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The Perspective of Gender in the Contemporary World

Code: 106200
Credits: 6
2026/2027
Degree programme Type Course
Contemporary History, Politics and Economics OB 2

Contact lecturer

Name :
Richard Antczak
Email :
richard.antczak@uab.cat

Teaching staff

Richard Antczak

Group languages

You can consult this information at the end of the document.

Prerequisites

Those of the obligatory subjects of the degree in Contemporary History, Politics and Economics.

Objectives

The aims of the subject are:

-   Present the main historical issues related to gender perspective in the Late Modern Period from a multi-layered approach.

-   Provide the students with the key elements to place gender perspective in the analysis of the Late Modern Period

-   Provide the students with useful sources in order to develop their cognitive skills regarding the relationships between genders and history, politics and economics

Learning outcomes

  1. Make a brief comparison of national and/or regional cases within the same international framework.
  2. Engaging in debates about historical facts respecting the other participants' opinions.
  3. Communicating in your mother tongue or other language both in oral and written form by using specific terminology and techniques of Historiography.
  4. Developing the ability of historical analysis and synthesis.
  5. Identifying the main and secondary ideas and expressing them with linguistic correctness.
  6. Work in teams respecting all points of view. Use the specific vocabulary of history correctly.
  7. Present works in formats tailored to the needs and personal styles, both individual and small group.
  8. Properly using the specific vocabulary of History.
  9. Organising and planning the search of historical information.
  10. Using computing resources of the area of study of history.
  11. Solving problems autonomously.
  12. Identifying the social, economic and political structures of the contemporary world.
  13. Relate the labour market and economic activity.
  14. Analyse the mechanisms of the formation of salaries.
  15. Interpret the motivations, instruments and effects of public intervention in the labour market.
  16. Understand in economic terms, the problem of unemployment and its causes.
  17. Understand and explain situations of memory in conflict from the perspectives of class, gender and national identity.
  18. Understand the different perspectives of class, gender and national identity on which different relations between social, political and economic agents are based.
  19. Relating elements and factors involved in the development of historical processes.
  20. Assess work-related policies.
  21. Recognising diversity and multiculturalism.
  22. Recognising the historical processes that led to the contemporary society.
  23. Deal sensitively with social questions
  24. Using the specific work methods of Contemporary History.
  25. Appropriately identifying and using information sources for the historical research, specially about contemporary political regimes.
  26. Critically summarise the different historiographical explanation for the rise of political regimes in the Contemporary Era.
  27. Manage and apply data to solve problems.

Contents

  1. Construction of gender discourse, 18th and 20th centuries.
  2. Gender resistance: from the beginnings of feminism to the second wave of feminism.
  3. Feminism from the \"margin\"
  4. From the LGTB movement to the Queer movement
  5. Gender politics
  6. Care and social reproduction
  7. Heteronormativity and colonialism


Learning activities and methodology

Title Hours ECTS Learning outcomes
Theoretical classes 20.4 0.816 2, 3, 12, 18, 19
Flipped classrooms 30.6 1.224 1, 2, 3, 4, 6, 7, 14, 15, 18, 19, 20, 25
Tutorials 15 0.6
Personal study 75 3

The teaching methodology and the training activities can be diverse and will be evaluated according to the teacher's opinion. For Assistance to theoretical classes

  • Assistance to theoretical classes
  • Assistance to flipped classroms and oral presentations.
  • Comprehensive reading of texts
  • Performing reviews, works and analytical comments
  • Preparation and realization of oral presentations
  • Personal study
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Exam Exam (35%) 1.5 0.06 1, 5, 8, 11, 12, 13, 16, 18, 19, 22, 25, 26
Group Activity 1 paper/seminary (35%) 3 0.12 2, 6, 7, 9, 10, 14, 15, 17, 20, 24, 27
Group Activity 1 paper (30%) 4.5 0.18 2, 3, 4, 6, 7, 17, 21, 23, 25

*The subject will be evaluated by two assessment models: Continuous assessment or Single assessment


- Continuous assessment

Assessment based on three activities of learning evidence passed during the course:

- Flipped classroom in groups/seminars + hand in the evidence of 3 seminars: 35% (compulsory for the reassessment).

- Group project: 30%

- Written exams: 35%

All the subject matter of the course explained in class.

The timetable for the flipped classes and the group project will be agreed between the professor and the students during the first two weeks of the course.

The individual written test is scheduled for Thursday 27th May during class time. This date will be confirmed by the professor on the first day of class.

At the time of completion of each evaluation activity, the faculty will inform the students (Moodle) of the procedure and date of review of the grades.


- Single assessment

This assessment will take place on a single assessment date, scheduled for Thursday 27th May during class time. This date will be confirmed by the teacher on the first day of class. The theoretical contents of the subject will be evaluated on the basis of three activities of learning evidence: an individual project related to the subject of the course; reading of a monograph selected by the teacher; finally, a written test based on the theoretical contents of the subject:

- Individual project (35%)

- Test on the monograph (30%)

- Written test (35%)

Information about the project and the monograph will be provided by the teacher on the first day of class.


Erasmus and exchange students who request to advance an exam must present a document from their home university justifying their request


Resit

  • A student will be considered as \"not evaluable\" if he/she does not present the project and does not participate in the group flipped classroom.
  • The resit will consist of a global examination of the subject matter and will be held on the official dates established by the Faculty.
  • In no case may the resit be considered as a means of improving the qualification of students who have already passed the subject in the normal process of continuous assessment.
  • Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5. If a task does not reach 3.5, it could be reassessed.

The same assessment method for the continuous assessment and for the single assessement will be used


Revision

  • The students will have the right to review the results of the tests carried out. The teacher will establish a specific tutoring schedule to proceed with the comment of the evaluation activities carried out
  • In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. The copy of written sources (internet, books, articles, etc.) and presented as original is a 0 in the grade of the exercise or written test. In the event of several irregularities in assessment activities, the student will receive a zero as the final grade for the class. This subject entirely prohibits the use of AI technologies in all of its activities. Any submitted work that contains content generated using AI will be considered academic dishonesty; the corresponding grade will be awarded a zero, without the possibility of reassessment. In cases of greater infringement, more serious action may be taken.

Bibliography

• Anderson, Bonnie Sue. & Zinsser, Judith Pinch (1988). A History of Their Own: Women in Europe from Prehistory to the Present, New York: Harper & Row.

• Anzaldúa, Gloria Evangelina. (1987). Borderlands/La Frontera: The New Mestiza, San Francisco: Aunt Lute Books.

• Bacchi, Carol, Lee. and Eveline, Joan (2010). Mainstreaming politics: Gendering practices and feminist theory, E-Book: University of Adelaide, pp. 111-138.

• Beckwith, Karen (2000). \"Beyond Compare? Women's Movements in Comparative Perspective\". European Journal of Political Research 37 (4): 431-468.

• Beckwith, Karen (2005) 'A Common Language of Gender?', Politics & Gender, 1 (1), 128-137.

• Connell, Raewyn (1990). \"The State, Gender, and Sexual Politics: Theory and Appraisal\". Theory and Society, 19 (5): 507-544.

• Connell, Raewyn Wynne. (2002). Gender. Cambridge: Polity Press,

• Dahlerup, Drude (ed) (2006). Women, Quotas and Politics. London: Routledge.

• Davis, Angela (1981). Women, Race and Class, Random House

• Duby, Georges & Perrot, Michelle, (1992). A History of Women in the West, vol. 5, Cambridge: Belknap Press.

• Federici, Silvia (1975). Wages against Housework. Bristol: Falling Wall Press.

• Htun, Mala (2005). \"What It Means to Study Gender and the State\". Politics & Gender, 1 (1): 157-166.

• hooks, bell (1984). Feminist Theory: From Margin to Center. South End Press.

• Hull, Gloria, Scott, Patricia, Smith, Barbara (1982). All The Women Are White, All The Blacks Are Men, But Some Of Us Are Brave: Blacks Women's Studies. New York: The Feminist Press.

• Kantola, Johana, ed. (2006). Feminists Theorize the State. Basingstoke: Palgrave

• Karamessini, Maria & Jill Rubery, eds(2014). Women and Austerity: The Economic Crisis and the Future for Gender Equality. London & New York: Routledge IAFFE Advances inFeminist Economics.

• Krook, Mona Lena. & Fiona Mackay (2011). Gender, Politics and Institutions. Basingstoke: Palgrave Macmillan.

• Krook, Mona Lena., Susan Franceschet & Jennifer M. Piscopo (2012). The Impact of Gender Quotas. New York: Oxford University Press

• Lovenduski, Joni (2005). Feminizing Politics. Cambridge: Polity Press.

• Lovenduski, Joni (edit) (2005). State Feminism and Political Representation. Cambridge: Polity Press.

• Martín i Bervois, Josep Lluís i Susanna Tavera (eds.), Sufragisme i sufragistes.Reivindicant la ciutadania política de les dones, Barcelona: Memorial Democràtic, 2019.

• Mazur, Amy (2002). Theorizing Feminist Policy. New York: Oxford University Press.

• McBride Stetson, Dorothy & Amy Gertrude Mazur (1995). Comparative State Feminism. Thousand Oaks: Sage.

• Millett, Kate (1969). Sexual Politics. Granada Publishing, chapter 2 \"Theory of Sexual Politics\".

• Mohanty, Chandra Talpade. (1984). \"Under Western Eyes: Feminist Scholarship and Colonial Discuourses\". Boundary 2. 12:3-13:1. pp. 333-358

• Nash, Mary (2004). Mujeres en el mundo. Historia, retos y movimientos, Madrid: Alianza.

• Offen, Karen (2000). European Feminisms, 1700-1950. A Political History, Stanford University Press.

• Pateman, Carole (1989). The Disorder of Women. Stanford: Stamford University Press (Ch. 8: \"The patriarcal welfare state\").

• Phillips, Anne (1995). The Politics of Presence: The Political Representation of Gender, Ethnicity and Race. Oxford: Oxford University Press.

• Scott, Joan Wallach (1986). \"Gender: A Useful Category of Historical Analysis\". The American Historical Review, 91 (5): 1053–1075.

• Waylen, Georgina, Karen Celis, Johanna Kantola & Susan. Laurel Weldon (2013). The Oxford Handbook of Gender and Politics. New York: Oxford University Press.

Software

None

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 50 English second semester afternoon
(PAUL) Classroom practices 50 English second semester afternoon