Course coordinator
Dr Cassandra Byrnes
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
This course aims to provide insights about the complexities of gender, sexuality, class, race and ethnicity, and culture in the context of gender studies. The focus is on the implications of emancipatory discourses such as feminism(s), decoloniality, Indigenous standpoint theory and epistemologies as ways of re-imagining our intersectional bodies and the worlds in which we live. The readings and assessment items foreground critical perspectives, personal narratives, non-Western and Indigenous voices to enable students to work back and forth between the personal and the political, and consider how such forms of inquiry can be used to enact visions of social justice and new critical spaces for understanding.
Welcome to GEND2001! This interdisciplinary course engages with current questions and debates in gender studies around the intersectionality of gender, sexuality, race, ethnicity, and class—particularly in relation to issues of Indigeneity, ethnicity, and colonialism. The course is loosely structured to explore local and global contexts of gendered intersectional experience and considers how these experiences play out in various times and places. In weekly lectures and tutorials, we explore the writings of feminist and gender theorists, thinkers, and philosophers together in conversation to consider the ways that our experience of gender, race, sexuality, class, and culture operate within and against movements towards gender justice. Racialised and gendered knowledges, understandings, and experiences will also be brought into play in considering cultural representations in writing, film, and popular culture. We will also consider the ways in which the personal becomes political, and the kinds of theoretical and practical moves that have been made relating to combating inequality and injustice.
Course requirements
Assumed background
GEND1010 in particular, and other Courses in the GS Minor are desirable preparation. If you have not done any of these, pleaseﾠdiscuss with the Course Coordinatorﾠwhether what you have done will equip you adequately. You will need some knowledge of GS theory/methodologies to do well in the Course.
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
2 units for GEND1000 or GEND1010, 6 units of Arts or Social Science courses
Course contact
Course staff
Lecturer
Dr Cassandra Byrnes
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly classes will consist of a lecture (2 hours) and a discussion based tutorial (1 hour).
Attendance to lectures/tutorials is expected and important for successful completion of your assessments.
Aims and outcomes
This course aims to provide you with a deeper understanding of the complexities of gender, sexuality, class, race and ethnicity,ﾠand culture in the context of gender studies. The weekly seminars focus on the implications of emancipatory discourses such as feminism(s), postcolonialism and decoloniality, Indigenous standpoint theory and epistemologiesﾠas ways of re-imagining our intersectional bodies and the worlds in which we live. The readings and assessment items foreground critical theory, personal narratives, non-Western and Indigenous voices to enable us to work back and forth between the personal and the political, and consider how such critical forms of inquiry can be used to enact visions of social justice andﾠfreedom from exploitation and oppression. In doing so, we hope to disrupt traditional forms of inquiry to imagine a new and critical space for understanding.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Engage in analysis of the complex ways in which gender, sexuality, race, class and culture intersect and operate within/against oppression and empowerment through discourses of coloniality/decoloniality, critical theories, and gender/feminist movements across the globe.
LO2.
Collaboratively engage with contemporary cultural production and debates in gender studies on the intersectionality of gender across, around and through the borders of sexuality, class, race and ethnicity, and culture.
LO3.
Critically reflect upon your own gendered, sexual and racial identities to further understand the ways in which the personal becomes the political in working towards gender justice in local and global contexts.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Notebook/ Logbook | Weekly Journal | 30% 300 words per week (3 entries x 10% each) |
5/08/2024 - 21/10/2024
Journals are due on Mondays the following week at 2pm. |
| Presentation | Podcast Episode | 30% 10-minute Podcast Episode |
13/09/2024 2:00 pm |
| Essay/ Critique | Research Essay | 40% 2000 words |
25/10/2024 2:00 pm |
Assessment details
Weekly Journal
- Mode
- Written
- Category
- Notebook/ Logbook
- Weight
- 30% 300 words per week (3 entries x 10% each)
- Due date
5/08/2024 - 21/10/2024
Journals are due on Mondays the following week at 2pm.
Task description
Between weeks 2-12, students will submit three weekly journal entries via Blackboard. You may choose which weeks to submit, but for the best results try to submit one in Week 2, 3, or 4 to get early feedback on your writing, analysis, and referencing. For three weeks of the course, you will be required to write a short answer to the Tutorial Journal Question, based on your understandings of the required readings, lectures, and tutorials. This will allow you to get some feedback on your ideas and spread out your workload. You will need to find the Tutorial Journal Question under the relevant topic each week. Journals will be due Monday the following week at 2pm (i.e. for Week 2, the journal is due Monday 5th August in Week 3).
The best Journals will be thoughtful and analytical, rather than simply regurgitating the readings. You will need to address the question, rather than talking around the topic or simply summarising the readings. They need to be referenced (either APA or Chicago footnotes). Referencing is not included in word limits for essays and written assignments (unless footnotes are discursive in character). Your journal entries must not be simply a summary of the weekly course material. You must show that you are critically reflecting on the material.
Word Limits: A final word count that is within ±10% of the set length (300 words) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard (Assessment Folder).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Podcast Episode
- Mode
- Oral, Written
- Category
- Presentation
- Weight
- 30% 10-minute Podcast Episode
- Due date
13/09/2024 2:00 pm
Task description
You will need to research and analyse one of the topics provided (list on Blackboard) to produce a 10-minute podcast episode. You will need to upload both a recorded version of the episode and a transcript to Turnitin.
The structure of your presentation will vary depending on your project, but you must include the following:
- The question that you are seeking to answer, and the argument you are presenting in response to that question.
- A clear and engaging description of the topic.
- Critical analysis of the topic and its implications for feminism and/or gender justice, including engagement with relevant theory/philosophical perspectives and concepts that we have explored in the course, particularly focusing on race, culture, or ethnicity.
- A justification of why this topic is important to learn about.
Since this is a Gender Studies course, not a media production course, the technical quality will not be a major criterion of assessment. However, please be as creative as you like, with music, sound effects, interviews etc.
Length Limits: A final length that is within ±10% of the set length (10 minutes) is acceptable. A final podcast length that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard (Assessment Folder).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
25/10/2024 2:00 pm
Task description
You will write a research essay responding to one of the essay questions/topics that will be made available on Blackboard early in the semester. Essay questions/topics will relate to the weekly lecture topics and the key concepts, themes, and theoretical perspectives from the course. Detailed marking criteria will be available on Blackboard and we will discuss the expectations around the reflective research essay format in classes throughout the semester.
You may write using first person perspective in your essays and pay attention to the argument that you are making when answering the question. In your analysis of the question, make sure you engage with and reference the relevant course material including, especially the assigned weekly readings related to your essay question. Make sure your essay has a clear and logical structure and that your argument and analysis flows from your introduction to conclusion. You must not write on a topic you have already researched in this subject, for any of your tutorial journals or for your podcast. You should include at least 6 scholarly sources.
Word Limits: A final word count that is within ±10% of the set length (2000 words) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard (Assessment Folder).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
ASSESSMENT MARKING CRITERIA
Weekly Journal Assessment Criteria
Criteria:
- Degree to which set questions and topic have been addressed.
- Understanding and engagement with set reading or other materials as required.
- Clear and concise written expression, well presented.
- Completion of 3 journal entries as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your journal will provide an exceptional response to the set topic, demonstrate exceptional levels of engagement with and understanding of the prescribed readings, and use very clear and concise expression with minimal, if any errors.
To achieve a grade of 6 (Distinction, 75-84%), your journal will provide an advanced level of response to the set topic, demonstrate very high levels of engagement with and understanding of the prescribed readings, and use clear and concise, largely error free expression.
To achieve a grade of 5 (Credit, 65 – 74%), your journal will provide a proficient response to the set topic, demonstrate high levels of engagement with and understanding of the prescribed readings, and use an effective standard of written expression.
To achieve a grade of 4 (Pass, 50 – 64%), your journal will provide a basic response to the set topic, demonstrate functional levels of engagement with and understanding of the prescribed readings, and use an appropriate standard of written expression sufficient to convey your ideas.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your journal will show that your entry has failed to meet the requirements for a passing grade, but that there is evidence of developing levels of achievement. You will have attempted to respond to the set topic, attempted to engage with and understand the prescribed readings. You will have used an appropriate a standard of written expression sufficient to convey your ideas.
To achieve a grade of 2 (Fail, 25-44%), your journal will show that you have provided an unsatisfactory response to the set topic, that your levels of engagement with and understanding of the prescribed readings are minimal, and that your expression is poor and/or inappropriate.
To achieve a grade of 1 (Low Fail, 0-24%), your journal will show that you have provided an unsatisfactory response to the set topic, that you have failed to engage with and understand the prescribed readings, and that your expression is poor and/or unsatisfactory.
Podcast Episode Assessment Criteria
Criteria:
- Communication of a well-reasoned argument.
- Demonstration of depth and breadth of knowledge and understanding of the central issues.
- Clarity of structure.
- Engagement with academic sources and evidence.
- Demonstration of insight and creativity into constructing a point of view or argument.
- Capacity to produce a coherent and clearly-spoken podcast.
- Appropriate referencing, as per discipline conventions, in an accompanying script.
To achieve a grade of 7 (High Distinction, 85-100%), your podcast should communicate an exceptionally well-reasoned argument, demonstrate a deep understanding of the central issues, be clearly structured, deeply engage with the academic sources and evidence, display great insight and creativity, be extremely coherent and clearly-spoken, and be flawlessly referenced according to discipline conventions.
To achieve a grade of 6 (Distinction, 75-84%) your podcast should communicate a very well-reasoned argument, demonstrate a strong understanding of the central issues, be very well structured, engage with the academic sources and evidence, display good insight and creativity, be highly coherent and clearly-spoken, and be very well referenced according to discipline conventions.
To achieve a grade of 5 (Credit, 65 – 74%), your podcast should communicate a well-reasoned argument, demonstrate an adequate understanding of the central issues, be sufficiently well structured, engage with the academic sources and evidence, display some insight and creativity, be coherent and clearly-spoken, and be well referenced according to discipline conventions.
To achieve a grade of 4 (Pass, 50 – 64%), your podcast should communicate an identifiable argument, demonstrate some understanding of the central issues, have a basic structure, demonstrate a basic level of engagement with the academic sources and evidence, display some insight and creativity, show basic coherency and be clearly-spoken, and be adequately referenced according to discipline conventions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your podcast will have communicated a poorly-reasoned argument, have a weak understanding of the central issues, lack structure, demonstrated limited engagement with the academic sources and evidence, shown poor insight and creativity, lacked coherency and clear articulation, and failed to follow the basic discipline conventions on referencing.
To achieve a grade of 2 (Fail, 25-44%), your podcast will have communicated a very weak argument, demonstrated little understanding of the central issues, shown a severe lack of structure, shown little engagement with the academic sources and evidence, displayed little insight or creativity, is incoherent and poorly spoken, and will have major flaws in the referencing based on discipline conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your podcast will have failed to communicate an argument, demonstrated no understanding of the central issues, lacked any structure, shown no engagement with the academic sources and evidence, displayed no insight or creativity, is incoherent and very poorly spoken, and the referencing will have failed to follow the basic disciplinary conventions.
Research Essay Assessment Criteria
Criteria:
- Ability to construct a well-reasoned argument.
- Depth and breath of knowledge and understanding of central issues.
- Ability to form a well-structured essay.
- Engagement with academic sources and evidence.
- Insight and/or creativity in interpreting texts or constructing a point of view or argument.
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Introduction In the first week of GEND2001, we begin to explore the key concepts of the course and consider some of the ways that our experience and understanding of gender is shaped by experiences of other social, cultural, political, and economic (etc.) experiences including race, class, culture, sexuality, and so on. We ask big questions about identity, subjectivity, selfhood, and the ways that multiple aspects of our identities become entangled to shape our experience of the world - including of marginalisation and oppression. We will also discuss the structure of the course and assessment. |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Feminist Genealogies and Colonial Legacies In Week 2 of the course, we think carefully about the legacies and ongoing impacts of coloniality on our understandings and experiences of gender and sexuality. |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Heterosexualism and the Colonial Modern Gender System In Week 3 of the course, we turn to the work of Maria Lugones. We will examine her concept of the coloniality of gender and her call for a decolonial feminism. |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Reimagining Geographies of Selves In Week 4, we engage with queer theory via Gloria Anzaldúa's work to ask questions and imagine new possibilities about selfhood with a special focus on labels, fixed categories and divisions between self and others. |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Indigenous Feminisms The Week 5 lecture will consider the ways that the lives of Indigenous peoples are shaped by understandings of race, and we will examine active resistance to racism and coloniality. |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Feminist Artivism In Week 6, we look at artivism (art + activism) and the way it has been used to cultivate awareness particularly about racial inequalities in feminist communities. |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Can the Subaltern Speak? In the Week 7 lecture we will examine the politics of the subaltern, particularly thinking about postcolonial and decolonial feminisms in India. |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Feminisms in Asia Week 8, we will examine theories and discourses of Asian feminisms situated in a postcolonial context to reconsider the hegemony of western feminism. |
Week 9 (16 Sep - 22 Sep) |
Lecture |
We Should All Be Feminists: Nigerian Feminism In Week 9, we will begin to unpack different African feminisms by using Nigeria as a decolonial case study. |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Ecofeminisms In Week 10, we ask: what do feminism, decoloniality, and environmentalism have to do with each other? |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Migrant & Refugee Women In Week 10, we explore the experiences of migrant & refugee women in Australia and consider the intersection of race and gender. |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Islamic Feminisms In Week 12, we will explore perspectives and key issues in Islamic Feminisms around the world. |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Course Wrap-Up This week we are going to think about the major themes that have emerged throughout the course and the overall takeaway messages from GEND2001. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.