Courses

CORE COURSES

1. GS 300: Introduction to Gender Studies

This is an interdisciplinary course that aims to introduce women’s studies/gender studies as an academic discipline. The course will cover basic concepts in gender studies scholarship such as gender, patriarchy, feminism, women’s experience, gender construction, gender role ideology and gender inequality etc. It will show gender manifests itself across cultures in social, cultural, legal, economic and political arenas. The course will discuss sociology of knowledge production and theories/debates surrounding the status of women/gender studies as an academic discipline. It will critically examine the western political thought (Plato, Aristotle, Jean Jacques, Rousseau, John Stuart Mill, Karl Marx and Friedrich Engles) and how it impacts on issues of gender today.

Another significant aspect of the course will be to review the status of women’s/gender studies in Pakistan and the issues/challenges at societal and institutional levels face by the discipline. The need for women’s studies and its linkages with other traditional disciplines will also be explored. The integration/autonomy debates of women’s studies in the academic context of Pakistan will be examined in detail.

Recommended Readings Marchbank, Jennifer (2007), Introduction to Gender, Longman, Boston Lorber, Judith (2007), Sociology of Gender, Oxford University Press, Oxford Grewal, Inderpal, Caren Kaplan (2005), Introduction to Women’s Studies, McGraw-Hill, New York Channa.

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2. GS 301: Feminism: Theories and Practice

The objective of the course is to make the students familiar with theories of feminism and to develop their analytical skills to assess its relevance in the social context of Pakistan. The course will examine major theories of contemporary feminisms such as liberal feminism, radical feminism, marxist/socialist feminism, standpoint feminism, psychoanalytical feminism, men’s feminism, post-modern feminism and global feminism. The course will have a particular focus on the development of feminist theories in developing countries. The nature of issues raised and the strategies adopted in the first, second and third wave of feminisms will also be examined. The intersection  between feminist theories, feminist research and women’s movements globally and  in Pakistan will be explored.

Recommended Readings  Farrel, Warren (2007), Does Feminism Discriminate Against Men? A Debate, Oxford University Press, Oxford Jenainati, Cathia (2007), Introducing Feminism, Icon Books Ltd, Cambridge Chesler, Phyllis (2006) The Death of Feminism Palgrave Mcmillan, New York West, J. Rebecca (2002), Feminist Theory and Practice: Equality and Sexual Difference Spivak, G (2001) Political Discourse: Theories of Colonialism and Post colonialism Smith Bonnie G (2000),Global Feminisms Since 1945, Routledge, London and New York Oakley, Ann (1983), Sex, Gender and Society, Gower, Hampshire Kuhn Annette, AnnMarie Wolpe (1978), Feminism and Materialism, Routledge, London and New York Millat, Kate (1968) Sexual Politics, University of Illinois Press, Champaign De Beauvoir, Simone (1953), The Second Sex, Everyman’s Library Engles, Friedrich (1891), The Origin of the Family, Private Property and the State, Pathfinder press, New York

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3. GS 302: Feminist Research Methodologies

The course sets out to analyze the processes of knowledge construction and will critically examine the methods and methodologies used in traditional disciplines to examine men, women and social life. The course will highlight the male biases in knowledge production through highlighting the neglect of women’s experiential knowledge as part of knowledge construction. The course will give an overview of feminist methodologies and feminist research ethics. It will discuss the key contribution of feminist epistemology into issues of power, objectivity and reflexivity.

Recommended Reading Hesse-Biber (2007), Feminist Research Practice: Theory and Praxis, SAGE, London Hughes, C (2002), Key Concepts in Feminist Theory and Research, SAGE, London Holland Janet (2002), Feminist Methodology: Challenges and Choices, SAGE, London Harding Sandra (1987), Feminism & Methodology, Indiana University Press, Bloomington Roberts, H (1985), Doing Feminist Research Westrott, M (1979), Feminist Critique of the Social Sciences

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4. GS 303: Gender and Development

The objective of the course is to critically examine development paradigms and the emergence of woman as a category in the field of development. Gender blindness of conventional development models that have made women invisible and marginalized in the economy, gender issues in development policies and projects will be examined. The course will provide critique of feminists on how development theories effected women’s lives and resulted in the feminization of poverty. The policies structural adjustment imposed by the International Monetary Fund and the World Bank and its impact on women in developing countries will be examined. The historical shift from Women in Development (WID) to Gender in Development (GAD) reflected in national policy documents will be historically traced. The role of development agencies, national and international and Non-Governmental organizations (NGOs) will also be examined. Various approaches to women’s development such as welfare, anti-poverty, equality, efficiency and empowerment will also be introduced.

Recommended Reading Cornwall, Andrea (2007), Feminisms in Development, Zed Books, London Visvanathan, Nalini (2005), Women, Gender and Development Reader, Zubaan Kapadia, Karin (2002), The Violence of Development, Zed Books, London Naila Kabeer (1994), Reversed Realities, Verso Books, New Delhi Ostergaard, Lisa (1992), Gender and Development, A Practical Guide, Routledge, London and New York Caroline Moser (1993), Gender Planning and Development , Routledge, London and New York Kate Young (1987), Of Marriage and Market, CSE Books.  Mies, Maria (1985), Patriarchy and Accumulation on the World Scale, Zed Books, London Boserup.E (1970), Women in Economic Development, Allen & Unwin, London

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5. GS 304: Social Construction of Gender

The course will explain the fundamental concept of Gender as a social category. It will examine how the culture, ideologies and web of institutions such as family, community and the state (law, education, media, religion, tradition etc) construct sexuality and gender ideologies. It will look into how an individual learns gender roles and how it is then reflected in culture, economics and politics. Theories of gender inequalities and public policies regarding sexuality and reproduction will also be examined in details.

Recommended Reading Giddens, Anthony (2006) The Social Construction of Gender and Sex, Polity Press, Cambridge Schwarzkopf, Jutta (2004), The Social Construction of Gender, Ashgate Publishing, London Connell, R.W. (1997), Gender and Power, Polity Press, Cambridge Adler, Leonore (1991), Women in Cross-Cultural Perspective, Praeger Publisher Archer, John    and Barbara Lloyd (1985), Sex and Gender, Cambridge University Press, Cambridge Rosaldo, M and Louise Lamphere (1974), Women, Culture and Society, Stanford University Press, Stanford California

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6. GS 305: Women’s Movement in Pakistan: Issues and Challenges

The course will start with brief review of global women’s movement and then discuss the history of women’s movement in Pakistan. The issues and challenges faced by women’s movement, the strategies adopted by advocating women’s rights and its successes/failure will be examined. The intersectional analysis of women’s oppression and its articulation in women’s movement in Pakistan will be discussed. The link between women’s movement with gender studies and other social movements will also be reviewed.

Recommended Reading Kumar, Radha (1993), The History of Doing, Verso and Kali, New Delhi Visram, Rozina (1991), Women in Twentieth-century India and Pakistan, Cambridge University Press, Cambridge Shaheed, Farida, and Khawar Mumtaz (1987), Women of Pakistan: Two Steps Forward, One Step Back? Vanguard Books, Lahore Rouse, S.J (1984), Women’s Movement in Contemporary Pakistan: Results and Prospects Omvedt, Gail (1980), We Will Smash the Prison Palgrave Mcmillan, New York Mirza, Sarfraz Hussain (1969), Muslim Women’s Role in Pakistan Movement University of Punjab, Lahore

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7. GS 306: Status of Women in Pakistan

The course will make a comprehensive situation analysis of women’s status in education, employment, health, law, religion and culture. The quantitative data will be used to demonstrate the evidence of discrimination in women’s status in various spheres of life. The role of culture, religion and law will be discussed to understand the social positioning of women in the society. The role and mandate of women’s specific machineries and its impact on the status of women will also be examined.

Recommended Reading Zafar Fareha (1991), Finding Our Way, ASR Publications, Lahore Hafeez, Sabeeha (1988), Metropolitan Women, Asia Printers & Publisher Karachi Nasra Shah (1984), Pakistani Women Jehan Nasim (1984), Status of Women in Pakistan

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8. GS 307: Violence Against Women

The course will introduce theories of gender-based violence. It will define the term violence and discuss direct, cultural and structural forms of violence. The impact of violence on women will be discussed as human right, as a development and as a health issue. The sites of violence, the family, the community and the state and the forms of gender based violence that takes places within these settings will be discussed in detail. The review of support mechanisms available to survivor of violence and the strategies adopted by women’s groups and its effectiveness to address the issue of gender based violence will also be examined. Various national and International commitments (CEDAW, Beijing platform of Action etc) will also be reviewed in relation to the issues of violence against women.

Recommended Reading Laura L O’Tool (ed.) (2007), Gender Violence Interdisciplinary Perspectives, New York University Press, New York Kilmartin, Christopher (2007), Men’s Violence Against Women, Lawrence Erlbaum Associates. Renzetti, M Claire (2005), Violence Against Women, SAGE, London, New Delhi, Thousand Oaks Goonesekere, Savitri (2004), Violence, Law and Women’s Rights in South Asia SAGE, London, New Delhi, Thousand Oaks Renzetti, M. Claire (ed)(2001), Source Book on Violence Against Women Mooney J, (2000), Gender, Violence and Social Order, Macmillan Press, London Human Rights Watch (1999), Crime or Custom: Violence Against Women in Pakistan, Human Rights Watch, New York Amnesty International (1999), Pakistan: Violence Against Women in the Name of Honor Amnesty International, New York Schuler, Margarte (1992), Freedom from Violence

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9. GS 308: Gender and Governance

This course will explore the historical treatment of women in Western political thought and that continues to affect the nature of politics and gender issues today. Feminist critique of liberal political philosophy and the challenge posed to false dichotomy between the public and private spheres produced in traditional political thought. The course will analyze theories of gender and politics especially focusing on gender issues in citizenship, democracy and politics of sexuality. A comprehensive historical analysis of women’s roles in politics as voters, as representatives as political party workers in the context of Pakistan will be examined. Students will become familiar with the strategies adopted to empower women politically through adopting gender quotas and how it impacted on women, on the nature of politics and the public policy.   Recommended Reading Goetz, G (2007), Gender and Governance in the Tropics, Routledge, London and New York Chappell Louise and Lisa Hill (2006), The Politics of Women’s Interests, Routledge, London and New York Sawer, Marian, Manon Tremblay and Linda Trimble (2006), Representing Women in Parliament, Routledge, London and New York Dahlerup Drude (2006), Women, Quotas and Politics, Routledge, London and New York Diane Brush (2003) Gender and Governance, Walnut Creek, CA, Altamira Press, California Susan Moller Okin (1999) Women in Western Political Thought, Princeton University Press, New Jersey Alison M.

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10. GS 309: Gender and Law

This course will explore the status of women in Law and ways in which it effects women. A comprehensive gender review of the process of law making and the Law itself will be conducted to explore its discriminatory aspects in the context of gender as well as its lack of protective legislation in Pakistan. It will also analyze the way in which the law advances sexual inequalities and institutionalized gender discrimination (Discriminatory laws such as Hudood Ordinance, Law of Evidence, Qisas and Diyat). The parallel judicial systems of sharia law, customary law, jirga and panachyat systems and its impact on women will also be discussed through using case studies. The International conventions and covenants that Pakistan has signed will also be discussed.

Recommended Reading Sunder, Madhavi (ed) (2007) Gender and Feminist theory in Law and Society, Ashgate Publishing, London Bartlett, Katherine (2006), Gender and Law, Aspen Law & Business, New York Goonesekere, Savitri (2004) Violence, Law and Women’s Rights in South Asia, SAGE, London, New Delhi, Thousand Oaks Graycar, Regina (2002), The Hidden Gender of law, Aspen Law & Business, New York Bartlett, T. Katharine (2002), Gender and Law: Theory, Doctine, Commentary Shaheed F, (1998), Shaping Women’s Lives: Laws, Practices & Strategies in Pakistan, Lahore Freeman, Sandra (1997), Women and Law, Springer, New York Patel, Rashida (1996), Women and Law in Pakistan, Faiza Publisher Jahangir, Asma (1992), Divine Sanctions, Sang-e-Meel Publications, Lahore

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OPTIONAL COURSES

11. GS 310: Gender and Islam

The course will begin with the sociology of world religions and will include a comparative analysis of gender in world religions: and Hinduism, Christianity, Judaism, Buddhism and Islam. The status of women in Islam will be discussed within the context of Quran. A comparative analysis in women’s status across the Muslim world and the gap between rights granted to women in Islam and women’s status as an individual as member of the family and society will be explained. Muslim feminists and their efforts and scholarly contribution made to feminist interpretation of Islam will also be discussed. Feminist critique and view of Hadith and Fiqah will also be taught in this course.

Recommended Reading Jones-Pauly, Chris (2007), Women under Islam: Gender Justice and the Politics of Islamic Law, I.B. Tauris, London Bennett, J, (2007),Women, Islam and Modernity,Routledge curzon, London & New York Cooke Mariam (2001), Women Claim Islam, Routledge London and New York SofieRoald, Anne (2001), Women and Islamabad, Routledge London and New York Howland, Courtney (1999), Religious Fundamentalisms and the Human Rights of Women, Palgrave Mcmillan, New York (1998), Women and Islam Utaz, B (ed) (1992) Women in Islamic Societies Mernissi, Fatima (1985), Beyond the Veil: Male-Female Dynamics in Modern Muslim Society, Indiana University Press. Beck, L and Keddie, N (eds) (1978), Women in the Muslim World, Harvard University Press, Cambridge

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12. GS 311: Gender and Media

The course will examine women’s representation in mass media, how they have been portrayed and will determine the status and position of women within media industry.  To deal with this dual objective, the course will deal with theory and practice. Through an examination of gender stereotypes that reinforce the traditional attitudes we will show how dominant patterns of sexual power constitute a constraint to eliminate the discriminatory attitudes towards women.  Issues of sexuality, identity and representations will be critically examined. This will show students the practical side of mass media. By exploring women’s position in media we will critique the objectification of women and will establish the need of alternative forms of producing mass media for and about women. The students will be involved in monitoring various national media (electronic and print) by using the methods of direct observation and content analysis.

Recommended Reading Byerly, M. Carolyn (2006), Women and Media, Blackwell, Malden, USA Boyle, Karen (2005), Media and Violence, SAGE, London, New Delhi, Thousand Oaks Wykes Maggie (2005), The Media and Body Image, SAGE, London, New Delhi, Thousand Oaks Byerly, M. Carolyn (2004), Women and Media: a Critical Introduction, Blackwell, Malden, USA Gaunlett, David (2002), Media, Gender and Identity, Routledge, London, and New York

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14. GS 313: Women’s Voices in Literature and Poetry

The course will introduce theories of feminist literary criticism to interpret literature and explore the relationship between gender and culture in fiction, poetry and essays of women writers. The students will be exposed to women’s literary expression since the beginning of the 20th century in the undivided Indo-Pakistan sub-continent. Starting with works of Hihab Imtiaz ali, Attiya Faizi, the course will take up how women become more vocal and expressive on social and gender issues rather than love and romance. This will be done through the study of progressive writers like Rasheed Jehan, Ismaat Chughtai, Hajra Masroor, Khatija Mastoor, Kishwar Naheed, Fahmida Riza and other contemporary writers.

Recommended Readings Duran, Jane (2007), Women Philosophy and Literature, Ashgate Publishing, London Gibson, Sandra (2007), Women and Witchcraft in Popular Literature C.1560-1715, Ashgate Publishing, London Naheed, Kishwar (2005) Distance of a Shout, Oxford University Press, Karachi (2005) Dasht-e-Qais main Laila, Sang-e-Meel Publications, Lahore Fisher, Jerliyn (2003), Women in Literature, Greenwood Press Jain, Jagishchnadra and Walter Margaret (1987), Women in Ancient Indian Tales Feguson, Mary (1986), Images of Women in Literature, Houghton Miffin College

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15. GS 314: Gender and Health

The course will provide an overview of women in their roles as health care providers and consumers. The health status of women and issues in women’s health movement will be examined as it grew from the controversy over birth control to the wider critique in the West of the medical establishment and its ignorance of women’s needs. Gender differences in emotional and physiological health status and emerging needs of women for health care will be discussed. Current issues in HIV-AIDs, nutritional deprivation and reproductive health care issues will be examined through writings of women in the west as well as in the developing countries where the demand for attention to women’s health concerns is a key development issue. Gender review of health policies and the role of national and international agencies as well as Multi-national corporations (MNC) on the field of women’s health research will also be examined.

Recommended Readings Kirkham, Marvis (2006), Social Pollution and Women’s Health, Routledge, London and New York Curtis, Sara (2004), Health and Inequality, SAGE, London, New Delhi, Thousand Oaks Stopperard, Miriam (2001), Women’s Health, Dorling Kindersely, Australia Lee, Christina (1999) Women’s Health: Psychological and Social Perspectives, SAGE, London, New Delhi, Thousand Oaks Smyke, Patricia (1993), Women and Health, Zed Books, London Kumar, Ram (1990), Women Health Development and Administration, Deep and Deep Publications, New Delhi Zaidi, S.A (1988)The Political Economy of Health Care in Pakistan, Vanguard Books, Lahore

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16. GS 315: Gender and Education

The course will provide an overview of the history of women’s and girl’s education in Pakistan. Major issues in women’s access to education, content analysis of curriculum and gender review of educational policies will be discussed. Non-formal education and gender gap in technical and vocational education will be understood through the analysis of gender stereotypes that cause gender gap and disparities in the field of education. The role of private sector, international development agencies and NGOs will also be reviewed.

Recommended Readings Fennell, F (2007), Gender and Education and Equality in a Global Context, Routledge, London and New York Bank, J. Barbara (ed) (2007), Gender and Education , Greenwood Press Verma, Mahesh (2006), Gender, girls and Women Education, Murari lal & Sons New Delhi Usmani, B.D, (2004), Women Education in Twenty First Century , Anmol Publications Pvt Ltd, New Delhi Ramachandran, Vimala (2004), Gender and Social Equity in Primary Education, SAGE, London, New Delhi, Thousand Oaks Tamboukou, Maria (2003), Women, Education and the Self: A Foucauldian Perspective, Palgrave Mcmillan, New York Doherty D Geoffrey (1994), Developing Quality Systems in Education, Routledge, London and New York

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17. GS 316: Psychology of Women

The course will provide feminist critique to the theories that define gender inequalities in the discipline of psychology. Theories of women’s personalities, women’s mental health and well being, women’s sexuality and women’s relationships will be reviewed from feminist perspective.

Recommended Readings Chrisler, C (2007), Lecturers on the Psychology of Women, McGraw-Hill Humanities Rogers, Rex (2001), The Psychology of Gender and Sexuality Saguaro, Shelley (2000), Psychoanalysis and Women a reader Chrisoler, C. Joan (1995) Variations on a Theme: Diversity and the Psychology of Women Aronson, E (1994), Social Psychology: the Heart and Mind, HarperCollins College, New York Butler, J (1993), Bodies that Matter: On the Discursive Limits of Sex, Routledge, London and New York

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18. GS 317: Women and Science

This course explores the relationship between women and science. The historical perspective views men doing science in a setting where women were virtually excluded. Women’s contribution in science is also invisible. The course will revise the model to include women defining and doing science alongside men.

Recommended Readings Newitz Annalee (2006), She’s Such a Geek: Women Write about Science, Seal Press, New York Bystydzienski, Jill (2006) Removing Barriers, Indiana University Press, Bloomingtoon McGrayne, Sharon (2001), Women in Science, National Academy Press, Washington Subrahmanyan, Lalita (1998), Women Scientists in the Third World, SAGE, London, New Delhi, Thousand Oaks Pattatucci, Angela (1998), Women in Science, SAGE, London, New Delhi, Thousand Oaks Benditt, J. (ed.) (1994), Women in Science: Gender and Culture of Science, SAGE, London, New Delhi, Thousand Oaks Osbornk, M (1992), Prospects for Women in Science Rode, d.L, (1985), Reflections on Gender and Science

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19. 20. 21 Research Courses

19.       GS-318: Literature Review and Research Design (Research Course)

 

20.       GS-319: Field Work and Seminar (Research Course)

 

21.       GS-320: Thesis and Viva-Voce (Research Course)

 

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22. GS 321: Women’s Movement in Sub-Continent

The course will give historical overview of Sub-continent: Socio political contribution of women in early and medieval period. The role of women in the independence movement of sub-continent will also be discussed. Comparative study of women’s movement in the Sub-continent will be taught in contemporary period.

Recommended Readings Sievers L.Sharon (1999), Women in Asia: Restoring to History, Indian University Press Visram Rozina (1992), Women in India and Pakistan, Cambridge University Press, Cambridge Allen Micheal and S.N. Mukherjee (1990), Women in India and Nepal, ANU Canberra Badr Clarisse, (1988), Women in Ancient India: Moral and Literacy Studies, Anmol Publications Pvt Ltd, New Delhi Brijbhushan, Jamila,, Sultan Razia: Her Life and Times: A Reappraisal, South Asia Books, Columbia Sharma Tripat (1987), Women in Ancient India, Ess Ess Publications, New Delhi

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23. GS 322: Women and Work

The course will review the history of women’s work from era of industrial revolution. Theories and conceptualization of work will be critically reviewed. Situation analysis of women in labor force will be conducted to create better understanding of segmented labor market and the phenomenon of glass ceiling. The free domestic labor debate and the impact and globalization on women’s work and labor laws will be discussed in greater length.

Recommended Readings Delaat, Jaqueline (2007), Gender in the Workplace, SAGE, London, New Delhi, Thousand Oaks Dickson, Ann (2000) Women at Work: Strategies for Survival and Work, Kogan Page Ltd, London Irene Tinker (ed) (1998) Persistent Inequalities, Oxford University Press, Oxford Coyle, Angela (1988), Women and Work, New York University Press, New York Humphrey J, (1987), Gender and Work in the Third World, Tavistock London Amsden, A (1977), The Economic of Women and Work, St Martin Press, New York International Labor Organization: Global Report on Labor

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24. GS 323: Women and Environment

The course will discuss the role and relation of women with environment and eco-systems. Theory of eco-feminism and Development and its impact on environment will be key area of focus of the course. Key environment issues: renewable and non-renewable energy resources, water, forestry, global warming etc will be discusses. The environment policy and gap and challenges to implement the policy in practice will also be discussed.

Recommended Reading Mann, Bonnie (2006), Women Liberation and the Sublim: Feminism, Postmodernism,Environment, Oxford University Press. Morese, Stephen (2003), People and Environment, ULC, Press Vandna, Shiva (1990) Staying Alive, Zed Books, London Rodda, Annable (1996), Women and Environment, Zed Books, London Ashsan R.M (1994), Women, Work and Environment: Studies in Gender Geography Nandna, Shiva (1990), Eco-Feminism Dankelun, Irene (1988), Women and Environment in the Third World, Earthscan Publications, London Swarnkar, G.P (1988), Women Participation in Rural Environment, South Asia Books, Columbia

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25. GS 324: Gender, Peace and Security

New paradigms in peace and security will be taught. The concept of traditional and non-traditional security and differential impact of conflict on women will be also be discussed through cases studies of Afghanistan, Palestine, Kashmir, Bosnia etc. Gender strategies in conflict resolution will also be discussed in this course.

Recommended Reading Rajagopalan, Swarna (2005), Women, Security, South Asia, Sage Publication, London Taylor Owen (2003), Body Count, Rationale and Methodologies for Measuring Human  Security. Manchandra, Rita, (2001), Women, War and Peace in South Asia, SAGE, London, New Delhi, Thousand Oaks Siddiqui, Farhan Hanif and Moonis Ahwar (2001), The Challenges of Conflict Resolution and Security in 21st Century: Problems and Prospects

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27. GS 326: Theories of Sexuality (Omitted)

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28. GS-327: Introduction to Sexuality / Gender Identity

This course will aim to explore fluidity of sexuality from an historical and cultural perspective and will look at the treatment of alternative sexuality from a “deviant”/ heteronormative/ medicalized angle making use of queer theory.

Recommended Readings: Boston Women’s Collective, 1998, Our Bodies Ourselves for the New Century, Touchstone: New York Beemyan, Brett, Mickey Eliason, 1996, Queer Studies: Gay Bisexual and Transgender Anthology. New York University Press, NY Mottier, Véronique, 2008, Sexuality: A Very Short Introduction, Oxford University Press: Oxford Horrocks, Roger, 1997, An Introduction To the Study of Sexuality, McMillan: London. Pateman, Carol, 1988, The Sexual Contract, Polity Press: Oxford Thatcher, Adrian, 2010, Religion, Gender and Sexuality: An Introduction Rowland, David L., Incrocci, Luca, 2008, Handbook of Sexual and Gender Identity Disorders, Wiley Blackwell: London

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29. GS: 328: Gender in Films

This course will examine how masculinities and femininities are constructed in films, both in commercial Hollywood, Bollywood and Lollywood films as well as alternative cinema or art movies; and how this construction has changed over time and space.  This course will also examine social and political factors that affect this construction in films and will make use of film theory.

Recommended Readings:

Moore, Lindsay, 2008, Voice and Vision in Postcolonial Literature and Film.  Routledge Desai, Jigna, 2003, Beyond Bollywood: The Cultural Politics of South Asian Diasporic Film. Routledge Lauretis, Teresa De,  2008, Technologies of Gender: Essays on Theory, Film, and Fiction (Theories of Representation and Difference) Kaplan, E.Ann, 2008, Women in Film Noir, British Film Institute,: London Greven, David, 2009, Gender and Sexuality in Star Trek: Allegories of Desire in the Television Series and Films, McFarland & Company: USA, ISBN -0786444134 Benshoff, Harry M. and Griffin, Sean, 2009,  America on Film: Representing Race, Class, Gender, and Sexuality at the Movies, Second Edition, Wiley Blackewell: London

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30. GS-329: Transnational Feminisms and the Politics of Globalization

This course interrogates recent interventions into the debates around globalization and gender, focusing on how gender plays out in the flows of money, people, and culture that characterize “globalization” How are women and men differently situated as agents and subjects of global change?

Recommended Readings: Steans, Jill, 2006, Gender and International Relations: Issues, Debates and Future Directions. Polity Press, Cambridge Mogadham, Valentine, 2005, Globalizing Women: Transnational Feminist Networks. John Hopkins University Press, Maryland. Grewal,  Inderpal, 2005, Transnational America: Feminisms, Diasporas, Neoliberalisms (Next Wave: New Directions in Women’s Studies) Duke University Press:  [Paperback] Naples, Nancy A and  Desai, Manisha  (Editors), 2002, Women’s Activism and Globalization: Linking Local Struggles and Transnational Politics, Routledge: London [Hardcover] Overbeek, Henk Apeldoorn, Bastiaan van, 2007, The Transnational Politics of Corporate Governance Regulation (Routledge/RIPE Studies in Global Political Economy) Routledge: London

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31. GS-330: Gender Mainstreaming

The course will cover conceptual and technical aspect of gender mainstreaming. Different approaches to gender mainstreaming will be introduced. Special focus of the course will be on the assessment of the state of gender mainstreaming in the context of Pakistan.

Recommended Readings: Kabeer, Naila, 2003, Gender Mainstreaming in Poverty Eradication and the Millennium Development Goals. Commonwealth Secretariat Stevens, Ills, Ilse van Lamoen, 2001, Manual on Gender Mainstreaming at Universities. Garant, Netherlands  Whall, Helena and ( Shivdas, Meena, 2011, Indigenous Womens Rights: Challenging Social and Gender Hierarchies (New Gender Mainstreaming Series on Development Issues) Commonwealth Secretariate, McGregor, Elizabeth, 2001, Gender Mainstreaming in Science and Technology (Gender Management System Series), Commonwealth Secretariate.  Kabeer, Naila, 2008, Mainstreaming Gender in Social Protection for the Informal Economy (New Gender Mainstreaming in Development Williams, Mariama, 2003, Gender Mainstreaming in the Multilateral Trading System: A Handbook for Policy Makers and Other Stakeholders (New Gender Mainstreaming in Development Series), Commonwealth Secretariate.  Rai, Shirin, 2007, Mainstreaming Gender, Democratizing the State: Institutional Mechanisms for the Advancement of Women (Perspectives on Transaction Publishers,

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32. GS-331: Gender and Labor Movements

This course will explore the gendered dimensions of labor movements, the role of men and women in trade unions and how the social construction of gender impacts such movements.

Recommended Readings: Biyanwila, S., 2010, Labor Movement in the Global South: Trade Unions in Sri Lanka. Routledge. Broadbent, Kaye, Michele Ford, 2007, Women and Labor Organizing in Asia: Diversity, Autonomy and Activism. Routledge Frager,  Ruth A, 1992,  Sweatshop Strife: Class, Ethnicity, and Gender in the Jewish Labour Movement of Toronto, 1900-1939 (Social History of Canada) University of Toronto Press. Voss, Lex Heerma and Linden, Van Marcel Van Der, 2002,  Class and Other Identities: Gender, Religion, and Ethnicity in the Writing of European Labor History (International Studies in Social History, Berghahn Books. Iacovetta, Franca, 2002, Brothers and sisters: gender and the labour movement, a feminist labour studies conference at the Workers Arts and Heritage Centre, Hamilton, May 2002, Canadian Committee on Labour History. Rose,  Kalima, 1993,  Where Women Are Leaders: The SEWA Movement in India, ZED books: New Delhi.

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33. GS-332: Community Development

This course will provide students grounding in the theory and practice of gender sensitive community development in the context of Third World. 

It has four main components. It will begin with analysis of the concept of community development, its various definitions, principles and processes. This will be followed by an analysis of various approaches, through a gendered lens. The third component will be geared towards giving the students a strategic framework for problems and processes within the context of gender and community development in the Third World. In addition the course will also focus on effective advocacy for women’s rights.    Theoretical issues addressed in this context include the definitions of advocacy framed by different institutions and difference between rights based advocacy and its effectiveness as compared to relief and reform based approach. Analysis of advocacy will be done at three different levels: international NGOs, national NGOs and CBOs. Two advocacy campaigns addressing violence against women for women will be examined at each level. In addition large movements such as Narmada Bachao Andolan and Chipko movement and the factors that have led to their success will also be explored. Last, the four fold interface of donors, parliamentarians, political parties and heads of state in terms of policymaking; in particular the factors that lead to disjunct between stated manifestos and actual stands will be explored in detail.

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34. GS-333: Logic and Critical Thinking

The aim of this course is to enable students to think, analyze and write more effectively. Thus, this course will be a ‘tool’ equipping students to understand and critically evaluate their own and others’ thinking.

This initiates with an exploration of sources of knowledge: empiricism and rationalism. It then examines core concepts in formal and informal logic, such as inductive and deductive reasoning, forms of arguments, argument fallacies, difference between truth and validity and analysis of thought. Particular focus of this course is on propaganda and misdirected appeals (appeal to tradition, appeal to authority, emotional appeals etc). Examples of misdirected appeals and argument fallacies are gleaned from everyday life. In addition, thought mapping is also introduced as a tool for analysis and organizing thinking, with particular focus on its role in conducting and organizing research. The primary aspect of the course is in the context of the second wave of logic and critical thinking which emphasizes and incorporates the feminine perspective in critical thinking and logic. 

Recommended Readings: KAHANE, Howard. Logic and Philosophy: A Modern Introduction. Wadsworth Publications, 2002. (Chapter 2, 3, 4, 5 and 6) MITCHELL, Helen. Roots of Wisdom. Wadsworth Publications, 1999. (Chapter 1, 2, 5 and 6) WALTERS, Kerry (ed) New Perspectives in Critical Thinking.

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35. GS-334: Gender Studies and Peace-building

This course constitutes of Gender Theories specifically as it applies to violence and conflict creation and resolution. It examines the complex relationships between gender, race, ethnicity, nationalism, religion, militarization and masculinity both in the domestic and the public spheres. The entire focus of the course is in assessing the possibilities of engendering notions of peace, conflict, justice, reconstruction, reparations and pre-post conflict gender arrangements and in challenging discourses and practices which invisibilize, minimize or justify the domination of women worldwide. It intends to give students a theoretical lens from which to examine Gender and Peace Building. The course will focus on masculinities, including identity issues, and their relationship to structural oppression, dominance, violence, especially that directed at women, and militarism. Is masculinity intrinsically related to violence? Can violence at home be separated from violence at the war front? Are women really more peaceful? Does motherhood and maternal thinking make women more peace loving? Discourses about women’s agency and women’s as victims will be critically analyzed.

Recommended Readings Harris, Adrienne, and Ynestra King, eds. Rocking the Ship of State: Toward a Feminist Peace Politics. Boulder, Colo., 1989. An introduction to issues of women, gender, and peace activism. Cooke, Miriam, and Angela Woollacott, eds.

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36. GS-335: Gender, Human Rights and International Law

The course will develop from the idea that human rights are the basis for peace, justice and democracy and that there can be no peace without justice and no justice without human rights from a gender perspective.  Human Rights will be defined as a code of conduct, an agenda for development, a guide for good governance, based on the principles of equality, accountability, participation and legally binding instruments. They will also be discussed as a challenge to cultural diversity, national security and sovereignty.  Because human rights theory, as most man created theories, is andocentric, the course will discuss this gender bias in the theory and practice of human rights and the process by which human rights have slowly acquired a gender perspective.  The course will also attempt to get students to think holistically; instead of compartmentally about the relationship between many of the social problems in the world’s numerous war zones.  It will attempt to provide students with some tools to address these social problems and begin to build peace from the personal to the national to the international level.  Part of this objective will be achieved by familiarizing students with many of the human rights instruments, documents and methodologies created by the United Nations Human Rights System and Women’s non-governmental organizations.

Recommended Readings El-Bushra, J., Lopez, P, Ed.

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37. GS-336: Engendering practices of Conflict Management and Mitigation

Through the lens of peace-building, peacemaking, and gender studies the course examines the processes and dynamics associated with both peace and conflict.  This exploration will proceed from both an analytical perspective and from a normative perspective, with the end goal of enabling and empowering participants as agents for peace-building.  Throughout, the course focuses on the development of skills and analytical capacities required for effective engagement in peace-building, peacemaking and other ‘peace processes’.  The course will provide students with the opportunity to practice such skills as negotiation and mediation, communication, team-building.  It will also provide a forum for linking these skills with the broader frameworks of peace-building and conflict analysis.  An additional theme linking questions of power, gender, and the emerging area of conflict transformation runs throughout the course, and provides a critical basis for the interrogation of various practices and approaches common in contemporary ‘peace processes’ that may in fact be more problematic than is often realized. 

Recommended Readings Chenoy, A., Vanaik,A (1996). Promoting Peace, Security and Conflict Resolution: Altering the Gender Balance in Decision Making Structures. Expert Group Meeting on “Political Decision-Making and Conflict-Resolution: The Impact of Gender Difference, United Nations Division For the Advancement of Women, Santo Domingo. El-Bushra, J.

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38. GS-337: Gender and International Relations/ Feminist International Relations

Theoretical and empirical issues are raised when gender is taken into consideration in the analysis of international relations. Examination of various themes: militarism, international political economy, international development. The course we help us to look at International Relations through the lens of gender. In doing so, we discover that the discipline of International Relations, as well as its foundations in political theory, have traditionally neglected the question of gender. One of the tasks of feminist theories and gender studies in IR, therefore, is to address this oversight. Further, in addressing International Relations through a gender lens, ways in which femininity and masculinity have been implicitly incorporated into foundational concepts and categories of political and international relations theory such as the state, sovereignty, war, politics, rights, labour, production and order will be revealed. In this way, a gender analysis also brings to the fore the way in which men and women both play – and have been represented as playing – systematically different roles in international relations and both are affected – and have been represented as being affected – in systematically different ways by world politics.

Recommended Books Bananas, Beaches, and Bases: Making Feminist Sense of International Politics.

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39. GS-338: Women Mystics

This course aims to familiarize students with some of the alternative voices that need to be heard in order to understand dissent by women. Primarily, it will trace the trajectory of female spirituality over the course of history and its role as a substantial threat to religious clergy and society at large. French feminist Irigaray contextualizes female mysticism as “the only place in the history in which women speak and act so publicly”.  The analysis in this course will focus on the ‘maps’ that religious women devised to steer themselves away patriarchal landscapes of their time. This course examines the lives and work of prominent women mystics such as Rabiya al Basri, Rabiya Balkhi/Khuzdari, Mira, Lal Ded, Zeb un Nisa Makhfi and Quratul ain Tahira. It looks at women and mysticism from three distinct angles. First, the interaction of women mystics with their society and the extent to which they were able to break free of socially constituted paradigms. Second, the presence/absence of feminist consciousness in works (poetry and text) of women mystics. The third angle focuses on the overall impact of their life choices and ideas on the immediate social milieu around them.

Recommended Readings: ARMSTRONG, Karen. Islam Weidenfeld and Nicolson, 2000.

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40. GS-339: Critical thinkers: Nietzsche and Kierkegaard

This course is intended to provide students with exposure to and understanding of texts by the two fathers of existentialism: Nietzsche and Kierkegaard. Their work not only provided building blocks for post modernism and its concepts including deconstruction and divided self but also inspired feminists like Kristeva and thinkers like Derrida. First hand knowledge of their work is therefore essential for understanding ideas such as subtext, contextuality and deconstruction.   

This course will enable them to familiarize themselves with some of Kierkegaard and Nietzsche’s  major writings on power, culture, language, subtext and meaning; in turn enabling them to understand the effective links between key concepts like deconstruction and divided self with gender roles and discourse. Particular emphasis will be on deconstructing their works through the feminist perspective. 

Recommended Readings: FRICKER, Miranda and HORNSBY, Jennifer (eds) The Cambridge Companion to Feminism in Philosophy. Cambridge University Press, 2000.  (Part XIII) OLIVER, Kelly and MARILYN, Pearsall. Feminist Interpretations of Friedrich Nietzsche. Pennsylvania State University. 1998.  (covered entirely) WALSH, Sylvia and LEON, Celine. Feminist Interpretations of Soren Kierkegaard. Pennsylvania State University, 1997.  (covered entirely) WESTPHAL, Merold and MATUSIK, Martin. Kierkegaard in Post/Modernity. Indiana University Press. 1995. (covered entirely)

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41. GS-340: Introduction of Computer Application in Gender Studies (non-credit course).

In Social Sciences, ranges of courses involving traditional as well as highly innovative research techniques are offered.

This course “Computer Application in Gender Studies” deals with introduction to information technology, system design, introduction to computers, introduction to operating system, software and hardware, data and traditional file processing, database and database management system, an introduction to e-commerce, an introduction to the internet and an introduction  to the world wide data.

 

This course would be compulsory for all the students but would be non-credit course. It would be offered in the first semester and in case some students could not pass the course in his first semester, it would be carried forward to the next semester till the student passes the course.

 

Course Goals

 

  • Introduction to Information Technology
  • Introduction to Computers
  • Software and Hardware
  • Data and Traditional File Processing
  • An Introduction to the Internet and World Wide Web

 

Performance Objectives

 

  • Introduction to Information Technology
    • Information
    • System
    • Classification of System
    • System modeling
    • Fundamental of Information System
    • Information Systems resources and technologies
    • Components of information systems
    • Computer based information system
    • Computer of personal information systems
    • Information system activities
    • Information systems resources and technologies
    • Components of information systems
    • Computer based information systems
    • Components of personal information systems
    • Information system activities

 

Introduction to Computers

 

  • Computer
  • History
  • Types
  • Advantages and disadvantages

 

 SOFTWARE AND HARDWARE.

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42. EL-001: Introduction of Proficiency in English Language Course.

The course “Proficiency in English Language” aims to develop oral and written communication skills and an overall understanding of the language. Through intensive learning process, it covers all the essential language areas to ensure improvement in receptive (reading & listening) and productive (writing & speaking) skills of the students. Moreover, it encourages them to develop an appetite for the learning of English Language so as to meet with the demands of modern era.

“Course Structure” This course covers reading, writing, speaking, & listening skills of the language including language analysis, grammar, colloquial language, vocabulary building, and error analysis which deal with the functions, structures and development of different language items. Class work includes language lectures, group discussions, oral presentations, language learning activities in terms of exercises, practices and events. Learning on the part of students is gauged through their active participation in class room activities, portfolios, accomplishment of tasks on time, assignments based on research, oral presentations, sessionals, and terminal exams.

 

“COURSE OUTLINE”

 

Major Areas

 

      • Study of Words
      • Sentence Structure
      • Composition Development
      • Comprehension Development
      • Reading Skills
      • Writing Skills
      • Listening Skills
      • Speaking Skills
      • Creative Writing
      • Error Analysis
      • Presentation Skills
      • Phonology (Optional)
      • Capacity Building (Optional)

 

Study of Words

 

      • Parts of speech
      • Vocabulary building
        • Vocabulary inventories
        • Making words
        • Prefixes/suffixes
        • Spelling traps

 

Sentence Structures

 

      • Phrase/clause/sentence
      • Subject-verb agreement
      • Pronoun agreement
      • Tenses
      • Voice of the verb/voice conversion
      • Conditionals
      • Narrations
      • Punctuations
      • Advance Sentence Structures
        • Sentence Fragments
        • Run-Ons
        • Faulty Parallelism
        • Misplaced Modifiers
        • Dangling Modifiers

 

Comprehension Development

 

      • How to develop comprehension skills
        • Comprehension is based on:…..?
        • Comprehension Strategies
        • Practices
      • Reading Comprehension(passages)
      • Paraphrasing
      • Critique/Critical Analysis

 

Reading Skills

 

      • Problems in reading
      • Comprehension through reading
      • Element of connectivity in ideas
      • How to infer a conclusion through reading
      • Reading between the lines

 

Writing Skills

 

      • Problems in Writing
      • Developing Writing Skills
      • Improving Writing Skills

 

Listening Skills

 

      • Problems in Listening
      • Developing & Improving Listening Skills

 

Speaking Skills

 

      • Problems in speaking
      • Public Speaking
      • Pronunciation

 

Composition Development

 

      • Problems in writing
      • Developing Writing Skills
      • Paragraphing
      • Essay Writing
      • Expansion
      • Précis Writing

 

Technical Writing

 

      • Executive Summary of a Report

 

Creative Writing

 

      • Controlled Writing Practices
        • Close-test
        • Writing through Word-bank
        • Writing through Phrases

 

Error Analysis

 

      • Gerunds
      • Infinitives
      • Modal Auxiliaries
      • Linking Words
      • Do emphatic
      • Question tags/ Imperative tags, etc

 

Presentation Skills

 

  • Making oral presentation
  • Structuring the presentation
  • Designing presentation visuals
  • Developing presentation style
  • Tips & techniques for great presentations

 

Phonology (Pronunciation)- Optional

 

      • The Organs of Articulation
      • Symbols of Speech Sounds of English Language with key-words
        • Consonants (24)
          • Place of Articulation
          • Manner of Articulation
        • Vowels (12)
          • Features of Vowel Articulation
        • Diphthongs
        • Trip thongs
      • Rules
        • Of  linking /r/
        • Of past formations
        • Of plural formations
        • Of  /?/  &  /g/
        • Elision
        • Assimilation
  • Phonetic Transcription

 

Capacity Building-Optional

 

      • Self Management
      • Time Management
      • Stress Management
      • Thinking Skills
      • Motivational Skills
      • Personality Traits
      • Dress Code
      • Leadership & Management

 

Recommended Readings:

 

      • Oxford Practice Grammar (by John Eastwood)
      • English Grammar in Use (by Raymond Murphy Cambridge University Press)
      • English Skills with Reading (by   John Lagan)
      • English Grammar & Composition (by Wren & Martin)
      • A practical English Grammar (by  A.

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