性別平等永續發展

Gender equity and women’s empowerment are integral to achieving healthy, sustainable communities. This course will use the United Nations’ Sustainable Goals framework to explore issues related to gender equity and approaches to address them from across regions of the world. We will consider gender across the life course as well as its intersection with race, class, sexuality, age, and ethnicity. We will draw on theory, research and literature from multiple disciplines. Organized around student-directed projects, we will explore how gender and gender equity are understood in UN designated regions, such as Africa, the Americas, South-East Asia, Europe, Eastern Mediterranean, and Western Pacific. The course takes an in-depth look at ongoing challenges, and pays special attention to promising policies or interventions to promote gender equity. We will use a “flipped course” model. Students will be guided in gaining basic knowledge about course topics before each class period. They will review academic scholarship and other sources of information, and be prepared to critically discuss them in class. During class, students will participate in and help to lead collaborative learning, case-based learning, peer instruction, and other active learning strategies. Through this mixed pedagogical (teaching) approach, students will gain essential skills for working in the global economy. They will develop strategies for critical thinking, communication, collaboration, and creativity. They will also improve their digital fluency and capabilities to work across cultures in a globalized world. This course is designed for students who are fluent English speakers, and also welcomes students who are not yet fluent in English. Although the class is taught in English, there will be opportunities for students to work together in other shared languages. By the end of this course, students should be able to: ● Identify issues of gender equity in their communities. ● Explain gender equity and its role in healthy, sustainable communities. ● Describe how gender equity relates to the UN Sustainable Development Goals. ● Analyze the role of gender equity in a specific country or UN designated region. ● Identify effective strategies to promote gender equity, and whether these may be adapted and applied to a specific country or UN designated region. ● Articulate their own informed perspective on gender equity, including its causes, consequences, and potential solutions to issues.

There are no prerequisites for this course.

All required class preparation (readings, videos, etc.) are open source (free). This course uses Google’s suite of applications to collaborate, organize and share information. Therefore, all students must have a Gmail account and know how to use this technology. This course also uses LINE, so all students must have (and use) a LINE account.

Self-Directed Learning 30% Collaborative Learning 30% Gender Equity Project 40%

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Frontiers in Psychology, 7, 25. ● Evans, J. B., Slaughter, J. E., Ellis, A. P., & Rivin, J. M. (2019). Gender and the evaluation of humor at work. Journal of Applied Psychology. ● Aguinis, H., Ji, Y. H., & Joo, H. (2018). Gender productivity gap among star performers in STEM and other scientific fields. Journal of Applied Psychology, 103(12), 1283. ● Tate, G., & Yang, L. (2015). Female leadership and gender equity: Evidence from plant closure. Journal of Financial Economics, 117(1), 77-97. ● Hawkes, S., Haseen, F., & Aounallah-Skhiri, H. (2019). Measurement and meaning: reporting sex in health research. The Lancet, 393(10171), 497-499.

地點

Online

時間

You are welcome to set an appointment to meet with me anytime.

聯絡方式

Contact information: Valerie@ValerieHolton.com, Valerie@ym.edu.tw , LINE ID: valerieholton