SSJ30080 Global Masculinities /EQUL40310 Masculinities and Equality – Assignment | UCD Ireland

SSJ30080 / EQUL40310 Assignment

AUTUMN 2025 

Module coordinator and lecturer: Dr. Ernesto VASQUEZ DEL AGUILA E-mail: ernesto.vasquezdelaguila@ucd.ie  Time: Tuesdays 2:00pm – 3:50pm.

Room: Theatre O, Arts/Newman Building.

Office hours: Tuesdays: 4:00 pm to 5:00 pm. A110 first floor Hanna Sheehy-Skeffington Building (D04 N9Y1) or Upon appointment.

Fiesta Comunal, Arpilleria, Peru

MODULE DESCRIPTION

This is an inter-disciplinary module that takes a critical look at the studies of masculinities and gender relations. The course offers a broad overview of the contemporary studies on men and masculinities. It draws upon the assumption that masculinity is an organising principle of society, which shapes ideologies and practices, and intersects with factors such as race, social class, age, and sexuality. There are multiple versions of masculinities and forms of “being a man” presented not only at different times and in different cultures, but also within the same society. These versions of masculinity coexist within power relations, hierarchical positions in society, and within negotiations and intersections between femininities and masculinities.  This module interrogates topics such as: the intersections of gender, race and social class; sports; heterosexual, queer, gay and trans masculinities; non-western masculinities; male health and wellbeing; ageing; “new” masculinities; male friendship; fatherhood; caring masculinities; popular culture and the “manosphere”. Particular attention will be devoted to the study of men and masculinities in the context of decolonial studies, intersectionality, globalisation, and global inequalities.

LEARNING OUTCOMES

By the end of the trimester you should be able to:

1. Critically analyse the ways gender and masculinities organize and construct our everyday lives in the broader context of globalisation, and cultural, historical and political-economic transformations;
2. Gain a greater understanding of categories of analysis in cultural diversity and ourselves through the comparative study of other cultures and their notions of gender and masculinities;
3. Use case studies to read critically classic and most updated literature in masculinities studies produced by scholars from the Global North and the Global South;
4. Apply intersectionality as a framework and approach to understand complex dimensions of power, hegemony, privilege and oppression (e.g. race/ethnicity, class, migrant status, gender, sexual orientation, age, etc.);
5. Critically analyse the ways our societies produce power, knowledge, discourses, and inequalities through gender and masculinities.

TEACHING AND LEARNING STRATEGIES

I am committed to supporting students in their personal journey as they advance through higher education. I created this roadmap Ten destinations to a Journey of Discovery that uses the metaphor of learning as a journey full of discovery. This roadmap will guide you in your learning process through the trimester. Use this QR Code to access the roadmap.

This module uses a combination of teaching and learning strategies: lectures, small group discussions, workshops, independent study, and digital applications. Some of these strategies are graded and others are part of your formative learning.

GRADED ASSESSMENT:

1. Mid-term assignment (30%). ONE individual Multiple Choice Questionnaire. The questions will be drawn from material covered in each of the weekly learning units, specifically from the required readings and lectures (Weeks two to seven). Therefore, while preparation for the MCQ will require careful attention to the lecture slides and weekly readings, it will not require further independent study. The quizzes will not test you on any information contained in the supplementary reading list. The quiz is comprised of 20 questions, and you will have 30 minutes to complete it. Once you open the quiz, you will be randomly allocated a subset of 20 questions from a larger sample. This means each student will have a slightly different order and combination of questions from the same pool. The quiz will be taken in class on Tuesday, 4 November (Bring a personal laptop to class).
2. Final Assignment (70%). Students registered in SSJ30080 are expected to present a Case Study (Guidelines available on Brightspace). For students registered at EQUL40310, there are several options for you to choose.

This is a take home open book examination and it should demonstrate your proficiency in applying concepts relevant to masculinities studies to a topic of your choice. You are expected to engage actively with and cite appropriately the literature on masculinities studies discussed in class.

NON- GRADED ASSESSMENT:

My Adopted Country. This is part of your individual learning. You are expected to do research about a current pressing issue related to masculinities studies in your assigned country. A good start to learn about your country is the WHO country profiles that you will find as hyperlink when you click your country. This individual research is not graded. It could be the basis for your final assignment.

Cultural Artifact. Once during the semester, you will bring in a cultural artifact to class that illustrates issues related to gender and masculinities. Artifacts can be anything that conveys a message of cultural diversity including a personal object, a newspaper article, advertisement, junk mail, photo, etc. You will briefly explain your artifact to the class.

Additional Learning Materials. Including documentaries, FAQs, R-Map. See HERE.

ASSESMENT AND EVALUATION    

Visit Registry for information about grade descriptors, grades scale and grade calculation points.

Note: On the basis of the principle of fairness, grades are finals. There is no rounding up or down.

Read the assigned material in a timely fashion.  You should take an active role in class discussions because your participation in the discussions will indicate your level of engagement with the readings. There are no required textbooks to purchase for this class. All class material has been posted on Brightspace.

There is a very comprehensive bibliography on topics such as violence, work, fatherhood, friendship, race/ethnicity, violence, pornography, men and feminism, among others compiled by Michael Flood, “The Men’s Bibliography” (last updated 2019) available at. There is also a Reserve Collection for further literature in the UCD James Joyce Library.

The UCD library has a wide-ranging support for materials, including books, journals, and databases. It also provides support and research training for students.

MY TEACHING PHYLOSOPHY

Learning as a kaleidoscope and Universal Design for Learning UDL)

I envision the learning environment as a kaleidoscope of uniqueness, diversity and inclusion in which each participant brings something different to the classroom and is valued. I use the metaphor of the kaleidoscope to illustrate this core principle in this module. I understand that each student learns differently. This module strives to be a space for inclusion by providing a learning environment for all regardless of background, personal circumstances such as age, disability, pace of study, etc.

Intersectionality

The framework of intersectionality calls attention to the interplay of factors such as gender, race, social class or sexual orientation that creates complex layers of power, hegemony, privilege and oppression. Intersectionality provides a lens to highlight not only to diversity among individuals but, most importantly, to symbolic and structural inequalities that permeates our everyday lives.

Decolonising education

A decolonised education challenges lack of diversity, omissions, hidden curriculums and “unconscious bias” of an ethnocentric curriculum and promotes a cultural practice that interrogates the positionality and plurality in the production of knowledge. A decolonised education questions the myths of meritocracy and calls attention to structural inequalities that create unequal conditions for students at every step of their journey.

Challenging heteronormativity

Heteronormativity (the assumption that everybody is heterosexual) and the expectations of “proper” masculinities and femininities permeate all aspects of our lives, and are part of a hidden curriculum in education. A hidden curriculum is what is not taught but is nonetheless learnt and shapes how content is presented. LGBTI+ issues can be perceived as irrelevant and marginal in education and, subsequently, teachers and students learn to conform to their invisibility. A critical emancipatory approach to education should challenge the hidden curriculum. I believe that LGBTI+ visibility is not only a pedagogical tool but a duty to our LGBTI+ students and community.

Reflective thinking and co-learning: students as partners

My teaching draws on social movement pedagogies (feminist movement, LGBTQ+ movement, liberation pedagogy and decoloniality) that seek to promote critical and reflective thinking by encouraging students to apply concepts in everyday situations and to own their learning process. Learning is “situated” and cannot be dissociated from our personal experiences and the context in which it occurs. Rather than a goal to achieve, learning is an ongoing process of “co-learning” in which both students and teachers are learners involved in creating, expanding and gaining knowledge and skills. Co-learning promotes a collaborative, democratic and creative community of learners.

Kindness, empathy and compassion

I believe that kindness, empathy and compassion are not just topics to be taught as part of a separate programme, but that these social-emotional skills are crucial aspects in education that should be incorporated into the curriculum and all educational practices. These principles are practical acquired skills that can be taught, learnt and developed through reflection and practice for social justice and will last throughout one’s lifetime. Applying these principles in the classroom creates opportunities for educators and learners to make connections beyond knowledge that contribute to a classroom environment of openness, compassionate listening and human connections.

Hard fun

I conceive my classroom as a place that combines rigorous hard work with joy and fun. Learning demands both the fun of playing with ideas, curiosity and freedom, and the hardness of reworking concepts and theories. Both complementary parts are needed for learning.

UCD POLICIES & RESOURCES

Mental Health and Wellbeing

UCD seeks to ensure that the promotion of mental health and wellbeing is part of the UCD Student Experience The university experience can be exciting and invigorating but it can also be stressful. Safeguarding our mental health and wellbeing is a concern for all of us and all members of the UCD community share in the responsibility of promoting an inclusive environment which supports the promotion, protection, and restoration of mental health and wellbeing. See HERE.

Equality, Diversity and Inclusion (EDI) and Dignity and Respect

UCD is committed to equality, diversity and Inclusion. All members of the University community (students, faculty, staff, and friends) should be able to pursue their work and education in a safe environment that promotes dignity & respect, and is free of any form of harassment, intimidation or bullying.

Temporary Exam Support

Temporary Exam Supports are intended for students who have an injury or temporary condition. Please email me explaining your illness or temporary condition which is affecting your ability to complete your exams in order to organise such supports. More information HERE.

Extenuating Circumstances

Extenuating circumstances are serious, unforeseen circumstances beyond your control which prevent you from meeting the requirements of your programme. If you are unable to complete assignments or attend required classes/exams due to unforeseen circumstances, you can apply for extenuating circumstances. See information here.

Disability Support

If you are facing a barrier to access in my class, I invite you to talk with me about it. Any information disclosed will be treated with confidentiality and respect. You should also communicate your need for support and accommodation to UCD Access & Lifelong Learning.

Writing Centre

UCD Writing Centre provides free consultations on any aspect of academic writing to all undergraduate and postgraduate students. Bring an assignment you are working on, a paper that has been graded, or just a draft or an essay question, and the writing tutors will talk to you about your writing process and offer strategies for improving your writing skills. The Writing Centre is based in the James Joyce Library. They offer both in-person and online sessions, and you can book your place here: www.ucd.ie/writingcentre.

Digital Identity

The library has created tutorials on Digital Literacy and Digital Identities. Take these tutorials and become familiar with this topic.

Intercultural learning

UCD is committed to inclusive learning and celebrates our diverse and intercultural community of students, academics and staff. Intercultural learning is about the opportunity and experiences of working with and learning from people across different cultures [Learn More]. My module seeks to foster an intercultural environment where, respect, empathy and compassion are core values in education and part of everyday life interactions across our UCD campus.

Academic integrity and avoiding Plagiarism

Academic Integrity is one of the core values in academic activity. You are expected to be familiar with UCD’s policies governing student affairs and conduct, including plagiarism. See UCD guidelines on academic integrity. Plagiarism is a serious violation of university codes on academic integrity, this includes plagiarising material from the web, printed sources, other students’ work, or any other source, including artificial intelligence. The library has completed comprehensive training on Academic integrity on Brightspace. Training.”

Artificial Intelligence and Assessment

Students are not permitted to use generative Artificial Intelligence (AI) in the production of their assessment work. The use of AI to produce content for assignments or to complete quizzes or other graded assessment activities will be regarded as a breach of academic integrity. Learn more about ethical uses of AI and get your Digital Badge and Certificate in AI:   Are You AI Ready? Investigating AI Tools in Higher Education Tools Student Guide

MODULE CONTENT

PART I.  INTERPRETING GENDER IN CULTURE

Week 01    9 Sep         INTRODUCTION: MEN AS SUBJECT OF STUDY

Week 02    16 Sep       “BECOMING” A MAN: CULTURE, STRUCTURE AND AGENCY

Week 03    23 Sep      QUEER MASCULINITIES (My Adopted Country allocation)

PART II. GLOBALISATION, MIGRATIONS, AND TECHNOLOGIES

Week 04   30 Sep                THE MIGRANT MAN: GLOBAL MIGRATIONS & MARGINALISED MASCULINITIES Week 05   07 Oct                 THE “NEW” MAN AND INCLUSIVE MASCULINITY

PART III. HOMOSOCIALITY, FRIENSHIP AND FATHERHOOD

PART IV: POWER, VIOLENCE, HEALTH, AND WELLBEING

Week 10   11 Nov        MEN’S HEALTH AND WELLBEING

Week 11   18 Nov       POWER AND VIOLENCE(S): FROM THE MYTHOPOETIC TO THE MANOSPHERE

PART V: CONCLUSION

Week 12   25 Nov        FINAL CLASS: Joining Up the Dots: Engaging boys and Men in Caring Masculinities and Gender Equality

Tuesday 9, December: Final assignment deadline (by the end of the day).

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