This course is for students who wish to build a deeper understanding of the elements of the scholarly debates and analytical tools of Gender and Development, including the theories around gender and empowerment, and contemporary approaches to gender equity and mainstreaming. This is done through a balance of thought-provoking regional and sectoral case studies from different cultural contexts including South Asia, Southeast Asia, the Pacific, and indigenous societies; as well as in key themes such as empowerment, water, and mining. The approach is critical, bottom-up, and inclusive. 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 development projects and programs. The course will therefore benefit students who intend to go for higher academic research, those who want to work as development practitioners and those who want to acquire an in-depth understanding of the field.

Learning Outcomes

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

 

Students who satisfy the requirements of this course will have the knowledge and skills:

• to demonstrate a critical appreciation of the almost all the major gender issues in development;
• to have a strong understanding of the concepts and approaches used by development scholars and practitioners, linking them to gender and development theory;
• be familiar with the to main gender concerns, be able to identify the gaps and use the skills in formulating development projects from a gender perspective;
• to describe and evaluate data from a gender perspective, and appraise a development project or policy in terms of the likely gender impacts of it; and

to reflect critically on their own experiences of gender and development in light of the concepts and methods introduced in the course.

Required Resources

Required Readings are available on Wattle.

Recommended Resources

Supplementary Readings are available on Wattle.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1: July 24 Icebreaker: Self-Introduction by course participants Course Introduction & Key Concepts Class Tutorial – Understanding Gender and Gender Roles.	Online Workshop 1 on Gender and Migration begins on July 24
2	Week 2: July 31 Theories of Gender and Development Class Tutorial: Understanding Practical and Strategic Gender Needs
3	Week 3: August 7 Tools of Gender Mainstreaming Class Tutorial: Exploring different gender mainstreaming tools (group work)
4	Week 4: August 14 Gender Analytical Tools and Frameworks Class Tutorial: Gender Analysis of a Development Project (group work)	Online Workshop 2 on Microfinance and Empowerment begins on August 14
5	Week 5: August 21 Gender in Social Impact Assessment Class Tutorial: TBA
6	Week 6: August 28 In the Field: ‘Doing’ Gender and Development Class Tutorial: TBA
7	September 02–15 Mid-Semester Break (includes preparatory time for wiki)
8	Week 7: September 18 No Class Online group exercise (Wiki) begins on September 02, 2019 Wiki – Evaluating gender inclusion in a social protection project.	Online group exercise ends on September 18 (11:55 pm)
9	Week 8: September 25 Integrating Intersectionality in Gender and Development Class Tutorial: Quantitative and Qualitative Approaches	Online workshop 3 on Gender and Conflict begins on September 25
10	Week 9: October 02 Gender or Women (in Development)? Guest Lecture: Dr Miranda Forsyth Class Tutorial: TBA
11	Week 10: October 09 Gender and Social Protection Class Tutorial: Women’s access to financial services	Online workshop 4 on SDG begins on October 09
12	Week 11: October 16 Men and Masculinities in Development Consultation on Final Essay topics: what is expected, what to write and how
13	Week 12: October 23 Course Wrap Up & Thanks Student Feedback	Presentation of Final Essays Final Essay Submission by October 27, 11:55pm Online Workshop submissions end on October 27

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Online group wiki – Evaluating gender inclusion in a social protection project	15 %	18/09/2019	02/10/2019	1,3,4
Presentation of final essay	10 %	23/10/2019	28/11/2019	1,5
Final Essay	45 %	27/10/2019	28/11/2019	1,2,3
General Class Participation/Online Discussion Forums for off-campus course participants	15 %	23/10/2019	28/11/2019	1,5
Online Workshops	15 %	27/10/2019	28/11/2019	1,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using 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. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Online group wiki – Evaluating gender inclusion in a social protection project

The online wiki will run during week 6-7 (including mid-semester break). This will be a collaborative group work. Students will be divided into groups of 4 or 5. The groups will be allocated with an existing social protection project and will be provided with the project document (and other resources if available). The group members will work as a group of Gender Specialists working for the respective organisation/agency to evaluate the project with a gender lens and collaboratively develop a short evaluation report of 1000 words. 

The evaluation report should address the question: How was gender addressed in the project? What could have been done better in order to address gender more meaningfully?

While developing the wiki, consult the course lectures and readings.

In order to facilitate discussions within the group, there will be an online discussion forum for each group where group members can discuss the issues, resources, logistics (who does what in the wiki), and so on.

The wiki part will hold 5% and this part will reflect a group mark. The discussion part will reflect the participation marks and will hold 10%, which will be an individual mark, depending on the efforts you put into research, critical reflection on collected material and supporting others.

Marking Rubrics are available on Wattle.

Assessment Task 2

Presentation of final essay

On the last day of the course, there will be a presentation of an outline of the main arguments of your Final Essay. These presentations should be well-timed, short and to-the-point, clear, well organised and professional. Both On- and Off-campus students should upload their presentations on Wattle as this is part of the overall grade.

This assignment is meant to start developing your essay, to encourage you to engage with others, to enhance your communication skills and to assist you in clearly articulating your analysis. You will need to read the readings, reflect on one or more aspects of the content/argument that you wish to present in your Final Essay, and build a core argument (in favour or against or about the theme under discussion).

You should prepare for the session either a short (NOT MORE THAN 250 WORDS), analytical or reaction note, or a short (NOT MORE THAN 5-6 MINUTES) podcast, or a very brief (NOT MORE THAN 5 SLIDES) PowerPoint presentation on the reading. You are expected to present it in the class, and be prepared to discuss with others in the class in a workshop mode. No individual gets more than 5 minutes under any circumstance. Use your critical thinking to build your argument, and imagination to present the content creatively.

Marking Rubrics are available on Wattle.

Assessment Task 3

Final Essay

The Final essay (up to 4,000 words) may comprise of a specific theme/topic that the student wishes to pursue or may include an analysis of the social and gender contexts of a development project. In case of the latter, more than the project description, critical analysis and evaluation of how the particular project objectives may or may not lead to equitable results in terms of gender must form the core material. 

Generally, the essay includes:

• A review of relevant literature setting out the key gender issues being dealt with. 
• The case study itself (this can be taken from secondary literature, primary literature such as existing development projects, or from the students own work/experience. Suitable development projects or activities to review may be found on bilateral donor websites and multilateral donor websites such as the World Bank.
• Critical analysis or evaluation with implications for gender policy and/or practice.

You will submit the write-up on Wattle via Turnitin.

All the topics should be discussed with the course lecturer or the tutor beforehand.

It is possible for students to undertake their own primary research but this is complex and university ethics clearance will usually be required (with average ethics clearance rate of two months). You will need to start planning at a very early stage if you choose to do this, and consult with Kuntala for advice.

Marking Rubrics are available on Wattle.

Assessment Task 4

General Class Participation/Online Discussion Forums for off-campus course participants

Class participation is expected and typically involves discussing the relevant topic and readings in class and if you are an off-campus student then making short online inputs (not more than 200 words) on the discussion topic for the week. Presentation in the in-class workshop is part of this assessment.

The course site in Wattle also hosts an Online Discussion Forum divided into the themes of different weeks. Participation in these Discussion Forums is mandatory for all off-campus course participants. They are a part of your assessment.

Each of these weekly Discussion Forums will focus on the week’s discussion points or questions based on that week’s readings. You are required to read the reading material supplied, reflect on them, write a short note, no longer than 200 words, on the questions pertaining to each week’s readings. I expect you to take part in these Discussion Forums on a regular basis during the course. Such posts on a regular basis are important for course participants who are away from the campus.

In-campus course participants generally use the discuss forums in the class, but are welcome to post short notes or information related to the readings, if they wish to. Such posts are not obligatory. However, if, during the course of the semester, you relocate or change your residence status, and there are variations in your attendance, or you are unable to attend a class for a specific reason, please remember that you are, even for a week, an off-campus student. Therefore, you MUST follow the relevant requirements post on the Online Discussion Forum if you were not present in the class.

Assessment Task 5

Online Workshops

The course site in Wattle hosts four Online Workshops for ANTH 8039 course participants on specific themes during the course. Participation in these Workshops is mandatory for all ANTH 8039 students, irrespective of their location. They are part of your assessment.

Each of these Online Workshops will run for about 2 to 3 weeks during which each student is required to: read the material supplied, reflect on them, write a short note of around 200 words and post it under the specific Workshop location on Wattle. You are also required to post a brief comment on someone else’s posting. Finally, at the end of each workshop, you will write a short summary (not more than 100 words) of your readings on others’ posts and comments, and post it to the specific Workshop.

These three pieces of writing on each of the four Online Workshops will be collectively assessed for ANTH 8039 course participants.

Online Workshop 1: July 24 to August 13

Online Workshop 2: August 14 to September 01

Online Workshop 3: September 25 to October 08

Online Workshop 4: October 09 to October 27

Marking Rubrics are available on Wattle.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students