Identifying Data 2023/24
Subject (*) Gender and sexuality. Challenges and responses Code 615525019d
Study programme
Máster Universitario en Políticas Sociais e Intervención Sociocomunitaria (a distancia)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
Second Optional 3
Language
Galician
Teaching method Non-attendance
Prerequisites
Department Pedagoxía e Didáctica
Coordinador
Fernández Suárez, Mónica Belén
E-mail
belen.fernandez.suarez@udc.es
Lecturers
Depalma Ungaro, Renee
Díaz Lamas, Sara
Fernández Suárez, Mónica Belén
Vázquez Añel, Martín
E-mail
r.depalma@udc.es
s.lamas@udc.es
belen.fernandez.suarez@udc.es
martin.anel@udc.es
Web
General description A materia enfócase nas relacións entre sexo, xénero e sexualidade, conceptos atravesados á sua vez por unha diversidade de variables: idade, raza, discapacidade, etc. Revisamos elementos dos debates actuais sobre estes conceptos en contornas académicas e profesionais, explorando as súas implicacións para o activismo, as políticas públicas e a intervención sociocomunitaria dende a revisión de experiencias recentes no noso contexto. Propoñemos propostas de investigación e/ou intervención en varios contextos socioeducativos, partindo dos intereses e as experiencias do alumnado, facilitando sempre un marco teórico que permita a súa contextualización e xustificación.

Study programme competencies
Code Study programme competences
A15 CEG1 - Demostrar coñecementos avanzados sobre a evolución histórica da discriminación das mulleres e dos marcos ideolóxicos e teóricos que xustifican e confrontan as desigualdades de xénero.
A16 CEG2 - Dominar as ferramentas conceptuais e metodolóxicas para identificar e analizar os mecanismos de exclusión e a vulnerabilidade vinculados ás áncoras patriarcais do sistema social.
A17 CEG3 - Aplicar a perspectiva de xénero como enfoque epistemolóxico e metodoloxía de investigación e de intervención sobre a realidade social.
A18 CEG4 - Examinar contextos e situacións de violencia e discriminación de xénero e sexual desde unha perspectiva teórica complexa e comprometida.
A19 CEG5 - Explicar os principios básicos que orientan os distintos tipos de políticas de igualdade desenvolvidos e as claves para avaliar a súa eficacia.
A20 CEG6 - Actuar como profesional competente e cualificado/a no ámbito do diagnóstico, o desenvolvemento e a xestión de políticas de igualdade de xénero.
B1 CB1 - Demostrar coñecementos avanzados, de carácter multidisciplinar, para a investigación e o exercicio profesional no ámbito da exclusión social.
B2 CB2 - Aplicar e integrar os coñecementos a contornos e problemas emerxentes e indefinidos, na práctica investigadora e profesional.
B4 CB4 - Identificar os dilemas éticos e a responsabilidade social tras os retos formulados na práctica profesional e investigadora.
B13 CX1 - Comprender e integrar coñecementos complexos para traducilos en propostas de investigación e programas de intervención en contextos sociais problemáticos.
B14 CX2 - Realizar unha análise crítica da realidade social e do desenvolvemento profesional vinculada aos feitos sociais sobre os que se traballa.
B18 CX6 - Valorar a adecuación das distintas ferramentas teóricas, metodolóxicas e técnicas ás preguntas e os obxectivos específicos formulados sobre a realidade social e as políticas sociais.
B19 CX7 - Dar respostas innovadoras e orixinais ante situacións problemáticas emerxentes relacionadas coa exclusión social.
B20 CX8 - Aplicar a perspectiva comparada na comprensión das problemáticas sociais e das respostas e solucións políticas.
B21 CX9 - Aplicar unha perspectiva interdisciplinar na análise e a valoración de problemáticas de exclusión e políticas sociais de inclusión e cohesión.
B22 CX10 - Recoñecer e valorar os xuízos de valor e as evidencias nos argumentos que sosteñen as descricións e políticas sobre a realidade social.
C3 CT3 - Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida.
C5 CT5 - Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras.
C6 CT6 -Adquirir habilidades para a vida e hábitos, rutinas e estilos de vida saudables.
C7 CT7 - Desenvolver a capacidade de traballar en equipos interdisciplinares ou transdisciplinares, para ofrecer propostas que contribúan a un desenvolvemento sostible ambiental, económico, político e social.

Learning aims
Learning outcomes Study programme competences
Explain key concepts related to sex, gender, and sexuality AC15
AC16
AC18
BC4
BC18
BC20
CC7
Participate actively in current debates, whether academic or professional AC17
BC1
BC21
BC22
CC5
Develop proposals for research and/or socio-educational intervention that promote social justice AC19
AC20
BC2
BC13
BC14
BC19
CC3
CC6
CC7

Contents
Topic Sub-topic
Popular and medical understandings in history Key concepts related to sex, gender, and sexuality Sexological perspective on human diversity
Social and political organization of sexuality - a comparative perspective Over time - historical developments
Over space - globalization
Human rights and legislation Declarations and accords at the international level Legislative framework and protocols at national and local levels
Feminisms and social movements
Recent trends - transfeminism, "new" masculinities
LGBT studies Queer / cuir studies
Social and educational programs Analysis of realities
Design and justification of actions

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Guest lecture / keynote speech A16 A17 A18 B2 B20 9 0 9
Directed discussion A15 A19 B1 B4 B14 B18 B21 C7 9 18 27
Document analysis A15 A18 B4 B14 0 12 12
Supervised projects A20 B13 B19 B22 C3 C5 C6 0 24 24
 
Personalized attention 3 0 3
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Guest lecture / keynote speech (Lecture sessions)
Oral presentations by the instructor which establish and relate scientific and disciplinary knowledge essential for the understanding of the subject. The presentation will be complemented by the use of pertinent resources (textual and/or audiovisual).
Directed discussion Sessions will be allocated to the introduction of questions addressed to students to encourage reflective dialogue. This approach is based on the conception of learning as a dialogical process, an act of (re) creation, relating and consolidating reflection and action. The debate will facilitate and promote the sharing and contrasting of informed opinions. With this methodology we aim to: identify difficulties in understanding; inspire divergent thinking; promote a connection with lived experiences; and develop awareness of and critically reconstruct new ways of thinking, feeling and acting. The directed discussion can be developed in person (in the classroom sessions) or virtual (forums).
Document analysis Methodological technique that involves the use of audiovisual and/or bibliographic documents (segments of documentary reports or films, news, web pages, scientific articles, legislative texts, etc.) relevant to the subject matter, accompanied by activities specifically designed for their analysis.
Supervised projects The final project for the course will consist of an action/research proposal. The justification and the design of the proposal will draw upon the material addressed in the lecture sessions and directed discussions.

Personalized attention
Methodologies
Directed discussion
Supervised projects
Description
For students with official part time status and those who receive academic dispensation and exemption from attendance, we will design a specific tutoring schedule at the beginning of the course that is compatible with these requirements.

Assessment
Methodologies Competencies Description Qualification
Directed discussion A15 A19 B1 B4 B14 B18 B21 C7 Participation grade
To be evaluated: Participation in class preparation tasks and class session debates/virtual forums, with respect to the following criteria: the assignment is completed before the established deadline, the issue is addressed with a depth that demonstrates understanding and support from the external sources consulted, important ideas are well-synthesized, the arguments are creative, they demonstrate an ability to defend, criticize, and evaluate, and the language is clear and correct.
20
Supervised projects A20 B13 B19 B22 C3 C5 C6 Final project grade
To be evaluated: quality of description and depth of analysis of realities and political and social responses, quality and feasibility of the proposal, degree of support by up-to-date and relevant external references, use of language appropriate for academic and scientific contexts, formal aspects related to the quality of the presentation.
80
 
Assessment comments
<p>The same tasks will be evaluated for the first and second opportunities.</p><p>The participation grade cannot be changed for the second opportunity. This
grade, which reflects the student's course participation, will be saved from
the first opportunity.</p><p>For students who are registered in the on-line modality, discussion forums
on the Moodle platform will replace participation in classroom debates. These
as well as the class preparation tasks must be completed by the assigned
deadline to receive full credit in the participation grade.</p><p><style>

Sources of information
Basic
Airton, L. (2009). From sexuality (gender) to gender (sexuality): The aims of anti-homophobia education.Sex Education, 9(2), 129–139

Axencia dos Dereitos Fundamentais da Unión Europea. (2014). EU LGBT survey - European Union lesbian, gay, bisexual and transgender survey - Main results. Luxembourg: Publications Office of the European Union. Retrieved from http://fra.europa.eu/en/publication/2014/eu-lgbt-survey-european-union-lesbian-gay-bisexual-and-transgender-survey-main

Balzter, N., Klenk, F., & Zitzelsberger, O. (2016). Queering MINT: Impulse für eine dekonstruktive Lehrer_innenbildung (1st ed.). Opladen Berlin Toronto: Budrich, Barbara.

Bejerano Franco, M. T. & García Fernández, B. (2016). La educación afectivo-sexual en España. Análisis de las leyes educativas en el periodo 1990-2016. Opción, 32(13), 756–789.

Blaise, M. (2005). Playing it straight: uncovering gender discourses in the early childhood classroom. New York: Routledge.

Bryan, J. (2012). From the dress-up corner to the senior prom: navigating gender and sexuality diversity in preK-12 schools. Lanham, Md.: Rowman & Littlefield Education.

Butler, J. (1999). Gender Trouble. Feminism and the subversion of identity. 10th anniversary edition. London: Routledge.

Butler, J. (1993): Bodies that matter: On the discursive limits of ‘sex’. London: Routledge.

Butler, J. (2006): Response. British Journal of Sociology of Education 27, no. 4: 529–34.

Butler, J., Osborne, P., & Segal, L. (1994): Gender as performance: An interview with Judith Butler. Radical Philosophy, 67, 32–39.

Carrera Fernández, M. V., DePalma, R., & Lameiras Fernández, M. (2012): Sex/gender identity: Moving beyond fixed and “natural” categories. Sexualities, 15(8), 995–1016.

Comisión Europea. (2016). List of actions by the Commission to advance LGBTI equality (No. #EU4LGBTI). Retrieved from http://ec.europa.eu/justice/discrimination/files/lgbti_actionlist_en.pdf

Comisión Internacional de Xuristas. (2007). The Yogyakarta Principles: The Application of International Human Rights Law in relation to Sexual Orientation and Gender Identity. Retrieved February 6, 2013, from http://www.yogyakartaprinciples.org/

DePalma, R. (2016). Gay penguins, sissy ducklings…and beyond? Exploring gender and sexual diversity through children’s literature. Discourse: Studies in the Cultural Politics of Education 37(6), pp. 828-845.

DePalma, R. (2015). O que se pode aprender dos corpos transgresores. In A. González Penín, A. J. López Díaz, & E. Aguayo Lorenzo, Trazos de xénero no século XXI: Actas, III Xornada Universitaria Galega en Xénero (pp. 149–164). Vigo: Universidade de Vigo.

DePalma, R., & Francis, D. (2014). Silence, nostalgia, violence, poverty...What does “culture” mean for South African sexuality educators? Culture, Health & Sexuality. 16(5), pp. 547-561.

DePalma, R. (2011). Choosing to lose our gender expertise: queering sex/gender in school settings. Sex Education, 1–15.

DePalma, R., & Atkinson, E. (2009). Interrogating heteronormativity in primary schools: The work of the No Outsiders project. Stoke on Trent: Trentham.

Federación Estatal de Lesbianas, Gais, Transexuales y Bisexuales (FELGTB). (2012). Acoso escolar homofóbico y riesgo de suicidio en adolescentes y jóvenes LGB. Retrieved from http://www.felgtb.org/rs/1741/d112d6ad-54ec-438b-9358-4483f9e98868/48e/filename/informe-resultados-riesgosuicidio-lgb.pdf

Forrest, S. (2006). Straight talking: Challenges in teaching and learning about sexuality and homophobia in schools. In Mike Cole (Ed.) Education, Equality and Human Rights: Issues of Gender, 'Race', Sexuality, Disability and Social Class (Vol. 2, pp. 111–133). London: Routledge.

Gay, Lesbian and Straight Education Network. (2012). Ready, Set, Respect! GLSEN’s Elementary School Toolkit (curriculum materials). Gay, Lesbian and Straight Education Network.

Herman, J. L. (2013): Gendered Restrooms and Minority Stress: The Public Regulation of Gender and its Impact on Transgender People’s Lives. The Williams Institute, UCLA School of Law. http://williamsinstitute.law.ucla.edu/wp-content/uploads/Herman-Gendered-Restrooms-and-Minority-Stress-June-2013.pdf (consultado 25/07/2015).

International Lesbian, Gay, Bisexual, Transgender Queer Youth and Student Organisation. (2007). Guidelines for an LGBTQ-Inclusive Education. Retrieved from http://www.iglyo.com/wp-content/uploads/2012/06/IGLYO_Guidelines.pdf

Lameiras Fernández, M., Carrera Fernández, M. V., & Rodríguez Castro, Y. (2013): El clítoris y sus secretos. Vigo: Unidade de Igualdade, Universidade de Vigo.

Levitt, H. M., Puckett, J. A., Ippolito, M. R., & Horne, S. G. (2012). Sexual Minority Women’s Gender Identity and Expression: Challenges and Supports. Journal of Lesbian Studies, 16(2), 153–176.

Meyer, E. J. (2010). Gender and sexual diversity in schools: an introduction. Dordrecht?; London: Springer.

Martínez-Patiño M (2005): Personal Account: A woman tried and tested. The Lancet 366: S38.

Namaste, V. K. (2006): Genderbashing: Sexuality, gender, and the regulation of public space. In S. Stryker & S. Whittle (Eds.), (pp. 584–600). London: Routledge.

Pichardo Galán, J. I., & de Stéfano Barbero, M. (2015). Diversidad y convivencia en los centros educativos: Una oportunidad educativa. Madrid: Universidad Complutense de Madrid. Retrieved from http://presentacionidyc.blogspot.com/

Platero Méndez, L. (2014). Trans*sexualidades: Acompañamiento, factores de salud y recursos educativos. Barcelona: Bellaterra.

Platero Méndez, L. (2008). Herramientas para combatir el bullying homofóbico (2a ed). Madrid: Talasa.

Salas, J. (2015, 6 febreiro): “Verificación del sexo”, la última humillación para las futbolistas. El País. http://elpais.com/elpais/2015/06/01/ciencia/1433159953_245845.html

Sánchez, F. J., & Vilain, E. (2012). “Straight-acting gays”: The relationship between masculine consciousness, anti-effeminacy, and negative gay identity. Archives of Sexual Behavior, 41(1), 111–119.

Sauntson, H. (2013). Sexual diversity and illocutionary silencing in the English National Curriculum. Sex Education, 13(4), 1–14.

Serano, J. (2007): Whipping girl: a transsexual woman on sexism and the scapegoating of femininity. Emeryville, CA: Seal Press.

Slesaransky-Poe, G., & García, A. M. (2009). Boys with gender variant behaviors and interests: From theory to practice. Sex Education, 9(2).

Spade D and Wahng S (2004): Transecting the Academy. GLQ: A Journal of Gay and Lesbian Studies 10(2): 240–252.

Stryker, S. & Whittle, S. The transgender Studies Reader. London: Routledge.

Walton, G. (2009). Eating cake: The paradox of sexuality as a counter-diversity discourse. In S. R. Steinberg (Ed.) (pp. 211–222). New York: Peter Lang.

Complementary

The required reading materials as well as some recommendations for further reading will be available on the Moodle website.


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

The principal of democratic debate will be supported in the class sessions: listening to and respecting all of the diverse opinions concerning the topics addressed, whether they are raised by teachers or students.



(*)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.