The overall module of the course aims to explore the main theories that have shaped the concept of gender over the past thirty years. . Students will have the opportunity to understand the fundamental theories that inform the social construction of gender, critically examine cultural and media representations of gender, and analyze historical experiences of women and men from a gender perspective. Additionally, the course will address gender inequalities in contemporary institutions and organizations, exploring how gender intersects with other social categories such as class, race, ethnicity, sexuality, and disability. Students will develop analytical and critical skills to evaluate texts and social contexts from a gender perspective, promoting awareness and empathy towards the diversity of gender experiences. Finally, the course will explore new frontiers in gender studies, including emerging topics such as gender in the digital and global environment.

The second module of the course aims to explore in detail various key aspects of masculinity studies. It will delve into emerging theories that have redefined the concept of masculinity in contemporary contexts, examining how these theories influence social and cultural representations of masculinity itself. Special attention will be devoted to the dynamics of emotion politics, examining how male emotional expressions are socially constructed and regulated, influencing gender perceptions and expectations. Additionally, the module will explore the concept of homosociality, the privileged social relationships between individuals of the same sex, highlighting how these dynamics contribute to the construction and negotiation of male identities. It will examine how homosociality intersects with other dimensions of male identity, including sexuality and emotional spheres. Another focal point of the module will be understanding the interactions between masculinity and gender-based violence. It will examine various forms of violence associated with traditional representations of masculinity, exploring how these representations fuel and perpetuate power dynamics and control within gender relations.

FIRST MODULE: Gender Issues

Introduction to the concept of gender

Gender theories

Sexual differences and the gendering of bodies

Gender relations

Gender in personal life

Gender on a broader scale

Gender policies and social change

SECOND MODULE: Rethinking Masculinity

Studies on masculinity

Social representations of masculinity

Masculinity and politics of emotion

Masculinity and homosociality

Masculinity and gender violence

A course of Sociology

1. Knowledge and understanding

Students have to reach basic knowledge and understanding of cultural processes of contemporary societies, with particular attention to culture industry and main social and cultural institutions. They should master basic concepts in order to be able to a critical cultural analysis of contemporary societies, with particular attention to cultural and communicative processes.

Students reach this knowledge attending lectures and practical classes, through discussion in class, participating to exercises leaded by the teacher, and studying textbooks.

2. Applying knowledge and understanding

Students should be able to

-  apply theoretical knowledge in order to understand cultural processes and problems of contemporary societies, and consumption and production processes in the frame of media and culture industry

-  design communication and cultural projects and products on the basis of their basic knowledge and understanding of culture

Students reach these skills attending lectures and practical classes, participating to exercises leaded by the teacher, discussion in class, studying textbooks.

3. Making informed judgements

Students have to reach critical and informed judgements skills on culture in contemporary societies.

Students reach these skills attending lectures and practical classes, participating to discussion with the teacher and other students in class, and studying textbooks.

4. Communication skills

Students should have skills in oral and written communication in Italian, should possess expression skills in Italian language and should master the basic concepts of the discipline

Students reach these skills asking questions and participating to discussion with the teacher and other students during classes, organizing a oral presentation of their group work or writing brief written text during practical classes.

5. Learning skills

Students should possess learning skills for further study.

Students gain these skills trough discussion with the teacher and other in class during lectures and practical classes, through argumentations of their answers to teacher questions, and studying textbooks.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Blended learning (Moodle platform).

Teaching

Lectures, seminars and practical classes.

Innovative teaching methods

The course employs teaching methods that go beyond traditional frontal teaching, specifically:

• Debate: Students are actively encouraged to express their ideas, knowledge, thoughts, and proposals, facilitating the learning process and enhancing collaboration.

• Learning by doing: Knowledge and skills are acquired through their application in classroom exercises.

Attendance

Attendance should not be required

Course books

Raewyn Connell - Questioni di genere (seconda edizione), ilMulino, 2009

bell hooks - La volontà di cambiare. Mascolinità e amore, ilSaggiatore, 2004

Manolo Farci, Introduzione alla sociologia delle maschilità  (dispensa caricata online)

Assessment

Assessment of learning will be conducted through a structured exam. The structured exam will consist of multiple-choice questions and open-ended questions designed to assess mastery of knowledge and understanding of concepts, situations, and representations. Students will have 90 minutes to respond to the proposed questions.

Criteria for excellence will include: students' strong critical thinking and analytical skills; ability to connect key topics covered in the course; and use of appropriate language specific to the discipline.

Criteria for satisfactory performance will include: students' mnemonic knowledge of content; some degree of critical thinking and connection between topics covered; and use of somewhat appropriate language.

Criteria for sufficient performance will include: attainment of a minimal level of knowledge on the topics covered, despite some educational gaps; and use of language that is not entirely appropriate.

Criteria for unsatisfactory performance will include: students' difficulty in orienting themselves regarding the exam topics; educational gaps; and use of inappropriate language.

Mid-term Exam for Cultural and Gender Studies Course

Students may undergo the following assessment process:

A mid-term written exam (35 minutes duration), scheduled between April 17th and 22nd, comprising targeted multiple-choice questions to evaluate learning from the first part of the syllabus.

A final exam (90 minutes duration) to be held during official sessions, consisting of multiple-choice and/or short-answer questions aimed at assessing learning from the second part of the syllabus. Only those who achieve at least a passing grade in the mid-term exam will be eligible for this final exam.

Both exams will be graded on a scale of thirty. Students who pass both exams (with a final grade of 18 or higher) will receive an average score, with the mid-term exam counting for 1/3 and the final exam for 2/3 of the total grade. The mid-term exam grade remains valid until the final exam is successfully completed (no expiration date).

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

This course does not differentiate between “attending” and “non-attending” students with regard to teaching methods, attendance obligations, course books or assessment.

Attendance

This course does not differentiate between “attending” and “non-attending” students with regard to teaching methods, attendance obligations, course books or assessment.

Course books

This course does not differentiate between “attending” and “non-attending” students with regard to teaching methods, attendance obligations, course books or assessment.

Assessment

This course does not differentiate between “attending” and “non-attending” students with regard to teaching methods, attendance obligations, course books or assessment.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.