Course proposals for the academic year 2016-2017

Name of the teacher: Amalia Verd Sanmartin

Name of the course and course code INTRODUCTION TO GENDER AND LAW
ECTS credits*6
The level of the course (please choose: basic, intermediate, advanced or
postgraduate)
Field of Law/discipline Gender and Law ??
Type of course (please choose: lecture course, seminar, writing seminar, method
course, moot court)
Lecture Seminar

Understand the concept of sex and gender.

Recognize sex /gender discrimination and how it is being fought by International, European and
national legal systems.
Aim of the course and learning outcomes:

1. The hidden nature of gender : The evolution of sex into gender: from nature to culture and
its implications in the daily life; Concepts and definitions
2 The theoretical foundations of feminist movements and their different outcomes in law;
Waves: Suffragettes, Second Wave, Third Wave; Liberal, Radical, Cultural Postmodern legal
feminism and their specific outcomes; Intersectional ties in law; Inclusiveness of the
Other and Outlaws
3 The international, European and National legal tools to fight discrimination:
CEDAW, European Directives on discrimination, the application of international tools into
national legislation.
This course will examine the concepts of sex and gender and analyze their uneasy relationships with
the law. Firstly, it will address the vocabulary and definition of concepts related to gender such as
sex / gender, gender identities, gender discrimination and the principle of substantive equality and
direct, indirect, structural and intersectional . Theoretical foundations on sex and gender will be
considered as to these theories will depict the way sex and gender have shifted from its biological
ground conception to a cultural construction. The right to equality and non-discrimination, integrity
and freedom will be addressed through the different theoretical approaches besides the way they
have challenged law and provoked big change in the substantive law. It will show how the impact of
law has been different to women and men and how other aspects such as age, race, and ethnic group
have been important and produced intersections with sex/gender and how international legal tools
have been a key elements in the fight against discrimination in national legal systems.
Description of the course content

Lectures and seminars 10 * 2 h

Participation to each lecture requires reading the material in advance.
Response papers (3 times 1 page)
Presentation of one subject: Group presentation
Essay
Subject-specific Knowledge: Students will become familiar with theoretical foundations on sex and
gender. They will understand and have the basic ability to assess gender impact of legislation. They
can analyze law and legal practices from the perspectives of gender and other grounds of
discrimination.

Subject-specific Skills: Providing students with an understanding of the important role of gender as
a tool for analysis they will develop a critical engagement with the law from a gender standpoint.
They will be able to critically analyze and understand the relation between gender and law. Student
will develop analytical and critical skills with regard to how these issues influence/ and are reflected
into law. Evaluate selected areas of substantive law throughout the perspectives of different
theoretical approaches to gender. Recognize and understand the different international tools related
to fight discrimination in law.
Key Skills: The student will develop independence of thought and challenge the accepted
knowledge and universal truths. They will develop research and writing skills. They will
demonstrate their ability to work independently and in group through writing and presentation
exercises.
1) Response papers (3 response papers: on liberal feminisn legal outcomes, on radical
feminism legal outcomes and on postmodern feminism legal outcomes) (25 %) Teacher
assessment ( no more than 1 page )
The students will write a page as a response paper to a previous given article on a specific
gender legal theory.
Assessment criteria will be based on Structure, Interpretation, Use of evidence with examples or
theories argumentation
(5)The response paper is detailed and the key points are highlighted; the structures is clear, logical
and easy to follow; the interpretation is based on personal thought and critical analysis and
background by a good use of evidence through cases and real examples, the presentation skills are
clear
(4)The structure is clear and logical; the interpretation related to other literature and the use of
evidence is supported by relevant cases
(3)The structures is not very clear or logical only in some parts and there is not much interpretation
with just making reference to the same author and not relating it to others, there is still some use of
evidence although not using the most relevant to the topic and not critically evaluated
(2) The structure has an argument not developed and not clear, the interpretation is superficial and
uncritical, there is some mention to evidence but not effectivelly making part of the argument.
(1)The structure is incoherent and difficult to follow or understand, there is no use of evidence.
2) Group Presentation
The student will make a presentation in group of 3 on a topic chosen by them in reference to
a legal problem related to gender discrimination. Peers and teacher will give feedback in
accordance to the assessment criteria. (25%)
The involvement of the student in the feedback will activate students and will avoid the
passive listening position. This type of feedback will develop generic and reflective skills
and support higher quality outcomes
The assessment criteria will follow the same criterion that applies to the response paper in relation to
the topic chosen for the presentation. Besides to this criteria presentation skills criteria will be
specifically added. The assessment will take into account that every member of the group
participates and that the presentation has really been made in-group.

(5)The Group presentation is clear, lively; use of appropriate visual aids; good evidence of
application of IT skills.
(4)The Group presentation is clear, lively, imaginative; excellent use of illustrations (if appropriate);
exemplary application of a range of IT skills.
(3)The Group presentation is generally competent, limited range of IT skills but those employed
used to acceptable standard.
(2)The Group presentation is not easy to follow; unimaginative and not engaging; poor use of IT
skills.
(1) The Group presentation is chaotic it is difficult to understand and to follow.
3) Essay on an specific topic on gender and law related to their national legislations and the use
of international legal tools or legal feminist theories (4000 words minimum) (25%. )Teacher
feedback and correction.
The assessment criteria are the same one as for the response paper. The criteria will include also the
assessment of the use of the information and the use of sources and academic references
Previous substance knowledge expected from students
General studies: at least one year of legal or other relevant studies
How the course is completed and students are assessed (i.e. possible compulsory attendance
%, essay with required page amount, exam, lecture diary, oral presentation etc)

Assessment scale 1-5.

Participation to each lecture and response papers (25%)

Presentation of one topic: Group work (25%).

Written essay (50%).