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.

Resultados de aprendizaxe	Competencias do título
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.	AI7 AI9 AI10 AI11 AI12 AI13	BI1 BI5 BI6 BI7 BI9 BI10 BI11 BI14 BI15

Temas	Subtemas
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.

Metodoloxías / probas	Competencias	Horas presenciais	Horas non presenciais / traballo autónomo	Horas totais
Lecturas	A9 A11 B6 B7 B9 B10 B11	10	29	39
Presentación oral	A9 B6 B9 B10 B14 B15	1	10	11
Sesión maxistral	A7 A9 A10 A11 B5 B6 B7	7	0	7
Traballos tutelados	A9 A11 A12 A13 B1 B7 B9 B10	1	12	13

Atención personalizada		5	0	5

*Os datos que aparecen na táboa de planificación son de carácter orientativo, considerando a heteroxeneidade do alumnado

Metodoloxías	Descrición
Lecturas	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.
Presentación oral	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).
Sesión maxistral	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.
Traballos tutelados	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).

Metodoloxías	Competencias	Descrición	Cualificación
Lecturas	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
Presentación oral	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
Traballos tutelados	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
Sesión maxistral	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

Observacións avaliación
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.

Bibliografía básica	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.
Bibliografía complementaria	(). .

Observacións