Tilmelding sker via stads selvbetjening indenfor annonceret tilmeldingsperiode, som du kan se på Studieadministrationens hjemmeside Når du tilmelder dig kurset, skal du være opmærksom på, om der er sammenfald i tidspunktet for kursusafholdelse og eksamen med andre kurser, du har valgt. Uddannelsesplanlægningen tager udgangspunkt i, at det er muligt at gennemføre et anbefalet studieforløb uden overlap. Men omkring valgfrie elementer og studieplaner som går ud over de anbefalede studieforløb, kan der forekomme overlap, alt efter hvilke kurser du vælger.

Registration through stads self-service within the announced registration period, as you can see on the Studyadministration homepage. When registering for courses, please be aware of the potential conflicts between courses or exam dates on courses. The planning of course activities at Roskilde University is based on the recommended study programs, which do not overlap. However, if you choose optional courses and/or study plans that goes beyond the recommended study programs, an overlap of lectures or exam dates may occur depending on which courses you choose.

This course engages with ways in which gender as analytical tool and methodological lens can be made fruitful in social scientific analysis. The sessions will touch upon methodologcial concerns, research techniques as well as broader questions of how to engage with gender objectives in research.

The course starts with a brief introduction in the main traditions of gender research, drawing on essentialist, constructivist and poststructuralist perspectives. This also includes a focus on masculinity and intersectionality studies. The key focus here is on discussion of gender in social scientific enquiry, or ‘how research does or should proceed’ (Harding 1987: 3).

Subsequently, the course introduces concrete tools for gender analysis. In this context, we discuss the gendered dimensions of research methods such as interviews and focus groups. We also investigate impact assessment and gender mainstreaming as method, for analysis as well as in a policy-making context.

In the final part of the course, we will discuss research ethics and the embedding of social science research in a broader societal context, and how these dimensions matter for the pratice of research inside and outside the university.

This course encourages students to engage with various gender perspectives in a concrete, hands-on way. It also provides students with the opportunity to improvde their general understanding of critical methodologies and research design – regardless of whether or not they will actually employ a gendered understanding in their next project or master thesis, an engagement with these debates will help them sharpen their grasp of the diversity of perspectives in social science.

Core learning outcomes: • Knowledge of various perspectives of gender and/in research • Knowledge of academic and practice-oriented methods in gender analysis, their use and relevance at advanced level. • Knowledge of and critical reflection on the application of gender as method, in terms of researcher positioning and research ethics.

• Skills to evaluate and select relevant gender analytical tools in research and professional practice • Skills to carry out a basic gender analysis using academic and/or practice-oriented methods • Skills in communicating and discussing gender as method in a way that is clearly argued, technically and methodologically precise, and societally relevant.

• Competency to co-operate with others in applying gender-based methods to relevant issues in research and professional contexts

In total 135 hrs: Class teaching 10x2 hrs session = 20; Other - Exercises = 15; Peer review = 10; Course readings= 50; Examination written assignment = 40

It is recommended that students participating in this class have a basic understanding that gender matters in social science. But even should that not be the case you might still find the course useful for its thorough reflection on methods and research practice.

Students are encouraged to bring with them previous experiences they might have from applying gender as analytical tool, and share them with the class.

We will be using this book as core reference in the course:

• Brooke Ackerly and Jacqui True (2019) Doing Feminist Research in Political and Social Science (Palgrave), 2nd edition. If the new edition is not out in time, the 2010 1st edition also works.

In addition, we'll be reading articles and chapters, e.g. from - Harding, Sandra (1988) Feminism and Methodology: Social Science Issues (Wiley) - Laura Shephed (ed) (2010) Gender matters in Global Politics (Routledge) - Georgina Waylen et al (2013) Oxford Handbook of Gender and Politics (OUP), section on ‘concepts and methods’

Lecturer feedback and supervised peer review for exercises, feedback on written assignment during office hours, final evaluation

Individual written take-home assignment on a research question of the student’s own choice.

The take-home assignment must be at most 26,400 characters in length, including spaces. The size specifications include the cover, table of contents, bibliography, figures and other illustrations, but exclude any appendices. Work on the take-home assignment is begun during the course. T

he deadline for delivery will appear on the university’s homepage.

Assessment: 7-point grading scale.

Re-examination:

Same as ordinary

• Knowledge and understanding:

  Knowledge and understanding of academic and/or scientifically based practice-oriented methods and their application and relevance on an advanced level

• Being able to understand and critically reflect upon academic and/or scientifically based practice-oriented methods in the field of social science research and how they are used in the students’ future careers as, for example, lecturers, project managers, consultants, managers or researchers

• Skills:

  Carrying out studies and analyses with the aid of academic and/or scientifically based practice-oriented methods

• Evaluating and selecting methods from research-related and professional practices

• Being able to communicate and discuss academic and/or scientifically based practice-oriented studies in a type of language that is correct, clear, professionally accurate, well-structured and well-argued

• Competences:

  Working with colleagues in the application of various academic and/or scientifically based practice-oriented methods and forms of analysis in relation to relevant issues in research and professional contexts

• Reflection on one’s own learning and taking responsibility for one’s own professional development

• Research and professional premises for academic and scientifically based practice-oriented analyses
• Approaches to the use of academic and/or scientifically based practice-oriented tools in research and professional contexts, respectively

Lectures, exercises, student presentations, peer feedback and discussions.

Optional course