FACULTY OF BUSINESS
Department of Economics
GEET 310 | Course Introduction and Application Information
| Course Name |
Gender and Media
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GEET 310
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
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| Course Language | ||||||
| Course Type |
Second Foreign Language
|
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| Course Level |
-
|
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course conceptualizes gender as a category of knowledge and aims to understand how gender is constructed by the media. We will consider gender as a constitutive element of identity and by analyzing its intersection with other categories such as race, class, nation and sexuality, we will grasp the importance of the representation of gender in media and its meaning for our lives. The course consists of lectures, screenings and discussions revolving around critical analysis of and engagement with contemporary examples of film, television, adverts and new media. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | his course examines various images and representations of gender in media paying particular attention to contemporary discussions. Employing theories from cultural studies, media, film, reception and gender studies, it explores different processes and practices of gender, specifically in terms of media representations of femininity, masculinity and queerness. The media plays a major role in "constructing" gender, and “popular” views of what appropriate gendering is, in turn, shape how we communicate with each other. Participation (20%) – You should come to class prepared to ask questions and ready to make lively, insightful, substantive and respectful contributions to our discussion of the course materials. Written Assignment (20%): These assignments require the students to select a theme we have covered in the class and conduct a detailed analysis of how that example reflects the context in which it was produced/distributed/exhibited. |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Course Introduction: Why should and how do we study gender in the media | |
| 2 | Gender and Identity | Gauntlett, D. Media, Gender and Identity, London and New York: Routledge, 2002: 1-41. |
| 3 | Gender and Media Representation | Gallagher, M. “Media and the Representation of Gender”. The Routledge Companion to Media and Gender.2014: 23-31. Eds. C. Carter, L. Steiner and L. McLaughin. London and New York: Routledge, 2014. S. Hall, “The Work of Representation.” İçinde Representation: Cultural Representations and Signifying Practices. Ed. S. Hall. London, California, New Delhi: Sage Publications, 2003. |
| 4 | Femininity and spectacle | Butler, J. Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory, Theatre Journal , Vol. 40, No. 4 (December, 1988): 519-531. Stewart, M. L. “The politics and spectacle of fashion and femininity.” Journal of Women's History. 17(1), (2005): 192-200. |
| 5 | Representations of masculinity | Ta. L. M. “Hurt so good: Fight Club, masculine violence, and the crisis of capitalism.” The Journal of American Culture, 29(3), (2006): 265-277. Cohan S. and Hark, I. R. (Eds.) Screening the Male: Exploring Masculinities in Hollywood Cinema. London and New York: Routledge, 2002: 1-22. |
| 6 | Queer theory and queer in media | Gerhard. J. “Sex and the City: Carrie Bradshaw's queer postfeminism. Feminist Media Studies”. 5(1), (2005): 37-49. Avila-Saavedra, Guillermo. Nothing queer about queer television: televized construction of gay massculinities, Media Culture Society 2009, Vol. 31(1): 5–21. |
| 7 | Gender, race and media | Entman R. M. and Rojecki, A. The black image in the white mind: Media and race in America. Chicago, IL: University of Chicago Press, 2000: 205-226. |
| 8 | Gender, class and media | Tasker,Y. Working girls: Gender and sexuality in popular cinema. London & New York: Routledge, 2002: 1-18. |
| 9 | Gender and violence | Dowds, E. An international legal response to #MeToo, 4, 2018. https://theconversation.com/an-international-legal-response-to-metoo-rape-and-sexual-abuse-is-needed-95617. |
| 10 | Gender and representation of violence in media | Gender Violence and The Case of Fatal Attraction (Adrian Lyne, 1987) |
| 11 | Gender and media in Turkey | E. Cox, “#MeToo is not enough: it has yet to shift the power imbalances that would bring about gender equality”, Mart 18, 2018. https://theconversation.com/metoo-is-not-enough-it-has-yet-to-shift-the-power-imbalances-that-would-bring-about-gender-equality-92108 |
| 12 | Student presentations | |
| 13 | Student presentatios | |
| 14 | Evaluation of the term, discussion and preperation for the final exam | |
| 15 | Review of the term | |
| 16 | Review of the term |
| Course Notes/Textbooks | D. Gauntlett, Media, Gender and Identity, London and New York: Routledge, 2002. |
| Suggested Readings/Materials | The course uses the sources that are listed above |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
2
|
50
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
2
|
10
|
20
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
1
|
24
|
24
|
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. |
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| 2 | To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. |
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| 3 | To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. |
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| 4 | To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. |
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| 5 | To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. |
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| 6 | To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. |
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| 7 | To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. |
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| 8 | To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. |
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| 9 | To be able to take the responsibility as an individual and as a team member. |
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| 10 | To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. |
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| 11 | To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
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| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. |
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| 13 | To be able to relate the knowledge accumulated throughout human history to their field of economics. |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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