Study Center in Iringa, Tanzania

Transcription

1 Study Center in Iringa, Tanzania Course name: Gender and Development Course number: GEND 3001 TANZ / DEVE 3003 TANZ Programs offering course: Community Development, Language, and Culture Language of instruction: English U.S. Semester Credits: 3 semester / 4.5 quarter hours Contact Hours: 45 contact hours Term: Fall 2017 Course Description This course seeks to help students understand gender dynamics and appreciate the implications of gender relations in social, economic, and political development. It provides avenues for learning various approaches to addressing gender inequalities, particularly in Africa where cultural tradition plays a large part in dictating gender. This course equips students with knowledge and skills in analyzing and mainstreaming gender issues in development processes. This course runs in conjunction with the program s Field Component, during which time students will be given pointed critical analysis assignments meant to guide their learning and tie their coursework to their practical experience. Learning Objectives To introduce key issues and critically assess theories and practices of WID, WAD and GAD To explain theoretical perspectives of gender and make comparative analysis To explain the influence of culture on gender relations To conduct Gender Analysis using various gender frameworks To explain the facts of development being a gender issue and to determine which development strategies have been effective and why To compare and contrast different gender and development approaches (WID, WAD and GAD) and to critically analyze existing development strategies To assess the importance and impact of gender in development projects in sub-saharan Africa To draw correlations between students theoretical knowledge and the realities they observe and experience during the Field Component. Course Prerequisites Students should have successfully completed at least one college-level course in one or more of the following disciplines: African Studies, Anthropology, Sociology, Political Science, or Gender Studies. Methods of Instruction Direct lectures Group Discussions Seminars Assignments

2 Assessment and Final Grade Course evaluation is based on coursework and end-of-semester examination. Coursework consists of physical attendance and active participation in the seminar sessions and successful completion of assignments. The distribution of grades is as follows: Presentation: 10% Field Essays: 15% Take home essay (project assignment): 10% Attendance & Participation: 5% Sub total 40% End of Semester Examination 60% Total 100% Course Requirements Completion of all required readings Completion of all assignments Participation in class discussion Physical Attendance Final Exam Weekly Schedule Week 1 Weeks 2 to 4 Orientation Week No class Introduction to Gender Concepts and Analytical Frameworks (a) The first part of this section aims at introduction students to the basic and more sophisticated gender concepts and providing an avenue for their application in socio-economic, political, and cultural development within national, regional, and global contexts. Within the rubric of conceptualizing gender, students will be able to see the complex interplay between these gender concepts and issues relating to poverty, marginalization, and human rights such as, basic needs, planning, programming, budgeting, etc. 6hrs (b) The second part of this section aims at introducing students to different gender frameworks and the debates surrounding them. 2hrs (c) The third part of this section is to introduce students to the Feminist/Gender Theories and the emerging paradigm gaps. 2hrs Weeks 5 & 6 Gender Construction from an Historical Perspective (a) The first section aims at introducing students to the nature of historical junctures in socio-economic, political, and cultural development and how they have historically shaped gender dynamics and gender configurations in society, particularly in Africa. a. Different historical development epochs will be highlighted here: precolonial (primitive communal, slavery, and feudal modes), colonial, and post-colonial (capitalism and post-capitalism) periods. --6hrs (b) The second section will introduce students to women s movements, gender developments, and dynamics from Women in Development (WID) to Gender

3 and Development (GAD) and the different dynamic debates and arguments revolving around these developments. 2hrs Week 7 Gender Mainstreaming in Development, Policy, and Practice This section aims at providing students with tools for analyzing not only policies and plans from a gender perspective, but also for analyzing the processes and methods that have been used for mainstreaming gender in policies, plans, programs, procedures, rules and regulations, etc at national, regional, and global levels. Students will also be made to understand the general and particular theoretical and practical concerns raised and commitments made for gender equality and gender equity at national, regional, and global levels. This is meant to make students realize that gender mainstreaming does not operate in the abstract, but in reality. Examples of tools, methods, commitments, and concern at different levels can be seen below: National Context: Tanzania National Constitution Women Development and National Gender Policy 2001 Tanzania National Vision 2025 Education Policy 1995 National Development Poverty Strategy Anti-Sexual Harassment and Rape Policy (SOPA) Regional Context: Africa SADC Declaration on Gender Equality and Equity AU Maputo Protocol EA Charter Johannesburg Protocol Global Context: CEDAW ILO Convention Nairobi Forward Looking Strategy 1985 Beijing Platform of Action Millennium Development Goals Week 8 Week 9 Week 10 Weeks Student essay preparation and presentations Field Preparation Expectation and goal setting Designation of ongoing assignments critical analysis of gender and development in practice Gender and Development issues to be considered during field component: Women s recourse in the case of domestic abuse or rape; women in education; access inequity in education; Women s development; and national gender policy Semester break Homestay in the village Students will use the theoretical frameworks learned in class to uncover gender issues as they exist in their host community. Examples of assigned analysis topics include: women s recourse in the case of domestic abuse or rape; women in education; access inequity in education; women s

4 development; and national gender policy as understood and implemented on the ground Week 15 Week 16 Regroup and debrief Assignments due Students present on their field experience including analysis of gender in development from theory to practice Final exam Readings Chant, S (2000). From Women-blind to Man-Kind : Should Men have More Space in Gender and Development. IDS bulletin 31(2). Cornwall, A, and E Harrison. Contestations and Challenges. Zed Books. London, Pialek, N (2008). Is this really the end of the road for gender mainstreaming? Getting to grips with gender and institutional change in The challenges of development alternatives: Edited by S. Hickney, A Bebbeington, and D Mitlin. Zed Books, London. UN (2000). World s women: Trends and statistics UN, New York. UN (2002). Poverty and Human Development Report. Ministry of Community Development Gender and Children. Dar es Salaam. VETA (2001) Gender Training Manual. VETA, Dar es Salaam.

5