Week |
Subject |
Related Preparation |
1) |
• Describe the content of the syllabus.
• List the course outline
• Explain the grading system evaluation methods
• Discuss the flow of the course
• Discuss politics as power relations
• Discuss theoretical and social cultural concepts of gender
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Review the syllabus
Read: Jane Pilcher and Imelda Whelehan, “Gender” and “Gendered,” Fifty Key Concepts in Gender Studies, London: Sage, 2004, pp. 56-61.
Jill Steans, Gender and International Relations: Issues, Debates and Future Directions, 2nd ed. Polity Press, 2006, pp. 7-11.
Carole S. Vance, “Social Construction Theory: Problems in the History of Sexuality,” in GTW, pp. 28-31.
Joan W. Scott, “Gender: A Useful Category of Historical Analysis,” American Historical Review, 91 (5) December 1986, pp. 1053-75.
Simone de Beauvoir, “Introduction: Woman as Other,” The Second Sex, 1949. Retrieved from www.marxists.org.
Ghada Karmi, “Women, Islam and Patriarchalism,” in M. Yamani, ed., Feminism and Islamic Law, Garnet Publishing, 1996, pp.69-85
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2) |
Defining gender |
None |
3) |
• Discuss theories of patriarchy
• Identify characteristics of patriarchal societies
• Discuss how feminist theories define patriarchy
• Evaluate whether gender is biologically determined or socially constructed
• Discuss the difference between sex and gender |
Read: Jane Pilcher and Imelda Whelehan, Fifty Key Concepts in Gender Studies, London: Sage, 2004, pp 48-46, 144-147, 105-108.
Mary Wollstonecraft, “From A Vindication of the Rights of Women,” in GTW, pp. 170-2.
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4) |
• Discuss key concepts in gender studies
• Compare and contrast different strands of feminist theory
• Discuss chronology of feminist theories
• Discuss the differences between the waves of feminism
• Evaluate the development of Black Feminist Movement within the framework of women’s movements timeline
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Read:
Deniz Kandiyoti, “Emancipated but Unliberated? Reflections on the Turkish Case,” Feminist Studies, 13 (2) 1987, pp. 317-338.
Nükhet Sirman, “Feminism in Turkey: A Short History,” New Perspectives on Turkey 3(1) 1993: 1-34.
Katharina Knaus, “Turkish Women: A Century of Change,” Turkish Policy Quarterly, 6 (5) 2007: 47-59.
Çağla Diner and Şule Toktaş, “Waves of Feminism in Turkey: Kemalist, Islamist and Kurdish Women’s Movements in an Era of Globalization,” Journal of Balkan & Near Eastern Studies; March 2010, 12 (1): 41-57.
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5) |
• Discuss the historical roots of feminist movement in Turkey
• Compare Kemalist, Islamist and Kurdish women’s movement in terms of their approach to the women’s rights and issues
• Identify how the politics of difference has an impact on the feminist movement in Turkey
• Illustrate how religious, ethnic and class differences result in the creation of alternative frameworks for feminist movement in Turkey
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Read:
Linda Gordon, “Malthusianism,” in GTW, pp. 59-62.
Anna Davin, “Imperialism and Motherhood,” in GTW, pp. 63-8.
Frank Dikkoter, “Race Culture: Recent Perspectives on the History of Eugenics,” in GTW, pp. 69-71.
Dicle Koğacıoğlu, “The Tradition Effect: Framing Honor Crimes in Turkey,” Differences: A Journal of Feminist Cultural Studies, 15 (2) Summer 2004, pp. 119-151.
Nükhet Sirman, “Kinship, Politics, and Love: Honour in Post-Colonial Contexts–The Case of Turkey,” in Shahrzad Mojab and Nahla Abdo, eds., Violence in the Name of Honour. Theoretical and Political Challenges, Istanbul: Bilgi University Press, 2004, pp. 41-56.
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6) |
• Discuss how sexuality is controlled in traditional and modern societies via examples
• Discuss different conceptualizations of sexuality
• Demonstrate the relationship between power and discourse on sexuality via examples
• Discuss the sources of control over women’s reproduction and their bodies
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Read:
Jane Pilcher and Imelda Whelehan, “Representation,” Fifty Key Concepts in Gender Studies, London: Sage, 2004, pp. 135-139.
David Gauntlett, Media, Gender and Identity: An Introduction, London and New York: Routledge, 2002, pp. 57-90.
Stuart Hall, “Encoding, Decoding,” in Hall, D. Hobson, A. Lowe, and P. Willis, eds., Culture, Media, Language: Working Papers in Cultural Studies, London: Hutchinson, 1972–79, pp. 128–138.
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7) |
• Illustrate how women are affected by the female objectification in the media
• Discuss feminist perspectives on objectification
• Identify women’s strategies for resisting objectification
• Evaluate the images of femininity and masculinity conveyed through mass media
• Explain how portrayal of women in the mass media produces and re-produces gender stereotypes
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Read:
Cynthia Enloe, “Nationalism and Masculinity, in GTW, 1990, pp. 229-35.
Partha Chatterjee, “Nationalism: General,” International Encyclopedia of the Social & Behavioral Sciences, pp. 10336-10340.
Nira Yuval-Davis, “Gender and Nation,” in Robert L. Miller, ed., Women, Ethnicity and Nationalism : The Politics of Transition. Florence, KY, USA: Routledge, 1998. p 23-35.
Afsaneh Najmabadi, “The Erotic Vatan [Homeland] as Beloved and Mother: To Love, to Possess, and To Protect,” Comparative Studies in Society and History, 39 (3) Jul. 1997: 442-467. .
Afsaneh Najmabadi, “Hazards of Modernity and Morality: Women, State and Ideology in Contemporary Iran,” İn Deniz Kandiyoti, ed., Women, Islam, and the State, London: Macmillan, pp. 48-76.
Deniz Kandiyoti, “Identity and its Discontents: Women and the Nation,” Millennium - Journal of International Studies, March 1991 (20): 429-443.
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8) |
• Midterm Exam
• Discuss theoretical and social cultural concepts of gender
• Discuss how feminist theories define patriarchy
• Compare and contrast different strands of feminist theory
• Discuss the historical roots of feminist movement in Turkey
• Discuss different conceptualizations of sexuality
• Explain how portrayal of women in the mass media produces and re-produces gender stereotypes
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None |
9) |
• Illustrate how modern nation state relies on the maintenance of traditional gender roles
• Discuss feminist approaches to nationalism
• Discuss feminist approaches to citizenship
• Demonstrate the central role of sexuality in nation building
• Identify feminist critiques of oppressive patriarchal nation state
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Read:
Edward Said, “Introduction,” Orientalism: Western Conceptions of the Orient, Penguin Books, (1978) 1995, pp. 1-28.
Nilüfer Göle, The Forbidden Modern: Civilization and Veiling, University of Michigan, 1996, pp. 1-26, 93-95.
Kim Shively, “Religious Bodies and the Secular State: The Merve Kavakçı Affair,” The Journal of Middle East Women’s Studies, 1 (3) Fall 2005, pp. 46-72.
Sondra Hale, “The West and Veiling,” retrieved from the UCLA Center for Near Eastern Studies [electronic source]. http://www.international.ucla.edu
Nadje Al-Ali, Secularism, Gender and the State in the Middle East: The Egyptian Women’s Movement, Port Chester, NY, USA: Cambridge University Press, 2000, pp. 35-52.
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10) |
Discuss Islamic feminist movement via examples
• Evaluate the socio-political and cultural factors which played a role in the rise of Islamic feminism via examples from Muslim societies
• Identify the conceptıalizations and critiques of feminism by Muslim women
• Compare the process of the rise of Islamic feminist movement in Turkey with other Middle Eastern countries
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Read: Denise Walsh, “A Feminist Approach to Quotas and Comparative Politics,” Politics&Gender, 9 (3) 2013: 322-328.
Check website: UN Women, “Facts and Figures: Leadership and Political Participation,” http://www.unwomen.org/co/what-we-do/leadership-and-political-participation/facts-and-figures
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11) |
• Identify contemporary patterns of political participation among men and women
• Discuss the social, cultural and economic barriers to women’s political participation
• Evaluate whether there exists a gender gap in voting participation, cause-oriented activisim and membership of voluntary associations
• Compare and contrast gender differences in the levels of political participation via examples from different countries
• Discuss the measures that would ensure a more balanced gender political participation
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Read:
Jill Steans, “Gender Dimension of International Political Economy,” Gender and International Relations: Issues, Debates and Future Directions, 2nd ed. Polity Press, 2006, pp. 78-92.
Ayça Kurtoğlu and Töre Fougner, “Transnational Labour Solidarity and Social Movement Unionism: Insights from and beyond a Women Workers’ Strike in Turkey,” British Journal of Industrial Relations, 49, 2011: 353-375.
Simten Coşar ve Metin Yeğenoğlu, “The AKP and the Gender Issue: Shuttling between Neoliberalism and Patriarchy,” in Simten Coşar and Gamze Yücesan-Özdemir, eds., Silent Violence: Neoliberalism, Islamist Politics and the AKP Years in Turkey, Red Quill Books, 2012, p. 179-212.
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12) |
• Discuss key dimensions of the field of international political economy
• Illustrate the relationship between the reproduction of political and economic processes and gendered bodies
• Discuss how employment of women in production networks affect the dynamics of international political economy
• Discuss labour market gender discrimination via examples
• Evaluate postcolonial feminist interventions into political economy |
Read: Jill Steans, “Women’s Human Rights,” Gender and International Relations: Issues, Debates and Future Directions, 2nd ed. Polity Press, 2006, pp. 106-118. |
13) |
• Discuss historical, political, and social contexts of women's rights and activism via examples
• Compare and contrast traditional and feminist approaches to human rights
• Discuss UN’s position on the issue of women’s rights with a reference to The Beijing Declaration and Platform for Action
• Discuss the ways of ending violations of women’s human right |
Read: Deniz Kandiyoti, “Cariyeler, Fettan Kadınlar ve Yoldaşlar: Türk Romanında Kadın İmgeleri,” Cariyeler, Bacılar, Yurttaşlar: Kimlikler ve Toplumsal Dönüşümler, 2. basım, İstanbul: Metis, 2007, s.147-161 |
14) |
• Discuss gendered patterns in popular culture
• Identify how construction of gendered identities in popular culture affect patterns of consumerism
• Illustrate the relationship between gender stereotypes and representations of women in the mass media
• Discuss gender representations in consumerism via examples
• Discuss feminist critiques of contemporary popular culture |
None |
15) |
• Evaluate students via final paper and presentations
• Explain gendered dimensions of modern nation state
• Identify Islamic feminist movements
• Discuss political participation from a gender perspective
• Discuss feminist theorizations of international political economy
• Identify the origins and development of women’s human rights
• Identify gendered patterns in popular culture |
None |
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Program Outcomes |
Level of Contribution |
1) |
Have knowledge of children's development, learning characteristics and difficulties. |
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2) |
It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. |
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3) |
It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. |
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4) |
In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. |
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5) |
In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. |
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6) |
Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. |
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7) |
Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. |
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8) |
Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. |
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9) |
It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. |
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10) |
Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning |
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11) |
Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. |
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12) |
Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
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