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Curricular information is subject to change
On successful completion of the module students should be able to:
Understand the ongoing debates concerning theories of power, gender, sexualities, and be able to engage in discussion of these
Demonstrate the ability to critically engage with key concepts in the study of the body, sexuality, and power as a gendered process
Present scholarly ideas and engage in discussion.
Write a scholarly essay to a standard appropriate to level 4 students.
This module will provide participants with opportunities to study
Gender and feminist theories of the body, sexualities, and intersections of power.
* understand and theorise the body, sexuality and power
* understand both the historic and contemporary contexts in which power operates on the body and sexualities
* understand the gendered nature of power in relation to the body and sexualities, systems of control, marginalisation and institutionalization, and concepts of the body.
* Develop critical and reflective thinking, effective use of a variety of source materials, ability to produce coherent, clear, and rigorous oral and written arguments, and, also, the ability to work with and learn from others
|Student Effort Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
an interest in gender analysis
|Description||Timing||Component Scale||% of Final Grade|
|Journal: a short journal entry (c. 600 words) which will reflect on a chosen theme or themes discussed in class and relevant readings||Week 4||n/a||Graded||No||
|Essay: 3,500 word end of term essay||Coursework (End of Trimester)||n/a||Graded||No||
|Assignment: midterm assignment, a critical reading of a self-selected text from the module reading list||Week 7||n/a||Graded||No||
|Assignment: a short journal piece (c. 600 words) that will reflect on a chosen theme or themes discussed in class and relevant readings||Week 10||n/a||Graded||No||
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
- Feedback individually to students, on an activity or draft prior to summative assessment - Feedback individually to students, post-assessment - Group/class feedback, post-assessment