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Disability, Inequality, and the Life Course is a Year 2 optional module that introduces students to the sociology of disability. The particular focus of the module is to provide explanations for numerous disability inequalities that exist across the life course. Upon completion of the module, students will have an appreciation of existing theoretical approaches to understanding disability inequalities as well as knowledge of empirical research on a wide range of relevant topics. The module is primarily research-led: we will regularly engage with existing empirical work on disability in order to better understand mechanisms and social processes behind the association of disability with social inequality.
This module seeks to promote teaching on the historical and contemporary experiences of transgender people. It fosters critical analysis of gender in relation to trans binary and non-binary genders and focuses on the meaning of transgender for everyday social life in a local as well as global context. ‘Trans’ may be taken to mean anyone who is uncomfortable with, or transgresses, usual gender roles and ‘can cover a variety of experiences’ (Whittle, 2006) including gender variance, permanent or temporary cross dressing, transsexuality and transgenderism. It aims to introduce students to gender as a question of being or doing beyond ‘the binary’ and introduce them to the theory and practice of trans epistemologies in contemporary society. Taking a trans-feminist perspective, the course recognizes the increasingly critical field of inquiry in trans binary and non-binary social life (including socio and medico legal frameworks) and how this is cross cut by other variables such as race, impairment, class, sexuality and religion. The course will address socio and medico legal issues such as healthcare, young people, surgery as well as research methodologies and media representation and presentation.
Provisional Outline of Course
Week 1: Introduction: Indigenous feminisms, post/colonial feminisms and the intersections of political struggles
Week 2: Feminism, post/coloniality and the question of sovereignty (Assam)
Week 3: Feminism, terror and security (Afghanistan, Iraq, Syria, Sudan)
Week 4: Feminism, socialism and authoritarianism (China)
Week 5: Feminist engagements with the politics of religion, secularism and border controlWeek 6: Reading Week
Week 7: Feminist movements in a settler colonial context: political prisoners and decolonial methods (Palestine)
Week 8: Feminism, reproduction and land rights in settler colonial states (Australia, US, Canada)
Week 9: Feminism and Revolution (Algeria)
Week 10: Summary workshop/ Time for assessment discussion
Illustrative Bibliography
R. Icaza (2017) 'Decolonial Feminism and Global Politics: Border Thinking and Vulnerability as a Knowing Otherwise' in M. Woons & S. Weier (eds.) Critical Epistemologies of Global Politics, E-International Relations Publishing.
Kaul, N. & Zia, A.(2018) ‘Knowing in our Own Ways: Women and Kashmir’, Special Issue EPW/RWS
Osuri, G.(2018) ‘Sovereignty, vulnerability, and a gendered resistance in Indian-occupied Kashmir’, Third World Thematics: A TWQ Journal, 3(2) 228-43.
Das, N. K. (2019) 'Indigenous Feminism and Women Resistance: Customary Law, Codification Issue and Legal Pluralism in North East India', Journal of Cultural and Social Anthropology, 1(2), pp. 19-27.Menon, Nivedita. 2012. "Victims or Agents?" in Seeing like a Feminist. pp. 173-212.
Radha Kumar (1999) 'From Chipko to Sati: The Contemporary Indian Women's Movement'. in N. Menon (ed.), Gender and Politics in India. OUP, pp.342-369.
Fong, M. (2016) One Child: The story of China’s most radical experiment, Houghton, Mifflin, Harcourt.
Lydia H. Liu, Rebecca E. Karl and Dorothy Ko (eds.) (2013) The Birth of Chinese Feminism: Essential Texts in Transnational Theory, Columbia University Press.
Hershatter, G. (2018) Women and China’s Revolutions, Rowman & Littlefield.
Maha El Said, Lena Meari and Nicola Pratt (eds.) (2015) Rethinking Gender in Revolutions and Resistance: Lessons from the Arab World, London: Zed.
Nadje Al-Ali & Nicola Pratt (2009) What Kind of Liberation? Women and the Occupation of Iraq, Berkeley: University of California Press.
Seedat, F.(ed.) (2017) ‘Special Issue: Women, Religion and Security’, Agenda, 30(3).
M.E.M.Kolawole (1997) Womanism and African Consciousness, Africa World Press Inc.
B. Badri & A. M. Tripp (eds.) (2017) Women’s Activism in Africa, London: Zed.
B. Fredericks (1997) ‘Reempowering Ourselves: Australian Aboriginal Women’, Signs. Journal of Women in Culture and Society, 35(3).
Green, J. (ed.) (2017) Making Space for Indigenous Feminism(2ndedition), Fernwood Publishing.
R. Aída Hernández Castillo (2010) ‘The Emergence of Indigenous Feminism in Latin America’, Signs, 35(3).
Now that we are half-way through the module, I'd like to see how things are going so far with respect to the first three chapters, i.e. statistical models, transformations and approximation theorems. Based on the results of the feedback, I will provide you with additional videos/materials/resources on the topics that are causing more troubles, ensuring that you are on top of everything.
Please see the ST341 Statistical Genetics Moodle page for information.
content from IE2C9 (13/14) https://moodle.warwick.ac.uk/course/view.php?id=5697 - INC0763394
The module draws on the practical skills of students and augments them with the competencies required to produce a video. Assessment is divided into a first video based on a set text and then a final video on a subject of the student groups' choosing that is shown at the end of the Spring Term.
The module is based in the department’s edit suite and includes instruction in use of camcorders and training in video editing using Adobe Premiere Pro. Instruction is also provided in audio editing, colour grading using Speedgrade and motion graphics and compositing using After Effects. Works have previously embraced stop-frame animation and multimedia installations and students are encouraged to engage creatively with the possibilities afforded by the moving image. This is an option choice that does demand considerable commitment beyond the allotted course hours. Please note that the video projects will be group works in order to acommodate as many students as is practicable.
The module draws on the practical skills of students and augments them with the competencies required to produce a video. Assessment is divided into a first video based on a set text and then a final video on a subject of the student groups' choosing that is shown at the end of the Spring Term. The module is based in the department’s edit suite and includes instruction in use of camcorders and training in video editing using Adobe Premiere Pro.
Instruction is also provided in audio editing, colour grading and motion graphics and compositing using After Effects. This is an option choice that does demand considerable commitment beyond the allotted course hours. Please note that the video projects will be group works in order toaccommodate as many students as is practicable. No prior knowledge of filming or editing is required.