Module Code and Title:        AID303 Anthropology of Gender   

Programme:                         BA in Anthropology

Credit:                                  12

Module Tutor:                     Dolma Choden Roder

General objective: This module aims to examine sex, gender and sexuality from an anthropological perspective. Students will be asked to consider the way in which biological and cultural understandings of gender, sex and sexuality shape human lives in powerful but often subtle ways. By taking a cross-cultural and historical approach, with examples from around the world, this module aims to introduce students to the substantial diversity in the way gender, sex and sexuality are imagined and organized as an experience.

Learning outcomes – On completion of this module, students will be able to:

1. Evaluate various definitions of gender.
2. Discuss various approaches to gender, including anthropological approaches.
3. Examine a variety of cross-cultural understandings and expressions of gender.
4. Identify and discuss gendered beliefs, practices and norms in Bhutanese society.
5. Interpret the myriad impacts of gendered beliefs, practices and norms on human experience.
6. Evaluate the way in which economic, cultural and political contexts can shape gender experiences.
7. Assess the value of gender approaches within the Bhutanese context.

Learning and Teaching Approach:

Assessment Approach:

A. Gender norms experiment: Portion of Final Mark: 10%

In order to demonstrate that they can recognize gender norms within their own society, students will be expected to design, carry out and finally report on a gender norm breaking experiment. There will be proposal stage to ensure that the tutor can give students feedback on their proposed experiment before they conduct it. The final report will be expected not only to report student’s findings and interpretation, but will also include their reflection on the experience. The report will be 500-750 words in length.

1%       Proposal (describes gender norm and how the experiment would propose to break the norm, feasibility, thoughtfulness)

2%       Description of gender norm (completeness, relevance, level of detail)

2%       Description of breaking the gender norm (completeness, relevance, level of detail)

4%       Findings and analysis of findings (original, wells-supported, thoughtful, relevant and tied to appropriate module concepts, quality of reflection)

1%       Language, Organization, and Referencing

B. Research Paper: Portion of Final Marks: 15%

Students will produce an original research paper on some aspect of gender within the Bhutanese context. The paper can be based either on primary data (such as interviews) or it may utilize appropriate secondary sources (such as published reports or academic articles). Students will have to justify their chosen topic, the sources that they plan to use and their approach in the form of a one page proposal before they can begin the project. There will be marks awarded for process including a proposal and draft stage. The final paper is expected to be 800-1250 words in length.

1%       Proposal (specifies topic, argument and a justification of the sources that will be used, will be evaluated based on completeness, feasibility and originality)

2%       Draft (description, quality of argument, language, organization and referencing)

2%       Description of choose aspect of gender

6%       Quality of Analysis (includes well stated, thoughtful and original interpretations, uses relevant and adequate support for all claims made, ties analysis to relevant module concepts)

2%       Improvement (in comparison to draft, with particular emphasis on consideration and incorporation of feedback provided)

2%       Language, Organization, and Referencing

C. Reading Quizzes: Portion of Final Mark: 10%

Students will be given two quizzes on assigned reading material. The quizzes will be used to both check for comprehension as well as to encourage students to build connections between the readings and class work/ lectures. Each quiz will take between 15 and 20 minutes of class time to complete. The marks of both quizzes (each out of 10), will be averaged to determine the final mark for this assessment.

D. Leading Class Discussion: Portion of Final Mark: 10%

During the semester students will be responsible for working with one or two partners to lead class discussion about a relevant reading or text. The discussion will be expected to last most of a class period or at least 40 minutes. The tutor may take up the last ten minutes of class (or spend time in the next class) going over doubts, confusions or inaccuracies but will be a silent observer during the discussion. During the discussion students will be responsible for (1) summarizing the reading in their own words, including identifying and explaining key terms and concepts, (2) preparing discussion questions to stimulate class discussion (3) facilitating a clear and helpful discussion that will help them class as a whole to both understand the reading and engage more critically with its main arguments and ideas. Before the discussion, each pair will meet with the tutor to discuss the reading, clarify any doubts or questions they have about the reading.

2%       Pre-discussion meeting (attendance and preparedness)

2%       Quality and accuracy of summary (focus should be on arguments)

3%       Thoughtfulness and effectiveness of discussion questions  

2%       Quality and effectiveness of facilitation of discussion (including balance between facilitator and class participation)

1%       Teamwork (including meaningfulness of each member’s participation)

E. Class participation and preparedness: Portion of Final Mark: 10%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 5% of class participation and preparedness will be assessed before midterm, and the remaining 5% post midterm.

F. Midterm Examination: Portion of Final Mark 15%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester.

Pre-requisites: AFD101 Introduction to Anthropology

Subject matter:

1. Unit I: Definitions of Gender
   • Defining “gender”
   • The difference(s) between gender and sex
   • Key concept for studying gender: definitions and examples
   • Gender norms, roles and ideologies: definitions and examples
2. Unit II: Approaches to Gender
   • Biological approaches to gender: key arguments and examples
   • Constructivists approaches to gender: key arguments and examples
   • Postmodern/poststructuralist approaches to gender: key arguments and examples
3. Unit III: Bhutanese Understanding of Gender
   • Religious and historical context of gender in Bhutan
   • Cultural norms and gender in Bhutan: key concerns and examples
   • Social science studies of gender in Bhutan: key concerns and examples
4. Unit IV: Gender in Anthropology
   • Feminist critiques of anthropology: key findings and arguments, examples
   • Primate studies and gender: key findings and arguments, examples
   • Gender in prehistory and archaeology: key findings and arguments, examples
   • Cross cultural approaches to gender: key findings and arguments, examples
5. Unit V: Gendered Bodies
   • Gender as embodied (Martin): definitions, key terms
   • Gender as identity: definitions, key terms
   • Gender as performance (Butler): definitions, key terms
   • Gender and sexuality: definitions, key terms
   • Discourses of honour and shame (Abu-Lughod): definitions, key terms, examples
   • Constructions of motherhood: definitions, key terms, examples
   • Non-binary approaches to gender (Nanda): key terms, examples
6. Unit VI: Gender and Power
   • Gender hierarchies: definitions, key terms, examples
   • Gendered divisions of labour: definitions, key terms, examples
   • Gendered knowledge and access to knowledge: definitions, key terms, examples
   • Gender and structural violence: definitions, key terms, examples
   • Gender and resistance: definitions, key terms, examples
7. Unit VII: Contemporary Trends in Gender Studies
   • Gender and globalization : key terms and trends, examples
   • Intersectional studies of gender: key terms and trends, examples
   • Interrogating masculinity: key terms and trends, examples
   • Queer theory: key terms and trends, examples

Reading List:

1. Essential Reading
   • Abu-Lughod, L. (1993). Writing women’s worlds: Bedouin stories. Berkeley: University of California Press.
   • Hodgson, D. L. (2001). Once intrepid warriors: Modernity and production of Maasai masculinity. InL. Hodgson (Ed.), Gendered modernities: Ethnographic perspectives(pp. 105-145). New York: Palgrave Macmillan US.
   • Lorway, R., Dorji, G., Bradley, J., Ramesh, B.M., Shajy, I., & Blanchard, J. (2011). The Drayang Girls of Thimphu: Sexual network formation, transactional sex and emerging modernities in Bhutan. Culture, Health & Sexuality: An International Journal of Research, Intervention and Care, 13(sup2), S293-S308.
   • Pain, A., & Pema, D. (2004). The matrilineal inheritance of land in Bhutan.Contemporary South Asia, 13(4), 421-435.
   • Martin, E. (1992). The woman in the body: A cultural analysis of reproduction. Boston: Beacon Press.
2. Additional Reading
   • di Leonardo, M. (1991) Gender at the crossroad of knowledge: Feminist anthropology in the postmodern era. Berkeley: University of California Press.
   • Du, S. (2003) Chopsticks only work in pair: Gender unity and gender equality among the Lahu of Southwest China. New York: Columbia University Press.
   • Guttman, M. (2007) Fixing men: Sex, birth control and AIDS in Mexico. Berkeley: University of California Press.
   • Mead, M. (1975). Coming of age in Samoa: A psychological study of primitive youth for western civilization. New York: William Morrow & Company. (Original work published in 1928)
   • Nanda, S. (1998). Neither man nor woman: The Hijra of India. Belmont, CA: Wadsworth Publishing Company.

Date: March 15, 2018