| Course Name | Gender Politics |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSIR 480 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | The objective of this course is to expose students of political science to the significance of gender inequalities in political life with specific reference to the case of Turkey. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | This course introduces basic concepts of gender and politics and explores the significance of gender inequalities in political life. The course uses theoretical approaches to analyze the role of gender in shaping major political concepts and institutions such as power, democracy, political representation, equal citizenship, political participation and activism on both national and transnational level. |
| 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 | Introduction | |
| 2 | A snapshot of structural gender inequalities & The centrality of gender to politics and political science. | Celis, C. Et. al (2013) Gender and Politics: A Gendered World A Gendered Discipline’ The Oxford Handbook of Gender and Politics. Oxford University Press, 1-27. |
| 3 | Key concepts and debates: Public vs. private / equality vs. difference | Friedan, Betty. “The Problem That Has No Name,” in The Feminine Mystique (New York: Dell Publishing, 1974): 11-27. Okin, Susan M. (1998). “Gender, the Public, and the Private” In Phillips, A. (ed.), Feminism and Politics, 116-141. Scott, Joan W. (1988). “Deconstructing Equality-Versus-Difference: Or, the Uses of Post-structuralist Theory for Feminism” , Feminist Studies, 14(1): 33 – 50. |
| 4 | Liberal / Marxist / Radical feminist theories | Bryson, Valerie. “Feminist Theories Today” in Feminist Debates: Issues of Theory and Political Practice (Hampshire: Palgrave, 1999): 8-36. Bryson, Valerie. “Radical Feminism and the Theory of Patriarchy” in Feminist Political Theory: An Introduction. (Second Edition) (Hampshire: Palgrave, 2003): 163-175. |
| 5 | History of women’s movements in the world & The “waves” of women’s movements | BBC Forum podcast “Votes for women: The global story” https://www.bbc.co.uk/sounds/play/w3cswprs Mann, Susan A.& Huffman, Douglas (2005). “The Decentering of Second Wave Feminism and the Rise of the Third Wave”, Science & Society, 69(1): 56-91. Recommended: Molyneux, Maxine (1998). “Analyzing women’s move-ments”, Development and Change Vol. 29: 219-245. |
| 6 | History of women’s movements in the world continued & The “waves” of women’s movements | History of women’s movements in the world continued The “waves” of women’s movements Readings & a podcast: BBC Forum podcast “Votes for women: The global story” https://www.bbc.co.uk/sounds/play/w3cswprs Mann, Susan A.& Huffman, Douglas (2005). “The Decentering of Second Wave Feminism and the Rise of the Third Wave”, Science & Society, 69(1): 56-91. Recommended: Molyneux, Maxine (1998). “Analyzing women’s movements”, Development and Change Vol. 29: 219-245. |
| 7 | History of Women’s Movements in Turkey: Late Ottoman period | Yıldız, H. (2016). Rethinking the political: Ottoman women as feminist sub-jects. Journal of Gender Studies, 1-15. Çakır, S. (2007). Feminism and feminist history-writing in Turkey: The dis-covery of Ottoman feminism. Aspasia, 1(1), 61-83. |
| 8 | History of Women’s Movements in Turkey continued | Nükhet Sirman (1989) “Turkish Feminism: A Short History”, New Perspec-tives on Turkey, 3(1): 1-34. Arat, Yesim. “From Emancipation to Liberation: The Changing Role of Women in Turkey’s Public Realm” Journal of International Affairs 54: 1, 2000: 107-123. |
| 9 | Midterm Exam | |
| 10 | Public sphere, politics and women Political representation of women Women in parliaments: Why so few? The quota discussion and types of quotas | Childs, S. Lovenduski, J. (2013) “Political Representation” The Oxford Hand-book of Gender and Politics. Oxford University Press, 489-514. Celis, K. (2009) ‘Substantive Representation of Women (and Improving it): What it is and should be about? Comparative Politics, 7, 95-113. |
| 11 | Women’s political representation in Turkey | Bektas, E. and Issever-Ekinci, E. (2019). “Who Represents Women in Turkey? An Analysis of Gender Difference in Private Bill Sponsorship in the 2011–15 Turkish Parliament”, Politics & Gender 15, 851-81. Sumbas, A. (2022). Decentralization to municipalities and party control over women’s councils in Turkey: cultivating women’s political power or relegating them to the backyard? Politics, Groups, and Identities, 12(1), 1–22. |
| 12 | Gender, national identity and women | Thapar-Bröjkert, Suruchi (2013). “Gender, Nations and Nationalisms”, The Oxford Handbook of Gender and Politics. Oxford University Press, 803-828. Kandiyoti, Deniz (1988) “Slave Girls, Temptresses, and Comrades: Images of Women in the Turkish Novel”, Feminist Issues, Spring Volume |
| 13 | Gender, populism and contemporary politics | Akkerman, Tjitske (2015), ‘Gender and the radical right in Western Europe: a comparative analysis of policy agendas’, Patterns of Prej-udice, 49 (1/2): 37–60; Sayan-Cengiz, Feyda& Tekin, Caner (2022). “Gender, Islam and nativism in populist radical-right posters: visualizing ‘insiders’ and ‘outsiders’, Patterns of Prejudice, 56:1, 61-93 |
| 14 | Femininity, masculinity and political leaders | Angela Smith & Michael Higgins (2020) “Tough guys and little rocket men: @Realdonaldtrump’s Twitter feed and the normalisation of banal masculi-nity”, Social Semiotics, 30:4, 547-562. Dorit Geva (2020) “A double-headed hydra: Marine Le Pen’s charisma, be-tween political masculinity and political femininity”, NORMA, 15:1, 26-42 |
| 15 | Review of the Semester | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | • Meyer, Mary K., and Elisabeth Prugl, Gender Politics in Global Governance, Rowman and Littlefield, 1999. • Lorber, Judith, Paradoxes of Gender, Yale University Press, 1994. • Rubery, Jill, Mark Smith and Colette Fagan, Women’s Employment in Europe: Trends and Prospects, Routledge, 1999. • Moghadam, Valentine M. , Modernizing Women: Gender and Social Change in the Middle East, Rienner, 1993. • Zurayk, Huda C., and FAdia Saadeh, “Women as Mobilizers of Human Resources in Arab Countries”, in Khoury, Nabil F., and Valentine M. Moghadam, Gender and Development in the Arab World, Zed Books, 1995. • Hollows, Joanne and Rachel Moseley, Feminism in Popular Culture, Berg 2007. • Tickner, J. Ann, Gendering World Politics, Columbia, 2001. • Mernissi, Fatima, “Muslim Women and Fundamentalism”, Middle East Report, n153, 1988, 811. • Marshall, Gul Aldikacti, “Ideology, Progress and Dialogue: A Comparison of Feminist and Islamist Women’s Approaches to the Issue of Head Covering and Work in Turkey”, Gender and Society, v19 n1, 2005, 104-120. • Kagitcibasi, Cigdem, “Status of Women in Turkey: A CrossCultural Perspective”, International Journal of Middle East Studies, v18 n4, 1986, 485-499.
*All course readings are available at the University Library and as open sources. |
| Suggested Readings/Materials | ACADEMIC HONESTY: Honesty and trust are the most fundamental pillars of learning and are necessary foundation for success and academic freedom in a university. Hence, any behavior that jeopardizes the learning environment by violating the rules of academic honesty will not be tolerated or condoned. Violations of academic honesty include but are not limited to: *Cheating or facilitating cheating *looking or attempting to look at another student's answers or allowing others to copy one's answers *copying other student’s in-class or take-home exam answers or letting others use take-home exam answers *using "cheat sheet", pre-programmed calculator if not allowed by the instructor *having someone else prepare the term project or homework or letting others use one’s homework/term project/paper *Assistance of another person in preparation of a term paper/homework/project if not allowed by the instructor *Taking an exam for another student *Purchasing term projects or homework or other assignments *Signing in place of another student using their name/signature/student id number *Plagiarism *Showing the work of another as one's own *Not properly citing an earlier own work *Submitting the same homework/paper/term project in one more one course if not allowed by the instructor *Inaccurately or inadequately citing sources including those from the Internet. Violations of academic honesty can result in disciplinary action, as stated in the "Student Disciplinary Rules and Regulation" of the University. http://www.ieu.edu.tr/en/bylaws/type/read/id/13 and http://kariyer.ieu.edu.tr/en/bylaws/type/read/id/81\ By enrolling in the University, each student is assumed to have read the rules and regulations regarding academic dishonesty, and lack of knowledge of this policy is not an acceptable defense. |
| Semester Activities | Number | Weighting |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 20 |
| Presentation / Jury | ||
| 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 | 16 | 2 | 32 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 18 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| Final Exams | 1 | 40 | |
| Total | 168 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use the theoretical and practical knowledge acquired in the areas of Political Science and International Relations. | X | ||||
| 2 | To be able to have the basic knowledge of, and make use of other disciplines which contribute to the areas of Political Science and International Relations. | X | ||||
| 3 | To be able to distinguish the differences between classical and contemporary theories and to assess their relationship. | X | ||||
| 4 | To be able to recognize regional and global issues, and develop solutions based on research. | |||||
| 5 | To be able to assess the acquired knowledge and skills in the areas of Political Science and International Relations critically. | X | ||||
| 6 | To be able to transfer ideas and proposals on issues in the areas of Political Science and International Relations to other people and institutions verbally and in writing. | |||||
| 7 | To be able to identify the historical continuity and changes observed in the relations between the actors and institutions of national and international politics. | X | ||||
| 8 | To be able to examine concepts, theories, and developments with scientific methods in the areas of Political Science and International Relations. | |||||
| 9 | To be able to take responsibility as an individual and as a team member. | |||||
| 10 | To be able to act in accordance with the scientific and ethical values in studies related to Political Science and International Relations. | |||||
| 11 | To be able to collect data in the areas of Political Science and International Relations and communicate with colleagues 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 human history to their field of experience. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
