Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
|
|
|
|
| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
|
1) Forms of inequality and discrimination are understood in historical, theoretical, and cultural contexts through the lens of intersectionality.
|
| Skills
(Describe as Cognitive and/or Practical Skills.)
|
| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
|
1) Students will learn the causes of gender-based discrimination and inequalities; how they are produced and perpetuated, and finally will obtain the skills to combat them.
|
2) Students will acquire analytical and critical perspectives on gender.
|
3) Students will gain the skills to identify different forms of oppression and discrimination by questioning the issue of language and representation in literature, cinema, media, etc. in relation to gender.
|
4) Students develop an inclusive and intersectional perspective on gender studies rather than a binary gender regime.
|
| Week |
Subject |
Materials Sharing * |
|
Related Preparation |
Further Study |
| 1) |
Introduction: Introduction of course content and materials, mutual acquaintance |
Saraswati L. A. Shaw B. L. & Rellihan H. (2021). Introduction to women's gender & sexuality studies : interdisciplinary and intersectional approaches (Second). Oxford University Press.
|
|
| 2) |
Introduction to the Gender Studies
|
1. Saraswati et al “Learning and Unlearning Gender and Sexuality” (Intro to WGSS 5-8)
2. Saraswati et al “Beyond the Gender Binary”(Intro to WGSS 9-13)
3. bell hooks “Feminist Politics: Where We Stand” (Intro to WGSS 23-25)
|
|
| 3) |
A Structural Approaches to Oppression, Privilege, and Power |
1. Saraswati et al “Oppression, Privilege and Intersectionality” (Intro to WGSS 14-19)
2. Allan Johnson, “Patriarchy, the System: an It, Not a He, a Them, or an Us” (Intro to WGSS 26-34) [Content note: Brief mention of sexual assault]
3. Marilyn Frye, “Oppression” (Intro to WGSS 67-72) [Content note: Brief mention of sexual assault]
4. Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack” (Intro to WGSS 72-75)
5. Audre Lorde, “There is No Hierarchy of Oppressions” (Intro to WGSS 76)
6. Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House”
|
|
| 4) |
Deconstruction of the Sex/Gender Binary |
1. Delphy, Christine. (1993). Rethinking sex and gender. Women’s Studies International Forum, 16 (1), 1–9.
2. Butler, Judith. (2015). Gender trouble : feminism and the subversion of identity. Routledge.
|
|
| 5) |
Intersectionality |
1. Combahee River Collective “A Black Feminist Statement” (Intro to WGSS 141-146)
2. Crenshaw, Kimberle. "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics," University of Chicago Legal Forum: Vol. 1989: Iss. 1, Article 8. o Available at: http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
3. Nash, Jennifer C. (2008). Rethinking Intersectionality. Feminist Review, 89 (1), 1-15.
|
|
| 6) |
Decolonial Feminism |
|
Guest Lecturer: Tebessüm Yılmaz (PhD C. at the department of Diversity
and Social Conflict at Humboldt-Universität zu Berlin) |
| 7) |
Instructions for the Midterm Assignment |
|
|
| 8) |
Popular Visual Cultures and Media Representations |
Saraswati et al “Popular Culture and Media Representations” (Intro to WGSS 210-212)
McInroy, Lauren B., and Shelley L. Craig. "Transgender representation in offline and online media: LGBTQ youth perspectives." pp. 606-616
Disclosure (Netflix)
|
|
| 9) |
Gender, Embodiment, and Experience |
Saraswati et al, “Epistemologies of the Body” sections (Intro to WGSS 338 - 345)
Saraswati et al, “Choice, Control, and Commodity: Understanding Bodies in a Neoliberal Age” and “Body Talk, Body Hack: Agency and The Body as a Site of Resistance” (Intro to WGSS 345-355).
Saraswati et al, “Chapter 58: Masculine, Feminine, or Fourth of July” by Christina Crosby (Intro to WGSS 388 - 391).
Saraswati et al, “Chapter 30: It’s Time to End the Long History of Feminism Failing Transgender Women” by Tina Vasquez (Intro to WGSS 171-174).
|
|
| 10) |
Politics of Feminist Research and Studies |
Keller Fox, Evelyn (2004). “Gender and Science”. In Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology and Philosophy of Science. Ed. by Harding S. & Hintikka, M. B. NY: Kluwer Academic Publishers, pp. 187-207.
Ramazanoğlu, C. & Holland, J. (2002). Feminist Methodology: Challenges and Choice. London: SAGE Publications. Pp. 105-123; Sprague, J. (2016). Feminist Methodologies for Critical Researchers: Bridging Differences. 2nd ed. Maryland: Rowman & Littlefield. Pp. 53-81.
|
|
| 11) |
The Locality of Feminism |
Mikdashi, Maya. (2012). “How Not to Study Gender in the Middle East.” Jadaliyya. http://www.jadaliyya.com/pages/index/4775/how-not-to-study-gender-in-the-middle-east
Abu-Lughod, Lila. (2002). “Do Muslim Women really need saving?” American Anthropologist, 104 (3): 783-790.
|
Guest Lecturer from Havle Women’s Association |
| 12) |
Masculinities Studies |
Connell, R. (2019). Masculinities in Troubling Times: View from The South . Masculinities: A Journal of Identity and Culture , (12) , 5-13 . Retrieved from https://dergipark.org.tr/tr/pub/mjic/issue/56066/770736
Kandiyoti, D. (2019). Mainstreaming Men and Masculinities: Technical Fix or Political Struggle? . Masculinities: A Journal of Identity and Culture , (12) , 30-41. Retrieved from https://dergipark.org.tr/tr/pub/mjic/issue/56066/770743
Akyüz, S. (2012). Political Manhood in 2000's Turkey: Representations of Different Masculinities in Politics. Ph.D. Dissertation in Political Science, Bilkent University, Ankara.
|
|
| 13) |
Disability Studies
|
Garland-Thomson, Rosemarie. (2002). Integrating Disability, Transforming Feminist Theory. NWSA Journal. 14. 1-32. 10.1353/nwsa.2003.0005.
Mcruer, Robert. (2010). Compulsory Able-Bodiedness and Queer/Disabled Existence. The Disability Studies Reader. 383-392.
|
|
| 14) |
End of the Semester - Instructions for the Final Assignment |
|
|
(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
| |
Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Owns advanced theoretical and applied knowledge in the field of computer science and engineering. |
|
|
1.1 Owns the comprehensive knowledge about advanced techniques and methods and their limitations applied in the field of computer science and engineering. |
|
|
|
|
|
2) |
Performs advanced application and development in the field of computer science and engineering, reaches, evaluates and applies information. |
|
|
2.1 Reaches knowledge broadly and deeply by application and development in the field of computer science and engineering, evaluates, interprets and applies knowledge. |
|
|
|
|
|
3) |
Defines the problem, accesses data, uses knowledge from different disciplines, designs researches, designs system and process, develops solution methods in order to solve current problems in the field of computer science and engineering. |
|
|
3.1 Complements and applies knowledge with scientific methods using uncertain, limited or incomplete data; can use information from different disciplines together. |
|
|
3.2 Has awareness of the new and developing applications of his/her profession, examines and learns them when needed. |
|
|
3.3 Defines and formulates the problems related to the field, develops methods for solution and applies innovative methods. |
|
|
3.4 Develops new and/or novel ideas and methods; designs complex systems or processes and develops innovative/alternative solutions in his/her designs. |
|
|
3.5 Designs and implements theoretical, experimental and modeling-based research; examines and solves complex problems encountered in this process. |
|
|
|
|
|
4) |
Has the necessary skills and competencies to perform his/her profession in the most effective way and to constantly improve himself/herself. |
|
|
4.1 Can work effectively in disciplinary and multi-disciplinary teams, lead such teams and develop solution approaches in complex situations; can work independently and take responsibility. |
|
|
4.2 Acquires communication in a Foreign Language (English) competence defined on the level of at least B2 in European Language Portfolio. |
|
|
4.3 Conveys the processes and results of his/her studies systematically and clearly in written or verbal form in national and international environments in that field or outside the field. |
|
|
4.4 Knows the social, environmental, health, safety, legal aspects of engineering applications, project management and business life applications, and is aware of the constraints they impose on engineering applications. |
|
|
4.5 Observes social, scientific and ethical values in the stages of data collection, interpretation, announcement and in all professional activities. |
|
|
4.6 Owns the institutional competencies on the graduate level defined by Beykoz University. |
|
ECTS Information Package / Course Catalogue