- Class Number 4431
- Term Code 3330
- Class Info
- Unit Value 12 units
- Topic Online
- Mode of Delivery Online
- Prof Kuntala Lahiri-Dutt
- Prof Kuntala Lahiri-Dutt
- Class Dates
- Class Start Date 20/02/2023
- Class End Date 26/05/2023
- Census Date 31/03/2023
- Last Date to Enrol 27/02/2023
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Week 1: Feb 23 Introducing Patriarchy and other key concepts|
|2||Week 2: Mar 02 Gender or Women in Development?|
|3||Week 3: Mar 09 Theories of Gender and Development|
|4||Week 4: Mar 16 Tools of Gender Mainstreaming|
|5||Week 5: Mar 23 Gender & Social Protection|
|6||Week 6: April 20 Gender Analytical Tools and Frameworks|
|7||Week 7: April 27 Integrating Intersectionality in GAD|
|8||Week 8: May 04 Masculinities in Development|
|9||Week 9: May 11 Gender and the Environment|
|10||Week 10: May 18 Access to Resources: Are Land and Water Rights Equal for Women and Men?|
|11||Week 11: May 25 Gender and Agricultural Production|
|12||Week12: May Course Wrap Up Student Presentation of Final Essay SELT|
Tutorial RegistrationANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|1. Online group wiki – evaluating gender inclusion in a development project||40 %||14/04/2023||16/04/2023||1,4,5|
|1. Class presentation of final essay||10 %||25/05/2023||28/05/2023||1, 3, 4|
|Final Essay||30 %||04/06/2023||29/06/2023||1,2,3,4,5,6|
|Deep Engagement with the Course through Class Participation||10 %||04/06/2023||29/06/2023||1,3,4|
|Reflective journal||10 %||06/06/2023||29/06/2023||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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Skills 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
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 10% and this part will reflect a group mark. The discussion part will reflect the participation marks and will hold 30%, 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 5-6 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 2,000 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. The final essay holds 40% of your grades.
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 2000 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. This assignments holds 10% of your grades.
Marking Rubrics are available on Wattle.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
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 Access 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
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Global leader in critical feminist approaches to development
Prof Kuntala Lahiri-Dutt
Prof Kuntala Lahiri-Dutt