Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Gender, Communication, and Social Change
Code: 42444Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Media, Communication and Culture | OP | 0 |
Contact lecturer
- Name :
- Maria Corominas Piulats
- Email :
- maria.corominas@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
There is no specific requirement, but the students must show an interest in knowing and applying the basic tools of a feminist communication that contributes to social change.
The subject approaches communication from the perspective of feminism and diversity and advocates a feminist and intersectional communication that offers a critical look at reality.
Objectives
The media are a fundamental tool when it comes to transforming imaginaries and creating a new social consciousness, but they are also a fundamental tool when it comes to perpetuating sexist and discriminatory discourses for reasons of gender, sex, ethnicity or class , among others.
In order for the media to contribute to transforming society into a world that respects equality, diversity and non-discrimination, it is necessary to deconstruct current discourses and create new ones based on feminism.
Learning to decipher the implicit and explicit messages transmitted by the media, both traditional and through the networks, is fundamental to being able to build new imaginaries that are not sexist or discriminatory with any expression of society's diversity. It is necessary to dismantle symbolic violence in order to build new discourses in accordance with social, political, cultural and economic plurality. It is necessary to recognize the absences and presences of women and the different expressions of gender, ethnicity, religion and age, among other diversities of social reality, to contribute to transforming the sexist view that does nothing but perpetuate the heteropatriarchal and classist power roles.
We want to promote a critical feminist perspective that allows us to decipher the messages that reproduce stereotypes and sexist roles and build new informative models that value the richness of social diversity and that do not condemn to otherness all those people who do not define themselves from the male subject located at the center of the discourses. We want to work from a feminist communication that contributes to social change.
Learning outcomes
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Continue the learning process, to a large extent autonomously.
- Lead and work in interdisciplinary teams.
- Apply critical discourse analysis to specific media products
- Recognize transmission mechanisms of gender stereotypes in the various media products and communication
- Identify the contents of sexist and / or discriminatory media products
- Develop research on the different aspects of gender and communication
- Produce written or audiovisual media content by applying a gender perspective
- Develop communication campaigns to entities or agencies implement gender
Contents
Content of this course
1. What do we mean by feminist communication?
2. Symbolic violence in the media
3. Where are the diversity of genres in the media?
4. Non-sexist and inclusive language
5. The sexist representation of sexual violence: from victim to survivor
6. Romantic love and its representation in the media
7. Feminicides in media discourses. State crimes
8. Gender violence in the media. Revictimization, vicarious violence, gaslighting and learned helplessness
9. Intersectionality, diversity and class in the media
10. Recommendations and legal framework for non-sexist information
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Reading basic and complementary texts of the Bibliography | 30 | 1.2 | 1, 2, 3, 4, 9 |
| Theoretical Explanation of basic concepts of the Subject | 30 | 1.2 | 1, 4, 5 |
| Debating and discussing int he class specific topics about Mass Media content | 20 | 0.8 | 3, 4, 5, 9 |
| Written Essays about different aspects included in the Program | 50 | 2 | 2, 4, 8, 9 |
| Searching and explaining specific media content in class | 20 | 0.8 | 3, 5, 9 |
The methodology of the subject combines theory and practice:
1) Theoretical explanation of the basic and fundamental concepts of the subject.
2) Practical exercises will be carried out, in groups and individuals, who will be able to defend and argue in the classroom.
3) Analysis tasks will be carried out and reflection on different topics will be carried out in the classroom.
4) Debates will be carried out on the exercises carried out and it will be necessary to demonstrate the oral argumentative capacity of the discussed topic.
However, during the term of the exercises and the classroom debates, you will still have to arrive at the recommended bibliography.
Demonstrate critical and analytical skills based on previous lectures.
The students will have to demonstrate the assimilation of the knowledge and the capacity for critical and argumentative analysis with the texts, reflection exercises and interventions in the classroom.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Oral presentation and defense in class (individual and in group) of some of the assigned exercises providing proposals for improving communication and participation in class, and participation in debates | 30 | 0 | 0 | 1, 3, 5, 6, 9 |
| Writing texts analyzing the media treatment of three journalistic pieces | 30 | 0 | 0 | 1, 4, 5, 6, 7, 8 |
| Writing an argumentative text | 40 | 0 | 0 | 1, 2, 4, 5, 6, 8 |
The evaluation system is as follows:
A) Writing texts analyzing the media treatment of three journalistic pieces. It will be necessary to take into account the different aspects presented in the theoretical sessions and the bibliography.
B) Writing an argumentative text, on a point included in the program.
C) Presentations and defense in class (individual or group) of some of the assigned exercises contributing to improvements in communication and participation in debates.
D) Attendance and active participation in class will also be an important element for the final assessment. You must have attended at least 75% of the sessions.
NOT ASSESSABLE
Failure to attend classes will result in a not assessable grade for the course.
RECOVERY PROCESS
Students will have the right to retake the subject if they have failed the continuous assessment.
The make-up will consist of a theoretical exam on the contents of the subject and a practical test.
SECOND REGISTRATION
In the event of a second registration, the student will be able to take a single synthesis test which will consist of a theoretical-practical exercise. The grade of the subject will correspond to the grade of the synthesis test.
SINGLE ASSESSMENT
This subject does not provide for a single assessment method.
PLAGIARISM VERY IMPORTANT
In the event that the student commits any irregularity that could lead to a significant variation in the grade of an assessment act, he will be graded with 0 in this assessment act, regardless of the disciplinary process that may be instituted. In the event that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
ARTIFICIAL INTELLIGENCE
In this course, the use of Artificial Intelligence (AI) technologies is not permitted at any stage. Any assignment containing content generated by AI will be considered a breach of academic integrity and may result in a partial or total penalty to the assignmentgrade, or more serious sanctions in severe cases.
IRREGULARITIES
The performance of any irregularity in an evaluation act (academic fraud, plagiarism or improper use of AI, unless this use is expressly authorized by the teaching guide), which may lead to a significant variation in the grade, assumes that this act will be graded with a 0. In the event that the teaching guide foresees that in order to pass the subject it is an essential requirement to have obtained a minimum grade in this evaluation act or that there are several irregularities in the evaluation acts of the same subject, the final grade of this subject is 0. Apart from this, a disciplinary process may be instructed to the student that incurs any of these irregularities.
Any student suspected of submitting assignments that have been generated by AI, written by others or copied; include unattributed AI-generated content, or fall outside the permitted scope, may be asked to provide the preliminary work or other materials that can demonstrate it is original work and the result of their own authorship. They may also be asked to separately explain or justify their work. Teachers may also use AI detection systems or carry out any verification tasks they deem appropriate. If, after review, the instructor detects irregularities, the assignment may be graded zero, and the student may be subject to further disciplinary action.
Bibliography
BIBLIOGRAFÍA BÁSICA
BARJOLA, Nerea (2018) Microfísica sexista del poder. El caso Alcàsser y la construcción del terror sexual. Virus Editorial
BENGOECHEA, Mercedes (2006) «Rompo tus miembros uno a uno» (Pablo Neruda). De la reificación a la destrucción en la iconografía literaria de la amada. Universidad de Alcalá
BEARD, Mary (2017) La veu i el poder de les dones. Dues conferències. Editorial ARCADIA.
BRAH, Avtar i Phoenix, Ann (2004) ¿No soy una mujer? Revisando la interseccionalidad publicat a Journal of International Women Studies
BUTLER, Judit (2007) El género en disputa. El feminismo y la subversión de la identidad. Barcelona, Paidós
CONSELL DE L’AUDIOVISUAL DE CATALUNYA. Recomanacions per als mitjans de comunicació (Com informar sobre les violències masclistes; el tractament de la comunitat mitjana; el tractament de les persones LGTBI i per una publicitat igualitària. https://www.cac.cat/acords-recerca/recomanacions-als-mitjans
ESTEBAN, Mari Luz (2011) Crítica del pensamiento amoroso. Ed. Bellaterra
FAUSTO-STERLING, Anne (1998) Los cinco sexos a “Transexualidad, transgenerismo y cultura” José AntonioNieto (comp.) Editores: Talasa
FRESER, Nancy; BHATTACHARTA, Tithi i ARRUZZA, Cinzia (2019) “Manifest. Feminisme per al 99%” Editorial Trigre de Paper
GARCÍA, Violeta i MUNTANÉ, Isabel (2018) “Dones valentes. Guia per informar sobre les agressions sexuals” http://www.mastergenerecomunicacio.org/category/noticies/
JULIANO, Dolores (2017) “Tomar la palabra. Mujeres, discursos y silenciós” Barcelona. Edicions Bellaterra
hooks, bell (2021) “Todo sobre el amor” Barcelona. Paidós
LAGARDE Y DE LOS RÍOS, Marcela (2005) El feminicidio, delito contra la humanidad en “Feminicidio, justicia y derecho” Congreso de la Unión, Cámara de Diputados. México
LLEDÓ CUNILL, Eulàlia Cambio lingüístico y prensa. Problemas, recursos y perspectivas. Editorial LAERTES
RODÓ-ZARATE. M. (2021). Interseccionalitat. Desigualtats, llocs i emocions Barcelona: Tigre de paper.
SEGATO, Rita Laura (2016) “La guerra contra las mujeres” Madrid. Traficante de Sueños https://tuit.cat/E7BEw
VASALLO, Brigitte (2021) “Lenguaje inclusivo y exclusión de classe”. Editorial Larousse. Barcelona
VVAA Recomanacions per El tractament de la prostitució i el tràfic d'éssers humans amb finalitat d'explotació sexuals als mitjans de comunicació. https://ajuntament.barcelona.cat/dones/ca/el-tractament-de-la-prostitucio-i-el-trafic-dessers-humans-amb-finalitat-dexplotacio-sexuals-als
Bibliografia complementària
AGUILAR GARCIA, Teresa (2007). Ciberfeminismo y ecofeminismo. Germinal: revista de estudios libertarios, 3, 73-82.
BODELÓN GONZÁLEZ, Encarna i ARCE BECERRA,Paula(2018) La reglamentación de la prostitución en los ayuntamientos: una técnica de ficticia seguridad ciudadana. Revista Crítica Penal y Poder número 15
CASTELLÓ BELDA, Remei i GIMENO BERBEGAL, Anna (2018) Manual d’estil per al tractament de la violència masclista i el llenguatge inclusiu en els mitjans de comunicació. Unió de Periodistes Valencians i Ajuntament de Castelló
DAVIS, K. (2008). Intersectionality as buzzword : A sociology of science perspective on what makes a feminist theory successful. Feminist Theory. 9 (1), 67–85. Doi: 10.1177/1464700108086364
FEDERICI, Silvia (2020) Més enllà de la perifèria de la pell. Tigre de paper
FERNÁNDEZ, June (2016) 10 ingobernables. Historias de transgresión y rebeldía. Libros del K.O.
FERNÁNDEZ, June (2020) Abrir el melón. Una década de peirodismo feminista. Libros del K.O.
FERNÁNDEZ- FERNÁNDEZ, Daniel (2012) La Patologización del Deseo: apuntes críticos en torno a la coerción de la identidad y del placer. Psicología política. Volum 12 Fòrum d’entitats de persones usuàries de l’audiovisual (2013) Superar els estereotips en els mitjans de comunicació audiovisual
FRANC, iSABEL i NAVARRO, Rosa (2024) Darrere les persianes. Breu història de les lesbianes a Barcelona. Ed. Ajuntament de Barcelona
GÁMEZ, M. José y MASEDA, Rebeca (2018) Violence against Women in Spanish Culture. From Vulnerability to Accountability
GAYLE, Rubin (1986) “El trafico de mujeres. Notas sobre la economia política del sexo” Revista Nueva Antropologia. UNAM. México
GUERRIERO, Leila (2024) La llamada. Un retrato. Anagrama. Narrativas hispánicas
HARAWAY, D. (1998). Situated Knowledge: The Science question in feminism and the privilege of a partial perspective. Feminist Studies, 14, (3), 575-599.
HARDING, S. (1989). Feminism & Science. A N. Tuana (org.), Isthere a FeministMethod? (pp. 18-32). Boomington and Indianapolis: Indiana University Press.
hooks, bell (1981) Ain't I a Woman: Black Women and Feminism, Boston: South End Press
LAGARDE Y DE LOS RÍOS, Marcela (1996) ‘La perspectiva de género’, en Género y feminismo. Desarrollo humano y democracia, Ed. horas y HORAS
Inmujeres http://www.cotidianomujer.org.uy/sitio/pdf/ElFeminismoenmiVida.pdf
RADFORD, Jill i RUSELL, Diana (2006) Feminicido. La política del asesinato de las mujeres. UNAM. México
RADWAY, Janice (1984) Reading the Romance: Women, Patriarchy and Popular Literature Chapel Hill, NC: University of North Carolina Press.
REQUENA, ANA (2020) Feminismo vibrante: Si no hay placer no es nuestra revolución. Roca Editorial
RIVERA GARZA, Cristina (2021) El invencible verano de Liliana. Random House
SOLNIT, Rebecca (2021) Recuerdos de mi inexistencia. Editorial Lumne
SOTO RODRÍGUEZ, Mario Andrés (2014) La patologización de la transexualidad: contemplando posibilidades de resistir desde algunas construcciones identitarias de género no hegemónicas. Cuadernos Inter.c.a.mbio sobre Centroamérica y el Caribe. Volum 11
TALPADE MOHANTY, Chandra (1988) Bajo los ojos de occidente. Academia feminista y discursos coloniales. Feminist Review, número 30
VALLS-LLOBET, Carme (2019) La invisibilidad de las mujeres en la ciencia médica. https://www.youtube.com/watch?v=iOaHzeZRFyw&feature=emb_logo
VEGA MONTIEL A. (2011). Ética Feminista y Comunicación. Comun. & Inf, 14 (2), 3-18.
VVAA (2014) Indicadores de Género para Medios de Comunicación. Marco de indicadores para evaluar la sensibilidad en materia de genero en las operaciones y contenidos mediáticos. UNESCO
VV.AA. (2004). Otras inapropiables. Feminismos desde las fronteras. Madrid: Editorial Traficantes de Sueños: http://www.traficantes.net/libros/otras-inapropiables
WITTIG, Monique. (1992) El pensamiento heterosexual y otros ensayos. Barcelona: Egales: http://www.caladona.org/grups/uploads/2014/03/el-pensamiento-heterosexual-yotros-ensayos-m-wittig.pdf
YELA, Carlos.(2003): La otra cara del amor: mitos, paradojas y problemas. Encuentros en Psicología Social, 1(2), 263-267.
Software
In this subject no special applications are needed.
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 |
|---|---|---|---|---|
| (TEm) Theory (master) | 40 | Spanish | second semester | afternoon |