• Offered by Coral Bell School of Asia Pacific Affairs
  • ANU College ANU College of Asia and the Pacific
  • Course subject Anthropology
  • Academic career PGRD
  • Mode of delivery In Person
  • Offered in Second Semester 2015
    See Future Offerings
This course aims to impart introductory knowledge on gender as related to the environment and development, with attention to mainstreaming gender in both environment/natural resource management and in participatory development fields. It deals with the contemporary issues and challenges of making sustainable development gender equitable.
 
This course introduces the key elements of the evolution, the current debates of, and analytical approaches to, gender and development (GAD). It provides an overview of the contemporary approaches to gender empowerment and gender mainstreaming. This is done through a balance of regional and case studies from different cultural contexts including South Asia, Southeast Asia, and the Pacific, as well as in key sectoral themes, such as climate change and gender, and forest and water resources management. A key question that will be addressed through the course is that despite the sophistication of scholarly understanding of gender and inequality, why it is still difficult to fully address gender issues in environment management and in development projects.
 
The course introduces the key definitions and concepts of gender, then moves on to the identification of the major challenges in gender and development, and then to regional and sectoral cases, ending with analytical tools.
 
Each week, the course focuses on a specific theme that is crucial to gender in development policy and practice. The course is meant for, besides those intending to continue to higher academic studies, those who want to work as environmental managers and development practitioners with a practical knowledge of the field of GAD.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

If this course has an undergraduate and graduate version, list the learning outcomes for each version of the course, clearly identified as either undergraduate (UG), postgraduate (PG) or both.

Course participants who satisfy all requirements of the courses will have the knowledge and skills to:

  1. demonstrate a broad understanding of key gender issues in environmental management in a development context;
  2. understand the diverse agendas and policies of major international development agencies with regard to gender in development planning; and
  3. demonstrate an understanding of the key concepts and approaches in gender and development in regional and sectoral contexts.

Indicative Assessment

Indicative Assessment

a)  Class/Tutorial/Online Discussion Forum Participation (10%) Based on overall student contributions to in-class discussions or online Wattle discussions, particularly assessing their knowledge of the readings.  This satisfies Learning Outcomes (LO) 1, 2 & 3.

 

b)  Literature Review/Reaction Paper (30%): Students are asked to select a theme or topic and provide a 1,500 word review of three key readings on that theme. These readings could be selected from the required readings or other literature in consultation with the lecturer. The literature review should be concise, and accessible, and provide a critical analysis of the selected articles.  This assessment will be undertaken mid-way through the course and addresses Learning Outcomes 2 & 3.

 

c)  Major Essay (60%): At the end of the course, students will write a 3,000 word essay that focuses on a country, sectoral, thematic, policy or methodological issue related to the course. They will be expected to review the relevant literature to critically analyse key arguments, and demonstrate their understanding the relevance of gender to a particular natural resource management context. Students must consult with the course convenor before commencing the project. Essays will be graded on the basis of analytical content, scholarly rigour, viability of the recommendations, accessibility and persuasiveness of presentation.  This satisfies Learning Outcomes 1, 2 & 3.

 

Marking rubrics will be developed for each task.

Assessment Task

Word Count

Assessment Value

Learning outcome to be assessed

Class/Tutorial/Online Discussion Forum Participation

2,400

(indicative)

10%

1, 2 & 3

Literature Review/Reaction Paper

1,500

30%

2 & 3

Major Essay

3,000

60%

1, 2 & 3

The style of assessment is constructively aligned with the broad learning objectives in the following manner:

• The understanding and critical appraisal of gender issues in development and existing approaches in developing country contexts (see LO 1,2);
• The ability to apply this knowledge in formulating, evaluating and analysing projects from a gender perspective for careers in applied fields such as international organizations, government agencies, think tanks or nongovernmental organizations (see LO 2).

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Workload

100 hours: 36 contact hours (12 hours of lecture, 24 hours of tutorials and in-class workshops); 64 hours of library/online work.

Prescribed Texts

Each week students will have two required readings and additional supplementary readings.

The interdisciplinary nature of the course requires the use of several books and articles rather than a specific text book, and an indicative list of readings is given below:

Books & Articles

Agarwal, Bina (2010) Gender and Green Governance: The Political Economy of Women’s Presence Within and Beyond Community Forestry, New Delhi: OUP, pp. 1-28. Buvinic, Mayra. Et al. (2009) Gender, Poverty and Demography: An Overview, World Bank Econ Rev, 23 (3): 347-369.

Cleaver, F. (1998) Incentives and informal institutions: Gender and the management of water, Agriculture and human values, 15, pp. 347-360.

FAO (1987) Restoring the Balance: Women and Forest Resources, Rome: FAO.

Daly, Mary. 2005. Gender mainstreaming in theory and practice, Oxford Journal of Development Studies, pp. 433-450.

Hemmati, Minu and Ulrike Rohr (2009) ‘Engendering the climate change negotiations: experiences, challenges, and steps forward’, Gender and Development, 17:1, 19-32.

Matsa, M. And Matsa W. (2010) Gender, Resource Management, and the Rural Landscape in Africa, Journal of Sustainable Development in Africa (Volume 12, No.4.

McIlwaine and Kavita Datta 2003. From feminising to engendering development, Gender, Place and Culture, 10(4), pp. 369-382.

Cornwall, Andrea 2007. Revisiting the ‘gender agenda’, Bulletin of Institute of Development Studies, 38(2)

Moser, Caroline, 1993. Gender Planning in Development: Theory, Practice and Training, London: Routledge. 

Momsen, Janet (2006) Gender and Development, Aldershoot: Ashgate.

Perkins, Ellie and Edith Kuiper (2005) Explorations: Feminist Ecological Economics, Feminist Economics, 11(3): 107-150.

Razavi, Shahra (2002) Shifting Burdens: Gender and Agrarian Change under Neoloberalism, Kumarian press, pp. 67-91

Resurreccion B. et al. (2008) Gender and Natural Resource Management, IDRC.

Steinmann, S. Gender, Pastoralism, and Intensification: Changing Environmental Resource Use in Morocco, Yale F&ES Papers, available from http://www.genderarabstates.org/contents/docs/public/PUB-Gender,%20Pastoralism%20and%20Instensification%20Changing%20Environmental%20Resource%20Use%20in%20Morocco.pdf  

Walby, Sylvia. 2005. Gender mainstreaming: Productive tensions in theory and practice, Oxford Journal of Development Studies, pp. 321-343.

Whitehead, Ann. (200?) The Gendered Impacts of Liberalisation Policies on African Agricultural Economies and Rural livelihoods, UNRISD.

World Development Report, 2012.

Zhang, L. And Song, Y (2009) Feminization of agriculture in rapid changing rural China: policy implication and alternatives for an equitable growth and sustainable development, IFAD.

Zwarteveen, M.Z (1995) Linking women to the main canal: Gender and irrigation management, Gatekeeper Series 54, IIED.

Web resources:

IDS Bridge

AusAID Gender Policy

World Bank Gender Policy

DFID Gender Policy

Specialisations

Fees

Tuition fees are for the academic year indicated at the top of the page.  

If you are a domestic graduate coursework or international student you will be required to pay tuition fees. Tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at Fees.

Student Contribution Band:
1
Unit value:
6 units

If you are an undergraduate student and have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). You can find your student contribution amount for each course at Fees.  Where there is a unit range displayed for this course, not all unit options below may be available.

Units EFTSL
6.00 0.12500
Domestic fee paying students
Year Fee
2015 $2604
International fee paying students
Year Fee
2015 $4146
Note: Please note that fee information is for current year only.

Offerings and Dates

The list of offerings for future years is indicative only

Second Semester

Class number Class start date Last day to enrol Census date Class end date Mode Of Delivery Class Summary
2838 20 Jul 2015 07 Aug 2015 31 Aug 2015 30 Oct 2015 In Person N/A

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