Curricular Unit:			Code:
Citizenship, Gender and Religion			1153CGRG
Year:	Level:	Course:	Credits:
1	Doctorate	Political and Humanitarian Studies	11 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	143
Learning Outcomes of the Curricular Unit:
a)Encouraging global understanding of the interaction of these three topics (citizenship, gender and religion), as well as their impacts in the understanding of the geopolitical contexts, cultural particularities, normative discourses and their mutual impacts;b)Promoting an intersectional analysis of ethical dilemmas in the field of humanitarian;c)Developing responses to humanitarian issues, taking into account different political and institutional dimensions, as well as education, culture, religion, access to justice, the eradication of economic and social inequalities, and different forms of exclusion;d)Developing autonomous research skills in research and selection of primary sources, as well as sources of scientific information;e) Developing scientific communication skills including the presentation of practical research papers in specialized conferences; f)Developing interpersonal relationship skills through teamwork;g) Applying, rigorously and ethically, the knowledge acquired.
Syllabus:
I. Methodologic issues: 1. Intersectional approach; 2. Contextualized approaches; 3. Relevance of critical discourse analysis. II. Entanglements of the topics of citizenship, gender and religion: 1. Citizenship, human rights, women’s rights, rights of LGBTI communities; 2. Polemics, interpretations and instrumentalizations of the so called “gender ideology”; 3. Violence in the name of religion: nationalisms, fundamentalisms, exclusions, forced de-placement and impacts in gender; 4. Forced secularisms, radicalisms and discourses on gender; 5. Specificities of humanitarian action in the field of gender issues. 6. Case studies.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
This subject provides students with fundamental knowledge and critical approaches to gender issues in the field gender, as well as in the field of NGOs operating in this domain. These approaches will enable the need for research of discourses and practices that positively or negatively entangle citizenship, gender and religion, specifically the impacts of religion in gender violence and the political manipulation of the gender topic to foster forms of discursive and practical exclusions.
Teaching Methodologies (Including Evaluation):
Teaching methodology will include theoretical lecturing, research, reading and discussion of specific book references, as well as thematic debating and critical reflection. Assessment will be continuous and based on presentation of critical reviews of articles on the issues discussed in chapter I (40%), a practical individual report with oral and written presentation (50%) and work discussion during classes, on chapter II (10%). The participation of the students in the execution of theoretical and practical tasks in the classroom, and in the participation in scientific activities such as seminars and conferences being held at the University corresponds to 10% of the final grade.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Explanation of the entanglement of citizenship, gender and religion, namely in its relationship with the universal value of Human Rights, women’s rights and LGBTI communities’ rights, as well as their centrality in international politics and humanitarian action. Specially in what concerns polemics around the so called “gender ideology”, refusal and political manipulation of this notion. It is also relevant to understand the manipulation of religion as a ground for violence, especially, violence born out of nationalisms, fundamentalisms, radical secularisms, and their impacts on gender issues. The course will also present the potentialities and limitations of NGOs in those fields. The students will choose case studies. This task aims to enable the students to analyse the mission and intervention of a NGOD according to the theoretical instruments discussed during classes. The guided reading of bibliography and documentation is meant not only to inform but also to train interpretative competences. The presentation of cases of humanitarian action in the framework of international organisations will illustrate theory with cases and problems emerging from ground work. Group debates in class will enable a grounded critical view on humanitarian action in the political context. The assessments will register a grounded theoretical approach to the topics developed during the semester.
Reading:
Auga U.(2020).An epistemology of Religion and Gender. Biopolitics – Performativity – Agency. Londres e Nova Iorque:Routledge. Gressl et al (2020). Vulnerability mapping: A conceptual framework towards a context-based approach to women’s empowerment. World Development Perspectives (on-line) Hilhorst et al (2018). Gender, sexuality, and violence in humanitarian crisis. Disasters, 42(S1): S3-S16. Lafrenière et al. (2019). Introduction: gender, humanitarian action and crisis response. Gender & Development, 27:2, 187-201, Tastsoglou, E.; Nourpanah (2019). (Re)Producing Gender: Refugee Advocacy and Sexual and Gender-Based Violence in Refugee Narratives. Canadian Ethnic Studies, 51(3) 37-56 Toldy T., Garraio J. (2020) Gender Ideology: A Discourse That Threatens Gender Equality. In: Leal Filho W., Azul A., Brandli L., Lange Salvia A., Wall T. (eds) Gender Equality. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-70060-1_86-1.