Dissertation Methods for Gender Studies
- Start date
- End date
- Term 1
- Module code
- FHEQ Level
- Centre for Gender Studies
The aim of this module is to equip you with the skills and frameworks needed to carry out original research and to develop and write your dissertation. You will be introduced to the particularities of feminist research and to popular modes of carrying out research and analysing data. The first half of the module will focus on the political, epistemological, and ethical questions it is important to consider when carrying out research. The second half of the module will focus on the practicalities of carrying out research and engaging data.
Objectives and learning outcomes of the module
- Build a critical understanding of the connection between power, research and knowledge production processes.
- Learn the basics of feminist research methods to apply to your own research.
- Strengthen your understanding of feminist scholarly contributions to research.
- Apply an understanding of feminist research methodology and methods to the dissertation proposal and final dissertation.
The module will be taught over 10 weeks with one 2-hour seminar per week.
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)
Subject to yearly change.
Method of assessment
- Assignment 1 : Dissertation proposal of 3000 words.
- Weighting : 100%
- 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, http://sfonline.barnard.edu/polyphonic/ahmed_01.htm [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. www.feministafrica.org
- Spivak, Gayatri. 1993. Outside in the Teaching Machine. New York: Routledge.
- Tuhiwai-Smith. Linda. 2006. Decolonising Methodologies. London: Zed Books.