The module is developped to give PhD students an introduction to gender equality, deversity and equal opportunities (JML). The module covers central problems and concepts, relevant legal frameworks and codes of conduct as well as concrete discussion cases. 

On completing the course the student should be able to:

Describe and use central terms, methods and theories in the area of gender equality, diversity and equal opportunities.

Discuss and reflect on issues relating to gender equality, diversity and equal opportunities from the perspective of their professional role as research students or researchers.

Below follows an outline of the course learning activities.

The learning activities consists of 1) Seminars and 2) Assignments.

Seminars

The course consits of three seminars (sem 1-3). Seminars are intended as a collaborative learning activity where you practice critically discussing course contents and applying course contents to cases, with instruction and support from teaching staff.  On the seminar, you will be working together with other students on exercises as per instructed by the teacher. The exercises are formulated in such a way as to promote critical reflection and discussion, as well as to practice application of course concepts to case scenarios. You are expected to engage actively with the course contents and work on the exercises during the seminar. It means that you are expected to have properly engaged with the relevant course material beforehand and made an honest attempt at understanding it. Questions and reflections can be addressed on the seminar. Passive attendance on the seminar will be marked as not attending. 

Assignments

Accompanied with each of seminar there is a written assignment found on Canvas that needs to be submitted before the seminar (see Canvas for deadlines). This assignment forms the base for the talks during the seminar, hence why they are required.

Examination

To get a pass on the course you need to: 1) Submit the written assignment in time before the seminar. 2) Attend and actively participate in the seminar.

If you do not submit the assignment in time before the seminar, or if you cannot attend a seminar you need to make an extra assignment in addition to submitting the original written assignment for the seminar.

Overview of pedagogical approach

The course design is based on “flipped learning” pedagogical approach. The fundamental idea of this approach is that the student does most of the work before the scheduled time in class, that the student makes preparatory assignments before the class. The time in class can thereby be devoted to applying the student’s knowledge from the preparations and to enable the conditions for deeper learning (“insights”) during the scheduled time in class.

You are therefore expected to spend considerable amount of work before each class.

Expected work effort

To get a sense of how much work is needed for the preparatory assignments the following calculation can serve as a guide:

The course is 0.5 hp. As 1.5hp corresponds to a week of full-time studies (=40 hours), then it follows that 0.5 hp corresponds to a third of a week, or 40h/3 = 13 1/3 h Scheduled time for the course is three seminars á 90 minutes each, in total 4 ½ h.

This leaves ca 9 hours for preparations (own work outside of class) or three hours per seminar.

Make sure to make the assignment before seminar one and submit it in time before the seminar.

Seminar one:

“Equality, gender equality and gender – an introduction” By Associate Professor Charlotte Holgersson and Professor Anna Wahl. Avaliable here: https://intra.kth.se/en/styrning/jamstalldhet/necessaren/om-jml/vill-du-veta-mer-en/jamstalldhet-jamlik/text-jamlikhet-jamstalldhet-och-genus-en-introduktion-1.1193731

Seminar 2:

Bray F Gender and Technology, Annu. Rev. Anthropol. 2007. 36:37–53 https://web.mit.edu/~shaslang/www/WGS/BrayGT.pdf

Seminar 3:

Åsberg, Cecilia (2021) Scientificity and gender: Ways of seeing, ways of knowing. KTH series on gender and gender equality, no. 7. Avaliable here: https://intra.kth.se/polopoly_fs/1.1193915.1664176861!/7.%20Scientificity%20and%20gender%20-%20Ways%20of%20seeing%2C%20ways%20of%20knowing.pdf

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

P, F

• DEL1 - Participation, 0.5 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Submitting written answers to the study questions which accompany the readings.

Active participation in seminars.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.