Module ARAM230 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ARAM230: Gender, Sexuality and Violence in Palestine/Israel
This module descriptor refers to the 2021/2 academic year.
Module Aims
This module aims to provide you with the skills of critical gender analysis, which will allow you to explore how settler colonialism and political violence are sustained and subverted in Palestine/Israel. You will learn to analyse how gender roles, relations, codes and norms become central to the production of violence, as well as how women and men experience, understand and resist this violence on individual and collective levels. You are expected to take an active role in creating and leading our learning community. The module encourages politically active learning through discussion of topical events and project-based assessment.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Discern the various ways in which gender roles, codes, norms and relations shape and are shaped by political violence in Palestine/Israel. 2. Develop an in-depth understanding of the relationship between gender, sexuality and settler colonialism in Palestine/Israel. 3. Evaluate how gender and sexuality intersect with diverse modes of resistance in Palestine/Israel. |
| Discipline-Specific Skills | 4. Analyse and assess academic texts and prevailing discursive frames (i.e., conflict or occupation) critically. 5. Distinguish between a range of methodological approaches as well as variety of genres, i.e. anthropological and sociological texts, (auto)biographical writings and fiction. 6. Demonstrate awareness of, and be sensitised to, the various processes by which gender (i.e., femaleness and maleness) is socially constructed and impacts politics. |
| Personal and Key Skills | 7. Engage in independent study and group work, including the presentation of material for group discussion 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment. 9. Critically examine and review existing literature. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Class discussions & workshops | Weekly | 1-7 | Verbal feedback |
| Project proposal | 1000 words | 1-6, 8-9 | Written & verbal feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| News article posts (3) | 10 | 3 x online links to existing news articles, posted to our class forum | 4-6, 8 | Verbal feedback in seminar discussion |
| Reflective Diary | 45 | 3,000 words | 1-9 | Written feedback |
| Summative Project (group or individual) | 45 | Written submission of 2000 words OR 15 minute pre-recorded presentation. Submissions will be in a DIGITAL format [e.g., film review, exhibition review, op-ed article, short film, podcast, video or photo essay, poetry, play script, Instagram page, blog, etc.]. This list is not exhaustive. | 1-9 | Written feedback; verbal feedback (if required) |
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| News article posts (3) | 3 x online links relevant to topics from our course | 4-6, 8 | August/September reassessment period |
| Reflective diary | Reflective diary (3000 words) | 1-9 | August/September reassessment period |
| Project | Written submission of 2000 words OR 15-minute pre-recorded presentation. | 1-9 | August/September reassessment period |
