Explore UCD

UCD Home >

HIS32880

Academic Year 2026/2027

Sexuality and Society (HIS32880)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Assoc Professor Elva Johnston
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module will explore the profound impact of the organisation of sexuality, gender and biology in early Mediterranean and European societies. It will begin by examining Classical legacies and their appropriation and assimilation by expanding Christianities. It will show how these informed societies ranging from the late Roman Empire to the realms of the Franks, English and Irish. From Beowulf to Cú Chulainn, from Brigit to Brunhild, assumptions around gender and identity shaped early medieval worlds and their organisation of power. Topics covered will include sexuality and biology in the Roman Empire, gender in early Christianity, biology and law in early Ireland and the depiction of masculinities and femininities among the Irish, Franks and English. The complex attitudes towards biology, identity and gender plurality will be a major theme for discussion throughout the module.

About this Module

Learning Outcomes:

Upon completion of this module students should be able to:
a) Demonstrate an understanding of the role played by biological gender in late antiquity and the early middle ages
b) Critically analyse the distinctions made between spiritual identity and biological identity by early Christian writers
c) Critically analyse formative role played by sexuality in the organisation of societies in the early medieval west, especially in Ireland, England and Frankia
d) Demonstrate familiarity with portrayals of the masculine, feminine and gender pluralities in the early medieval west
e) Demonstrate skills in oral and written analysis
f) Demonstrate skills in learning with others

Indicative Module Content:

The following is an indicative list of weekly topics:

1. Body and society in the Roman Empire
2. From medicine to morality? Being masculine, being feminine
3. Sexuality and biology in early Christianity
4. Law and gender in early medieval Europe I: Early medieval Ireland
5. Law and gender in early medieval Europe II: Frankia and England
6. Being masculine: heroes and saints
7. From Beowulf to Cú Chulainn: the limits of masculinity
8. Being feminine: biology and power
9. From Maeve to Brunhild: the limits of femininity
10. Transformations: changing gender in late antiquity and the early middle ages
11. Essay Planning

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 1

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Ensure availability and sustainable management of water and sanitation for all 1

Ensure access to affordable, reliable, sustainable and modern energy for all 1

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Reduce inequality within and among countries 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Ensure sustainable consumption and production patterns 1

Take urgent action to combat climate change and its impacts 1

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

11
Seminar (or Webinar)

22
Specified Learning Activities

95
Autonomous Student Learning

95
Total

223

Approaches to Teaching and Learning:
This is a small-group, seminar-based module. It is taught through a one-hour weekly lecture and a two-hour seminar. The weekly lecture provides an overview of the week’s topic, focusing upon key historical trends, debates and events. The weekly seminar is focused upon individual active / task-based learning by means of class discussion and small group peer reading and learning. Advanced research, writing and citation skills are developed through a learning portfolio, focused on comprehension, writing and planning skills, and a semester-long 3000 word research project. Autonomous learning is advanced through student-led discussion of set primary sources.

Students may use AI tools for limited support on this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Students may not use AI to write assignments which must be written in their own words.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): The first assignment is a formative learning portfolio with a reflective journal (focused on the lectures and seminars), a document analysis and an essay plan incorporating planning and citation. Week 6 Graded No
30
 No
Assignment(Including Essay): The final assignment is a summative 3000 word essay incorporating the main contents and themes of the module while using the skills of critical reading and analysis. Week 12 Graded No
50
 No
Participation in Learning Activities: Students will be graded on their participation in learning activities during seminars. This is not based on attendance but on active discussion and participation both individually and in group work. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 8, Week 9, Week 10, Week 11 Graded No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback on Participation is given to the class throughout the trimester. Feedback on the Learning Portfolio is given on Brightspace. Feedback on end-of-semester essays is given individually and to the class on drafts and essays plans before final submission, and in writing on Brightspace after submission and grading.

- Brown, Peter, The Body and Society: Men, Women and Sexual Renunciation in Early Christianity (New York: Columbia, 1988),
- DeVun, Leah, The Shape of Sex: Non-Binary Gender from Genesis to the Renaissance (New York: Columbia University Press, 2021).
- Karras, Ruth and Pierpoint, Katherine E., Sexuality in Medieval Europe: Doing onto Others (London: Routledge, 2005, fourth edition 2023).
- LaFleur, Greta and others (eds), Trans Historical: Gender Plurality before the Modern (Ithaca NY: Cornell University Press, 2021) .

These books contain important reading for the module. The module handbook contains a more detailed bibliography.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 09:00 - 10:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 12:00 - 12:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.