Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Reflective Journal 1500 Words | 35% |
| Semester Assessment | 22 Hours Student Participation Engagement and In-class Assignments | 15% |
| Semester Exam | Essay 3500 Words | 50% |
| Supplementary Assessment | 1 x 1,500 word assignment, in lieu of reflective journal 1500 Words | 35% |
| Supplementary Exam | 1 x 1,000 word assignment, in lieu of student participation 1000 Words | 15% |
| Supplementary Exam | 1 x 3,500 word assignment, if essay element failed 3500 Words | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
Identify what conditions would enable a peace project to bring about transformative peace.
Discuss about the main contributions of feminist and gender scholars to the advancement of transformative approaches to peace
Illustrate how the inclusion of analysis of gender, race/ethnicity, class, locations or other power differentials in peacebuilding might enhance the possibilities of a peace project to address the causes of violence.
Demonstrate, through their participation in the seminars and writing assignments (reflective journal and essay), creativity and ability to develop critical analysis involving concepts or ideas presented in the readings and providing adequate data to support their arguments and claims.
Evaluate the achievements or shortcomings of the Gender, Peace and Security agenda in peacebuilding in general or with reference to case-specific reconciliation processes.
Brief description
The module explores how transitions to peace have been influenced by the recognition of conflict as an integral element of contemporary human societies and by efforts from feminist and gender approaches to address structural inequalities not only of gender but also of race, ethnicity, and class. Thus, it builds on the premise that achieving more than just formal states of peace and ensuring the non-recurrence of violence are not possible without using gender lenses and addressing the root causes of violence. Participants will explore what has been achieved by the inclusion of gender perspectives and how the deferral of gender justice in reconciliation projects has undermined the possibilities of peace being transformative.
Content
2. The Gender of Reconciliation
3. Gender and Transformative Approaches to Peace
4. Resistance and Common Sense in Transitions to Peace
5. The Gender of International Law and Peace Agreements
6. Transformative Peace and its Enablers
Module Skills
| Skills Type | Skills details |
|---|---|
| Adaptability and resilience | Ability to deal with changing circumstances and environments. Adapting to working with other people with different preferences and priorities. Adapting to communicating to different audiences. This includes recognition that abilities grow over time; learning through mistakes; accepting feedback positively; constructive criticism. The module aims to promote self-management but within a context in which support and assistance is available from the module convener and other students. |
| Co-ordinating with others | Collaborative working as a group, with a shared outcome and assessed as a whole, negotiating, influencing. Cooperative, as a group, with a shared outcome but assessed individually. Develop leadership via opportunities to: • motivate and direct others; • take responsibility for the direction and actions of a team; • use initiative, take responsibility and ownership of problems. |
| Creative Problem Solving | The module provides opportunities that challenge students’ ability towards creative problem solving, make students think for themselves and find different ways of working creatively. This involves decision making, enterprising ways of thinking, alternative approaches, innovation and initiative. |
| Critical and analytical thinking | Ability to think critically demonstrating engagement with concepts and categories introduced through the module readings and class discussions. Ability to comprehensively analyse and evaluate situations and information to inform decisions/thinking. This includes information literacy, ability to plan research, collate appropriate data, consider alternative perspectives and viewpoints, reach conclusions, be logical, quantitative reasoning and analysis, and recognising bias and misinformation. |
| Digital capability | Broad based concept covering media and information literacy, digital research and problem-solving, creativity with digital tools as well as routine management of communication and social media tools. These skills include willingness to try new technologies and adapt to digital methods of working. |
| Professional communication | Ability to empathise by placing self in the shoes of others, to understand their feelings, and to help solve their problems, to recognise appropriate methods of communication related to different audiences, to use language and communications methods appropriately, to utilise quantitative data in appropriate ways, to enhance understanding and to consider the content of communication and the tone utilised. |
| Real world sense | Experiential – practice-based learning that is work or community based. Developing skills in: initiative, independence, team working, coping with pressure, communicating effectively, managing time, taking decisions, being responsible, recognising bias and misinformation, adapting, planning, coordinating and organising, recognising the transferability of skills, translating skills labels in academia to those used in the workplace. |
| Reflection | Through discussion and tasks, opportunities to understand own experiences, qualities and aspirations. Student led learning. Opportunities to identify and address strengths and weaknesses. Recognition of skills development and personal progress, career planning, interests and values, feedback and assessment. |
| Subject Specific Skills | Opportunities to develop, practice and test a wide range of subject specific skills that help students to understand, conceptualize and evaluate examples and ideas on the module. These subject specific skills include: • Collect and understand a wide range of data relating to the module; • Develop critical thinking and capacity to ask questions; • Evaluate competing perspectives; • Apply a range of methodologies to complex historical and contemporary social and political problems. |
Notes
This module is at CQFW Level 7