|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Essay (2,000 words)||40%|
|Semester Assessment||Research poster (500-1,000 words)||40%|
|Semester Assessment||Essay plan (500 words)||20%|
|Supplementary Assessment||Essay (2,000 words)||40%|
|Supplementary Assessment||Essay plan (500 words)||20%|
|Supplementary Assessment||Research poster (500-1,000 words)||40%|
On successful completion of this module students should be able to:
1. Demonstrate in-depth awareness of approaches to gender in modern and contemporary France.
2. Demonstrate in-depth knowledge of the theoretical, political, and cultural expressions of these approaches.
3. Critically analyse literary, theoretical, political, historical and artistic sources and make appropriate use of secondary material.
4. Identify and interpret connections between the cultural, political and theoretical components of the module.
5. Express key ideas clearly through the medium of English/Welsh and/or French
This module studies some of the key theory, political debates, fiction, visual art, and music concerned with gender in France. It allows students to familiarise themselves with extracts from theoretical texts on feminism and gender. It discusses the representation of gender in visual art and in fiction and considers the politics of gender in contemporary French society, in particular debates about legal equality (such as the right to vote, equal pay and representation) and the recent #balancetonporc (#metoo) movement in France. The module will encourage students to draw comparisons between different forms of cultural expression, and identify points of contact and mutual influence between the theoretical, political and cultural aspects of the course.
Block 1: Introduction to the module, Feminist theory (texts I and II)
Study skills session
Block 2: Introduction to the politics of gender in France; Political movements around gender
Block 3: French women’s writing (texts I and II); Gender and visual art
Informal poster presentations and module conclusion
Primary material will be taken from the following sources:
Beauvoir, Simone de, Le Deuxieme sexe (1949)
Chilla, ‘Balance ton porc’ (rap song)
Darrieussecq, Marie, Truismes (1996)
Despentes, Virginie, King Kong Théorie (2006)
NDiaye, Marie, Trois femmes puissantes (2009)
Slimani, Leila, Chanson douce (2017)
Germaine Richier, plastic art
Louise Bourgeois, plastic art
Historical documents and manifestoes
|Skills Type||Skills details|
|Application of Number|
|Communication||Development of clear and accurate expression in different formats.|
|Improving own Learning and Performance||Working with a variety of sources and formats, reflecting on and adapting to feedback provided|
|Information Technology||Students will be encouraged to use PowerPoint or similar software in preparation of the research poster. Online resources on the taught topics are widely available and will be included in the primary material provided.|
|Personal Development and Career planning||The essay plan contributes to preparing the essay, allowing students to reflect on their work in light of the feedback provided. Transferable skills such as writing and presentation skills; IT and design skills.|
|Problem solving||The research poster, essay plan, and essay require students to choose carefully primary and secondary material, and to find an adequate form of presenting their work.|
|Research skills||The assignments and seminar preparations are based on independent reading and research, and will require independent thinking.|
|Subject Specific Skills||The question of gender plays a central role in French society during the period studied. An awareness of debates about gender and their cultural expressions is therefore an important contribution to students’ understanding of French society and culture in the modern and contemporary periods. The module studies a variety of different sources such as literary and theoretical texts and visual art works. These require familiarity with a range of tools and methods, to which students will be introduced.|
|Team work||Developed through seminar discussions and constructive feedback from peers on informal presentations of posters.|
This module is at CQFW Level 6