Time
Activity
Teacher/equivalent
Location
10.15-12
Subjects, becomings and sexual difference
theory
Edyta Just
TEMCAS
12-13.15
Lunch
13.15-15.00 Tutor group meeting:
Group B and C
Tutors:
b. Tara Mehrabi
c. Vanim Zetreus
Group b:
Asklepios
Group c:
Forum
13.15-15.00
ACP introduction
Half class: Group A and D
NB! bring your laptop and headset
Stina Backman
Faros
Friday
9
September
Time
Activity
Teacher/equivalent
Location
9.15-11.00
Library information
Half class: Group B and C
Beatrice Rågård
KYPC
Key Building
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9.15-11.00
Tutor group meeting
Group A and D
Tutors:
a. Marietta
Radomska
d. Justin Makii
Group a.
Askleipos
Group d.
Forum
11.15-12
Evaluation and Farewells
Malena Gustavson
Tem21
12-13
Lunch
12-16
September
Co-tutor meeting
You will meet with
your tutor group and
discuss the work-in-
progress. Please
prepare by writing
and sharing your
Reflection Diary
In your own
group
16
September
13-14
Touch base seminar. Questions and
summaries before writing up-week
Link: https://connect.sunet.se/r5py616vxtb/
Malena Gustavson
23
September
Submit assignment in LISAM >
Submission >Course Assignments. No
later than 23 September 23.00
LISAM
Submission
23
September
23.00
If you did not attend the campus week
Submit your Compensatory Assignment
in LISAM >Submission > Compensatory
Assignment. No later than 23 September
23.00
Contact Malena
Gustavson for more
info.
LISAM
Submission
21
26
September
16.00
If you could not attend all the tutor and
co-tutor meetings you will submit an
compensatory Reflection Diary (see
above: “Tutor and co-tutor sessions); it
should be sent to your tutor.
Tutors
Via email
Catch- up
dates TBA
If you did not submit your assignment in
time there will be new assignments and
catch –up dates which will be published
on LISAM Announcement the week after
23 September.
Contact Malena
Gustavson if you
need to submit your
assignment after the
course is finished.
(This is for missed
submissions and not
for improving a
grade).
LISAM
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Mandatory and optional participation
Active participation The student must participate actively in the course (see
definitions of mandatory and optional participation below), write reflection diaries
that reflecting on lectures, readings, and seminars, and discuss them in the tutor and
co-tutor group meetings.
- It is mandatory to keep a study journal – a ‘reflection diary’ – in which you could
write your reflections on lectures, seminars, tutor discussions, readings. The form
will be introduced by your tutor, who will contact you in due time for the first
meeting in the beginning of the course. Reflection diaries is often used throughout this
program as a basis for joint discussions in tutor and co-tutor groups. Continuously writing
throughout the course is recommended for your learning process and are a part of
the group’s collective discussions and joint feed back.
- It is madatory for students to participate in the tutor and co-tutor meetings including
preparing and fully contributing to the joint assignment. If a student fails to attend
one meeting, you must submit a compensatory assignment (1 page extra writing of
RD) to your tutor.
- It is mandatory to participate in the campus campus-based intensive study week.
If you cannot participate you must contact course coordinator
[email protected]. You will be given an extensive compensatory assignment
that will cover for the intensive learning outcome of that week. The grading of the
assignment will be pass or fail (and give 1,5 credits) and will not be further
commented by the teacher.
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- It is recommended to listen to eventual pre-recorded lectures before the seminar.
Links to the lectures will be avalable on LISAM no later than four days before the
seminar.
- It is recommended to participate in the real time seminars. Real time seminar
sessions enable students to actually meet the teachers live online, for opportunities
to comment, discuss, pose questions and get immediate responses from teachers.
The seminars will not be recorded, and are only accessible in real time.
Overall, the lectures, seminars, and co-tutor group sessions are designed to be
important resources for gaining in-depth knowledge. Since they provide a solid
foundation for achieving the basic learning outcomes, we strongly recommend that
students actively participate as much as possible, even if certain resources are not
deemed mandatory.
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Assessment
Criteria for the grading of written examinations in Course 1
A The student has demonstrated excellence in:
1. accounting for core theories and concepts of Intersectional Gender Studies and
social representations of current research and issues in a an intersectional and
transnational perspective
2. demonstrating competence and skill in basic academic writing
In addition, the student has demonstrated excellent skills, theoretically comprehensive
of the besic knowledge, independent and critical reflections. The presentation is
excellent structured and reflects originality, critical reflection, and excellent skill in
academic writing.
B The student has demonstrated very good abilities in:
1. accounting for core theories and concepts of Intersectional Gender Studies and
social representations of current research and issues in a an intersectional and
transnational perspective
2. demonstrating competence and skill in basic academic writing
In addition, the student has demonstrated very good skills, theoretically
comprehensive of the besic knowledge, independent and critical reflections. The
presentation is excellent structured and reflects originality, critical reflection, and very
good skill in academic writing.
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C The student has demonstrated good abilities in:
1. accounting for core theories and concepts of Intersectional Gender Studies and
social representations of current research and issues in a an intersectional and
transnational perspective
2. demonstrating competence and skill in basic academic writing
In addition, the student has demonstrated good skills, theoretically comprehensive of
the besic knowledge, independent and critical reflections. The presentation is excellent
structured and reflects originality, critical reflection, and good abilities in academic
writing.
D The student has demonstrated satisfactory abilities in:
1. accounting for core theories and concepts of Intersectional Gender Studies and
social representations of current research and issues in a an intersectional and
transnational perspective
2. demonstrating competence and skill in basic academic writing
In addition, the student has demonstrated satisfactory knowledge and abilities to
account for the core ideas. The presentation is satisfactory structured, and shows
satisfactory ability in academic writing.
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E The student has demonstrated sufficient abilities in:
1. accounting for core theories and concepts of Intersectional Gender Studies and
social representations of current research and issues in a an intersectional and
transnational perspective
2. demonstrating competence and skill in basic academic writing
In addition, the student has demonstrated sufficient knowledge. And, the presentation
is sufficient structured.
Fx The student has demonstrated insufficient abilities in:
1. accounting for core theories and concepts of Intersectional Gender Studies and
social representations of current research and issues in a an intersectional and
transnational perspective
2. demonstrating competence and skill in basic academic writing
In addition, the student has demonstrated knowledge gaps. And, the presentation is
insufficient structured.
F Major shortcomings and misunderstandings or no examination handed in.
In short: The grades reflect the level of skill and the complexity of understanding of
the topics discussed in the course. The higher grades require more complex
reflections and connections between the literature and a greater depth of knowledge,
as well as greater originality and more innovative approaches.