Course coordinator
Dr Cassandra Byrnes
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
The course includes in-depth discussion of methodologies and strategies for cross-cultural research, including those informed by feminist perspectives and some of the current debates and controversies in relation to gender research across various disciplines within international frames across cultures, and within the context of rapid global change.
What does gender-based, feminist, anti-racist, and queer research look like? What counts as “history”, “method”, and “evidence” in feminist scholarship? Who gets to be a "researcher" or "knower"? How does your bodily, cultural, economic, racial, and social position (among others), along with your experience of the world, influence the kinds of research questions that you ask, your research theory and practice, and the kind of knowledge that you develop? And should it?
These are some of the questions that we will explore in GEND3001 Gender Futures: Research in Action. Because gender, sexuality, and the lives of marginalised peoples have historically been excluded from dominant research paradigms, obscured by traditional archives/ists, colonised by traditional research practices, and condescended to by disembodied researchers, a key project of women’s and gender studies has been to develop new archives, methods of research, and a lively discussion about the responsibility of researchers to our collaborators. Ultimately, we will be exploring how meaningful feminist and gender justice research practice affects our relationship and alliances with each other (inside and outside of the academy) and how we might move toward a more feminist and gender-just future through the research that we do together.
In this course, you will imagine, create, and enact your identity as a feminist/gender justice researcher--first, through coming to know about methodologies and associated methods specific to our field and, second, through designing and doing an independent research project that has application and relevance to the everyday world. You will work with a community-based organisation on a gender research project and, in doing so, will develop valuable research skills and experience that will benefit you whether you currently work or plan to work as an academic, activist, artist, citizen critic, or independent scholar. At the end of this course, you will have undertaken a research project that will prepare you for postgraduate level work, an advanced undergraduate project, or other creative, professional, or narrative undertakings.
Course requirements
Assumed background
Completion of first and second year courses in Gender Studies and/or relevant courses in Social Science or Arts.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
GEND1010, GEND2001 and 2 units of Gender Studies minor courses
Course contact
Course staff
Lecturer
Dr Cassandra Byrnes
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
Broadly speaking, the course aims to explore the vast landscape of gender research methodologies by bringing together feminist critiques of research methods with feminist ways of rethinking andﾠperforming gender research. The course content is broadly structured into the following themes: knowing, being and doing. We will first consider the epistemological and theoretical underpinnings of feminist/gender research approaches and methods (knowing), consider what these mean in relation to our gendered subjectivities and positionings (being) and then examine feminist/gender research methodologies in practice (doing). By the end of the course you will be able to engage in discussions about feminist/gender research methodologies with confidence,ﾠundertake writing-as-research which demonstrates a deep engagement with the politics and performance of research methods, and conduct inquiry into issues related to women and gender with a praxis based knowledge of skills and methods in gender research.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of feminist/gender literature and critiques of traditional research, knowledge, academic disciplines, and the boundaries between them.
LO2.
Demonstrate familiarity with key theoretical and methodological issues and concerns in feminist/gender scholarship and interdisciplinary research, including the application of feminist perspectives globally to gender research.
LO3.
Develop feminist/gender research and analytic skills appropriate for exploring the vast inter-disciplinary literature of Women's and Gender Studies and be able to relate it to research practice.
LO4.
Conduct a feminist/gender research project in your chosen field of interest and academic discipline by applying one or more gender/feminist research methodologies.
LO5.
Apply feminist/gender research praxis to work with a gender organisation outside the university and undertake a research project which has real world relevancy and application.
LO6.
Understand who you are as a feminist/gender researcher and consider the ways in which your identity as a feminist/gender researcher can contribute to improving the status of women and gender relations locally and globally.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Tutorial Journal | 20% (4x200 word entries) |
5/03/2025 - 26/03/2025
Tutorial journals are due at 12pm Wednesday the following week. E.g. the tutorial journal for Week 1 content is due before 12pm Wednesday of Week 2. |
| Project | Research Proposal | 30% 500 words |
17/04/2025 2:00 pm |
| Project | Research Project Report | 50% 3000 words |
13/06/2025 2:00 pm |
Assessment details
Tutorial Journal
- Mode
- Written
- Category
- Reflection
- Weight
- 20% (4x200 word entries)
- Due date
5/03/2025 - 26/03/2025
Tutorial journals are due at 12pm Wednesday the following week. E.g. the tutorial journal for Week 1 content is due before 12pm Wednesday of Week 2.
- Learning outcomes
- L01, L02, L06
Task description
Students will submit four journal entries online (due in Weeks 2-5) that reflect on the topic discussed in the previous week's seminar as well as the readings that you have been engaging with. Journal entries are designed to support your thinking and reflection on the course material that we engage with in the first part of the semester before you begin your research project.
Responses can take the form of brief summaries, questions, discussion of key words or concepts, or reflection on the issues and topics raised in the previous week (or a combination!). You must demonstrate in each entry that you:
- Have a proficient understanding of the key concepts.
- Are asking critical questions of the theories and scholarship.
- Refer to the lecture and readings.
Journal entries are due before our weekly seminars (12pm Wednesday) from Week 2 - Week 5 (dates below) and are submitted online via Blackboard.
The due dates for the journal entries are:
- Journal Entry 1: 12pm, Wednesday 5 March 2025
- Journal Entry 2: 12pm, Wednesday 12 March 2025
- Journal Entry 3: 12pm, Wednesday 19 March 2025
- Journal Entry 4: 12pm, Wednesday 26 March 2025
Referencing Syle: Students may choose whichever referencing style they are comfortable with, as long as it remains consistent with the UQ Library style guide: https://guides.library.uq.edu.au/referencing.
Word Limits: A final word count that is within ±10% of the set length (200 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.
Research Proposal
- Mode
- Written
- Category
- Project
- Weight
- 30% 500 words
- Due date
17/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L04
Task description
The rest of the assessment for this course is based around a feminist/gender research project that you will plan and undertake in partnership with a community-based organisation.
Early in the course, our community-based partners will attend the research project session of our seminar to introduce themselves and their organisations, as well as the particular project and/or problems they would like to invite you to work on. The way in which you will work with the organisation is something you will negotiate with them as part of your research project proposal.
Research Proposal:
In this written proposal, you are asked to introduce your community-based research project. Your proposal will include:
- Topic definition and rationale for project (including a description of the organisation you are focusing on/working with)
- Concise statement of your research question or problem.
- Outline of gender research method, strategy and time plan.
- Identification of key issues and/or challenges.
- Reflection on why this research matters personally and politically.
Referencing Syle: Students may choose whichever referencing style they are comfortable with, as long as it remains consistent with the UQ Library style guide: https://guides.library.uq.edu.au/referencing.
Word Limits: A final word count that is within ±10% of the set length (500 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.
Research Project Report
- Mode
- Written
- Category
- Project
- Weight
- 50% 3000 words
- Due date
13/06/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
Research Project Report:
The research report will be a culmination of your work with your community-based partner. The report is an opportunity to explore some of the bigger themes and ideas raised in your research, and to situate your work within the discipline or field of inquiry.
How you structure your report will depend on your specific project, how the research project was conducted, and what your conclusions were. However, you will need to include the following:
- A description of your specific research topic/problem/question.
- A discussion of how your project fits into other work being done in that area (i.e. a literature review of the context).
- Feminist and gendered approaches to thinking about your topic.
- A discussion of your methodology, and an explanation/justification of why that methodology was best suited to your problem.
- A discussion of your results/conclusions, their significance/impact on the problem and the larger field, and what new questions your work opens up.
The 3000-word report is due on Friday 13 June at 2:00pm and should be submitted via Turnitin.
Referencing Syle: Students may choose whichever referencing style they are comfortable with, as long as it remains consistent with the UQ Library style guide: https://guides.library.uq.edu.au/referencing.
Word Limits: A final word count that is within ±10% of the set length (3000 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. Course grade description: <p>Grade X: No assessable work received. ﾠ Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills.</p> |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.</p> |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.</p> |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered.</p> |
Additional course grading information
Tutorial Journals:
Your journal assessment task will be assessed according to the following 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 diary entries, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your journal entry 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 entry 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 entry 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 entry 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 entry 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 entry 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 entry 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.
Research Proposal:
Your project proposal will be assessed according to the following criteria:
- Topic definition and rationale for project.
- Concise statement of your research question or problem.
- Outline of research approach, strategy and time plan.
- Identification of key issues and/or challenges.
- Evaluation of academic sources and evidence.
- Presentation and written expression.
To achieve a grade of 7 (High Distinction, 85-100%), your proposal should demonstrate exceptional consideration of issues related to topic definition and rationale, and provide a nuanced and sophisticated statement of your research question and strategic approach. Project tasks should be identified very clearly, and the evaluation of relevant sources will be very insightful. Your proposal will 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 proposal should demonstrate an advanced level of consideration of issues related to topic definition and rationale, and provide a very effective statement of your research question and strategic approach. Project tasks will be clearly identified, and the evaluation of relevant sources will be insightful. Your proposal will 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 proposal should demonstrate proficient consideration of issues related to topic definition and rationale, and provide an effective statement of your research question and strategic approach. Project tasks will be well identified, with good evaluation of relevant sources. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your proposal should adequately consider some issues related to topic definition and rationale, and provide a functional or workable statement of your research question and strategic approach. There will be adequate identification of some project tasks, and a basic evaluation of some relevant sources. 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 proposal will consider issues related to topic definition and rationale only superficially, and will provide an attempt that demonstrates developing proficiency but ultimately does not result in a workable statement of your research question and/or strategic approach. Identification of project tasks will be superficial, and relevant sources will be evaluated inadequately. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your proposal will demonstrate minimal consideration of issues related to topic definition and rationale, will fail to provide a workable statement of your research question and strategic approach. There will be poor or insufficient identification of project tasks, and inadequate evaluation of relevant sources. 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 proposal will fail to consider issues related to topic definition and rationale, and will not present a workable statement of your research question and strategic approach. There will be no or insufficient identification of project tasks, and no or insufficient evaluation of relevant sources. There will be an unsatisfactory standard of presentation and/or written expression. Use of discipline conventions will be absent, poor or inappropriate.
Research Project Report:
Your report will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured report.
- 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 report using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your report 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 report 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 report 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 report 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 report 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 report 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 report 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 report should reflect developing levels of achievement. It should demonstrate that you have a superficial 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 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. Alternatively, your report may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
To achieve a grade of 2 (Fail, 25-44%) your report 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. Alternatively, your report may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria
To achieve a grade of 1 (Low Fail, 0-24%), your report will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your report 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’.
- ﾠAll 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 7 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
Library resources are available 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 (24 Feb - 02 Mar) |
Seminar |
Week 1: An Invitation to Feminist/Gender Research In the first week of lectures, we will ask big-picture questions, including: what is feminist/gender research? Who are we as feminist/gender researchers? We will recap some of the important theoretical perspectives that you have engaged with throughout your Gender Studies minor (and that will guide our approach to research in this course), and I will introduce some of the key perspectives in feminist/gender research methodologies and methods that we will be exploring throughout the semester. We will discuss what it might mean to be a feminist/gender researcher. We will discuss the potential resarch partners and show some examples of previous reserach projects to get a feel for the expected level of assessment for the course. We will also answer questions about the set readings this week. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 2 (03 Mar - 09 Mar) |
Seminar |
Week 2: Knowing as Feminist/Gender Researchers What do the phrases "feminist epistemology" and "feminist standpoint theory" mean? This week we will explore these perspectives and consider the influence and impact that they have on our practice as feminist/gender researchers. We will also consider the feminist/gender research project of deconstructing empiricism, objectivity, and absolute truth claims. You will be provided with an opportunity to ask questions about your research projects and consider which organisation you would like to work with. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 3 (10 Mar - 16 Mar) |
Seminar |
Week 3: Challenges to Dominant Knowledge Systems This week, we look at the ways feminist researchers challenge dominant European/Western knowledge systems, and ask questions about the freedoms and/or traps that such thinking might bring us as feminist and gender researchers. We will refine the research questions our projects seek to answer and consider which feminist/gender methodologies would be best suited for fulfilling our research goals. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 4 (17 Mar - 23 Mar) |
Seminar |
Week 4: An Introduction to Feminist Methodologies This week, we will consider the many ways to enact feminist/gender research. We will begin to think about our own approaches to feminist research, including: theory, memory, close reading, emotion, and reflexivity. Why are these methods important in conducting ethical, gender-just research? How can we ensure we implement some of these ideas in our own projects? We will begin to consider the theoretical grounding of our research projects and the kinds of knowing that will be most useful to generating understanding from our research. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 5 (24 Mar - 30 Mar) |
Seminar |
Week 5: Archival Work and Revisionist Histories This week, we will consider archival research as a method to explore feminist histories and gendered revisions of history. We will also think about what counts as an archive, who gets to record history, and the importance of non-textual sources. We will consider the applicability of archival work for our research projects and discuss the progress of our projects to date. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 6 (31 Mar - 06 Apr) |
Seminar |
Week 6: Interviewing as Feminist/Gender Method Why is interviewing so appealing to feminist/gender researchers? This week we will consider the potential that interview method has for talking, listening, and finding voice as feminists and will discuss feminist/gender interviewing strategies. We will consider the ways we might approach interviewing for our research projects, develop interview strategies and protocols where appropriate, and discuss the progress or our projects to date. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 7 (07 Apr - 13 Apr) |
Seminar |
Week 7: Feminist Digital Research In an increasingly digital world, how can we navigate online research in an ethical, feminist way? How do we seek out sources online and decipher the sometimes-convoluted web of information on the internet? We will discuss key strategies for undertaking online research to ensure integrity and reliability for our research projects. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 8 (14 Apr - 20 Apr) |
Seminar |
Week 8: Writing as a Feminist/Gender Researcher This week we will explore the many shapes and forms that feminist/gender research practice takes as writing. Alternative writing techniques such as autoethnography, ficto-criticism, poetry, and narrative writing will be discussed as examples of text that embody feminist principles, philosophies, and politics. We will focus on the ways in which you will write up your final research report and bring it all together. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 9 (28 Apr - 04 May) |
Seminar |
Week 9: Project Activities For four weeks (Week 9 to Week 12 inclusive) we will workshop your research project, so it is crucial that you attend. Learning outcomes: L03, L04, L05 |
Week 10 (05 May - 11 May) |
Seminar |
Week 10: Project Activities For four weeks (Week 9 to Week 12 inclusive) we will workshop your research project, so it is crucial that you attend. Learning outcomes: L03, L04, L05 |
Week 11 (12 May - 18 May) |
Seminar |
Week 11: Project Activities For four weeks (Week 9 to Week 12 inclusive) we will workshop your research project, so it is crucial that you attend. Learning outcomes: L03, L04, L05 |
Week 12 (19 May - 25 May) |
Seminar |
Week 12: Project Activities For four weeks (Week 9 to Week 12 inclusive) we will workshop your research project, so it is crucial that you attend. Learning outcomes: L03, L04, L05 |
Week 13 (26 May - 01 Jun) |
Seminar |
Week 13: Course Wrap-Up This will be your final seminar of the semester, where we will reflect on the research and writing processes we have experienced throughout the last 13 weeks. This will also be an opportunity to get any last feedback or advice on your research projects. Learning outcomes: L03, L04, L05 |
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.