杏吧论坛

Prof Sylvia Chant STC417a

This course is available on the MPA in International Development, MPA in Public Policy and Management, MPA in Public and Economic Policy, MPA in Public and Social Policy, MPA in Social Impact, MSc in Development Management, MSc in Development Studies, MSc in Environment and Development, MSc in Gender, MSc in Gender (Research), MSc in Gender (Sexuality), MSc in Gender (Sexuality), MSc in Gender, Development and Globalisation, MSc in Gender, Policy and Inequalities, MSc in Global Politics, MSc in Regional And Urban Planning Studies, MSc in Regulation, MSc in Urban Policy (杏吧论坛 and Sciences Po) and MSc in Urbanisation and Development. This course is available with permission as an outside option to students on other programmes where regulations permit.

A knowledge of development and/or gender in the Global South would be a distinct advantage.

A critical analysis of gender roles, relations and inequalities in Global South regions, with emphasis on intersectionalities of place and personhood, especially in contexts of poverty and in urban environments. Specific themes include: the ‘engendering’ of the ‘development agenda’ through global initiatives and grassroots feminist activism; the measurement of gender equality: data and indicators;  households, and families; domestic inequalities and carework; fertility, family planning and reproductive and sexual rights; health, healthcare and housing; female labour force participation; gender divisions in urban labour markets; internal and international migration; Gender and Development (GAD) policy; 'Smart Economics'; female empowerment and participation; girls in GAD;  men and masculinities in GAD.

10 hours of lectures and 10 hours of seminars in the LT.

The teaching structure of the second half of this course will be developed in consultation with students in order to maximise its pedagogic effectiveness. Prof Chant will deliver five 120 minute lectures in Weeks 1-5 (presenting on two topics per lecture); with Weeks 7-11 consisting of five 120 minute interactive seminars. Week 6 is a reading week, and as such no lectures or seminars will be delivered in this week.

In the interests of equity, diversity and inclusivity, and to maximise learning experiences and outcomes, GY421 is strongly committed to student-centred activities. Early on in the course, and in an attempt to collectively determine the formative work which will best suit cohort needs and pedagogic imperatives, the convenor will canvas participants as to their preferences, proposals and rationales for different types of active engagement in the five weeks of two-hour seminars (weeks 7-11) which follow on from the ten lectures delivered by Prof Chant in weeks 1-5). These student-orientated activities are likely to comprise one or more of the following: formative essays; preparing ‘starter’ presentations for seminars (typically in pairs or in teams of three), small group discussion work and plenary feedback on the basis of  topics, questions and directed reading proposed by the convenor, and/or key readings, short films/video clips, or other media selected  by students.  Additional opportunities for peer-and student-teacher exchange and learning will be encouraged through the active use of Discussion Forum posts on Moodle.

No single book covers the entire course.  However, detailed reading lists will be provided for each section., and recommended essential reading in general is as follows: W. Benedek, E. Kisaakye & G. Oberleitner (Eds), Human Rights of Women: International Instruments and African Experiences, 2002; L. Benería, G. Berik & M. Floro, Gender, Development and Globalisation, 2nd ed., 2015; S.Chant (Ed.) The International Handbook of Gender and Poverty, 2010; S Chant & M Gutmann, Mainstreaming Men into Gender and Development, 2000; S.Chant & C.McIlwaine, Cities, Slums and Gender in the Global South, 2016; A.Cornwall, E.Harrison & A.Whitehead (Eds) Feminisms in Development, 2007; A.Cornwall & M.Molyneux (Eds) The Politics of Rights: Dilemmas for Feminist Praxis, 2008; C. Criado Perez, Invisible Women: Exposing Data Bias in a World Designed For Men, 2019; J. Edström,  D. Chopra, C. Müller,S.Nazneen, P.Oosterhoff, S.Wood & E.Zembelli, with A.Bannister, P.Brambilla & P.Mason,  Reframing Gender Justice in an Unequal, Volatile World,2017; J.Lee & S. Shaw (Eds) Women Worldwide: Transnational Feminist Perspectives, 2011; S.Rai and G.Waylen (eds) New Frontiers in Feminist Political Economy, 2013, UN Women, Progress of the World’s Women 2015-16: Transforming Economies, Realising Rights,2015; UN Women, Progress of the World’s Women 2018/19: Families in a Changing World, Public Action for Women’s Rights, 2019; World Bank WDR 2012: Gender Equality and Development, 2011.

Take-home assessment (100%) in the ST.

Students will be asked to answer 2 out of 5 questions.

A small course taken by a variety of MSc students across the school, particularly from the Gender Institute, and Departments of Social Policy, Development Studies and Geography and Environment.  Students tend to report high levels of satisfaction, and to perform well (with a good spread of merit marks and some distinctions).