Course Name | Gender and Media |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
GEET 310 | Fall/Spring | 3 | 0 | 3 | 4 |
Prerequisites | None | |||||
Course Language | ||||||
Course Type | Second Foreign Language | |||||
Course Level | - | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | This course conceptualizes gender as a category of knowledge and aims to understand how gender is constructed by the media. We will consider gender as a constitutive element of identity and by analyzing its intersection with other categories such as race, class, nation and sexuality, we will grasp the importance of the representation of gender in media and its meaning for our lives. The course consists of lectures, screenings and discussions revolving around critical analysis of and engagement with contemporary examples of film, television, adverts and new media. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | his course examines various images and representations of gender in media paying particular attention to contemporary discussions. Employing theories from cultural studies, media, film, reception and gender studies, it explores different processes and practices of gender, specifically in terms of media representations of femininity, masculinity and queerness. The media plays a major role in "constructing" gender, and “popular” views of what appropriate gendering is, in turn, shape how we communicate with each other. Participation (20%) – You should come to class prepared to ask questions and ready to make lively, insightful, substantive and respectful contributions to our discussion of the course materials. Written Assignment (20%): These assignments require the students to select a theme we have covered in the class and conduct a detailed analysis of how that example reflects the context in which it was produced/distributed/exhibited. |
Related Sustainable Development Goals |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Course Introduction: Why should and how do we study gender in the media | |
2 | Introduction to Gender and Media | • Lecture: What is Gender? Understanding Media’s Role • Reading: Judith Butler (1990), Gender Trouble (Introduction & Chapter 1) • Video: Chimamanda Ngozi Adichie – We Should All Be Feminists (TED Talk) |
3 | Global Perspectives on Gender Representation | • Lecture: Gender in Western vs. Non-Western Media • Reading: Rosalind Gill (2007), Gender and the Media, Chapter 3 • Video: Miss Representation – Official Trailer |
4 | Feminism and Media | • Lecture: Waves of Feminism in Media • Reading: bell hooks (2000), Feminism is for Everybody (Chapters 4 & 6) • Video: "The F-Word: Who Wants to be a Feminist?" (BBC Documentary Clip) |
5 | Masculinity and Media | • Lecture: Toxic Masculinity and Its Representation • Reading: Raewyn Connell (1995), Masculinities, Chapter 1 • Video: The Mask You Live In – Trailer |
6 | Queer theory and queer in media | • Lecture: Visibility and Stereotyping of LGBTQ+ Identities • Reading: Susan Stryker (2008), Transgender History, Chapter 2 • Video: Disclosure – Official Trailer |
7 | Social Media and Influencers | • Lecture: Gender Performances on Social Media • Reading: Alice E. Marwick (2013), Status Update, Chapter 5 • Video: Instagram and Gender Performances |
8 | Gender and Film | • Lecture: Gender in Global Cinema • Reading: Laura Mulvey (1975), "Visual Pleasure and Narrative Cinema" • Video: Wonder Woman: A Feminist Perspective |
9 | Midterm | |
10 | Media, Gender, and Race | • Lecture: Intersectionality in Media Representations • Reading: Kimberlé Crenshaw (1989), "Demarginalizing the Intersection of Race and Sex" • Video: Race and Gender Intersectionality Explained |
11 | Gender and News Media | • Lecture: Gendered Narratives in Global News • Reading: Karen Ross (2010), Gendered Media: Women, Men, and Identity Politics, Chapter 2 • Video: Gender Bias in the News Media |
12 | Student Presentation | • Format: Presentations on a chosen media artifact (advertisement, film, news story) and its gender representation |
13 | Student presentations | |
14 | Student presentatios | |
15 | Evaluation of the term, discussion and preperation for the final exam | |
16 | Final |
Course Notes/Textbooks | |
Suggested Readings/Materials | The course uses the sources that are listed above |
Semester Activities | Number | Weighting |
Participation | 1 | |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | 1 | 30 |
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 1 | 30 |
Final Exam | 1 | 40 |
Total |
Weighting of Semester Activities on the Final Grade | 3 | 60 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
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 | 14 | 2 | 28 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | 1 | 10 | |
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 10 | |
Final Exams | 1 | 24 | |
Total | 120 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | |||||
2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | |||||
3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | |||||
4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | |||||
7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | |||||
10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
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. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest