SOAS University of London

Centre for Gender Studies

Dissertation Methods for Gender Studies

Module Code:
FHEQ Level:
Taught in:
Term 2

The module introduces students to the interdisciplinary field of gender studies, the politics of knowledge production and the institutional requirements for the submission of a dissertation in gender studies. The first part of the module is organised around a series of introductory seminars followed by, in the second part, student presentations to assist the development of a proposal for the dissertation. A dissertation proposal is to be submitted at the end of the module. The module is attentive to the skills and knowledge required to write within gender studies, gender and sexuality and/or gender studies and law. The module includes an introduction to qualitative methods and feminist research methods.

Objectives and learning outcomes of the module

  1. Identify the requirements for the dissertation in gender studies
  2. Demonstrate awarenss and competence in the contribution of gender and sexuality studies on knowledge production
  3. Apply understanding of dissertation design to their own dissertation proposal
  4. Critical evaluate the relevane and limitations of literature on methodology and research methods


Total taught hours for the module: 16

Total hours of independent study: 134

Total hours for module: 150

Scope and syllabus

Introduction to the dissertation in Gender Studies

Gender studies and knowledge production

Qualitative Research Methods

Methodology Design and Planning a Literature Review

Student-led topics (adapted annually)

Method of assessment

Students are required to prepare a short presentation / discussion on their proposed dissertation for the workshops.

Assignment 1: Dissertation proposal of 3000 words.

Weighting: 100%

Suggested reading

  • Amhed, S., (2000) Strange Encounters: Embodied Others in Postcoloniality, Routledge.
  • Bennett, Jane and Pereira, Charmaine (eds). 2013. Jacketed Women: Qualitative Research Methodologies on Sexualities and Gender in Africa. Cape Town. University of Cape Town Press
  • Grewal, Inderpal; Kaplan, Caren (2006): Scattered Hegemonies. Postmodernity and Transnational Feminist Practices. Minneapolis: University of Minnesota.
  • Harding, Sandra (2008): Sciences from Below: Feminisms, Postcolonialities, and Modernities. Durham, London: Duke.
  • Hooks, bell (1994): “Theory as Liberatory Practice.” In: Teaching to Transgress: Education as the Practice of Freedom. New York: Routlege, pp. 59-75.
  • Ahmed, Sara (2010): "Feminist Killjoys (And Other Willful Subjects)". In: The Scholar & Feminist Online. (8.3:Summer 2010), pp. 1–8, [20.01.2014].
  • Harding, S. G. (1987). Feminism and methodology : social science issues. Bloomington, Indiana University Press.pp.1-15.
  • Haraway, Donna, (1988) “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective”, Feminist Studies Vol. 14, No. 3 (Autumn, 1988), pp. 575-599.
  • Feminist Africa 8 & 9. 2007. Rethinking African Universities.
  • Spivak, Gayatri. 1993. Outside in the Teaching Machine. New York: Routledge.
  • Tuhiwai-Smith. Linda. 2006. Decolonising Methodologies. London: Zed Books.


Important notice regarding changes to programmes and modules