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F1ID 4020 - Gender and Development in Theory and Practice

Type d'enseignement : Seminar

Semester : Autumn 2020-2021

Number of hours : 33

Language of tuition : English


None, although students can receive feedback also in French and Spanish if required.

Course Description

***UPDATED for 2020/21***

Based on a critical review of the literature, this course will first introduce the emergence of the gender dimension on the agenda of development policies from the 1990s onwards, also addressing the more recent shifts brought by introducing gender in post-conflict or climate crisis management. Students will be familiarized with gender impact indicators adopted by international organizations and national development agencies. The use and efficiency of instruments such as gender impact evaluation, gender mainstreaming, gender budgeting or gender training, will be discussed. This broad introduction will be complemented by 7 interactive and experience-based case studies supported by the intervention of high profile experts and devoted to: gender-based violence; gender and post-conflict; gender and governance; gender and climate change; women's and LGBTQI rights as human rights and intersectionality in practice.

By the end of the course, students are expected to be able to:
1. Demonstrate a generic command of the key gender aspects of international development scenarios
2. Assess the gender relevance of a given development policy, programme or project
3. Manage themselves in the main current theoretical debates around gender and development
4. Critically assess the tools available for gendering development policies, programmes and projects
5. Develop thoughtful, theoretically grounded and yet applicable policy recommendations in this realm

- Critical thinking
- Advocacy
- Policy evaluation skills
- Change management


FOREST, Maxime P. (Consultant-Chef de projet - Yellow Window Consultants)

Pedagogical format

***UPDATED for 2020/21***

For Case studies presentations, students will receive direct feedback during online courses, followed by brief written comments.
Along with written guidelines shared at the beginning of the semester, continuous pedagogical guidance will be provided online for the preparation of both the policy briefs and the innovative online contents. Advisors might be ascribed among the invited experts so as to provide additional guidance.
Feedback will be provided upon the communication of each of the innovative online contents, while the policy briefs will be thoroughly assessed at the end of the semester.

Course validation

***UPDATED for 2020/21***

Assessment will be performed based upon four components:

1/ Case study (30%) Based on brief guidelines and additional reading suggestions provided for each case study at the start of the course, case studies will be prepared and presented in group and aimed to:
- identify and present the key theoretical and normative (legal) references relevant to the case
- briefly introduce the main timelines and developments for each case
- identify the key challenges or disputes that have arisen around each case
- engage discussion with the larger group to evidence the relevance and characteristics of a gender perspective for each case
Case studies will be assessed based on the accuracy of provided data (a), the quality of the visual supports and handouts (b) and the quality of the discussion (c).

2/ Policy briefs (30%) In relation to the tools and indicators presented in the course, and to each of the case studies, students will be individually ascribed a subject for a short (5-6 pages) policy brief designed to support the implementation of a gender perspective and articulating a diagnosis (definition of problem at stake) and a prognosis (way to tackle it).

3/ Innovative online contents (25%): Students will be invited to develop innovative online contents contributing either to a theoretical discussion (webinar, Distributive Open Online Courses – DOCC…) in relation to gender & development or to gendering gender & development policies and programmes (Project evaluation scheme, Social media advocacy campaign, other communication material...).

4/ Participation during online courses (15%):


***UPDATED for 2020/21***

- In (Virtual) Class Presence: 2 hours a week / 24 hours a semester
- Preparation of theory or practice-focused online contents: 25 hours a semester
- Reading and Preparation for Class: 30 hours a semester
- Research and preparation for Case studies presentation (in groups): 20 hours a semester
- Research and Writing for Individual Policy briefs: 25 hours a semester
- Other: Additional readings: 26 hours a semester

Required reading

  • Caprioli, M. & K. Douglas, (2008) “Nation Building and Women: the Effect of Intervention on Women's Agency” in: Foreign Policy Analysis, 4, pp. 45-65
  • Hancock, A.M (2007) “When Multiplication Doesn't Equal Quick Addition: Examining Intersectionality as a Research Paradigm”, in Perspectives on Politics, Vol. 5 (1), pp. 63-79.
  • MacLeod, L. (2015) “A Feminist Approach to Hybridity: Understanding Local and International Interactions in Producing Post-Conflict Gender Security”, Journal of Intervention and State Building, vol. 9:1, pp. 48-69.
  • Matthijsen N. (2018) “Coming together. Experiences and lessons from an LGBTQI project in three countries”, Gender & Development, 26:1, 139-15
  • Schüler, D. (2006) “The uses and misuses of the Gender-related Development Index and Gender Empowerment Measure: a review of the literature”, in: Journal of Human Development 7.2: 161–81

Additional required reading

  • Coles, A., L. Gray and J. Momsen (eds.) (2015) The Routledge Handbook of Gender and Development, Routledge
  • Crenshaw, K. (1991) « Mapping the Margins: Intersectionnality, Identity Politics and Violence Against Women », in: Stanford Law Review, no.43, 1241-1298.
  • Lucy Ferguson (2015) “This Is Our Gender Person”, International Feminist Journal of Politics, 17:3, 380-397
  • Huber, L. and S. Karim (2017) “The Internationalization of Security Sector Gender Reforms in Post-Conflict Countries”, in Conflict Management and Peace Science, Vol.: 35 issue: 3, pp: 263-279.
  • Kabeer, N. (2005) “Gender equality and women's empowerment: a critical analysis of the third Millennium Development Goal', in: Gender and Development 13.1: 13–24
  • Kunz, R. (2016) “Windows of Opportunity, Trojan Horses and Waves of Women on the Move: De-colonizing the Circulation of Feminist Knowledges through Metaphors?” in Bustelo M., Ferguson L. and Forest M. (eds.) The Politics of Feminist Knowledge Transfer. Gender Training and Gender Expertise, Gender and Politics Series, Basingtoke, New York: Palgrave MacMillan (provided)
  • Mukhopadhyay M. (2013) Mainstreaming Gender or “Streaming” Gender Away: Feminists Marooned in the Development Business, IDS Bulletin 35.4 Repositioning Feminisms in Development
  • Wilson K. (2013) Agency as ‘Smart Economics': Neoliberalism, Gender and Development. In: Madhok S., Phillips A., Wilson K. (eds) Gender, Agency, and Coercion. Thinking Gender in Transnational Times. Palgrave Macmillan, London