ECTS credits ECTS credits: 5
ECTS Hours Rules/Memories Student's work ECTS: 85 Hours of tutorials: 5 Expository Class: 15 Interactive Classroom: 20 Total: 125
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Social, Basic and Methodological Psychology, Political Science and Sociology
Areas: Basic Psychology, Sociology
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
In relationship with our subject pursues like main aim that the female and male students arrive to the understanding, as well as the knowledge and analysis in depth of the processes of constitution, and particularly of the processes of social constitution, of the gender identities from diverse epistemological and theoretical perspectives. A specific aim consists in the analysis of the multiple appearances that take part in the social constitution of female and male gender identities, his particular characteristics and the mechanisms that determine the identity configurations and that prevent often to the subjects initiate with efficiency processes of change concerning the define aspects of his gender identities.
The subject is focused substantially from 2 perspectives of knowledge of women, feminist and gender theory, on the one hand from a sociological and sociological-social angle, and on the other, from a psychological and psychological-social perspective.
We pretend to promote a social knowledge, sociological, social psychological and educational knowledge, that allow the female and male students to act based on facts in the subject of gender identities, from a of view of the education and human socialization and referred to the social, labor, economic, cultural and symbolic cultural fields.
Moreover, with this it is aimed a scientific academic preparation for the specific research of the phenomenon, this is, of the processes of the constitution of gender identities.
From a global point of view, the knowledge purchased has to serve to base the academic, research and professional training in the theme of the gender relations and roles and education and of the women, as well as for the corresponding practical and professionals performances, another specific object of the present master.
PART 1
I.- Conceptual bases
1.-The concept of Identity
2.- Identity and Gender Identity
II.- Classical theoretical explanatory approaches on the processes of construction of gender identities
1.- The concept of Role
2. The Funcionalism Theory and the functionalism theory of roles
3- The Psychoanalytic Theory
4.-The Interaccionist Theory
III.- Theoretical Feminist positions on the processes of the construction of gender identities
1.- The Theories of the “Equality"
2.-The Theories of the “Difference"
3.-Postmodernism, Cyberfeminism and Theory of Deconstruction .
PART 2
IV.- Theoretical-explanatory Psychological and Psychological-Social approaches on the processes of construction of gender identities
1.- Classic Psychological and Psychological-Social Theories
2.- The theories of Piaget and Kohlberg
V.- The investigations of Carol Gilligan and Nancy Chodorow
1.- Nancy Chodorow's theory
2.- Carol Gilligan's theory
VI.- The processes of construction of gender identities, stereotypes and new gender Identities
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- BADINTER, ELISABETH (1986): El uno es el otro. Planeta, Madrid.
- BEAUVOIR, SIMÓNE (1979): El segundo sexo. Tomos I e II, Cátedra, Madrid.
-BECK-GERNSHEIM, ELISABETH, BUTLER, JUDITH Y PUIGVERT, LIDIA (2001) "Mujeres y transformaciones sociales", El Roure, Barcelona.
-BENHABID, SEYLA (1992): "Una revisión del debate sobre las mujeres y la teoría moral, en: ISEGORIA nº 6
-BENHABID, SEYLA y CORNELLA, DRUCILLA (1990): Teoría Feminista y Teoría crítica, Alfons El Magnaním, Valencia.
- BRAIDOTTI, ROSI (2004) Feminismo, Diferencia y Subjetividad Nómade, Gedisa, Barcelona.
-BUTLER, JUDITH (1992) “Problemas de los género, teoría feminista y discurso psicoanalítico”, en: NICHOLSON, LINDA (1992): Feminismo/posmodernismo, Feminaria, Buenos Aires.
-BUTLER, JUDITH (2007) El Género en disputa: El feminismo y la subversión de la identidad, Paídos, Barcelona.
-CARPORALE BIZZINI, SILVIA Y MONTESINOS SÁNCHEZ, NIEVES (ed.) (2001) Reflexiones en torno al Género, Monografías, Universidad de Alicante, Alicante.
- BARBERÁ, ESTER Y MARTÍNEZ BENLLOCH, ISABEL (2011). Psicología y género. Pearson Educación, Madrid.
-BLANCO, NIEVES, SUBIRATS, MARINA Y OTRAS (2003) Género y educación, Ediciones Grao, Barcelona.
- BUSSEY, KAY Y BANDURA, ALBERT (1999) Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713.
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-DURAN, Mª. ANGELES (2000) Si Aristóteles levantara la cabeza, Ed. Cátedra, Feminismos, Valencia.
- FASCIOLI, ANA (2010) Ética del cuidado y ética de la justicia en la teoría moral de Carol Gilligan. Actio, 12, 41-57.
- FERRO, NORMA (1991): El instinto maternal y la necesidad de un mito. Siglo XXI, Madrid.
- FIRESTONE, SHULAMIT (1989) La dialéctica del Sexo, Cátedra, Madrid.
-FRASER, NANCY (2001) "Repensar el reconocimiento: superar el desplazamiento y la reificación en las políticas culturales", en: Radl Philipp, R. (ed.) Cuestiones actuales de Sociología del Género, CIS, Madrid.
-FRASER, NANCY (1989): Unruly Practices. Minnesota.
- FREUD, SIEGMUND (1972 y 1974): Obras Completas. Biblioteca Nueva, Madrid, tomos V e VII.
- GARCIA DE LEON, Mª ANTONIA y otros. (1996): Sociología de las mujeres españolas. Ed. Complutense, Madrid.
- GARCIA DE LEON, Mª ANTONIA (1994): Elites discriminadas. (Sobre el poder de las mujeres). Anthropos, Barcelona.
- GARCIA DE LEON, Mª ANTONIA (1995) Mujeres en Política: El caso de una élite dominada y discriminada, en RADL PHILIPP, R. y GARCIA NEGRO, M. C. o.c., p.15-32.
- GARCIA MARIN, JORGE (2010) Identidades subordinadas de Género: Diálogos con la Postmodernidad, en: - RADL PHILIPP, RITA Mª (2010) Investigaciones de las Mujeres y del Género, Universidade de Santiago de Compostela.
- GIDDENS, ANTHONY (1994): Sociología. Alianza, Madrid.
- GIL CALVO, ENRIQUE (1997) "El nuevo sexo débil. Los dilemas del varón postmoderno", Ediciones Temas de Hoy, Madrid.
-GILLIGAN, CAROL (1985): “La Moral y la Teoría. Psicología del desarrollo Femenino”, FCF, México.
-GOFFMAN, ERVING (2006) Estigma: la identidad deteriorada, Amorrortu, Buenos Aires.
-GONZALEZ, ANA y LOMAS, CARLOS (ed.) (2004) Mujer y Educación, Ediciones Grao, Barcelona.
- KOYAMA, EMI (2003) : The transfeminist manifesto. En: Catching a wave: Reclaiming feminism for the 21st century, 244-259. Northeastern University Press.
-GONZALEZ RODRIGUEZ, ANA y VV.AA. (2004) Mujer y Educación, Ediciones Grao, Barcelona.
- HARAWAY, DONNA J. (1995): “Ciencia, cyborgs y mujeres. La reivindicación de la naturaleza”, Cátedra, Madrid.
- IRIGARAY, LUCE (1992): Yo, Tú, Nosotras. Cátedra, Valencia.
- IZQUIERDO, Mª JESUS (1983): Las, los, les (lis, lus). El sistema sexo-género y la mujer como sujeto de transformación social. La Sal, Barcelona. págs. 12-13 e 17-18.
- IZQUIERDO, Mª JESUS (1993): "El proceso de constitución de la identidad de género en función del sexo", en: RADL PHILIPP, R y Mª CARME GARCIA NEGRO: A Muller e a súa imaxe. Universidad de Santiago, Santiago de Compostela.
- IZQUIERDO, Mº JESUS (1998): El malestar en la desigualdad, Instituto de la Mujer y ed. Cátedra, Valencia.
- MARTIN, CAROL LYNN Y RUBLE, DIANE (2010) Patterns of gender development. Annual Review of Psychology, 61, 353-381.
- MARTIN, CAROL LYNN Y RUBLE, DIANE y SZKRYBALO, JOEL (2002) Cognitive theories of early gender development. Psychological Bulletin, 128, 903-933.
- MARTINEZ BENLLOCH, ISABEL (2003) Cultura, intersubjetividad y relaciones de género: normalizando mundos. En: LÓPEZ SANCHEZ, FELIZ, ETXEBARRIA BILBAO, ITZIAR, FUENTES REBOLLO, Mª JESUS y Ortiz BARÓN Mª José (coords.) Desarrollo afectivo y social. Pirámide, Madrid.
- MEAD, GEORGE HERBERT (1972) Espíritu, Persona y Sociedad, Paídos, Barcelona.
- MORENO, MONTSERRAT (1986): Como enseñar a ser niña. Icaria, Barcelona.
- MURARO, LUISA (1991): Le ordine simbólico Della madre, Torino, Riuniti. En español: El orden simbólico de la madre, Horas y Horas, Madrid, 1994.
-NICHOLSON, LINDA (1992): Feminismo/ posmodernismo, Feminaria, Buenos Aires.
-RADL PHILIPP, RITA Mª (1996) Los Procesos de la Constitución Social de las identidades de Género en el contexto de la socialización humana: Bases para un modelo teórico-interaccionista, en: RADL PHILIPP, RITA Mª (ed.) Mujeres e Institución universitaria en Occidente, Universidad de Santiago, Santiago de Compostela.
- RADL PHILIPP, RITA (1993): "La nueva definición del rol femenino", en: RADL PHILIPP, R y Mª CARME GARCIA NEGRO: A Muller e a súa imaxe. Universidade de Santiago, Santiago de Compostela. páxs 29-52.
- RADL PHILIPP, RITA Mª (1996) Los procesos de la Constitución Social de las Identidades de Género: Hacia un Modelo Interaccionista de explicación, Universidad, Santiago de Compostela.
- RADL PHILIPP, RITA Mª (1996): "La Nueva Identidad del género femenino en los debates de la televisión", en: RADL PHILIPP, R y Mª CARME GARCIA NEGRO: As mulleres e os cambios sociais e económicos. Universidade de Santiago, Santiago de Compostela.
-RADL PHILIPP, RITA Mª y Fonseca Silva, Conceição (2014) “Violencia contra las mujeres. Perspectivas Transculturales- Violence against women. Cross culturañl perspectives", Editorial: Servizo de Publicacións de la Universidade de Santiago de Compostela, Santiago de Compostela.
- RADL PHILIPP, RITA Mª (2010) Investigaciones de las Mujeres y del Género, Universidade de Santiago de Compostela.
-RADL PHILIPP, RITA Mª (2001) Cuestiones Actuales de Sociología del Género, CIS, Madrid.
-RADL PHILIPP, RITA Mª (2001) “Los medios de comunicación de masas y las imágenes en función del género: sobre la influencia socializadora de la Televisión”, en: Muñoz, B. (ed.) Medios de comunicación y Cambio Cultural, Comunidad de Madrid, Madrid.
-RADL PHILIPP, RITA Mª (2001) “Acerca del estatus epistemológico-crítico de las investigaciones de género”, en: Radl Philipp, R. (ed.) Cuestiones Actuales de Sociología del Género, CIS-Univ. Santiago, Madrid.
-RADL PHILIPP, RITA Mª, GÓMEZ VÁZQUEZ, BEGOÑA, GARCÍA MARÍN, JORGE (2001) “Influencia Mediática televisiva, dinámica familiar y roles de género. Algunos datos empíricos sobre la situación de los adolescentes”, en: Radl, R. (ed.) Cuestiones actuales de Sociología del Género, CIS, Madrid.
-RADL PHILIPP RITA Mª (2006) “Familia, vejez y género: El caso de los cambios en las relaciones entre abuelas, abuelos, nietas y nietos”, en: ABACO, nº 49-50, páxs. 49-65.
-RADL PHILIPP, RITA Mª (2012) “Identidades de género, medios y nuevos medios tecnológicos de la comunicación”, en: GARCÍA MARÍN, JORGE (ed.) Postmodernidade e novas redes sociais. Editorial: Servizo de Publicacións de la Universidade de Santiago de Compostela, Santiago de Compostela, páxs. 21-34.
RADL PHILIPP, RITA Mª (2012): “Medios, nuevos medios tecnológicos de la comunicación y de la información y nuevas identidades de género”, en: VVAA. (eds.) XVI Conferencia de Sociología de la Educación. La Educación en la Sociedad Global e Informacional, Editorial: Servicio de Publicaciones. Universidad de Oviedo, Oviedo.
-RADL PHILIPP, RITA Mª (2010) Derechos Humanos y Género, en: CADERNOS CEDES, no. 81, vol. 30, maio-agosto. Sao Paolo, Brasil.
-RADL PHILIPP, RITA Mª (2008) Questões epistemológicas sobre gênero: O debate atual, en: UEPG, Ciências Humanas, Ciências Sociais Aplicadas, Língua, Letras e Artes, nº16, (Vol. 1), páxs. 9-20. Ponta Grossa, Brasil.
ROHR, ELISABETH (1993): "Feminismo y Psicoanálisis", en: RADL PHILIPP, RITA Mª y GARCIA NEGRO, Mª CARME: As mulleres e os cambios sociais e económicos. Universidade de Santiago, Santiago de Compostela.
-SUBIRATS, MARINA y BRULLET, CRISTINA (1989): Rosa y azul. Instituto de la Mujer, Madrid.
-SUBIRATS, MARINA (1998) "Con diferencia. Las mujeres frente al reto de la autonomía", Icaría Antrazyt, Barcelona.
- SUBIRATS, MARINA (1990): "Problemas y reivindicaciones de las mujeres: una cita sin fin, en: ASTELARRA, JUDITH. (comp.): Participación política de las mujeres. CIS, Madrid.
-VALCÁRCEL, AMELIA (1994): "El concepto de Igualdad", Ediciones Pablo Iglesias, Madrid.
-VARELA, JULIA (1997) "Nacimiento de la Mujer Burguesa", La Piqueta, Madrid.
- VASTA, ROSS, HAITH, MARSHALL & MILLER, SCOTT (2001) Psicología infantil (cap. 15: Desarrollo del papel del género y diferencias entre los sexos. Ariel Psicología, Barcelona.
It pursues the acquisition of the theoretical knowledge to base the training and academic, research and professional qualification in the topic of the gender identity, particularly regarding to the processes of construction of the same, with the end that the female and male student can analyze, comprise and research in a adequate form the current relations of gender, by a part, and can develop practical actions and promote social political strategies regarding to the problem of gender equality, by another. In the case that occupies us focus of singular way the question of the complex processes of the constitution of female and male gender identities splitting of an optics that awards special importance to the socialization and education in function of the gender and that pursues the development of the corresponding professionals practical actions to the equality of the women and of the gender like competitions by part of the female and male students.
For the theoretical teaching will be used an interactive class model to optimize the professor-student interaction, to part of the explanatory theoretical lessons by part of the professor. In this sense, following a communicative- interaccionist didactic conception which contemplate especially active interventions and speeches of the female and male students (exhibitions, summaries, preparation of questions for the plenary of the class etc.) like integral part of the own class, this is, contributions in relationship with the material that will be used in the classes to deepen in the different thematic complexes aroused theoretically in the space of the classroom.
In a concrete way we will develop practical sessions and workshops concerning the precise thematic that occupies us during all the semester and according to the specific study program.
It will facilitate that the female and male students have a critical sense on the contents of the classes and his active participation will focus the development of the critical attitudes through the expression and contrast of opinions and ideas.
CONTINGENCY PLAN:
That follows the "Contingency plan for the development of teaching during the academic year 2021-22", approved by the Government Council of the USC on April 30, 2021.
Scenario 1. Adapted normality
In this scenario, the usual classroom work methodologies for the expository and interactive classes will be applied.
Scenario 2: Distancing (partial restrictions of physical presence)
In this scenario, a combined methodology will be applied, that is, the work in the classroom will be combined with on-line classes (by videoconferences, etc.), especially in the expository classes, adapting the format to the expository and interactive classes and the follow-up of the discipline will be non-face-to-face (via telematics and email).
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating the deadlines for assignments, questions and the work-presentation in advance. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
Scenario 3: Closure of facilities
In this scenario, a non-face-to-face teaching methodology will be applied with on-line classes (by videoconferences, etc.) in the expository and interactive classes and the follow-up of the discipline will be non-face-to-face (via telematics and email).
Continuous evaluation will continue to be the preferred evaluation system, indicating in advance the delivery dates of the tasks, questions and the work-presentation. It will be ensured that the texts are available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
It will be realized didactically a follow-up continued evaluation and written proofs.
It will be evaluated the participation and assistance to the theoretical classes and to the corresponding practices, that consider fundamental to purchase the planned professional and scientist training.
It will be evaluated the realization of a personal and/or in group work –exhibition and the reflexive contributions of the female and male students in the development of the sessions and activities of class.
The final note will be composed of all these elements.
In the case of exemption from teaching, the continuous evaluation will be replaced by the evaluation of works with texts, tasks and summaries of texts and topics.
PLAGIARISM (FOR BOTH PRESENTIAL AND NON-PRESENTIAL TEACHING)
"In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the Evaluation of Academic Performance of students and for the review of grades will apply."
EVALUATION COURSE WITHOUT TEACHING
Since the master is biennial and during the second year of each edition of the master there will be no face-to-face teaching of this subject, the students enrolled in it must contact the teachers responsible for the subject as soon as possible to specify the evaluation system. In any case, if nothing else is agreed, the female and male student will be evaluated through work, activities and a final exam in the scheduled calls.
CONTINGENCY PLAN:
That follows the "Contingency plan for the development of teaching during the academic year 2021-22", approved by the Government Council of the USC on April 30, 2021.
Scenario 1. Adapted normality
In this scenario, the usual evaluation methodology will be applied.
Scenario 2: Distancing (partial restrictions of physical presence)
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating in advance the delivery dates of the tasks, questions and the work-presentation. It will be work with material and texts, questions and reflections on the texts and debates of readings / bibliography proposed in the program for the different thematic nuclei of the program. It will be ensured that the texts are available in the virtual classroom.
The final exam, being the case, will preferably be in person.
Scenario 3: Closure of facilities
Continuous evaluation will continue to be the preferred evaluation system, indicating in advance the delivery dates of the tasks, questions and the work-presentation. It will be work with material and texts, questions and reflections on the texts and debates of readings / bibliography proposed in the program for the different thematic nuclei of the program. It will be ensured that the texts are available in the virtual classroom.
There will be no final exam that will be replaced by the exclusive continuous assessment (reflections and questions about the texts and the work / presentation (50% and 50% of the grade respectively).
It will depend on each student, but splits of the base that by an ECTS credit will be calculated, in the context that occupies us, roughly of 12-15 hours of personal work to the week.
It will be recommended to follow the work, analysis and the study of the texts and materials presented in class as required and from sesión to sesión.
The precise study program as well as the concrete bibliography will be explained and delivered to the students by the professor in the class.
EVALUATION COURSE WITHOUT TEACHING
Since the master is biennial and during the second year of each edition of the master there will be no face-to-face teaching of this subject, the students enrolled in it must contact the teachers responsible for the subject as soon as possible to specify the evaluation system. In any case, if nothing else is agreed, the female and male student will be evaluated through work, activities and a final exam in the scheduled calls.
PLAGIARISM (FOR BOTH PRESENTIAL AND NON-PRESENTIAL TEACHING)
"In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the Evaluation of Academic Performance of students and for the review of grades will apply."
CONTINGENCY PLAN:
That follows the "Contingency plan for the development of teaching during the academic year 2021-22", approved by the Government Council of the USC on April 30, 2021.
Scenario 1. Adapted normality
In this scenario, the usual classroom work methodologies for the expository and interactive classes will be applied.
Scenario 2: Distancing (partial restrictions of physical presence)
In this scenario, a combined methodology will be applied, that is, the work in the classroom will be combined with on-line classes (by videoconferences, etc.), especially in the expository classes, adapting the format to the expository and interactive classes and the follow-up of the discipline will be non-face-to-face (via telematics and email).
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating the deadlines for assignments, questions and the work-presentation in advance. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
Scenario 3: Closure of facilities
In this scenario, a non-face-to-face teaching methodology will be applied with on-line classes (by videoconferences, etc.) in the expository and interactive classes and the follow-up of the discipline will be non-face-to-face (via telematics and email).
Continuous evaluation will continue to be the preferred evaluation system, indicating in advance the delivery dates of the tasks, questions and the work-presentation. It will be ensured that the texts are available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
María José Sampedro Vizcaya
- Department
- Social, Basic and Methodological Psychology
- Area
- Basic Psychology
- Phone
- 881813794
- mariajose.sampedro [at] usc.es
- Category
- Professor: University Lecturer
Rita Maria Radl Philipp
- Department
- Political Science and Sociology
- Area
- Sociology
- Phone
- 881813810
- ritam.radl [at] usc.es
- Category
- Professor: University Professor
| Wednesday | |||
|---|---|---|---|
| 16:00-17:00 | Grupo /CLE_01 | Spanish | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 17:00-18:30 | Grupo /CLIS_01 | Spanish | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 05.18.2022 16:00-18:00 | Grupo /CLE_01 | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 07.01.2022 16:00-18:00 | Grupo /CLE_01 | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |