934300 Gender, food systems and natural resources (in Eng.)

Art
Vorlesung und Seminar
Semesterstunden
4
Vortragende/r (Mitwirkende/r)
Fiebiger, Sebastian , Stadlmayr, Barbara , Lemke, Stefanie
Organisation
Angeboten im Semester
Wintersemester 2024/25
Unterrichts-/ Lehrsprachen
Englisch
Lehrinhalt

This course critically assesses how the use, management and knowledge of land, water and the wider ecology is gendered. While women’s importance as users, guardians and managers of natural resources and their roles in enabling family food and nutrition security are highlighted globally, the rights to land, water and trees, as well as access to other resources, infrastructure and services, are vested in men. In this course we aim to understand these contradictions, and their implications in different farming systems, practices and socio-political contexts. We will investigate the theory, policy and practice of gender in the governance of food systems and natural resources; and analyse the shortcomings of attempts to integrate women into development programmes. Applying an intersectional lens we explore how discriminatory gender norms are interwoven with other social categories such as age, education, (in)ability to work, class, race, ethnicity, sexual identity. This course will further introduce alternative rights-based approaches to food systems and natural resources, such as food sovereignty, food justice and the right to food, from the perspective of social movements and civil society. In order to achieve a more sustainable use of natural resources it is crucial to understand how and by whom they are used, managed and governed and what are the challenges and barriers, but also the opportunities for different actors. In order to leverage a transformation toward food and nutrition security for all, a societal transformation is urgently required and more attention has to be paid to underlying structural power dynamics and inequalities among the actors involved. We will assess relevant Sustainable Development Goals (e.g., SDG2, SDG5) and the role they play in these processes. To enable students to analyse and/or undertake research on people-nature-food linkages, we will explore conceptual frameworks, analytical insights and methodological tools stemming from different approaches to addressing gender. These frameworks will be based on thematic case studies that will provide deeper insights into different geographic, socio-economic and socio-cultural contexts.
Inhaltliche Voraussetzungen (erwartete Kenntnisse)

Interest in the topics relating to this course. Students from a diversity of disciplines and backgrounds are invited to join.
Lehrziel

After successful completion of this module students will have gained an understanding of the meanings and interpretations of gender in theory, policy and practice, and how these impact on the development and governance of food systems and natural resources. They will have gained insights into alternative rights-based approaches to food systems and natural resources, such as food sovereignty, food justice and the right to food, from the perspective of social movements and civil society. They will further be able to uncover the challenges and barriers, but also opportunities for different actors in these food systems. Students will have an understanding of underlying structural power dynamics and intersecting inequalities, and of the need for a societal transformation in order to achieve sustainable food systems. Students will be familiar with conceptual frameworks, analytical insights and methodological tools stemming from different approaches to addressing gender and intersectionality, based on thematic case studies in different geographic, socio-economic and socio-cultural contexts.
Students gain skills and key competencies in (i) scientific reading and writing, working with academic literature through guided reading, presenting and discussing readings in class, writing an annotated bibliography (as part of the assessment, 50%), (ii) media-supported presentation skills, (iii) team work capacity, (iv) facilitation skills, through active participation in and facilitation of different interactive formats (e.g., World Café, Fishbowl discussion) and online facilitation, (v) discussions and plenary debate and (vi) peer review: receiving and providing guided feedback.
Professional competencies:
Engaging in group work and working on specific case studies across disciplines and topics, students will be able to assess and analyse complex underlying structural issues within food systems from different perspectives. Through invited guest lectures from civil society organisations and with practitioners, students will be exposed to real world projects and problems and gain rich insights into the respective experiences and challenges in development research and related fields.
Personal competencies
The emphasis is on student participation and fostering dialogue and debate. Students will feel able to explore and develop their understanding of key concepts introduced in the sessions through discussions in a supportive environment, and they will be able to critically reflect on these concepts. Through in-class discussions and guided learning activities, such as peer-review, students will be able to receive and give structured feedback, enabling learning from each other.
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