HSC8009 : Gender, Sexualities, Politics and Global Health (Inactive)
- Inactive for Year: 2019/20
- Module Leader(s): Dr Lutz Sauerteig
- Lecturer: Dr Samiksha Sehrawat, Ms Samantha Ryan
- Owning School: FMS Graduate School
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
In this module, drawing largely on theoretical approaches to gender and sexualities associated with sociology, philosophy, history, and cultural and legal studies, students will develop an understanding of how gender and sexualities inform and are relevant to health contexts in a global context, associated policy responses and health outcomes on a global level.
• To introduce students to theoretical approaches in gender and sexualities studies relevant to health and wellbeing
• To engage students with social, cultural, political and historical characteristic responses to gender, sexualities and sexual health on a global level
• To promote an understanding of the historicity and political context of concepts of gender, sexualities and sexual health on a global level
• To identify changes and continuities in sexual knowledge and practices related to sexual health and sexualities in a global context
• To engage students with current issues of sexual health and sexualities in different social, political and cultural contexts on a global level and to promote understanding of how gender and sexualities inform and are relevant to those contexts, associated policy responses and health outcomes.
Outline Of Syllabus
Topics coved by the module will include the following:
• The main theoretical approaches to and concepts in sexualities and gender studies;
• gender and the body: the making of gender and sexualities;
• gender and health care: the interaction between gender, health, and health-care seeking behaviours;
• shaping sexual knowledge - Sex and relationships education on a global level: exploring dichotomies of state intervention vs civil rights;
• sexualised violence, gender, health and politics in Western and non-Western cultures;
• policy responses to sexualities and gender relating to global health: e.g. Homosexualities and queer sexualities; sexualisation of children; commodification of sex;
• postmodern sexualities, politics and society: sex after the sexual revolution and in a global context.
|Scheduled Learning And Teaching Activities||Lecture||7||3:00||21:00||Seminars|
|Guided Independent Study||Assessment preparation and completion||76||1:00||76:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||3:00||3:00||Presentation of poster in workshop format|
|Guided Independent Study||Directed research and reading||30||1:00||30:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||1||1:00||1:00||Tutorial feedback session on formative essay|
|Guided Independent Study||Independent study||69||1:00||69:00||N/A|
Teaching Rationale And Relationship
• The approach combines short lecture inputs with seminar sessions, led by students and structured around readings and other resources. The aim is to engage students in active consideration and application of concepts and ideas emerging from a gender and sexualities studies in a group context and relation to their wider field of studies.
• To bring all the students to a similar level of comprehension students will be asked to read and prepare texts prior to the sessions. Learning materials will be made available in advance of seminar sessions using the VLE, and it will be expected that students have done the required preparatory work.
• A typical 3h seminar session will allow students’ interpretation of selected historical and contemporary sources, short presentations of key primary and/or secondary literature; and joint critical discussion of pre-read research publications (partly in group work).
• Structured reading will allow students to pursue topics in greater detail enabling both familiarity with key texts and a deeper understanding of the subject knowledge generally.
• The workshop will allow students to learn from each other in understanding how to design and present information succinctly and visually engagingly in a poster format.
• Independent study, research and analysis will focus students' knowledge more deeply by pursuing aspects of the module that are of special interest to themselves.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||80||3,500 words maximum (incl. references, excel. bibliography) on a module related topic chosen by the student and approved by ML|
|Poster||2||M||20||Illustrations & 150 words text on a module related topic (separate to topic of the essay) chosen by student & approved by ML|
|Essay||2||M||1,500 words (incl. references, excl. bibliography) on a module topic chosen by student and approved by Module Leader.|
Assessment Rationale And Relationship
• The written assignments will test students’ knowledge, understanding and critical analysis of key issues covered in the module, their ability to argue coherently and communicate effectively in writing, and to reflectively assess their proficiency in thinking through how the various social, cultural and historical perspectives on gender, sexualities, sexual health, politics and/or policies are represented in the literature.
• The formative essay forms basis of summative essay. The formative essay will indicate to students the depth of their understanding and the relative strength/weakness of their analysis. Feedback will be given to students within 2 weeks after submission (10 working days).
• The design, development and presentation of a poster will develop and test students’ ability to present their ideas in a succinct and academically relevant format. Assessment of students’ posters will test their ability to present their critical knowledge and understanding of key arguments and concepts in a visually appealing creative and focused form, to formulate a clear relevant research question, to contextualise their research in the wider social, cultural and historical context, and to communicate this verbally in a given time frame to the peer-group and lecturers in an accurate, direct and concise manner. The oral presentation will provide students the opportunity to receive feedback from the peer-group.
• Topics for essay and poster are chosen by the student to reflect their professional interests. Lecturers will support students in their choice of topics. The topic chosen for the essay (formative and summative) has to be separate to the topic of the poster.