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- 25TH YEAR
Department of Mathematics
GEET 310 | Course Introduction and Application Information
| Course Name |
Gender and Media
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GEET 310
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language | ||||||
| Course Type |
Second Foreign Language
|
|||||
| Course Level |
-
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course conceptualizes gender as a category of knowledge and aims to understand how gender is constructed by the media. We will consider gender as a constitutive element of identity and by analyzing its intersection with other categories such as race, class, nation and sexuality, we will grasp the importance of the representation of gender in media and its meaning for our lives. The course consists of lectures, screenings and discussions revolving around critical analysis of and engagement with contemporary examples of film, television, adverts and new media. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | his course examines various images and representations of gender in media paying particular attention to contemporary discussions. Employing theories from cultural studies, media, film, reception and gender studies, it explores different processes and practices of gender, specifically in terms of media representations of femininity, masculinity and queerness. The media plays a major role in "constructing" gender, and “popular” views of what appropriate gendering is, in turn, shape how we communicate with each other. Participation (20%) – You should come to class prepared to ask questions and ready to make lively, insightful, substantive and respectful contributions to our discussion of the course materials. Written Assignment (20%): These assignments require the students to select a theme we have covered in the class and conduct a detailed analysis of how that example reflects the context in which it was produced/distributed/exhibited. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Course Introduction: Why Study Gender in the Media? | Lecture: Course framework, expectations, and introduction to the media analysis assignment |
| 2 | Introduction to Gender and Media | Reading: West and Zimmerman (1987), ‘Doing Gender’, Gender & Society, 1(2), 125–151 Video: Chimamanda Ngozi Adichie, ‘We Should All Be Feminists’ (TED) |
| 3 | Global Perspectives on Gender Representation | Lecture: Gender in Western and non-Western media Reading: Gill (2007), Gender and the Media, Chapter 3 Reading: Tuchman (1978), ‘The Symbolic Annihilation of Women by the Mass Media’ Video: Miss Representation, official trailer |
| 4 | Feminism and Media | Lecture: Waves of feminism in the media Reading: hooks (2000), Feminism Is for Everybody, Chapters 4 and 6 Reading: Crenshaw (1989), ‘Demarginalizing the Intersection of Race and Sex’, pp. 139–152 Video: Kimberlé Crenshaw, ‘The Urgency of Intersectionality’ (TED, 2016) |
| 5 | Masculinity and Media | Lecture: Toxic masculinity and representation Reading: Connell (1995), Masculinities, Chapter 1 Reading: Ging (2019), ‘Alphas, Betas, and Incels’, Men and Masculinities, 22(4), 638–657 Video: The Mask You Live In, official trailer |
| 6 | Queer theory and queer in media | Lecture: Visibility and stereotyping of LGBTQ+ identities Reading: Butler (1988), ‘Performative Acts and Gender Constitution’, Theatre Journal, 40(4), 519–531 Reading: Stryker (2008), Transgender History, Chapter 1 Video: Disclosure, official trailer |
| 7 | Social Media and Influencers | Lecture: Gender performances on social media Reading: Marwick (2013), Status Update, Chapter 3, ‘The Fabulous Lives of Micro-Celebrities’ Video examples: Gender performance on Instagram and TikTok, selected by the instructor |
| 8 | Midterm | |
| 9 | Gender and Film | Lecture: Gender in global cinema Reading: Mulvey (1975), ‘Visual Pleasure and Narrative Cinema’, Screen, 16(3), 6–18 Video: Selected film clips for gender analysis |
| 10 | Media, Race, and Intersectional Representation | Lecture: The oppositional gaze as a response to Mulvey Reading: hooks (1992), ‘The Oppositional Gaze: Black Female Spectators’, in Black Looks Video: Race, gender, and intersectionality, selected by the instructor |
| 11 | Gender and News Media | Lecture: Gendered narratives in global news Reading: Ross (2010), Gendered Media, Chapter 2 Video examples: Gender bias in news media Media analysis assignment due |
| 12 | Algorithms, Artificial Intelligence, and Gender | Lecture: Search, recommendation systems, and gendered visibility Reading: Noble (2018), Algorithms of Oppression, Introduction and Chapter 1 Case study: Deepfakes and image-based violence, current news materials |
| 13 | Gender and Media in Turkey | Reading: Burul and Eslen-Ziya (2018), ‘Understanding “New Turkey” Through Women’s Eyes: Gender Politics in Turkish Daytime Talk Shows’, Middle East Critique, 27(2), 179–192 Report: CEID Gender Equality Monitoring Report, selected sections |
| 14 | Media Ethics in Reporting Gender-Based Violence Guidelines for Reporting on Gender-based Violence | Reading: Guidelines for Reporting on Violence Against Women, Ethical Journalism Initiative Case study: Analysis of selected news reports |
| 15 | Evaluation of the term | Reading: Gauntlett (2008), Media, Gender and Identity, Introduction and Conclusion Discussion: Counterarguments to the critical frameworks developed during the semester |
| 16 | Finals Week |
| Course Notes/Textbooks | |
| Suggested Readings/Materials | The course uses the sources that are listed above |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
30
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
10
|
10
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
10
|
10
|
| Final Exam |
1
|
24
|
24
|
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to have a grasp of basic mathematics, applied mathematics or theories and applications of statistics. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to use advanced theoretical and applied knowledge, interpret and evaluate data, define and analyze problems, develop solutions based on research and proofs by using acquired advanced knowledge and skills within the fields of mathematics or statistics. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to apply mathematics or statistics in real life phenomena with interdisciplinary approach and discover their potentials. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to evaluate the knowledge and skills acquired at an advanced level in the field with a critical approach and develop positive attitude towards lifelong learning. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to share the ideas and solution proposals to problems on issues in the field with professionals, non-professionals. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to take responsibility both as a team member or individual in order to solve unexpected complex problems faced within the implementations in the field, planning and managing activities towards the development of subordinates in the framework of a project. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to use informatics and communication technologies with at least a minimum level of European Computer Driving License Advanced Level software knowledge. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to act in accordance with social, scientific, cultural and ethical values on the stages of gathering, implementation and release of the results of data related to the field. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also environmental protection, worker's health and security. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to connect concrete events and transfer solutions, collect data, analyze and interpret results using scientific methods and having a way of abstract thinking. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in the areas of Mathematics or Statistics and communicate with colleagues in a foreign language. |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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