ASOC 22A10 - Significant Topics in Sociology : Gender

In sociology, the so-called classical theory rarely incorporates an analysis of gender. Until quite recently, gendered power relations have been located at the margins of the discipline's theoretical canon. Yet, gender has long structured social relationships and our ideas about them. The aim of this course is to demonstrate that gender is a powerful lens that applies to various fields of sociological thinking, from sociology of family to sociology of labour to sociology of the environment, and how it can be employed for empirical research. This course does not constitute a ‘specific' course on gender. Instead, it is a general sociological course that incorporates gender-sensitive lens into the study of ‘bigger' sociological questions, such as the reproduction of society through the institutions of family, social inequalities at work and at home, migration and globalisation, social movements, scientific and technological innovations, and planetary environmental degradation.

Anastasiya HALAUNIOVA,Clémence DOUTEAU,Béatrice ZANI

Cours magistral et conférences

English

1) Lectures (2 hours per week) The lecture is meant to introduce the main concepts, theories, and debates in sociological thinking on gender. It is a broad survey of key ideas in this field of sociology, and it is meant to draw connections across various theoretical and thematical domains. Prior readings are not demanded. 2) Seminars (2 hours per week) The seminars are meant to give extra depth to the issues introduced during the lectures. Each session is articulated around two texts: one introduced by the seminar teacher and one presented by students. The classroom discussions and oral presentations are designed to help you actively engage with theories and concepts. You are expected to read the assigned texts before we meet in class and to participate actively in class discussions. You should come to class having identified the main questions that scholars are raising, the assertions they are making, and any underlying assumptions you can discern in their arguments.

Autumn 2023-2024

Students are expected to pass the following assignments (at least three grades): 1) Presentation in discussion sections (34% of the final grade). Each week, a group of students (2-3) prepares a presentation on the recommended reading and leads the discussion on the day's topic. 2) Final exam: written assignment (33%). A short document commentary/essay (3-4 pages) providing a systematic analysis of the role of gender (if relevant in intersection with class, race, age, etc.) in an event or series of events the student has personally experienced. 3) Reading responses (33%). Students will write a very short personal reflection (0.5-1 page) based on the week's readings for each session (session 2-11). No midterm exam, no grading of classroom participation. GUIDELINES FOR THE PRESENTATION Presentations should be 15-20 minutes (excluding discussion) and address: 1) Main questions the author asks: what is it that she hopes to understand and explain? 2) What is the theory or common sense understanding that the author is arguing against? Addressing this question will allow you to talk about the context in which the text was written and the theoretical debates that were important to the author. 3) What theory or theoretical understanding does the author propose instead? What key concepts does she introduce? How does she define these key concepts? 4) Methodology used (if relevant): what materials the author draws upon in order to make her argument? Do you find this methodology convincing given what the author tries to show? 5) Findings and contribution: what are the author's main theoretical and empirical contributions? What questions and perspectives for further investigation does the author open up? What questions remain unanswered? How would you apply the author's approach and her concepts? 5) Linkages to other texts: how do the texts we engage with that week relate to each other? What similarities and differences in the authors' understanding of gender and social relationships, in their methodologies, and in their application do you observe? 6) Discussion points for debate with the class. A good discussion point is one with which you can sensibly both agree and disagree. Think in advance about things to say both against and in favor of the discussion point which you can mobilize during the discussion. GUIDELINE ESSAY This 3-4 page essay is a self-reflective exercise that can take various forms and must contain the following aspects (more details will be provided by the workshop leader): 1) An analysis of the role of gender (if relevant in intersection with class, race, age, etc.) in an event or series of events the student has personally experienced. 2) Mobilize the concepts and literature of the course in a creative way to analyze these events.

At the end of the course, the students are expected to : 1) Have developed an understanding of the scope of sociological thinking on gender and gendered power relations. 2) Understand the specificities of how gender structures various social institutions and macro-scale social dynamics, such as migration and climate change. 3) Be able to identify the core principles of feminist research within social sciences. 3) Comprehend the dynamics of contemporary gendered social inequalities. The course uses the following pedagogical formats: lectures, debates, classroom discussion, student presentations, learning diary.