SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
70314YEEOS-SOS2230	Gender Studies	0	Spring	3	0	3	6

Course Type :	University Elective
Cycle:	Master TQF-HE:7. Master`s Degree QF-EHEA:Second Cycle EQF-LLL:7. Master`s Degree
Language of Instruction:	English
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	E-Learning
Name of Coordinator:	Instructor SEVCAN TİFTİK
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

This course aims at introducing students to the field of Gender Studies from a humanities perspective. It motivates students to critically approach not only gender-based discrimination, oppression, and violence but also other categories of social identity and oppression.

The course is committed to looking at gender studies through an intersectional and critical lens, allowing students to comprehend and identify the forms and contextual frameworks of discrimination and inequality in daily life and academia.

Course Content:

Gender Studies is a humanities-based analysis of the conditions and cultural representations of women, men, trans and non-binary people within the social and historical contexts of race, class, gender, sexuality, and disability. Engaging with various traditions and modes of representation, this course explores gender-related issues in including but not limited to history, literature, mass media, and popular culture. It places a specific focus on intersectionality while drawing on theoretical and historical frameworks for studying gender.

The course will highlight contemporary experiences and representations of gender and situates gender relations in diverse geographical and historical contexts.

Course Learning Outcomes (CLOs)

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.

Weekly Course Schedule

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

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Recognizes different paradigms, fundamental theoretical approaches and methodologies in International Relations,
2)	Recognizes individual, social and academic ethic norms,
3)	Analyzes current global political issues,
4)	Review political issues with an open-mind and critical thinking,
5)	Conduct independent academic research,

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Problem Solving
Views
Reading
Homework
Peer Education
Seminar
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Homework Assignments	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	15	3	45
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	4	16	64
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	2	16	32
Total Workload of Teaching & Learning Activities	-	-	141
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	0	0	0
Midterms	1	1	1
Semester Final Exam	1	1	1
Total Workload of Assesment & Evaluation Activities	-	-	2
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			143
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			6

Course Notes / Textbooks:
References:	Saraswati L. A. Shaw B. L. & Rellihan H. (2021). Introduction to women's gender & sexuality studies : interdisciplinary and intersectional approaches (Second). Oxford University Press.