- Class Number 7204
- Term Code 3260
- Class Info
- Unit Value 12 units
- Topic On Campus
- Mode of Delivery In Person
- 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 offers students an advanced 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 thematic and regional case studies from different cultural contexts as well as in key gender themes relevant to the practitioners of development. The approach is critical, hands-on, 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.
Upon successful completion, students will have the knowledge and skills to:
- Critically examine and apply the concepts and approaches used by development scholars and practitioners, linking them to gender and development theory;
- Explain, distinguish and critically examine the main challenges related to gender, be able to identify the gaps and formulate development projects from a gender perspective;
- Critically evaluate data from a gender perspective;
- Appraise and reflect on the critical issues in development projects or policies, and assess the likely gender impacts;
- Critically analyse complex problems, concepts and theories of Gender and Development (GAD).
- 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.
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
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.
|Week/Session||Summary of Activities||Assessment|
|1||Week 1: July 28 Introducing Patriarchy and other key concepts||Online Workshop 1 on Gender and Migration July 29 - August 14|
|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||Online Workshop 2 on Microfinance and Empowerment August 17 - September 04|
|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 in GAD||Online workshop 3 on Gender and Conflict September 21 October 09|
|8||Week 8: September 29 Masculinities in Development|
|9||Week 9: October 06 Gender and the Environment||Online workshop 4 on SDG October 12 - October 30|
|10||Week 10: October 13 Access to Resources|
|11||Week 11: October 20 Gender and Agriculture|
|12||Week12: October 27 Course Wrap Up Student Presentation of Final Essay SELT|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|1. Online group wiki – evaluating gender inclusion in a development project||30 %||21/09/2022||30/09/2022||1,4,5|
|1. Class presentation of final essay||10 %||27/10/2022||31/10/2022||1, 3, 4|
|Final Essay||40 %||31/10/2022||01/12/2022||1,2,3,4,5,6|
|Deep Engagement with the Course through Class Participation||10 %||31/10/2022||17/11/2022||1,3,4|
|Reflective journal||10 %||31/10/2022||17/11/2022||3, 4, 5, 6|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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:
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 Academic Integrity . 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
Learning Outcomes: 1,4,5
1. Online group wiki – evaluating gender inclusion in a development project
The online wiki will run during the 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 given 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, 3, 4
1. Class 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) note, 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
Learning Outcomes: 1,2,3,4,5,6
The Final essay (up to 3,500 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
Learning Outcomes: 1,3,4
Deep Engagement with the Course through Class Participation
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.
Assessment Task 5
Learning Outcomes: 3, 4, 5, 6
A reflective journal or a brief literature review or write up of about 1500 words on one of the given themes. Tentatively, I suggest that you choose a topic that excites you. Some readings are provided. You are expected to carry out additional research and reflect critically on the divergent scholarly perspectives on the topics.
Marking Rubrics are available on Wattle.
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.
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.
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 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.
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. Extensions may be granted 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 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
Global leader in critical feminist approaches to development
Prof Kuntala Lahiri-Dutt