Module ARA3200 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
ARA3200: 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. Develop an in-depth understanding of how gender sustains settler colonialism and political violence in Palestine/Israel. 2. Identify and critically assess how gender shapes diverse modes of resistance in Palestine/Israel. |
| Discipline-Specific Skills | 3. Analyse and assess academic texts and dominant frameworks (i.e., conflict or occupation) critically. 4. Distinguish between a range of methodological approaches as well as variety of genres, i.e. anthropological and sociological texts, (auto)biographical writings and fiction. 5. Demonstrate an 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 | 6. Engage in independent study and group work, including the presentation of material for group discussion 7. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment. 8. Critically examine and review existing literature. |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Gender, Sexuality & Settler Colonialism
Gendering Political Violence
Nationalism & the Construction of Collective Identities
Borders, Boundaries & the Politics of Space
Displacement & Diaspora
Embodiment: Experiences of Control & Carcerality
The Politics of Everyday Life: Normalcy &‘Getting By’
Feminist Praxis & Women’s Activism
Queer Politics: Pinkwashing & Homonationalism
Resistance: From Ordinary Actions to Popular Protest
Anti-colonial Politics & De-colonial Projects
Toward New Political Futures: Imagination and Cultural Production
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 27.5 | 122.5 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 27.5 | Classroom hours (11 x 2.5-hour seminars) |
| Guided Independent Study | 55 | Weekly reading 5 hours per week |
| Guided Independent Study | 12.5 | Class/seminar preparation (including researching and posting news forums links) |
| Guided Independent Study | 28.5 | Project (18.5 hours researching/coordinating, 10 hours writing/preparing presentation) |
| Guided Independent Study | 26.5 | Essay (16.5 hours reading, 10 hours writing) |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Other Learning Resources
Videos/films, TV programmes, online materials (news sites, blogs, social media), images, podcasts, play scripts, music, memoirs.
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 | 1-6 | Verbal feedback |
| Project proposal | 700 words | 1-6 | 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 |
|---|---|---|---|---|
| Reflective Diary | 45 | 2,000 words | 1-8 | Written feedback |
| Summative project (group or individual) | 45 | Written submission of 2000 words OR 15 minute pre-recorded presentation. Submissionswill 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. | 1-8 | Written feedback; verbal feedback (if required) |
| 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 |
| 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 |
|---|---|---|---|
| Reflective diary | Reflective diary (2,000 words) | 1-8 | August/September re-assessment period |
| Project | Written submission of 2000 words OR 15-minute pre-recorded presentation. | 1-8 | August/September re-assessment period |
| News article posts (3) | 3 x online links relevant to topics from our course | 4-6, 8 | August/September reassessment period |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Abdo, Nahla, Women in Israel: Race, Gender and Citizenship, 2011.
Abdo, Nahla and Yuval-Davis, Nira, Unsettling Settler Societies: Articulations of Gender, Race, Ethnicity and Class, 1995.
Boyarin, Daniel, Unheroic Conduct: The Rise of Heterosexuality and the Invention of the Jewish Man, 1997.
Gordon, Neve, Israel’s Occupation, 2008.
Kanaaneh, Rhoda Ann, Birthing the Nation: Strategies of Palestinian Women in Israel, 2002.
Kanaaneh, Rhoda Ann and Nusair, Isis (eds.), Displaced at Home: Ethnicity and Gender among Palestinians in Israel, 2010.
Kuntsman, Adi, Figurations of Violence and Belonging: Queerness, Migranthood and Nationalism in Cyberspace and Beyond, 2009.
Lentin, Ronit, Thinking Palestine, 2008.
McClintock, Anne, Imperial Leather: Race , Gender and Sexuality in the Colonial Conquest, 1995.
Natanel, Katherine, Sustaining Conflict: Apathy and Domination in Israel/Palestine, 2016.
Puar, Jasbir, Terrorist Assemblages: homonationalism in queer times, 2007.
Shalhoub-Kevorkian, Nadera, Militarization and Violence against Women in Conflict Zones in the Middle East: A Palestinian Case Study, 2009.
Sharoni, Simona, Gender and the Israeli-Palestinian Conflict: The Politics of Women’s Resistance, 1995.
