Introductory description

This module will engage with challenges for feminist and queer knowledge production that are emerging at present, across various contexts. It will consider both challenges within knowledge production itself (e.g. methodological/ethical challenges when conducting research; the challenges to our thinking posed by new feminist and queer theories/turns) and challenges that feminist and queer scholars are facing more broadly (e.g. challenges posed by anti-gender mobilisations, or other social and political developments).
As it engages with each challenge, the module will connect theory, ethics and praxis, inviting students to reflect on the intellectual context of the challenge, consider the ethical implications of it, and workshop practical strategies to engage with it. The module convener will always be present and tie topics together, but sessions will have guest speakers. Each guest will be asked to frame their contribution as a challenge, thinking about various dimensions (theoretical, ethical and practical) of that challenge.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The syllabus for this module will be designed collaboratively by staff and students in a workshop to be hosted in 2022/22. (see more details below)

Learning outcomes

By the end of the module, students should be able to:

• Identify and critically analyse a range of contemporary challenges for feminist, queer and trans knowledge production
• Recognise the implications of those challenges across a range of dimensions (including theoretical, methodological, ethical, pedagogical, social, political or professional)
• Examine the relationships between feminist and queer knowledge production and broader processes of social and political change
• Identify, and critically analyse, the manifestations and effects of power inequalities within feminist and queer knowledge production
• Draw on relevant literature, evidence and experience to produce (written and verbal) reflections on contemporary challenges, recognising the complexity of those challenges

Indicative reading list

TBC

Interdisciplinary

As explained above, the module will be designed collaboratively by a cross-faculty team of students and staff, in collaboration with IATL and WIHEA. The module will feature guest speakers from various disciplines and students will be expected to read literature from different disciplines. We expect the module to attract students from a range of Warwick departments and very diverse UG backgrounds, and students will have the opportunity to adapt the assessment to their own (inter)disciplinary interests and skills.

Subject specific skills

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
• conceptual understanding that enables the student: a) to evaluate critically current research and advanced scholarship in the discipline; b) to evaluate methodologies and develop critiques of them and, where appropriate, to propose new argument; and c) to continue to advance their knowledge and understanding, and to develop new skills to a high level.
• ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate conclusions clearly to specialist and non-specialist audiences
• self-direction and originality in tackling and solving problems, and acting autonomously in planning and implementing tasks at a professional or equivalent level

Transferable skills

• the exercise of initiative and personal responsibility
• decision-making in complex and unpredictable situations
• the independent learning ability required for continuing professional development