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. 

Learning Outcomes

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

1. Critically examine and apply the concepts and approaches used by development scholars and practitioners, linking them to gender and development theory;
2. 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;
3. Critically evaluate data from a gender perspective;
4. Appraise and reflect on the critical issues in development projects or policies, and assess the likely gender impacts;
5. Critically analyse complex problems, concepts and theories of Gender and Development (GAD).
6. 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). 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.

Other Information

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1: July 23Is Patriarchy a Relevant Concept Today?
2	Week 2: July 30Feminisms, Gender and Women
3	Week 3: Aug 06Theories of Gender and Development
4	Week 4: Aug 13Tools of Gender Mainstreaming
5	Week 5: Aug 20Gender & Social Protection
6	Week 6: Aug 27Gender Analytical Tools and Frameworks
7	Week 7: September 17Integrating Intersectionality in GAD
8	Week 8: September 24Masculinities in Development
9	Week 9: October 01Gender and the Environment
10	Week 10: October 08Access to Resources: Are Land and Water Rights Equal for Women and Men?
11	Week 11: October 15Gender and Agricultural Production
12	Week12: October 22Course Wrap Up Student Presentation of Review ArticlesSELT

Tutorial Registration

ANU 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 Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Review of an article from course readings	10 %	22/08/2024	30/08/2024	3,4,5
Online group wiki – Gender analysis of a development project	30 %	17/09/2024	30/09/2024	1,2,4,5
Presentation of final essay	10 %	25/10/2024	01/11/2024	3,4,5,6
Final Essay	30 %	02/11/2024	28/11/2024	1,2,3,4,5,6
Participation and engagement	10 %	*	28/11/2024	1,2,3,4
Reflective journal	10 %	05/11/2024	28/11/2024	3,4,5,6

* 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 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
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 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

Review of an article from course readings

Article Review – This assignment is meant to ensure that students engage deeply with the course readings. Choose a reading from one of the topics taught so far in the course to produce a 600-word review of the paper. The review should be critical, focusing on what argument was presented, the evidence gathered (method, location), if they support the argument, and finally, does this argument make sense to you from your wider experience, reading, and knowledge. The write-up should not be longer than 600 words. The ANU College of Asia and the Pacific’s Word Length and Excess Word Penalty Guidelines apply to this assessment item and can be found here.

Marking Rubrics are available on Wattle.

Assessment Task 2

Online group wiki – Gender analysis of 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 a development project. You will work with other group members, reading through the project document, researching gender analysis (and other resources if available), and posting on your allocated discussion forums. 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. Members of a group do not get to see the discussions being carried out in other groups. Each group works as a team of 'gender specialists' who evaluate the project through a gender lens, carry out discussions, and post relevant materials in the forum with explanations. These discussions lead to the collaborative development of a short analytical report of 1000 words. 

The evaluation report should address the following questions:

• How was gender addressed in the project? (Who is benefitting and who is not, and why)?
• What are the existing gender roles and relations as evident from the project document?
• What could have been done better to address gender more meaningfully?
• What could be the potential gender impacts of the project?

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

The discussion part will reflect the marks for your continued participation & collaboration. It 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. The wiki part will hold 5% and this part will reflect a group mark.

The ANU College of Asia and the Pacific’s Word Length and Excess Word Penalty Guidelines apply to this assessment item and can be found here.

Marking Rubrics are available on Wattle.

Assessment Task 3

Presentation of final essay

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 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. The presentation is meant to enhance your ability to carry out scholarly communication and critical thinking skills, to enable reflective perspectives on course learning, and to allow the student to communicate in a workshop mode. Presentations are usually 5-7 minutes, with 5-7 slides or a video recording.

This assignment is to encourage you to engage with others. It will also set you on the path to a more developed essay. Read the readings from the course materials, reflect on one or more aspects of the content/argument that you wish to present in your text, and build one or more arguments, supported by external material/research evidence researched by you.

Marking Rubrics are available on Wattle.

Assessment Task 4

Final Essay

The Final Essay (up to 3,000 words) may comprise a short and succinct critical note containing well-articulated perspectives on a specific theme/topic that the student wishes to choose. Alternatively, it may include an analysis of the social and gender contexts of a development project. In the 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 sets 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.

Students can undertake their primary research but this is complex and university ethics clearance will usually be required (with an 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 excludes the Bibliography. The ANU College of Asia and the Pacific’s Word Length and Excess Word Penalty Guidelines apply to this assessment item and can be found here.

Marking Rubrics are available on Wattle.

Assessment Task 5

Participation and engagement

By deep engagement with the course, I mean that you will come to the class prepared to contribute to the discussions by having read the required reading and listened to my pre-recorded lecture. If you read the supplementary readings, that will be even better. By 'participation' I mean that you present questions and responses that are clearly informed by the weeks' readings and share your reflections 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 are required to read the reading material supplied, reflect on the articles, listen to the pre-recorded lecture and participate in class discussions/activities.

If you miss a class or do not get an opportunity to speak then write a short note, no longer than 300 words, on the questions on each week’s readings.

When you are attending the Zoom sessions for the discussion forums, please post questions related to the readings. Such posts are not obligatory. If, during 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.

Assessment Task 6

Reflective journal

Reflective journal - A write-up of 1000 words on any theme: the course, your learnings, or a selected topic. For example, I have provided some resources/information on four themes relevant to development policy and practice. You are expected to carry out additional research and reflect critically on the divergent scholarly perspectives on the topics. Alternatively, you can choose a topic close to your heart, or write reflectively on a topic taught in the course. The ANU College of Asia and the Pacific’s Word Length and Excess Word Penalty Guidelines apply to this assessment item and can be found here.

Marking Rubrics are available on Wattle.

Academic Integrity

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.

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

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

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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.

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 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 all ANU students