| Lernergebnisse |
Kompetenzen |
(*)Biology, Ethics and Gender (winter term)
Upon successful completion of the course, students are able to describe how the life sciences have been deeply interwoven with social values and cultural assumptions about gender and gender roles, both in the past and present. They are also able to independently acquire more in-depth knowledge on gender in the life sciences and biotechnologies.
Gender in technological processes (summer term)
Upon successful completion of the course, students are able to describe how technological processes, products and models have been deeply interwoven with social values and cultural assumptions about gender and gender roles, both in the past and present. They are also able to independently acquire more in-depth knowledge on gender in the techno-sciences and digital technologies.
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| Fertigkeiten |
Kenntnisse |
(*)Upon completing the course, students will possess the following skills. They are able to
- analyze intersectional gender aspects in scientific literature and present them in the course (k2);
- present and apply the knowledge acquired in the course by means of a self-contained written text analysis (k3);
- reflect on the impact of the life sciences or the techno-sciences on gender hierarchies and gender norms, and vice versa, by discussing scholarly publications (k4).
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(*)During the course, students will gain a fundamental understanding of
- how ideas of gender and gender relations shape questions, metaphors and models of technological developments in the life sciences or the techno-sciences;
- how ethical questions can change directions of research.
The specific topics depend on the focus of the course.
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| Lehrmethoden |
(*)Biology, Ethics and Gender (winter term)
After an introduction to the topic the students read one selected research paper for every session and prepare a presentation of one paper. Each paper will be discussed in depth related to the topic of the course. The transdisciplinary course is meant as introduction to the topic. There are no preconditions to take part, but the willingness to read every week about 25 pages in English.
Gender in technological processes (summer term)
The transdisciplinary course is meant as introduction to the topic. There are no preconditions to take part, but the willingness to read several selected texts of the topics mentioned above.
Gender before technology assessment
In the first course unit an introduction into the field will be provided and discussed; distribution of literature. In the second and third unit the students have to present their conclusions of the literature and work on a set of criteria for the analysis of artefacts. In the closing course unit students share their results with the plenum.
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| Literatur |
(*)Biology, Ethics and Gender (winter term)
Londa Schiebinger: Nature's Body. Gender in the Making of Modern Science, Boston: Beacon Press 1993.
Donna J. Haraway: Simians, Cyborgs, and Women. The Reinvention of Nature, London: Free Association Books 1991.
Rebecca M. Jordan-Young: Brain Storm. The Faws in the Science of Sex Differences, Cambridge MA: Harvard UP 2010.
Anne Fausto-Sterling: Sexing the Body. Gender Politics and the Construction of Sexuality, New York: Basic Books 2000.
Gender in technological processes (summer term)
Anne Balsamo: Designing Culture. The Technological Imagination at Work, Durham/London:Duke UP 2011.
Waltraud Ernst/Ilona Horwath (eds.): Gender in Science and Technology. Interdisciplinary Approaches, Bielefeld:transcript Verlag 2014.
Isabel Zorn; Susanne Maass; Els Rommes (u.a.) (eds.): Gender Designs IT. Construction and Deconstruction of Information Society Technology, Wiesbaden: VS Verlag 2007.
Ruha Benjamin (ed.): Captivating Technology, Durham/London: Duke UP 2019.
Safiya Umoja Noble: Algorithms of Oppression. How Search Engines Reinforce Racism, NY: New York UP 2018.
Gender before technology assessment
Allhutter, Doris/Hofmann, Roswitha (2014): Affektive Materialitäten in Geschlechter-Technikverhältnissen. Handlungs- und theorie-politische Implikationen einer antikategorialen Geschlechteranalyse. Freiburger Zeitschrift für Geschlechter Studien, 20 (2), 59-78.
Brandes Uta: Designing Gender oder Gendered Design? Zur Geschlechtersprache in der Gestaltung. Forum Holz/Bau. http://www.forum-holzbau.com/pdf/meran10_Brandes.pdf
Brandes, Uta (2002): Die Geschlechtersprache der Produkte. In: Zeitschrift für Frauenforschung und Geschlechterstudien, Heft 4/2002, S. 51-64.
Mraz, Gabriele/Hofmann, Roswitha/Bernhofer, Gabriele (2013): Die Motorsäge als vergeschlechtlichtes Artefakt. Maskulinitäts- und Femininitätskonstruktionen in der privaten Brennholzherstellung. in: Soziale Technik, 2/2013, 17-19.
Ormrod, Susan (1994): ‚Let’s Nuke the Dinner’: Discursive practices of gender in the creation of a new cooking process. In: Cynthia Cockburn/Ruza Fürst-Dilic (Hg.): Bringing Technology Home: Gender and Technology in a Changing Europe. Open University Press, 42-58.
Schmitz, Sigrid (2009): Gender und Diversity treffen Naturwissenschaften und Technik. In: Gender und Diversity: Albtraum oder Traumpaar? VS Verlag, 175-190.
Young, Iris Marion (2005): On Female Body Experience: "Throwing Like a Girl" and Other Essays. Oxford University Press, 27-45.
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