Identifying Data 2023/24
Subject (*) Literature and Gender Perspectives in the Anglophone World Code 613505117
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2019)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 2nd four-month period
 First Optional 3
Language
English
Teaching method Hybrid
Prerequisites
Department Letras
Coordinador
Lorenzo Modia, Maria Jesus
 E-mail
maria.lorenzo.modia@udc.es
Lecturers
Estévez Saa, José Manuel
Lorenzo Modia, Maria Jesus
 E-mail
jose.manuel.estevez.saa@udc.es
maria.lorenzo.modia@udc.es
Web http://www.imaes.eu/?page_id=31
General description The purpose of this course is to concentrate on and explore feminist thought, and to examine representative feminist theories to later analyze some works by canonized and emerging new female voices in present-day literature in English. We will start by reading brief excerpts from specific essays on women’s silences, and the gaps in literary history concerning women.

Study programme competencies
Code Study programme competences
A7 E07 – Ability to analyse different types of discourse and discursive genres, both oral and written, in the English language
A9 E09 – Familiarity with the main models and resources in literary/cultural research in the English-speaking domain.
A10 E10 –Ability to use appropriate techniques for the analysis of artistic and cultural texts in the English-speaking domain.
A11 E11 – Ability to identify and analyse the most relevant characteristics of culture and institutions in the English-speaking world through the study of different types of texts belonging to different historical periods.
A12 E12 – Understanding of different theoretical and critical approaches, as well as their application to the analysis of literary and cultural texts in the English-speaking domain.
A13 E13 – Familiarity with the relationship between the main artistic and literary manifestations in the English-speaking domain.
B1 CB6 – Students should have the knowledge and understanding necessary to provide a basis or opportunity for originality in the development and/or application of ideas, often in a research context.
B5 CB10 – Students should have the necessary learning skills to allow them to continue studying in a largely autonomous manner.
B6 G01 –The capacity to delve into those concepts, principles, theories or models related with the different fields of English Studies is a necessary skill, as is the ability to solve specific problems in a particular field of study via appropriate methodology.
B7 G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies
B9 G04 – Students must be able to publicly present their ideas, reports or experiences, as well as give informed opinions based on criteria, external norms or personal reflection. All of this implies having sufficient command of both oral and written academic and scientific language
B10 G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students
B11 G06 – Students should be able to develop a critical sense in order to assess the relevance of both existing research in the fields of English Studies, and their own research.
B14 G09 – Students are expected to be able to carry out research projects of an academic nature in the different fields of English Studies
B15 G10 – The ability to present and defend a research project using adequate terminology and resources appropriate to the field of study is a skill which should be acquired.

Learning aims
Learning outcomes Study programme competences
Students wil learn about the literary discourse of critical scholars and writers concerning women. Students will learn about the diversity and complexity of the different multi-ethnic cultures. Students will take advantage of the criticism and theory available on the subject (Feminist Thought) and will be encouraged to compare and contrast it with other schools and/or approaches. After the reading and analysis of criticism, fiction and/or autobiographies, students might better understand the social and political struggles that are still going on (and failing) worldwide to defend that the lives of girls and women do matter. By reading both works of fiction and theory written by writers of the African Diaspora, students will get access to first-hand information about the reality of the so-called Other. By reading these texts, students will get a better grasp of women (together with men and children) as migrating subjects AND objects. This knowledge will allow them to look at current migration stories and policies all around the world (but, this time, the so--called Middle Passage finds an echo in the Mediterranean Sea. AR7
AR9
AR10
AR11
AR12
AR13
 BR1
BR5
BR6
BR7
BR9
BR10
BR11
BR14
BR15

Contents
Topic Sub-topic
1. INTRODUCTION Introduction
2. FEMINIST SISTERHOODS Women's marginal position
3.- WOMEN AND FEMINISMS Margins, centers, and spaces.
4.- SEXUAL OPTIONS, MASCULINITIES, and HOMOPHOBIA. LGBTI discourses
5.- FEMINISMS IN THE DIASPORA. 5.1. New Cosmopolitan Voices.
5.2. Modernity versus Tradition.
5.3. Women/Mothers as Victims and Victimizers.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Workbook A9 A11 B6 B7 B9 B10 B11 10 29 39
Oral presentation A9 B6 B9 B10 B14 B15 1 10 11
Guest lecture / keynote speech A7 A9 A10 A11 B5 B6 B7 7 0 7
Supervised projects A9 A11 A12 A13 B1 B7 B9 B10 1 12 13
 
Personalized attention 5 0 5
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Workbook Students are expected to read assigned required readings BEFORE class starts.
Students are also expected to read the feminist criticism and theory material thoroughly, and to participate freely and regularly in classroom discussions.
Students are provided with two different types of readings:
1) Reguired readings: Here we include different genres (from short stories to poems or essays and novels) by representative writers.
2) Critical readings: Here we include a number of scholarly articles and essays written by outstanding critics on the field of Feminisms.
Oral presentation ALL students are expected to prepare a class presentation (15 to 20 minutes max.) on one or more critical articles included in the Syllabus.
They will have to summarize main relevant ideas and provide examples and quotations from article.
They will have to evaluate that reading and present their own critical opinions (pros and cons).
They will point at a particular required reading/author that can be read in view of the article/s chosen.
Students should come prepare with comments and or questions for their class-mates.
This is a power-point presentation. Students should include audio-visual material related to the topic (an interview with author, if available; a documentary; illustrations, and the like).
Guest lecture / keynote speech This teaching method is practice-oriented, and it puts the emphasis on how to learn.
The lecture (practice-oriented) goes two ways. Basically, it should work more as a dialogue (between lecturer and students) than a monologue. Lecture, thus, should help to start different dialogues.
Students are introduced to the socio-historical context of Feminist criticism and theory.
For each particular writer included in the required reading list, students wil get familiar with general information about the author and her/his time. Information on critical reception, controversial readings, and new approaches will be provided.
This introductory "lectures" will be followed by a discussion (where students are the protagonists), as well as by a sesion on comments and questions.
If possible, we might have a guest who would complement our goals.
Supervised projects ALL students are expected to write an original comparative essay with a critical framework that highlights a Feminist approach. Students can, of course, compare and contrast different critical theories within the paper.
For this comparative essay students can choose to compare a text from the required readings list with a film or a documentary since students will be provided with a litst of "ALTERNATIVE MATERIAL" that includes both fiction and audio visual material (films, documentaries, speeches, etc).

Personalized attention
Methodologies
Oral presentation
Supervised projects
Description
ORAL PRESENTATION.
Before students choose topic for his/her oral presentation they should contact me to discuss different possibilities and approaches.
Teacher will provide students with the necessary information to organize and prepare for their class presentation (number of slides, selection of quotations, choice of audio-visual material, etc).
Students should contact instructor in case they might need any extra advice.
Instructor should approve oral presentation once the work is done.
After class presentation and discussion are over, instructor will meet with the student to comment on the student's strenghts and overall performance.
COMPARATIVE ESSAYS
Students should inform instructor choice of topic, authors, texts chosen and critical approach for the comparative essay.
There will be a tutorial to make it clear basic needs as far as form and content are concerned.
Instructor would suggest relevant theory to be used by student and recommend revisions of first draft.
Students should have tha approval of instructor to start working on comparative essay.
Instructor and students will meet periodically when and if necessary for tutorials.

Assessment
Methodologies Competencies Description Qualification
Workbook A9 A11 B6 B7 B9 B10 B11 Since students are expected to read assigned required readings BEFORE class, we will start by commenting on specific assigned text.
Students should come prepared to class with comments and or questions on the specific text.
Students's own voice, originality, creativity and challenging readings would be taken into account 		15
Oral presentation A9 B6 B9 B10 B14 B15 For class presentation, students should provide a close reading as well as an indepth analysis of one or two theory essays (included in the bibliiography list).
The purpose is for each student to critically introduce one/two particular articles/essays to the rest of the class, and engage in a dialogue with the other students.
This is a power point presentation.
Students are encouraged to include audio-visual material such as documentaries, video clips or film trailers.
Students should highlight most interesting/innovative /controversial/ difficult points and provide quotations from the article.
They should come prepare to ask questions to the audience and respond accordingly. 		30
Supervised projects A9 A11 A12 A13 B1 B7 B9 B10 ALL students should write a comparative essay and provide a Feminist/s reading.
Texts for comparaison should be chosen from the Required List readings.
Students are encouraged to use the theoretical articles included in bibliography as well as any other material. 		50
Guest lecture / keynote speech A7 A9 A10 A11 B5 B6 B7 The lectures that introduce each particular section on black feminist thoughts and black feminist writers/orators matter.
Students are expected to use some of that general or more specific information on the subject when working on their class presentations and/or comparative essays.
As it could not be otherwise, the general content of the lectures dialogue with the more specific information students learn about (contradictory/controversial) critical approaches and their authors.
Introductory lectures are, thus, part and parcel of the whole course. 		5
 
Assessment comments
EXEMPTION.

Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exeption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems that are specified in the teaching guides for each module. Students should be aware, however, that not attending two or more classroom sessions may affect their final grades.
Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity.
Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (no presentado).
Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module.

Students with special needs should contact lecturer. For more information they can also contact ADI office (Ext. 5622) or adi@udc.es

Besides, the subject may be adapted to students who require the adoption of measures aimed at supporting diversity (be it physical, visual, auditory, cognitive, and learning- or mental health-related). If this is the case, they should contact the services available at the UDC/at the Center: within the official deadlines stipulated in a manner prior to each academic semester, with the Diversity Attention Unit (https://www.udc.es/cufie/adi/apoioalumnado/); failing that, with the "ADI" Tutor of the Faculty of Philology (at the following email address: pat.filoloxia@udc.gal). 

-In accordance with the various regulations governing university teaching, it is necessary to incorporate a gender perspective into this subject. This includes, among other measures, the use of non-sexist language, bibliographies that are inclusive from a gender perspective, and encouraging participation from all students in class, regardless of their gender. 

-We will pay particular attention to identifying and addressing sexist prejudices and attitudes. We will actively work towards the modification of this environment and the promotion of values of respect and equality.  

Sources of information
Basic Irigaray, Luce (1991). "The Bodily encounter with the Mother" The Irigaray Reader, Margaret Whitford (ed.). Oxford: Blackwell
Woolf, Virginia (1929, 1992). A Room of One's Own. Harmondsworth: Penguin
Eagleton, Mary (ed.) (1986). Feminist Literary Theory: A Reader. Oxford: Blackwell
Butler, Judith (1990). Gender Trouble: Feminism and the Subversion of Identity. London: Routledge
Rich, Adrienne (1976). Of Woman Born: Motherhood as Experience and Institution. London: Virago
Kristeva, Julia (1984). Revolution in Poetic Language. New York: Columbia UP
Hall, Donald & Annamariel Jagode (eds.) (2012). The Routledge Queer Studies Reader. (selected chapters). London: Routledge
Butler, Judith (2004). Undoing Gender. London: Routledge

Reading lists will be provided the first day of classes.
Complementary (). .


Recommendations
Subjects that it is recommended to have taken before
Models of Literary and Cultural interpretation in English-Speaking Countries/613505008
Literature and Cultural Diversity in the Anglophone World/613505015

Subjects that are recommended to be taken simultaneously
Models of Literary and Cultural interpretation in English-Speaking Countries/613505008

Subjects that continue the syllabus

Other comments


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.