ADMPGD: Poverty, Inequalities and Gender in Development

Module code: ADMPGD

Module provider: School of Agriculture, Policy and Development

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Professor Henny Osbahr, email: h.osbahr@reading.ac.uk

Module co-convenor: Dr Sarah Cardey, email: s.p.cardey@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

This module introduces an International Development perspective about how social policy – at global, national, and local level – is formulated, translated into action and evaluated. You will be supported in learning to recognise how social policy reflects dynamic political interests or normative positions within an increasingly globalised, uncertain world. Social policy is essential to the promotion of poverty reduction, equity, rights and sustainable development and to the creation of resilient livelihoods. In particular, this module examines the ways in which gendered roles and perspectives influence these development outcomes. Studying development through a gendered lens requires the student to investigate the organisation and distribution of power within a society, across societies, and within institutions. This considers specific ways in which underdevelopment and the process of achieving greater social and economic security may be experienced differently by women and men. You will be introduced to theories and methods of analysing gendered aspects of development and how they may be used in policy formulation and project design. Topics also include social protection, new politics of distribution and rights-based approaches. Using sectors examples (e.g. urban, rural, health), country case studies, videos, preparatory readings and student-led debate achieves a deeper understanding and an opportunity to think critically about solutions.  

Module Aims: 

• Explore the meaning of concepts used in the analysis of poverty, inequality and inclusive development, including the historical and cultural origins of ‘gender’ as a sociological / political concept; 
• Critically reflect on the political / theoretical bases and assumptions upon which key social policies are formulated, including from gendered and feminist perspectives, and how these influence development outcomes; 
• Learn about issues of equity, inclusion and rights, including ways in which gender analysis can be used to disaggregate issues such as poverty, vulnerability and human rights; 
• Discuss and critically compare, with reference to their underlying theoretical and conceptual bases, some of the broad development approaches adopted by institutions to meet the particular needs of men and women; 
• Consider how contemporary development agendas are transforming social policy in the twenty-first century; 
• Evaluate theories and methods for social policy and gendered analysis and how these may be used in policy formation and project design; 
• Be able to think critically about your own positionality and develop critical reading, discussion and written skills. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Understand and explain the meaning of concepts used in the analysis of poverty, inequality and inclusive development, including the historical and cultural origins of ‘gender’ as a sociological / political concept and critically discuss how these broad development approaches adopted by institutions to meet the particular needs of men and women; 
2. Demonstrate awareness of and be able to critically evaluate the political / theoretical bases and assumptions upon which key social policies are formulated, including from gendered and feminist perspectives, and how these may be used in policy formation and project design; 
3. Appreciate issues of equity, inclusion and rights, including ways in which gender analysis can be used to disaggregate issues such as poverty, vulnerability and human rights; 
4. Consider how contemporary development agendas at are transforming social policy in the twenty-first century.

Module content

Through the semester, the following themes are covered: 

• Conceptualising poverty, inequality, social policy and gender;  
• The process of the making of social policy and the impact of globalisation on social policies for development, including the implications of poverty, inequality and participation, explored through country case studies and examples from practice; 
• Approaches to poverty alleviation and inclusive development, including welfare, equity, safety nets, social work and family services, advocacy and rights-based social protection;  
• An examination of approaches togenderand gender analysis in development interventions and practice; 
• Engaging case studies using urban contexts, food and agriculture, and rural livelihoods; 
• An examination of gender narratives to understand feminism and masculinities, sexuality and social policy;  
• Issues of governance, representation and power in development, with case studies from Latin America, Africa and SE Asia; 
• Public-private partnership and the health sector; 
• The link between policy and development, cooperation and designing development assistance to respond to policy agendas, including ways forward.  

Structure

Teaching and learning methods

This semester 1 module uses a blend of face-to-face lectures and seminars, recorded resources and videos, structured student-led discussion and debate, workshop activities and may include guest lectures to provide up to 40 hours of learning. Students can use their guided reading for group discussion, and draw on case studies using sector examples (e.g. urban, rural, health, NGOs, national policy), to provide a deeper understanding, an opportunity to think critically about the theory, policy approaches, social differentiation, methods and tools and solutions. Students are expected devote additional time to follow guided independent reading and explore resources.  

Study hours

At least 44 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative discussion on the critical reading task in class 

Staff feedback and guidance on the essay planning. 

Reassessment

Additional costs