Programme aims
- Offer an innovative multidisciplinary programme that critically considers advanced scholarship in the academic study of gender and sexuality
- Chart the social, historical, and geopolitical constructions of gender and sexuality from both local and global perspectives
- Explore how intersectional issues—including class, race, nationality, religion, and dis/ability—impact the construction of different gender and sexual identities
- Consider how feminist, queer, transgender, and other intersectional theories impact or address daily lived experience.
- Advance students’ knowledge of the unique contributions of psychosocial and psychodynamic perspectives on understandings of gender and sexuality.
- Explore and evaluate emergent contemporary debates in the fields of feminist theory, queer theory, transgender studies, and gender and sexuality studies more broadly.
- Provide cross-departmental, trans-disciplinary expertise from Business, Government, History, LiFTS, Law, Philosophy, Psychosocial Studies, and Sociology.
- Further students’ understanding of and commitment to fostering equity, inclusivity, and justice in the classroom and outside it.
- Develop in students a range of advanced academic and professional skills, including: self-direction, research, public speaking, argumentative writing, reflective writing, and conference presentation.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Systematic knowledge and understanding of multi-disciplinary and theoretical perspectives relevant to the study of gender and sexuality
A2: Critical understanding and foundational knowledge of the key theoretical frameworks in gender and sexuality studies, including: liberal; Marxist; Black feminist; postcolonial; ecofeminist; psychoanalytic and psychosocial; queer; and trans
A3: Sustained knowledge and critical understanding of the historical, social, psychological, political, affective, and discursive construction of gender and sexuality, both locally and globally
A4: In-depth understanding of the contributions of psychoanalytic and psychosocial thinking to gender and sexuality studies
A5: Nuanced understanding of the intersectional significance of issues of race, class, nationality, age, dis/ability, and religion to the social, historical, and political construction of gender and sexuality
A6: Awareness of the affordances and challenges of conducting cross-disciplinary study, including questions of research methodology, audience, archive, and aim
Learning methods
A1 to A6 are facilitated through formal teaching sessions comprising predominantly of seminars, but also including lectures, workshops, tutorials, and supervision.
A2 and A3 are provided by PA991, Introduction to Gender and Sexuality Studies, which grounds students in the debates and methodologies central to feminist theory, queer theory, and gender and sexuality studies more broadly
A4 is directly furnished by PA936, The Psychic Life of Gender, which explores key texts and thinkers within feminist approaches to psychosocial studies.
A5 is secured by both the intersectional approach of the key texts in PA991, HU931, and PA993 which surveys key debates in critical race and/or transnational studies as part of the program’s commitment to a global, multi-racial perspectives.
A6 is particularly facilitated by the wide range of cross-disciplinary outside option modules offered to students in both their autumn and spring terms (see options list). Gender and sexuality studies is a genuinely multi-disciplinary field and the range of options reflects this commitment. Questions of different disciplinary methodology are then connected with and reflected on throughout the year-long introductory module, PA991 Introduction to Gender and Sexuality Studies. Additionally, PA336 Psychic Life of Gender provides a comparative framework for considering different humanistic and social scientific methodology through a specific analysis of the role of the case-study in knowledge production.
Assessment methods
Formal assessment is via short written work of up to 1500 words (including reflective writing and critical summaries); longer written assignments of between 2000 and 5000 words (including essays and keyword glossary entries); research proposals and abstracts; conference presentations; teaching demonstrations, and a cumulative 12,000-word dissertation. Assessment workshops, written briefs and guides, Q&A sessions, drop-ins and academic tutorials all provide support for developing the skills necessary to manage assessments.
A1 and A2 are particularly secured by the production of a ‘keyword glossary’ in PA991.
A3 and A4 are supported, first, by the reflective reports in PA991, which ask students to connect key concepts to everyday experience and, second, by the final essay in PA336.
A4 and A6 are particularly address by PA936, which uses an archival skills test and descriptive skills test to ensure multi-disciplinary competency.
A3, A5, and A6 are assessed throughout the written and oral assessments across a range of core and compulsory modules, including the teaching demonstration and final essay on PA993.
B: Intellectual and cognitive skills
B1: Critically evaluate research and advanced scholarship in the field of gender and sexuality studies
B2: Analyse different conceptual frameworks and disciplinary methodologies relevant to the study of gender and sexuality and critically evaluate their utility
B3: Develop cohesive and critical arguments demonstrating creativity in the application of knowledge.
B4: Display critical and reflective thinking in academic work and in the development of own academic skills and knowledge.
Learning methods
B1 to B4 are facilitated through formal teaching sessions comprising predominantly of seminars, but also including lectures, workshops, tutorials, drop-in sessions, and supervision.
Seminars are grounded in discussion and student participation to explore, debate, and critique ideas and perspectives. The discussion and presentation of seminar papers by students, participation in formal debates, and the exploration of individual case studies are common teaching and learning strategies across the MA to facilitate criticality and evaluation of advanced scholarship in the field. Students benefit from continuous discussion and feedback in response to their contributions from seminar leaders and peers.
B2 is particularly supported in PA991 where the week-by-week topical approach provides students a secure foundation in canonical debates and key disciplinary differences.
B4 is particularly supported in the PA994 Dissertation where students will develop an effective working relationship with their supervisor facilitating reflective practice and consolidating on learning from across GSS about understanding and applying feedback to academic work.
Assessment methods
Formal assessment is via short written work of up to 1500 words (including reflective writing and critical summaries); longer written assignments of between 2000 and 5000 words (including essays and keyword glossary entries); research proposals and abstracts; conference presentations; teaching demonstrations, and a cumulative 12,000-word dissertation. Assessment workshops, written briefs and guides, Q&A sessions, drop-ins and academic tutorials all provide support for developing the skills necessary to manage assessments.
B1 and B2 are supported by assignments across all modules.
Additionally, the abstract development and conference presentations in PA947 Queer Childhood allow students to develop and refine transferrable professional skills, such as public speaking.
Variation in assessment allows for a range of student learning styles and strengths and weaknesses to be accounted for, potentially providing a more inclusive learning experience. Such an approach is also reflective of the varied tasks and approaches to practice required for: future graduate study and professional employment in sectors focused on gender, sexual, and racial equity.
B2 is particularly supported in PA994 Dissertation through the formation of a research proposal and 12,000 word dissertation.
B3 and B4 are supported by the use of reflective reports in PA991 (which ask students to reflect on the operation of gender and sexuality in their everyday life) and in the integration of a teaching demonstration in PA993, where students organize and deliver a class session as a practice engagement with feminist pedagogy; both assignments ask student to creatively put theories into practice.
C: Practical skills
C1: Demonstrate the ability to formulate a research project and implement the research skills necessary to carry this out.
C2: Communicate concepts and arguments clearly in range of written and oral formats.
C3: Demonstrate the ability to write structured and focused essays and reports that critically evaluate sources and include proper citations and references
C4: Demonstrate autonomy, self-direction and independence in planning and completing complex tasks
Learning methods
C1 to C4 are facilitated through formal teaching sessions comprising predominantly of seminars, but also including lectures, workshops, tutorials, drop-in sessions, and supervision.
C2 is particularly supported by the conference presentations in PA947 Queer Childhood, and the Teaching Demonstration in PA993, which allow students to develop and refine transferrable professional skills, such as public speaking.
C3 to C4 are supported in the teaching and learning strategies across all GSS modules where students are encouraged to both read and produce a range of written material to demonstrate skills of criticality, argument, structure and evidence. Seminar discussions and group activities encourage students to practice the sharing and communicating of ideas. In all modules, students must communicate effectively and demonstrate self-direction to identify, develop and submit assignments on time and to a good standard.
C1 is particularly addressed in PA994 Dissertation as students must design a piece of research, producing a research proposal and then complete a 12,000-word dissertation. Students develop this work through seminars and practical workshops in PA994 Dissertation and further through the individual supervision relationship.
Assessment methods
Formal assessment is via short written work of up to 1500 words (including reflective writing and critical summaries); longer written assignments of between 2000 and 5000 words (including essays and keyword glossary entries); research proposals and abstracts; conference presentations; teaching demonstrations, and a cumulative 12,000-word dissertation. Assessment workshops, written briefs and guides, Q&A sessions, drop-ins and academic tutorials all provide support for developing the skills necessary to manage assessments.
C2 is particularly supported by the abstract and final conference presentations in PA947 Queer Childhood; these assignments are designed to develop and refine transferrable professional skills.
C3 is assessed in PA936, PA993, and HU931, which all have research essays of varying lengths as culminating assignments. It is additionally ensured by PA994, where students produce research-based dissertations.
C4 is assessed throughout all assignments, but especially in the dissertation produced for PA994, which requires students to organize a year-long research project culminating in a 12,000-word argumentative essay.
Variation in assessment allows for a range of student learning styles and strengths and weaknesses to be accounted for, providing a more inclusive learning experience. It also helps support student professional development by cultivating transferrable skills.
D: Key skills
D1: Ability to disseminate and articulate ideas clearly, coherently, and concisely in written and oral forms.
D2: Employ information and communication technology appropriately and effectively for the retrieval and presentation of information.
D3: Knowledge of how to read, understand and make use of quantitative research in the social sciences
D4: Ability to exercise initiative and creativity in the application of knowledge to solve problems or complete tasks
D5: The ability to listen to the ideas of others, reflect upon them, and critically consider these in the communication of own ideas
D6: Capacity and initiative to reflect upon own learning and use feedback and reflections to support progression.
Learning methods
D1. Students are encouraged to express complex ideas in seminars and benefit from feedback from seminar leaders and peers. Students are required to actively contribute to individual and group tasks in teaching and learning sessions, and often to present their own ideas and the results of such activities to the wider group.
D2. Students are provided with extensive ICT support within PPS and across the University, many aspects of which are integrated into modules, for example attention to literature searching using library databases and the production of a keywords glossary in PA991.
D3. The development of numeracy skills is supported by PA336 where specific archival and descriptive skills tests are implemented.
D4. The application of knowledge of problems and tasks is supported through seminars, workshops and particularly individual tutorials and supervision where students are negotiating their own approaches to knowledge and specific assignments.
D5. Students engage with, teach, and learn from each other in teaching and learning sessions, particularly seminars and workshops. Group based or paired activities in sessions provide a formal framework for this and discussion provides an informal context for listening to and reflecting upon the ideas of others.
D6. Continuous feedback is provided across all learning sessions, particularly in seminars, workshops and tutorials. Peer review is incorporated into the PA947 Queering Childhood module through the final session conference presentations. Formal written feedback is provided on all assessments.
Assessment methods
D1. Formal assessment via essay, keyword glossary, abstract, conference presentation, reflective writing, and dissertation.
D2. ICT skills are not separately assessed but are required to complete assignments successfully including their preparation and submission. They are particularly cultivated in PA936 where use of archival databases forms part of in-class workshops.
D3. Numeracy is assessed in PA336. Specific guidance and supervision allocation can be provided to students by special arrangement if needed for a particular dissertation project.
D4. Formal assessment via essay, dissertation, podcast or video, and presentation.
D5. Working with others is not separately assessed but is evidenced in student’s incorporation of ideas from across modules in assignments, participation in seminars and other sessions, and participation in presentations, such as the conference presentation on PA947 and the teaching demonstration on PA993.
D6. All GSS modules provide ongoing verbal and periodic formal written feedback to students which directly responds to module and programme learning outcomes. Academic and personal tutorials are available to students throughout their time in PPS and students are encouraged to take up opportunities for one-to-one discussion of feedback. Supervision also provides extensive opportunities for discussion and feedback on students’ knowledge, understanding, application of ideas, research design and approaches to project planning and management, for example. In PA947, the verbal conference presentation and essay assignments are connected. Students use formal feedback from staff and informal peer feedback from the presentation to further direct their essay on the same topic/issue providing a direct and concrete way of making engagement with feedback of immediate benefit to students.