POLITICAL SCIENCE AND INTERNATIONAL RELATIONS
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
POL2332	Gender in International Development	Spring Fall	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	E-Learning
Course Coordinator :	Assist. Prof. RAHİME SÜLEYMANOĞLU KÜRÜM
Course Lecturer(s):	Assist. Prof. RAHİME SÜLEYMANOĞLU KÜRÜM
Course Objectives:	This course is offered as part of Jean Monnet Chair on “Feminist Epistemic Justice in the EU and Beyond” (FEJUST) and supported by European Commission under Erasmus + programme. The students successfully completing this course will be offered a Certificate of Achievement (CoA). FEJUST aims at promoting epistemic diversity through its content, activities and teaching pedagogies. The course aims at providing a comprehensive exploration of the role of gender in international development. It equips students with a detailed analysis of human development theories and their interaction and contradiction with neoliberal policies.

Learning Outcomes

The students who have succeeded in this course;
At the end of the course, you will be able to:

1. Grasp the historical perspective of gender equality in international development.
2. Comment on current debates on gender equality and development
3. Grasp different perceptions and approaches towards women's development.
4. Analyse comparatively the effect of international actors on the formation of universal gender norms.
5. Comprehend the importance of gender equality in building a democratic society and discuss it in the context of human development theories.

Course Content

This course is organized around two parts. First part deals with the human development and feminist theories to international development, actors and institutions that promote and challenge gender equality. The second part offers a thematic analysis of gender equality policies and their link to human development. The course will be thought with flipped learning technique. In addition to the weekly readings assigned to you on Itslearning, lecturer will share weekly videos to summarize the content for each week. Weekly sessions will involve student participation and interactive discussions. Students are required to make active use of mind mapping technique for running effective discussions.

Teaching Methods of the Course:
The course is designed using the flipped classroom model and includes lecture, discussion, project preparation, group work, collaborative learning, and fieldwork methods.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction of the Syllabus and Main concepts	https://www.youtube.com/watch?v=K-oc4GOoWOI (The facts about gender equality and the Sustainable Development Goals); https://www.youtube.com/watch?v=HbQjlPoBA3U (Gender Equality - SDG #5); https://www.youtube.com/watch?v=mHHy1gDn4x8 (Integrating human rights, leave no one behind, and gender equality into UN Cooperation Frameworks); Judith Lorber, Feminisms and their contributions to gender equality, in Gender Inequality, Feminist Theories and Politics, Oxford University Press, 2000.
2)	Gender and International Development (Human Development Theories, GDP and Utilitarian Approach)	https://www.youtube.com/watch?v=Z0qHA93oOSc (Real GDP Per Capita and the Standard of Living); https://www.youtube.com/watch?v=u5P8AZRBLac (Puzzle of Growth: Rich Countries and Poor Countries- please think about the issue of property rights and the extent to which women and men are equal in accessing property rights); https://www.youtube.com/watch?v=7V8oFI4GYMY (Human Development Report 2019 - Animated Explainer); https://www.youtube.com/watch?v=kBdfcR-8hEY&t=1531s (Justice: What's The Right Thing To Do? Episode 01 "THE MORAL SIDE OF MURDER"-Watch first 30 minutes); Nussbaum, M. (2000) Feminism and International Development, In Women and Human Development: The Capabilities Approach, Cambridge, Cambridge University Press (it is essential that you read Chapter 3 (pages 46-68)).
3)	Gender and International Development (Resource-based approach, human rights approach and Capabilities Approach)	Nussbaum, M. (2000) Feminism and International Development, In Women and Human Development: The Capabilities Approach, Cambridge, Cambridge University Press (Chapter 2 (pages 17-45); Chapter 3 (Pages 46-68). https://www.youtube.com/watch?v=rKKs1rqdlmo (AmartyaSen #1 on Capabilities); https://www.youtube.com/watch?v=BunGwSCuksE (An Introduction to Amartya Sen’s Development as Freedom A Macat Geography Analysis); https://www.youtube.com/watch?v=DchjpjHOoaE (Human rights - based approach); https://www.youtube.com/watch?v=tVPvzvTROLQ (A Human Rights Based Approach – PLANET)
4)	Assignment 1. Media Analysis of Gender Discourse-Virtual Presentations	Killing Us Softly 4: Advertising's Image of Women [Trailer] - Available on DVD: https://www.youtube.com/watch?v=PTlmho_RovY Me Too hareketi Fransa'da neden tutmadı?: https://www.youtube.com/watch?v=FXkqcszeTTY Why was #metoo so controversial in France? - BBC News: https://www.youtube.com/watch?v=JHRPCBXJSng Greenwood, D. N., & Lippman, J. R. (2010). Gender and media: Content, uses, and impact. In Handbook of gender research in psychology (pp. 643-669). Springer, New York, NY.
5)	Gender and Media Presentations	Students are required to select a media content (e.g. film, advertisement or news clip) and prepare a presentation analysing it through the conceptual framework on gender and media discussed in class, demonstrating a critical understanding of how media dynamics are portrayed and their implications for human development. Following presentation, students are required to write 800-1000 words long report on the media analysis presentation. This is an individual project, and each student will submit both their report and present their analysis in class. This will be 20% of the overall score.
6)	Informal institutions and actors	Waylen G (2014) Informal institutions, institutional change, and gender equality. Political Research Quarterly 67, 212–23. Naurin, D., Naurin, E., & Alexander, A. (2019). Gender stereotyping and chivalry in international negotiations: A survey experiment in the Council of the European Union. International Organization, 73(2), 469-488. Süleymanoğlu-Kürüm, R., & Rumelili, B. (2022). From Female Masculinity to Hegemonic Femininity: Evolving Gender Performances of Turkish Women Diplomats. The Hague Journal of Diplomacy, 17(3), 402-430. https://www.youtube.com/watch?v=GICS2uUGvTE (America’s powerful female politicians tell us how they broke the glass ceiling); https://www.youtube.com/watch?v=PYyBqs_x044 (The Likability Dilemma for Women Leaders \| Robin Hauser \| TEDxMarin)
7)	Equal Opportunities in Education and Employment: Applications of Resource-based and capabilities approaches	Gender Equality in Education: •https://www.youtube.com/watch?v=2Oexo0jpstk •https://www.youtube.com/watch?v=J1MkBNVfAxE •Gender stereotypes and education: •https://www.youtube.com/watch?v=nrZ21nD9I-0 •Education and gender equality: main challenges •https://www.youtube.com/watch?v=p5t_dB0Z_rE •ETCEP Kapanış Töreninde Gösterilen Kapanış Filmi •https://www.youtube.com/watch?v=J848Ey8hGPs Search resistance to ETCEP project? What are the grounds of criticisms? Süleymanoğlu-Kürüm, R., & Cin, F. M. (2020). Feminist Framing of Europeanisation. Gender Equality Policies in Turkey and the EU, Basingtoke: Palgrave Macmillan (Chapter 10 and Chapter 11)
8)	Anti-Gender Movements	Kuhar, R., & Paternotte, D. (Eds.). (2017). Anti-gender campaigns in Europe: Mobilizing against equality. Rowman & Littlefield (Chapter 1 and Chapter 14 essential) Çağatay, Selin. (2019, January 9), Selin Varieties of anti-gender mobilizations. Is Turkey a case?: https://blogs.lse.ac.uk/gender/2019/01/09/varieties-of-anti-gender-mobilizations-is-turkey-a-case/ https://www.youtube.com/watch?v=OSa1TvZ83ug (How did the anti-gender movements erupt?); https://www.youtube.com/watch?v=l1p4_jBiXMw (Anti-Gender Politics by Sonia Correa (Part 1)); https://www.youtube.com/watch?v=f8jBdBjmVgg (Anti-Gender Politics by Sonia Correa (Part 2)); https://blogs.lse.ac.uk/gender/2019/05/20/new-episode-anti-gender-turkey/ (Anti-Gender in Turkey)
9)	Participatory Action Research Training	This week will be devoted to training on Participatory Action Research (PAR), focusing on how to create impactful projects addressing gender inequality issues. Students will work in groups of three to produce a 3–5-minute video or a Photovoice project (4–5 photographs), linking their work to development. The artefacts will be presented in class and graded (10%). Following the production, each group will submit a collective report (1500–2000 words), reflecting on the project, its significance, and its impact. The same report will be submitted individually and graded (20%). This assignment constitutes 30% of the overall grade. Detailed instructions will be provided during the training.
10)	Political Representation and Gender Equality	Taşkın, Burcu (2020). Cherry-Picking in Policymaking: The EU’s Presumptive Roles on Gender Policymaking in Turkey, in Feminist Framing of Europeanisation: Gender Equality Policies in Turkey and the EU, Palgrave Macmillan (Chapter 7; pp. 131-155). Celis, K., & Childs, S. (Eds.). (2024). Gender, conservatism and political representation. ECPR press. https://www.youtube.com/watch?v=7wzceILi774 (On being a women and a diplomat); https://www.youtube.com/watch?v=A1HbQup-vKE (Sweden's Margot Wallström on the lessons from feminist foreign policy); https://www.youtube.com/watch?v=HdbnBBinjdM (How does gender relate to arms control and disarmament?); https://www.youtube.com/watch?v=II4LKm1ifAo (Gender Equality Small Arms Control – Towards Bullet-Proof Inclusion). Watch and prepare for a discussion of the suffragette movie. Guideline for movie analysis is provided on Itslearning.
11)	Critical Movie Analysis (Sufragette-20 min) and then Politics of Reproductive Health	Rahime Süleymanoğlu-Kürüm, Politics of Family Planning in Turkey: Ideological Polarization and Demographic Policies, in Yılmaz Esmer, Culture, Politics, Ideology and Reproductive Health in Turkey, Peter Lang. 2022.
12)	Human Security and Human Trafficking	Reardon, B. A., & Hans, A. (Eds.). (2018). The gender imperative: Human security vs state security. Taylor & Francis. Hodge, D. R., & Lietz, C. A. (2007). The international sexual trafficking of women and children: A review of the literature. Affilia, 22(2), 163-174. Todres, J., & Diaz, A. (2021). COVID-19 and human trafficking—The amplified impact on vulnerable populations. JAMA pediatrics, 175(2), 123-124 https://www.youtube.com/watch?v=3ZGPEclrEEM (Trailer of Price of Sex documentary); https://www.youtube.com/watch?v=MFaDHgXPbU (Full documentary -Nefarious)
13)	Gender-based violence	https://www.youtube.com/watch?v=pZwvrxVavnQ https://fra.europa.eu/en/publications-and-resources/data-and-maps/survey-data-explorer-violence-against-women-survey http://kadincinayetlerinidurduracagiz.net/veriler/2947/kadin-cinayetlerini-durduracagiz-platformu-2020-raporu Süleymanoğlu-Kürüm, R., & Cin, F. M. (2020). Feminist Framing of Europeanisation. Gender Equality Policies in Turkey and the EU, Basingtoke: Palgrave Macmillan (Chapter by Burcu Özdemir Sarıgil)
14)	Screening of Participatory Videos and Discussion	Assignment 2: Screening of PARs and submission of PAR Report

Sources

Course Notes / Textbooks:	Weekly readings will be uploaded on ItsLearning at the beginning of the semester. Please note that all book chapters and articles listed on the syllabus are also accessible through the BAU Library. The PPT files will be shared on ItsLearning following each class.
References:	Youtube videos on related subjects.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Application	1	% 10
Presentation	1	% 20
Project	1	% 20
Final	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 30
PERCENTAGE OF FINAL WORK		% 70
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Field Work	1	15	15
Study Hours Out of Class	14	3	42
Presentations / Seminar	1	17	17
Project	1	25	25
Paper Submission	1	5	5
Final	1	15	15
Total Workload			161

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Grasp basic theoretical and conceptual knowledge about the field and relations between them at the level of practice.	3
2)	Possess basic knowledge about the causes and effects of political transformations in societies.	4
3)	Possess knowledge about quantitative, qualitative and mixed research methods in social and behavioral sciences.	2
4)	Recognize historical patterns while evaluating contemporary political and social developments.	5
5)	Demonstrate interdisciplinary and critical approach while analyzing, synthesizing and forecasting domestic and foreign policy.	3
6)	Conduct studies in the field professionally, both independently or as a team member.	5
7)	Possess consciousness about lifelong learning based on Research & Development.	2
8)	Communicate with peers both orally and in writing, by using a foreign language at least at a level of European Language Portfolio B1 General Level and the necessary informatics and communication technologies.	5
9)	Apply field-related knowledge and competences into career advancement, projects for sustainable development goals, and social responsibility initiatives.	5
10)	Possess the habit to monitor domestic and foreign policy agenda as well as international developments.	1
11)	Possess competence to interpret the new political actors, theories and concepts in a global era.	4
12)	Evaluate the legal and ethical implications of advanced technologies on politics.	2