Guía docente de Gender, Culture and Development: Africa (M15/56/4/21)

Development, gender and culture in Africa South of the Sahara. Gendered revolutions and public policies on gender equality. African Feminisms and Activisms. Culture as local knowledge, experience and agency. 

Not applicable.

(1) Knowledge and application of concepts, such as culture, tradition or consuetudinary rights to the light of Gender and Women's Studies for African contexts.

(2) Understanding of African feminisms viewpoint as related to national/international development policies and issues.

(3) Analysis of specific gender equality reforms and projects in African countries.

1. Economic studies on women. 
2. Women’s activism. African Women’s Decade (2010-2020), anticolonial revolutions and resistances. Collective action and culture. 
3. “Gendered machineries”. Gender equality as "institutionalized”. Reforms, policies and culture. 
4. African Feminisms and/or local Proposals – policies toward gender equality and development. Feminism and culture.
5. Africanizing “gender”. Complementary gender spheres and empowerment. Gender and culture. 

Related to readings and case studies, students will discuss articles by topic, comment on video materials, and develop an final essay paper regarding 3 main case stdies.

1. The case study of Uganda
2. The case study of Mozambique
3. The case study of Tanzania

• ABU-LUGHOD, Lila (2002) Do Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others. American Anthropologist, 104(3), pp. 783-790. 
• ANYIDOHO, Nana Akua (2020) Women, Gender, and Development in Africa. In Yacob-Haliso, T. Falola (eds.), The Palgrave Handbook of African Women's Studies, New York: Palgrave Macmillan.
• BRYCESON, Deborah F. & MWAIPOPO, Rosemarie N. (2019) Rural–urban transitions in Tanzania’s northwest mining frontier. IN: Rural-Urban Dynamics: Livelihoods, mobility and markets in African and Asian frontiers (pp. 178-194).
• CORNWALL, Andrea (2019) Decolonizing Development Studies: Pedagogic Reflections. Radical Teacher, 116: 37-46.
• CORNWALL Andrea & RIVAS, Althea-Maria (2015) From ‘gender equality and ‘women’s empowerment’ to global justice: reclaiming a transformative agenda for gender and development, Third World Quarterly, 36:2, 396-415.
• EADE, Deborah (2009) Feminisms in Development: Contradictions, Contestations and Challenges; Gender Myths and Feminist Fables: The Struggle for Interpretive Power in Gender and Development, Development in Practice, 19:3, 427-429.
• HOGDSON, Dorothy (1996) My Daughter belongs to the Government Now": Marriage, Maasai and the Tanzanian State. Canadian Journal of African Studies / Revue Canadienne des Études Africaines, 30 (1), pp. 106-123. 
• MANZANERA-Ruiz, Roser; LIZÁRRAGA-MOLLINEDO, Carmen; MWAIPOPO, Rosemarie N. (2016) Gender Inequality, Processes of Adaptation, and Female Local Initiatives in Cash Crop Production in Northern Tanzania. Rural Sociology, 81(2), pp. 143-171.
• MBAKOGU, Ifeyinwa A. (2004) Is There Really a Relationship Between Culture and Development? Anthropologist, 6(1), pp. 37-43.
• MBILINYI, Marjorie (2015) Transformative Feminism in Tanzania: Animation and Grassroots Women’s Struggles for Land and Livelihoods. In Rawwida Baksh & Wendy Harcourt (eds.), Oxford Handbook of Transnational Feminist Movements: Knowledge, Power and Social Change. New York: Oxford University Press.
• MADAHA, Rasel; SHAYO, Rose; MWAIPOPO, Rosemarie N.  (2021) The role of peasantry women initiated networks in the promotion of Community Development in Mkalama District, Tanzania. Tanzania Journal of Agricultural Sciences, 20(2):170.184.
• MWAIPOPO, Rosemarie N.  (2021) The Construction of Masculinities: Bodaboda Operators and Secondary Schoolgirls' Pregnancies in Vwawa, Mbozi District, Tanzania. Journal of Education, Humanities & Science (JEHS), 10(5).
• MWAIPOPO, Rosemarie N. (2021) Women, Land Tenure Dynamics and Land Sales in Rural Areas. The Case of Syukula Village, Tanzania. The African Review, 48(2):476-506.
• MWAIPOPO, Rosemarie N. & DAUDA, Masoud (2020) Feminism, women’s agency, and subjective well-being: Women’s experiences of village community banks in Tanzania. Tanzania Journal of Development Studies, 17(2).

• Manzanera-Ruiz, Roser,  Olga Margret M. M Namasembe, Vanesa Barrales Molina. 2022. Female gender interests and education in women entrepreneurs’ definition of success in Uganda. Entrepreneurship & Regional Development Journal. https://doi.org/10.1080/08985626.2022.2128897. Q1 en JCR en Ciencias Sociales.

• Namasembe, O. M. M., Manzanera-Ruiz, R. 2021. Educación y emprendimiento entre las mujeres empresarias en Uganda. Un estudio de caso desde las ciudades de Kampala y Wakiso. Iberoamerican Journal of Development Studies, DOI: 10.26754/ojs_ried/ijds.688. Q1 en SCOPUS en Historia, en posición 216/1499 y Q2 en Ciencias Sociales y Q4 en JCR en posición 58/60 en Estudios de Desarrollo.

• Namasembe, O., & Manzanera Ruiz, R. 2021. Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship. Journal of Education Culture and Society, 12(2), 631–645. https://doi.org/10.15503/jecs2021.2.631.645. Q3 en JCR posición 176/255 en Ciencias Sociales.

• KAMAT, Vinay R., Le BILLON, Philippe, MWAIPOPO, Rosemarie N.; RAYCRAFT, Justin (2019) Natural gas extraction and community development in Tanzania: Documenting the gaps between rhetoric and reality. The Extractive Industries and Society, 6(3): 968-976.
• ONYENANKEYA, Kevin Uwaecheghi; ONYENANKEYA, Oluwayemisi Mary; OSUNKUNLE, Oluyinka (2019) Sexism and Gender Profiling: Two Decades of Stereotypical Portrayal of Women in Nollywood Films. Journal of International Women's Studies, 20(2), pp. 73-90.
•  Sesma, Ane; Vieitez, Soledad y Manzanera-Ruiz, Roser. 2022. Sacrificio, enriquecimiento y robo de cuerpos en Mozambique: Namakakattha. AIBR.
• VIEITEZ-CERDEÑO, Soledad; MANZANERA-RUIZ, Roser; NAMASEMBE, Olga Margret M. M. (2023): Ugandan women’s approaches to doing business and becoming entrepreneurs, Third World Quarterly, DOI: 10.1080/01436597.2023.2189580 

• AMADIUME, Ifi (1998), Reinventing Africa: Matriarchy, Religion and Culture. London: Zed Books. 
• AMADIUME, Ifi (1987a), Male Daughters, Female Husbands. Gender and Sex in an African Society. London: Zed Books .
• AMADIUME, Ifi (1987b), African Matriarchal Foundations. The Case of Igbo Societies. London: Karnak House.
• CORNWALL, Andrea (2010), Deconstructing Development Discourse:  Buzzwords and Fuzzwords. London: Practical Action.
• ARNFRED, Signe (Ed.) (2004), Re-thinking Sexualities in Africa. Nordiska Afrikainstitutet Uppsala.
• CODESRIA (2004), African gender scholarship: Concepts, methodology and paradigms. Dakar: Council for the Development of Social Sciences Research in Africa (CODESRIA).
• MWAIPOPO, Rosemarie N. (2011) The Gender Gap in Higher Education Institutions: The Case of the University of Dar Es Salaam, Tanzania. Tanzanian Journal of Development Studies, 11(1-2). 
• OYEWÙMÍ, Oyèrónké (Ed.) (2011), Gender Epistemologies in Africa. New York: Palgrave MacMillan. 
• OYEWÙMÍ, Oyèrónké (Ed.) (2005), African gender studies. A reader. New York: Palgrave MacMillan. 
• OYEWÙMÍ, Oyèrónkè (1997), The Invention of Women. Making African Sense of Western Discourses. Minneapolis: University of Minnesota Press.
• RAWWIDA, Baksh & Wendy HARCOURT (Eds.) (2015), Oxford Handbook of Transnational Feminist Movements: Knowledge, Power and Social Change. New York: Oxford University Press.
• VIEITEZ-CERDEÑO, Soledad (2011), “Angola”, “Cape Verde”, “Green Belt Movement in Africa”, “Lesotho”, “Property Rights”, “Swaziland”. IN: Encyclopedia of Women in Today’s World. Mary Zeiss Stange and Carol K. Oyster (Eds.). New York: SAGE Reference.
• YACOB-HALISO, T. Falola (Eds.) (2020), The Palgrave Handbook of African Women's Studies, New York: Palgrave Macmillan.

Links to be provided in PRADO and lectures.

Article 17 of the Regulations for the Evaluation and Qualification of Students of the University of Granada establishes that the ordinary call will preferably be based on the continuous evaluation of the student body, except for those who have been recognized the right to the single final evaluation. Plagio: ANY FORM OF PLAGIARISM IN ANY OF THE ACTIVITIES OR ASSIGNMENTS (INCLUDING UNAUTHORISED USE OF AI) WILL LEAD TO THE FINAL GRADE 0% AND TO WHATEVER LEGAL MEASURES THE UGR OR/AND THE GEMMA CONSORTIUM MAY DECIDE TO IMPOSE.

Tool 1: Attendance

Students are expected to attend classes regularly. Requirements:

• Students may be absent up to 4 hours per class (5 ECTS) without the need for justification.
• Absences greater than 4 hours in the class must be duly justified to both Professors
• Classes that are not attended (8 hours), both justified or not, will have to be made up by additional assignments as established by the Professor, so as not to impact the final grade.
• Students must not exceed 8 hours of unexcused absence in any GEMMA class (5 ECTS).
• A student absent over 8 hours in any class due to any major cause must contact the Professors (each case will be treated individually, and Professor will also decide).

Tool 2: Required reading

• Students also must use, at least, 75 hours to independent reading, studying, and homework.  

Tool 3: PRADO and UGR institutional mail address (user@correo.ugr.es)

• Students access class materials through PRADO, http://prado.ugr.es/, so each student must make sure to have access through user@correo.ugr.es (or otherwise contact PRADO/GEMMA administration). Please check FAQ-help PRADO and/or Access Guide for more information on how to use PRADO.
• Please be reminded that official communications always go through your institutional UGR mail address (user@correo.ugr.es). Make sure to regularly check your inbox, as well other folders: news listings, etc. (including SPAM).

Tool 4: Final grade

• Attendance (25%), Class presentations (25%) and active Discussions on readings (25%) Final Essay (25%) 

Tool 5: Office hours

• Students will make an appointment with the Professor for office hours on-demand.

• Reaction papers on mandatory readings by topic (50% final grade)
• Final exam (50% of final grade)

ANY FORM OF PLAGIARISM IN ANY OF THE ACTIVITIES OR ASSIGNMENTS (INCLUDING UNAUTHORISED USE OF AI) WILL LEAD TO THE FINAL GRADE 0% AND TO WHATEVER LEGAL MEASURES THE UGR OR/AND THE GEMMA CONSORTIUM MAY DECIDE TO IMPOSE.

Article 8 of the "Normativa de Evaluación y Calificación de los Estudiantes de la Universidad de Granada" allows students who cannot fullfil the requirements for continuous assessment because of duely justified reasons to be evaluated at the end of the academic year. Students needing this form of evaluation should apply within the first two weeks of the academic year following the procedure specified by this UGR regulation. Incluir epígrafe plagio: ANY FORM OF PLAGIARISM IN ANY OF THE ACTIVITIES OR ASSIGNMENTS (INCLUDING UNAUTHORISED USE OF AI) WILL LEAD TO THE FINAL GRADE 0% AND TO WHATEVER LEGAL MEASURES THE UGR OR/AND THE GEMMA CONSORTIUM MAY DECIDE TO IMPOSE.

• Reaction papers on mandatory readings by topic (50% final grade)
• Final exam (50% of final grade)

Information of interest for students with disabilities and/or Specific Educational Support Needs (NEAE): Management of services and support (https://ve.ugr.es/servicios/atencionsocial/ estudiantes-con-discapacidad).

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).