日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
社会デザイン研究科（MSDA）/Graduate School of Social Design Studies (MSDA)Graduate School of Social Design Studies (MSDA) |
| 科目コード等/ Course CodeCourse Code |
VP304/VP304VP304 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
対面 |
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木5/Thu.5 Thu.5 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
SDM6211 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
－（履修中止制度なし/ No system for cancellation) |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
The main objective of this course is to provide students with theoretical and methodological instructions so that they can first understand how gender is socially, economically, and politically constructed and how the promotion of gender equality and women's empowerment is essential for addressing development. Based on these, students can think what kinds of policy and project interventions should be undertaken to achieve sustainable and inclusive development and SDGs.
This course will explore the connections between gender and each of key SDGs' themes which include poverty reduction, food security, education, health, VAW/GBV, climate change/DRR, and decent work in the contexts of Asia and the Pacific and Africa. It will examine how context-specific gender disparities and gender dynamics are shaped and reinforced in each of the themes and how these disparities can be closed or removed through policy and project interventions. For this, the course will draw on some concepts and theoretical approaches, such as conceptualization of empowerment, capability approach, intra-household inequalities/cooperative conflicts, and feminist political ecology.
| 1 | Introduction: concept of gender and sex; how gender is constructed; major international efforts for/discourses on gender equality and women's empowerment, including CEDAW, Beijing Platform for Action, and SDGs |
| 2 | Current status of gender inequality and gender disparities in key sectors of some selected countries/regions, based on the data of Global Gender Gap Index |
| 3 | Relevant theories/concepts, analytical frameworks, and approaches, of intra-household inequality by gender and age, such as Amartya Sen's 'Intra-household Cooperative Conflict' and 'Capability Approach' |
| 4 | Relevant theories/concepts, analytical frameworks, and approaches, such as Naila Kabeer's 'Conceptualization of Empowerment' and Sida's model for Multi-Dimensional Poverty Analysis SDGs Goal 1: poverty reduction from a gender perspective Feminization of Poverty |
| 5 | SDGs Goal 2: food security, as well as agriculture and forest resource management, from a gender perspective Chambers & Conway's 'Sustainable Rural Livelihood' framework (5 capitals) |
| 6 | SDGs Goal 3: health and wellbeing, especially sexual and reproductive health & rights (SRH&R)and HIV/AIDS |
| 7 | Mid-term presentation and submission of mid-term paper SDGs Goal 4: education from a gender perspective |
| 8 | SDGs Goal 4: education from a gender perspective |
| 9 | SDGs Goal 5: gender equality, specifically VAW/GBV |
| 10 | SDGs Goal 5: gender equality, specifically VAW/GBV |
| 11 | SDGs Goal 11 & 13: climate change and disaster risk reduction from a gender perspective |
| 12 | SDGs Goal 11 & 13: climate change and disaster risk reduction from a gender perspective |
| 13 | Final Presentation SDGs Goal 8: employment and decent work from a gender perspective |
| 14 | Review of Class 1 to 13 Submission of final report |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| short YouTube videos, websites of related organizations to show relevant maps/data/graphs, etc. |
Students must read the designated articles and other reading materials prior to each class session and prepare for some questions and comments for class discussion.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
クラス・ディスカッション (Class Discussions)(20%) 中間プレゼンテーション (Mid-term Presentation)(15%) 中間ペーパー (Mid-term Paper)(20%) 最終プレゼンテーション (Final Presentation)(15%) 最終レポート(Final Report)(30%) |
| 備考 (Notes) | ||
なし/None
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Amartya Sen | Development as Freedom | Anchor | 2011 | 0385720270 |
| 2 | Bina Agarwal | Gender Challenges | Oxford | 2015 | 9780199453658 |
| 3 | Dianne Rocheleau, Barbara Thomas-Slayter, Esther Wangari, Eds. | Feminist Political Ecology: Global Issues and Local Experiences | Routledge | 1996 | |
| 4 | C. Sachs et al. Eds. | Routledge Handbook of Gender and Agriculture (Routledge Environment and Sustainability Handbooks) | Routledge | 2023 | 0367563568 |
| 5 | Blaikie et al. | At Risk (2nd Ed)(Kindle Ed) | Routledge | 2003 | 9780415252164 |
the ability to correctly interpret gender-disaggregated data and statistics, compare differences/disparities between men and women, in a certain topic/sector/context, identify critical gender-based problems from such data and statistics, and argue against such problems from a gender/feminist lens
Personal computers with the software of Word, PPT, etc.
本授業を通じて、学生が、関連する理論や方法論を基に、いかにジェンダーが社会・経済・政治的に形成され、開発を推進する上でジェンダー平等や女性のエンパワメントの推進が重要なのかについて理解を深め、持続可能で包摂的な開発やSDGsを達成するためにどのような政策や事業介入が必要なのかについて考えられるようになることを目標とする。
The main objective of this course is to provide students with theoretical and methodological instructions so that they can first understand how gender is socially, economically, and politically constructed and how the promotion of gender equality and women's empowerment is essential for addressing development. Based on these, students can think what kinds of policy and project interventions should be undertaken to achieve sustainable and inclusive development and SDGs.
本授業は、アジア太平洋・アフリカ地域におけるジェンダーと主要な開発課題との関係性に焦点を当てる。具体的には、SDGsの重点課題である、貧困削減、食料安全保障、教育、保健、女性に対する暴力・ジェンダーに基づく暴力（VAW/GBV)、気候変動・DRR、雇用・労働等である。各重点課題のセクターにおいて、どのようなジェンダー格差やジェンダーダイナミズムが実在するかを把握し、関連する理論や概念を基に、それらの構造的要因を分析し、是正させるための政策および事業介入の在り方を考察する。
This course will explore the connections between gender and each of key SDGs' themes which include poverty reduction, food security, education, health, VAW/GBV, climate change/DRR, and decent work in the contexts of Asia and the Pacific and Africa. It will examine how context-specific gender disparities and gender dynamics are shaped and reinforced in each of the themes and how these disparities can be closed or removed through policy and project interventions. For this, the course will draw on some concepts and theoretical approaches, such as conceptualization of empowerment, capability approach, intra-household inequalities/cooperative conflicts, and feminist political ecology.
| 1 | Introduction: concept of gender and sex; how gender is constructed; major international efforts for/discourses on gender equality and women's empowerment, including CEDAW, Beijing Platform for Action, and SDGs |
| 2 | Current status of gender inequality and gender disparities in key sectors of some selected countries/regions, based on the data of Global Gender Gap Index |
| 3 | Relevant theories/concepts, analytical frameworks, and approaches, of intra-household inequality by gender and age, such as Amartya Sen's 'Intra-household Cooperative Conflict' and 'Capability Approach' |
| 4 | Relevant theories/concepts, analytical frameworks, and approaches, such as Naila Kabeer's 'Conceptualization of Empowerment' and Sida's model for Multi-Dimensional Poverty Analysis SDGs Goal 1: poverty reduction from a gender perspective Feminization of Poverty |
| 5 | SDGs Goal 2: food security, as well as agriculture and forest resource management, from a gender perspective Chambers & Conway's 'Sustainable Rural Livelihood' framework (5 capitals) |
| 6 | SDGs Goal 3: health and wellbeing, especially sexual and reproductive health & rights (SRH&R)and HIV/AIDS |
| 7 | Mid-term presentation and submission of mid-term paper SDGs Goal 4: education from a gender perspective |
| 8 | SDGs Goal 4: education from a gender perspective |
| 9 | SDGs Goal 5: gender equality, specifically VAW/GBV |
| 10 | SDGs Goal 5: gender equality, specifically VAW/GBV |
| 11 | SDGs Goal 11 & 13: climate change and disaster risk reduction from a gender perspective |
| 12 | SDGs Goal 11 & 13: climate change and disaster risk reduction from a gender perspective |
| 13 | Final Presentation SDGs Goal 8: employment and decent work from a gender perspective |
| 14 | Review of Class 1 to 13 Submission of final report |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| short YouTube videos, websites of related organizations to show relevant maps/data/graphs, etc. |
Students must read the designated articles and other reading materials prior to each class session and prepare for some questions and comments for class discussion.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
クラス・ディスカッション (Class Discussions)(20%) 中間プレゼンテーション (Mid-term Presentation)(15%) 中間ペーパー (Mid-term Paper)(20%) 最終プレゼンテーション (Final Presentation)(15%) 最終レポート(Final Report)(30%) |
| 備考 (Notes) | ||
なし/None
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Amartya Sen | Development as Freedom | Anchor | 2011 | 0385720270 |
| 2 | Bina Agarwal | Gender Challenges | Oxford | 2015 | 9780199453658 |
| 3 | Dianne Rocheleau, Barbara Thomas-Slayter, Esther Wangari, Eds. | Feminist Political Ecology: Global Issues and Local Experiences | Routledge | 1996 | |
| 4 | C. Sachs et al. Eds. | Routledge Handbook of Gender and Agriculture (Routledge Environment and Sustainability Handbooks) | Routledge | 2023 | 0367563568 |
| 5 | Blaikie et al. | At Risk (2nd Ed)(Kindle Ed) | Routledge | 2003 | 9780415252164 |
the ability to correctly interpret gender-disaggregated data and statistics, compare differences/disparities between men and women, in a certain topic/sector/context, identify critical gender-based problems from such data and statistics, and argue against such problems from a gender/feminist lens
Personal computers with the software of Word, PPT, etc.