COURSE OVERVIEW

This course focuses on the intersection between education – both formal and nonformal – and gender relations in developing countries. We will read and discuss relevant texts in anthropology, political science, sociology and economics along with interdisciplinary studies in development and gender studies. We will explore the impact of global and national economic and social development initiatives on the participation of women and girls in education as well as the impact of these programs on boys and society in general. The course explores gender-sensitive analytic frameworks and policies, and reviews a wide range of educational programs designed to foster the participation of women and girls in high-quality educational experiences. We will critically examine the different theoretical perspectives on gender and development that have arisen in the post-colonial era with an emphasis on policy and strategy options for practitioners. The focus of the class is to help learners develop a range of strategies and approaches for making education more accessible, effective, and gender equitable. The course requires a short analytic paper and a longer term paper relating to gender, education and development, and a thorough case study analysis of a gender education project which will consist of a portfolio and class presentation.

Throughout the course, the objective will be to analyze gender-oriented practices about education and development. The course is designed to enhance the knowledge and skills needed to be effective practitioners in the field of gender equitable education within the context of education and international development.

OFFICE HOURS & COMMUNICATIONS

In order to best accommodate the variable schedules of participants in this class, I will make individual appointments with students on Thursdays and have open office hours for drop-ins on Tuesday afternoons. If you need to make an appointment, please send an e-mail to: jmosselson@educ.umass.edu. If neither of the set times are feasible, please email me and we can try to find a time that is mutually convenient. Also, if you have any other problems or concerns, I find it best to communicate via e-mail, which I check frequently. I strongly encourage you to take advantage of email and office hours.

COURSE MATERIALS

The readings for this course include books and articles about theoretical issues related to gender, education and international development. There are two required books for this course and a set of required readings which will be provided by the instructor on CD-Rom during the first class session. The books are available at Food for Thought Books in downtown Amherst.

Required Books:

Heward, C., & Bunwaree, S. (1999). Gender, Education and Development: Beyond Access to Empowerment. London and New York: Zed Books Ltd. (GED)

Visvanathan, N., Duggan, L., Nisonoff, L., & Wiegersma, N. (1997). The Women, Gender & Development Reader. London and New Jersey: Zed Books Ltd. (WGD)

Special Journal Issues:

Women's Studies Quarterly (Fall/Winter 2003). Special Issue: Women and Development: Rethinking Policy and Reconceptualizing Practice (guest editors: Frances Vavrus and Lisa Ann Richey). (WSQ)

Comparative Education Review (November 2004). Special Issue: Global Trends in Comparative Research on Gender and Education (guest editors: N'Dri Assié-Lumuba and Margaret Sutton). (CER)

GRADING AND STUDENT RESPONSIBILITIES

The specific assignments are listed below. For every class you will be expected to do all the assigned readings and be prepared to discuss them. Integration and critical analysis of readings are also part of all written assignments.

All assignments are due when indicated. Needless to say, plagiarism will not be tolerated and will result in a failing grade for the class. Active participation in discussion is an essential part of learning in this class. Participation means listening as well as talking, helping others develop their ideas, and expressing your own thoughts in class discussions and small-group work. For your participation to be helpful to everyone it is essential that you attend all classes and complete the required readings before class.

COURSE REQUIREMENTS

This course requires the active participation of all class members. Therefore, you will be expected to 1) be fully prepared to participate in class by coming to all class sessions, reading the assignments for each session, and being ready to discuss them critically; 2) lead a class discussion of one week's readings; 3) work with a group of students to prepare a case study of a gender development project; 4) write a 12-15 page paper reviewing an educational development project or policy, or preparing an analysis of a topic relevant to the course. I encourage you to use my office hours as a time for us to discuss your paper, the readings or questions you have about the course.

Your grade for this course will be calculated as follows:

•  Quality and quantity of classroom participation 20%
•  Leading a classroom discussion on the readings 20%
•  Preparing and presenting a case study 30%
•  Final paper 30%

EVALUATION AND GRADING

Effective written communication is a key skill; therefore this course places a high premium on the quality and cogency of your written assignments. Written work in this class will be assessed for both the content of your ideas/arguments and the clarity of the writing (grammar, organization, etc.). All written work, needless to say, should be typewritten, proofread and spell-checked.

My philosophy of grading is that grades are nothing more than marks that record your accomplishments. What this means is that I try to set clear evaluative standards for your work and help you meet those standards. On each of your papers, I will provide written feedback that tells you what is missing and what specifically you can do to improve your paper. If you are dissatisfied with any of your written work, you may rewrite and resubmit that paper.

Written work will be assessed based on the following criteria:

1. Completeness – Are all parts of the assignments included? Did you follow the directions/assignment specifications?
   
2. Accuracy – Accuracy refers to your main points, use of concepts learned in the class, use of evidence from readings and other sources, quoting from others and the uses of statistics and other data sources. Is what you say correct and supported by evidence? Accuracy also includes proper citation of sources (APA).
   
3. Analysis – Are the main ideas of your paper identified? Have any implicit assumptions been identified and analyzed? Is the logic or the argument coherent and internally consistent? Is the evidence you use to make your argument assessed for its own strengths, weaknesses, limitations and representativeness?
   
4. Quality of Writing – A bit more intangible than other criteria. Among the guidelines I use are the following: Is the writing clear to the reader? Is the writing succinct or wordy? Is the writing organized to help the reader make their way through the paper? Are key statements supported by examples and details? Are positions taken, or arguments made, supported by evidence (facts) or argument (reasoning by analogy, metaphor)? Is the overall writing coherent?