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 offers students the opportunity to consider some of the key ideas about sexuality and scandal in Europe, Australia, America and the Empire, from the Victorian period to the most recent past. This broad period saw concepts of sexuality radically redefined, with sexual constructions and sexual identities entirely reconceived. The unit course also explore the ways sexuality intersects with other tropes, particularly race, class and gender. Students will gain an understanding of the concept of sexuality as an historical category and knowledge of the ways in which sexuality is relevant to the consideration of major intellectual, political and social developments in history. This will allow students to understand and appreciate sexual difference in the past, and also provide valuable critical tools for the study of sex in the present.
Welcome to HIST2603 - The History of Sexuality!
Our goal in The History of Sexuality is to provide a space to analyse and understand the significance of sex, sexuality, and gender in the historical past, and learn how to apply this understanding to contemporary issues.
Sexuality has become an increasingly important field of discourse since 1800. As French social theorist and historian Michel Foucault suggested, sex has come to be seen as "the truth of our being".
As such, the study of sexuality is fundamental to any historical understanding of the nature of modernity.ﾠThis course focuses on the social construction of sexuality, and seeks to reveal its changing and contingent nature. In other words, it rejects the notion that sexuality is a definable thing or a universal experience, and assumes instead that, along with biological elements, the content and meaning of sexuality is provided by social relations or interactions that range across time and place.ﾠ
Family and kinship networks, economic and social organisation, social regulation, scientific theorisation, political intervention, popular cultures of resistance and other forces which organise sexuality will be examined, as will the role played by ideology, gender, class, and race in structuring sexual relations of power.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
HS242
Course contact
Course staff
Lecturer
Dr Cassandra Byrnes
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course is offered internally, with lectures recorded and posted to Blackboard. Tutorials are in-person and cannot be recorded.ﾠﾠ
Aims and outcomes
This course will examine the history of sexuality from the Victorians to the present, crossing Britain, Europe, the United States and Australia. We will explore the range of changing behaviours, practices and identities, including homosexuality, heterosexuality and early concepts of queer and trans*. We will think about an ideal "normal" sexuality, and what was and is considered perverse, deviant and dangerous. We will examine shifts and changes in sexuality over time, and consider the ways that sexuality was constructed. Finally, we will consider the multiple ways that sex moves beyond the bedroom and into the public world, forming and permeating social, cultural and political frameworks.
By the end of the course students will be able to:
* Explain why sexuality is an important category of historical analysis.
* Outline dominant understandings of the body and sexuality.
* Pinpoint moments of sexual crisis within this timeframe.
* Explain how these historical moments reflect upon and interact with the present.
* Evaluate information, ideas, and arguments including those of diverse cultural assumptions.
* Develop advanced research, writing and information literacy skills relevant to history.
* Develop the ability to communicate orally at an advanced undergraduate level in a large discussion group.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
develop a deeper understanding of human sexuality;
LO2.
foster an understanding of sexuality in other societies distant in time and space;
LO3.
develop a basis for further study of sexuality and social history; and
LO4.
develop skills in historical inquiry, enabling definition of a problem, gathering, processing and presentation of information, reaching a conclusion based on available evidence, and effectively communicating this to others.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Primary Source Analysis | 20% 500 words |
23/08/2024 2:00 pm |
| Essay/ Critique | Research Essay | 40% 2000 words |
27/09/2024 2:00 pm |
| Essay/ Critique | Take Home Exam | 30% 1000 words |
1/11/2024 2:00 pm |
| Participation/ Student contribution | Tutorial Participation | 10% |
29/07/2024 - 14/10/2024
At weekly tutorials. |
Assessment details
Primary Source Analysis
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 500 words
- Due date
23/08/2024 2:00 pm
- Learning outcomes
- L01, L02, L04
Task description
You are required to submit a Primary Source Analysis via Turnitin of 500 words, worth 20% of your total grade. You will need to choose one source to analyse (out of three potential choices), which can be found on Blackboard under the 'Assessment' tab in the Primary Source Analysis folder. The purpose of this assessment is to demonstrate an understanding of primary source evidence needed to interpret historical subjects and an ability to critically analyse these sources. This is a key skill required in history subjects, and will help you in your later assessments. We will discuss the task in tutorials and further guidance will be available.
Your Primary Source Analysis must be submitted through Turnitin, via the Blackboard site. Please keep your Turnitin receipt as there is no recourse for late or lost essays without a receipt.
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 students' 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 the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard.
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
27/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Research Essay (40%)
2000 words (excluding footnotes and bibliography)
The research essay questions are to be found in a separate document in Blackboard, under 'Assessments'. You are to select one to write up as a long essay. The aim of the research essay is to give you the opportunity to engage in in-depth research and writing on a specific topic of your own interest. This task forms a major component of your mark and therefore requires a degree of care, thought, effort and preparation.
As a guide:
- Your essay should be fully referenced, including footnotes (Chicago 17) and a bibliography.
- Footnotes and bibliography are not included in word limits for essays and written assignments, unless footnotes are discursive in character.
- You must read the material on plagiarism carefully: any essays found with evidence of plagiarism or AI use will face disciplinary action.
- You must use an essay format (no dot points, no headings) and lay out your argument clearly and effectively.
For a research essay, you should consult at least ten secondary texts and three primary sources. Of these, at least three must be from the lists provided, and you are welcome to use more. If you choose to source your own material, remember to find material that is scholarly and useful to a University level essay – if in doubt, email me and I can advise.
This Essay should be submitted through Turnitin. Please make sure you keep your Turnitin receipt, in case of technical difficulties. Penalties will apply for late or lost essays without a Turnitin receipt.
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 students' 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 the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard.
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.
Take Home Exam
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1000 words
- Due date
1/11/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Your Take Home Exam will be released in the Lecture in Week 13. More details will be given upon release.
The purpose of the exam is to identify the level of basic knowledge you have acquired and retained from the course overall, and your grasp of the broader historical themes and issues. It will cover lecture content. Please do not utilise or re-use material from research essays or tutorial notes (if you do, this material will not be marked, making it very hard to pass the exam).
Your take home exam will be submitted through Turnitin. Please keep your Turnitin receipt. Penalties will apply for late or lost essays without a Turnitin receipt.
Word Limits: A final word count that is within ±10% of the set length (1000 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 students' 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 the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard.
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.
Tutorial Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
29/07/2024 - 14/10/2024
At weekly tutorials.
- Learning outcomes
- L01, L02, L03, L04
Task description
The participation mark, worth 10%, will be determined by considering a student’s overall participation in the tutorial series. The quality of a student’s contribution (not mere frequency of attendance) will be the main criteria.
As always, to ensure you do well in tutorials you should always:
- Do the readings.
- Think about the broader ideas of the topic.
- Actively participate in class.
- Engage respectfully with others.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
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 CRITERIA
Primary Source Analysis Criteria
Your analysis will be assessed according to the following criteria:
- Ability to identify author or creator of the item.
- Ability to explain the context of the item.
- Ability to identify the key components, themes or features that allow critical appreciation.
- Ability to explain the significance of the item.
- Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
- Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the source. Your analysis should be critical and sophisticated, and provide a thorough assessment of the item’s wider context/uses. Your writing will be very 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%), you should demonstrate that you have an advanced level of understanding of the source. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (Credit, 65 – 74%), you should demonstrate that you have a proficient understanding of the source. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. 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%), you should demonstrate that you have a functional understanding of the source. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. 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%), you will need to show that you have a superficial understanding of the source. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. 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 work will show that you have only a minimal understanding of the source. Your analysis will demonstrate that you have not understood fundamental concepts or the wider context/uses of the item. 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 analysis will fail to demonstrate that you understand the source. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.
Research Essay Criteria
Your essay 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 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 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.
Take Home Exam Criteria
Your exam will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Evidence of understanding of central issues.
- Ability to form a well-structured exam.
- Engagement with academic sources and evidence, as required.
- 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 if required.
To achieve a grade of 7 (High Distinction, 85-100%), your take-home exam should demonstrate an exceptional level of rigour in argumentation and understanding of issues, exceptional organization of material, extensive research, and insightful and creative discussion. The written expression and presentation should be excellent and follow discipline conventions.
To achieve a grade of 6 (Distinction, 75-84%), your take-home exam should demonstrate an advanced level of rigour in argumentation and understanding of issues, very good organisation of material, wide research, and a capable synthesis of research materials. The written expression and presentation should be very good and follow discipline conventions.
To achieve a grade of 5 (Credit, 65 – 74%), your take-home exam should demonstrate a proficient level of rigour in argumentation and understanding of issues, good organization of material, a good level of research, and synthesis of research materials. The written expression and presentation should be good and largely follow discipline conventions.
To achieve a grade of 4 (Pass, 50 – 64%), your take-home exam should demonstrate a basic level argumentation, a fundamental understanding of issues, adequate organisation of material, a basic level of research, and an adequate synthesis of research materials. Your written expression and presentation should be satisfactory and follow discipline conventions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your take-home exam will demonstrate that your attempt, while underdeveloped and falling short of a pass, shows your emerging ability to apply basic knowledge and skills. Your argumentation and understanding of issues will be superficial, your material poorly organised and synthesis of research materials limited. Your written expression and presentation should be adequate and should attempt to follow discipline conventions.
To achieve a grade of 2 (Fail, 25-44%), your take-home exam will demonstrate that your argumentation and understanding of issues was deficient, that your research was limited and/or poorly organised and explained, and that you did not understand fundamental aspects of the course. Your writing will be poor and/or inappropriate, and will not follow discipline conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your take-home exam will demonstrate that you have failed to meet the minimum learning requirements and skill acquisition for this assessment task. You will not have mounted sound arguments and/or understood relevant issues. Your research will be limited and inadequately explained. Your exam will be poorly organised and/or poorly written, and will not follow discipline conventions.
Tutorial Participation Criteria
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance in class and online is necessary to fulfil the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
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 Week 1, you will be introduced to some of the key ideas in histories of sexuality, and we will think carefully about how we find gender, sex, and sexuality in the past. Learning outcomes: L01, L02, L03, L04 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Victorian Gender and Sexuality In Week 2, we will begin our exploration of content through looking at the Victorians. We will begin with unpacking the stereotypes of middle-class Victorian men and women before moving on to the so-called 'other' Victorians. Learning outcomes: L01, L02, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Pathologising Sexuality Week 3 looks at the new practice of Sexology in the late-nineteenth century, and how that led to the "invention" of the homosexual. We will closely consider ideas of medical history, and how this led to different understandings of 'normal' and 'abnormal'. Learning outcomes: L01, L02, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
No student involvement (Breaks, information) |
Ekka Public Holiday No classes this week due to the Ekka public holiday. Learning outcomes: L01, L02, L03, L04 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
The Colonial Project In Week 5, we continue our examination of the dynamics of sex and scandal within the colonial context. The expectations upon the bodies of Black women by colonisers had profound implications for Indigenous societies, and nowhere was this more obvious than across the so-called 'New World'. Learning outcomes: L01, L02, L03, L04 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Understanding Reproduction In Week 6, we enter the twentieth century through looking at the ways reproduction was conceptualised and actualised. We will focus on sex education, venereal disease, and abortion to better understand embodied sexualities. Learning outcomes: L01, L02, L03, L04 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Queering the Weimar In Week 7, we will look at queer subcultures across Europe in the interwar years, with a particular focus on Weimar Germany. We will see how queer communities formed and thrived in unexpected places. Learning outcomes: L01, L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Sex and War In Week 8, we will see how World War II had a transformative effect on sexuality across the globe. From changing gender roles on the homefront to so-called 'comfort women' in Japan, WWII profoundly changed the lives of many. Learning outcomes: L01, L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
The 1950s In Week 9, we will examine the 'happy, harmonious' 1950s, particularly in the western world. How did queer people and teenagers fit into the nuclear family model that prioritised the suburban dream? Learning outcomes: L01, L02, L03, L04 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Sexual Revolutions In Week 10, we will cover the sexual revolutions of the 1960s and 1970s in depth, particularly women's liberation and gay rights movements. We will reconsider these decades as a time of sexual liberation and progress, and see it as part of a broader and longer continuum of change across the late century. Learning outcomes: L01, L02, L03, L04 |
Week 11 (07 Oct - 13 Oct) |
Lecture |
The Grim Reaper In Week 11, we will examine the HIV/AIDS epidemic that began in the 1980s. From medical and legal histories to social histories, HIV/AIDS represented a particularly fraught time for homosexual men in the west, before the epidemic permeated the Global South and became imbued with racialised meaning. Learning outcomes: L01, L02, L03, L04 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
The Sex Wars and Pornography In Week 12, we will consider the ways that pornography was situated in a post-women's liberation world. The Feminist Sex Wars and the rise of the internet fundamentally changed the pornographic landscape in different and competing ways. Learning outcomes: L01, L02, L03, L04 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
The New Millennium In Week 13, we wrap up the course by thinking about the ways gender, sex, and sexuality entered the new millennium. We will reflect on the broader themes of the course and consider new possibilities for gender and sexuality. The Take Home Exam will also be released in the Week 13 Lecture. Learning outcomes: L01, L02, L03, L04 |
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.