- Class Number 7203
- Term Code 3260
- Class Info
- Unit Value 6 units
- Topic Online
- Mode of Delivery Online
- Prof Kuntala Lahiri-Dutt
- Prof Kuntala Lahiri-Dutt
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
This course is meant for students who are interested in developing an advanced understanding of the elements of the scholarly debates and theories in Gender and Development (GAD), as well as in learning the analytical tools of GAD practice. It trains students to use analytical skills and approaches to mainstreaming gender in development through a balance of feminist theories and gender analytical frameworks that are relevant to the practitioners of development. The approach is critical, hands-on, and inclusive. A key question that the course addresses throughout is that despite the sophistication of scholarly understanding of gender and inequality, why it is still difficult to fully address feminist issues in development projects and programs.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate a critical appreciation of almost all the major gender issues in development;
- Develop a deep understanding of the concepts and approaches used by development scholars and practitioners, linking them to gender and development theory;
- Identify the main challenges and gaps related to gender, and formulate development projects from a gender perspective;
- Appraise a development project or policy in terms of the likely gender impacts;
- Reflect critically on their own experiences of gender and development in light of the concepts and methods introduced in the course.
Required Readings are available on Wattle.
Supplementary readings are available on Wattle.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU 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.
|Week/Session||Summary of Activities||Assessment|
|1||Week 1: July 28 Introducing Patriarchy and Other Key Concepts|
|2||Week 2: August 04 Gender or Women in Development?|
|3||Week 3: August 11 Theories of Gender and Development|
|4||Week 4: August 18 Tools of Gender Mainstreaming|
|5||Week 5: August 25 Gender & Social Protection|
|6||Week 6: September 01 Gender Analytical Tools and Frameworks|
|7||Week 7: September 22 Integrating Intersectionality Gender and Development|
|8||Week 8: September 29 Masculinities in Development|
|9||Week 9: October 06 Gender and the Environment|
|10||Week 10: October 13 Access to Resources: Are Land and Water Rights Equal for Women and men?|
|11||Week 11: October 20 Gender and Agricultural Production|
|12||Week 12: October 27 Course Wrap Up & Thanks Student Presentation of Final Essays (assignment) Student Feedback|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Online group wiki – Evaluating gender inclusion in a development project||30 %||20/09/2022||01/10/2022||1, 2, 5|
|Student presentation of final essay in class||10 %||26/10/2022||28/10/2022||1, 4, 5|
|Final essay||50 %||31/10/2022||01/12/2022||3, 4, 5|
|Deep engagement with the course through regular participation in the class, in class discussions/activities (and/or Online input)||10 %||31/10/2022||17/11/2022||1, 4, 5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
Assessment RequirementsThe 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 Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks 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
Learning Outcomes: 1, 2, 5
Online group wiki – Evaluating gender inclusion in a development 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 25%, 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
Learning Outcomes: 1, 4, 5
Student presentation of final essay in class
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 note, or a 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
Learning Outcomes: 3, 4, 5
The Final Essay (up to 3,000 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.
Please note the essay word count includes the Bibliography.
Due Sunday October 30, 11:55pm
Marking Rubrics are available on Wattle.
Assessment Task 4
Learning Outcomes: 1, 4, 5
Deep engagement with the course through regular participation in the class, in class discussions/activities (and/or Online input)
By deep engagement with the course I mean that you will come to attend the in-person or online class after reading the required reading and listening to my pre-recorded lecture. If you read the supplementary readings, that will be even better. When you are in the class, you are not sitting silently, video switched off (in online classes) and doing other things. By 'participation' I mean that you are regular and informed, you present questions on the readings so we can discuss them, read around & bring these knowledges on boar and share them as well as your experiences (but not just seeing this as an opportunity to tell your stories) and making theoretically informed comments. Through these, you let me know that you are reading the literature, listening to my pre-recorded lectures and engaging with the course.
In short, you must attend the classes and when in the class, you must participate in class discussions/activities. You are required to read the reading material supplied, reflect on them, listen to the pre-recorded lecture and then attend the class. If you are absent, then write a short note, no longer than 300 words, on the questions pertaining to each week’s readings.
When you are attending the Zoom sessions for the discuss forums, please post two questions related to the readings. Such posts are not obligatory. If, during the course of the semester, you relocate or are unable to attend the Zoom sessions for any other reason, please remember that you must post on the Discussion Forums.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community 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 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 University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe 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.
Hardcopy SubmissionFor 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 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 RequirementsAccepted 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 PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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
Global leader in critical feminist approaches to development
Prof Kuntala Lahiri-Dutt