| Course Name | Gender and Social Change |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| SOC 312 | Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Required | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&ALecture / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | To discuss the basic concepts and theories of gender studies and to expand an awareness of gendered society. The course aims to discuss the basic concepts and theories of gender studies and to expand an awareness of gendered society. The course aims to discuss the basic concepts and theories of gender studies and to expand an awareness of gendered society. The course aims to discuss the basic concepts and theories of gender studies and to expand an awareness of gendered society. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | The course introduce to basic discussions of gender studies. Topics include sex, gender, masculinity, femininity, queer theory, feminism, intersectionality, gendered society. The concept of gendered society is discussed with reference to different contexts like family, work life, intimacies, body, politics and space. |
| Related Sustainable Development Goals |  |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Presentation and overview of the course | |
| 2 | Thinking About Gender | Margaret L. Andersen, “The Social Construction of Gender”, in Thinking about Women, 2006 Ann E. Cudd and Leslie E. Jones, “Sexism” in Feminist Theory: A Philosophical Anthology |
| 3 | Feminist Theory | Chris Beasley, What is Feminism? An Introduction to Feminist Theory, (excerpts) Sage, 1999 Suggested: Rosemarie Tong, Feminist Thought: A Comprehensive Introduction, 1992 Gülnur Acar- Savran, “Cinsiyet/ Toplumsal Cinsiyet/ Cinsellik: Biyolojizm ve Toplumsal Kuruluşçuluğun Ötesinde” in Beden Emek Tarih (233-309) |
| 4 | Feminism | Chris Beasley, What is Feminism? An Introduction to Feminist Theory, (excerpts) Sage, 1999 Suggested: Judith Butler, "Subjects of Sex/Gender Desire" from Gender Trouble by Judith Butler (1990) (1-46) |
| 5 | Turkish Case | Coşar, Simten & Onbaşı, Funda, 2008, “Women’s Movement in Turkey”, South European Society & Politics, 13:3 (available at blackboard). Suggested: Berktay, Fatmagül, 2003. “Osmanlı’dan Cumhuriyet’e Feminizm”, Tarihin Cinsiyeti |
| 6 | MIDTERM | Coşar, Simten & Onbaşı, Funda, 2008, “Women’s Movement in Turkey”, South European Society & Politics, 13:3(available at blackboard). |
| 7 | The Social Construction of Masculinity | R.W.Connell, Social Organization of Masculinity in Masculinities, p: 67-86 Michael Kaufman, “The Construction of Masculinity and the Triad of Men’s Violence.” (available at blackboard). Suggested: Kandiyoti, Deniz. 1997. “Erkeklik Paradoksları: Ayrımcılığın Yaşandığı Toplumlar Üzerine Bazı Düşünceler”, Cariyeler, Bacılar, Yurttaşlar, Metis Yayınları, İstanbul. ss: 181–201. Tayfun Akay, “Erkeklik” en çok erkeği ezer!” Toplum ve Bilim, Erkeklik Özel Sayısı, Sayı 101, s. 11-30 |
| 8 | The Social Construction of Masculinity | R.W.Connell, Social Organization of Masculinity in Masculinities, p: 67-86 Michael Kaufman, “The Construction of Masculinity and the Triad of Men’s Violence.” (available at blackboard). Suggested: Kandiyoti, Deniz. 1997. “Erkeklik Paradoksları: Ayrımcılığın Yaşandığı Toplumlar Üzerine Bazı Düşünceler”, Cariyeler, Bacılar, Yurttaşlar, Metis Yayınları, İstanbul. ss: 181–201. Tayfun Akay, “Erkeklik” en çok erkeği ezer!” Toplum ve Bilim, Erkeklik Özel Sayısı, Sayı 101, s. 11-30 |
| 9 | Gendered Work Life | Amy S. Wharton, “Gendered Jobs and Gendered Workers”, 166-213 in The Sociology of Gender, 2005 Suggested: Dedeoğu, Saniye. 2003. “Sindrella'nın Pazara Yolculuğu: Toplumsal Cinsiyet Rolleri, Aile ve Kadının İşgücüne Katılımı Üzerine Deneme", in Neoliberalizmin Tahribatı: Türkiye’de Ekonomi, Toplum ve Cinsiyet |
| 10 | In-class writing exam | |
| 11 | Gendered Work Life | Amy S. Wharton, “Gendered Jobs and Gendered Workers”, 166-213 in The Sociology of Gender, 2005 Suggested: Dedeoğu, Saniye. 2003. “Sindrella'nın Pazara Yolculuğu: Toplumsal Cinsiyet Rolleri, Aile ve Kadının İşgücüne Katılımı Üzerine Deneme", in Neoliberalizmin Tahribatı: Türkiye’de Ekonomi, Toplum ve Cinsiyet |
| 12 | Gendered Family | Laura Kramer, Gendered Family and Intimate Relations, in the Sociology of Gender, 2011 Suwada & Plantin, “On Fatherhood, Masculinities, and Family Policies in Poland and Sweden”, in Polish Sociological Review” (available at blackboard). |
| 13 | Gendered Intimate Relations | Laura Kramer, Gendered Family and Intimate Relations, in the Sociology of Gender, 2011 Francesca M. Cancian, “The Feminization of Love” in The Gendered Society Reader (available at blackboard) |
| 14 | Gendered Body | Michael Kimmel, “Gendered Body” in The Gendered Society Suggested: Susan Bordo, “The Body and the Reproduction of Femininity” in The Gendered Society Reader |
| 15 | Review of the semester | Laura Mulvey: ‘Visual Pleasure and Narrative Cinema” in Visual and Other Pleasures (available at blackboard). |
| 16 | Final paper |
| Course Notes/Textbooks | |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 1 | 15 |
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 20 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 35 |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 65 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 35 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 4 | 64 |
| Field Work | |||
| Quizzes / Studio Critiques | 1 | 5 | |
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 15 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 20 | |
| Final Exams | 1 | 23 | |
| Total | 175 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have the knowledge of classical and contemporary theories in sociology, and be able to comparatively analyze these theories. | X | ||||
| 2 | To have the knowledge of main methodological approaches in sociology as well as social research and data analysis methods. | |||||
| 3 | To have knowledge in the fields of general sociology, sociology of institutions, social structure and change, and applied sociology. | X | ||||
| 4 | To be able to determine the appropriate methods in the design of the planning stage and conclusion of a sociological project, individually or as part of a team. | X | ||||
| 5 | To be able to diagnose the social dynamics behind personal problems by using sociological imagination. | X | ||||
| 6 | To be able to define social problems at local, national, and global level, and offer new policies for solutions. | X | ||||
| 7 | To be able to apply commonly-used computer programs for data collection and analysis in sociological research. | |||||
| 8 | To be able to develop a socially responsible, scientific and ethical perspective regarding the collection, analysis, interpretation and presentation of data. | |||||
| 9 | To be able to analyze different aspects of the social world by drawing on the knowledge produced by other disciplines of the social sciences. | X | ||||
| 10 | To be able to constantly renew herself/himself professionally by following scientific and technological developments in sociology and social research. | |||||
| 11 | To be able to collect sociological data and communicate with sociologists and other social scientists in a foreign language ("European Language Portfolio Global Scale", Level B1). | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
